鑒於國家認同分歧乃是近年國內許多紛爭的根源,歷史教育的內容又會影響到史觀,不同的史觀則可能進一步形塑出不同的國家認同,影響到民眾對兩岸政策的種種看法,甚至限制了兩岸的往來,而歷史教育除了學子直接接觸到的課本外,課本內容受到課綱規範的限制,因此本篇研究乃針對歷次歷史課綱與課本內容進行分析比較研究,基於高中歷史內容較為豐富,較能夠從中看到隱含的意識形態,因此選擇高中教材為研究對象,採用內容分析法,再配合近年的民調問卷和訪談內容,觀看近年高中歷史課本課綱是否真和過去有明顯的改變差異,而接受了這些有別於過去教材的世代,是否有跟上一代不一樣的史觀與認同?從研究結果看,兩者的答案都是肯定的。文中最後提出一點建議,希望有助消弭社會紛爭,使本論文不局限於象牙塔內,而能提供一得之愚給社會。
Many conflicts in our country in recent years result from the diversity of national identity among the people, which is strongly influenced by the content of history education, itself in turn affected by the historiographical perspectives represented in the textbooks. These perspectives have helped shape the reader’s national identity, influenced the viewpoints of the masses on Cross-Strait policy, and even limited the interactions between the two sides of the Strait. While history textbooks are what students contact directly, the contents of textbooks are controled by the “Guidelines” of each book. The present research chooses to compare different high school history textbooks and their guidelines, supplemented by. evidences of polls and interviews done in recent years, to see whether indeed the history textbooks and their guidelines have changed and, if so, to what extent are they different from the past; more important, how the generation thus informed and educated have formed different hisotoriogaphical perspectives and national identity. Finally some suggestions are proposed regarding the phenomena in the hopes of reducing the current social conflicts.