This paper investigates the reflected aspect of debate curriculum in a high school textbooks historically. This paper focuses on debate educational contents at the time of the national curriculum textbooks. This paper analyses high school textbooks under ‘Fidelity Perspective’. The results were as follows： ∙the degree of orientation of the curriculum：1, 2, 3, 5(reflect), 6(unreflect)∙The level of educational content and scope：2(appropriateness), 3(deepening enlarge), 5(generation)∙the nature of the contents of education：in fact, that is centered around understanding. ∙the fidelity of implementation：6(lowest disloyalty) Meanwhile, the debate educational contents has been the following changes diachronically. ∙the necessity and purpose：“the construction of a democratic society, truth inquiry and the acquisition of liberal arts” → “strengthen the ability of individuals at debate education.”∙the nature of educational content：Western-centric culture’s emphasis/ mainly dealt with the understanding of knowledge Curriculum is reflected in the textbooks under the influence of several kinds factors. It is as follows；“the social demands, the historical requirements, the academic requirements, the curriculum developer’s convictions and beliefs(the individual needs).”