This study aims to analyze the questions in history textbooks based on the 2015 national curriculum, to suggest the direction of improvement for those who develop textbooks based on the 2022 national curriculum. To this end, I analyzed questions in "Imperialist Invasion and Nation-State Construction Movement(unit 4)" in the middle school history textbooks based on the 2015 national curriculum. As a result, the questions in the current textbook were less consistent with the curriculum and focused on memorizing historical facts rather than exploration. It tried to present various types of questions, although the function of guiding information was stronger than asking questions. However, problems such as the mismatch between source data and questions, the loss of the function of data or questions, and the ambiguity of sentence statements were also found. Based on the above, it can be said that the questions in the history textbook should reflect the aims of history learning and the characteristics of the history subject as follows. First, it is necessary to emphasize the exploration process of analyzing sources to find clues to problem-solving. Second, questions that can reveal the constructive and interpretative characteristics of history should be presented. Third, it should be considered that questions in the history textbook reflect temporality.