國中教科書之中國史敘述變動

臺灣史自1997年成為中小學的必讀內容，取得主體地位後，中國史是否也產生了改變？本研究探索中國史從國編本到民主化後的審定本，在敘述主體結構上的變化，及其對國族認同形塑的可能影響。本研究採質化詮釋取向的文本分析法，以國中階段為主，檢視國編本及審定本中國歷史教科書之主題與內容。研究發現雖然教科書在五個面向上有所變動，中國史的朝代更迭線性敘述架構並未改變，其國族史的形式延續下來，成為中國認同的基礎。本文討論此形式延續的原因，及其對於民主公民教育及歷史教學之影響，並主張以世界史的框架重構中國史教科書。

關鍵字

歷史教科書；中國史；國族史；國族認同

並列摘要

After Taiwanese history became required reading in the history curricula of primary and secondary schools in 1997, did Chinese history narratives also change? This study attempts to understand the narrative changes in Chinese history textbooks since Taiwan's democratization and the effects they might have on Taiwan's national identity formation. We use the interpretive text-analysis method to examine the National Standardized Version and the Official Approved Version of junior high school history textbooks. The results show that there have been five changes in the narratives of Chinese history textbooks. However, because the dynastic linear narrative structure has not changed, its function as a national history continues, making it the foundation for Chinese national identity formation. We discuss the reasons for the continuity and its implications on democratic citizenship education and history teaching and learning. We call for a reconstruction of Chinese history textbook narrative from a world-history perspective.