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  • 學位論文

臺灣史研究在高中教科書中的落實與落差

The Practice and Disparity between Academic Research of Taiwan History and High School History Textbooks

指導教授 : 周婉窈

摘要


本文的主旨為探討臺灣史學術研究在「95暫綱」和「101課綱」兩套高中歷史教科書中的落實情形。研究方法是先彙整「十七世紀臺灣與世界的接軌」、「清代的原漢關係與牡丹社事件」、「日治時期臺灣社會的近代化」和「戰後的威權體制」等課題的最新研究趨勢及創見,再對照教科書的相關敘述,審視教科書的編纂和修訂是否有跟上學界的腳步。意即藉由上述課題,分析海洋史、轉型正義的理念和原住民觀點的歷史解釋,在教科書中分別得到什麼樣的展現,並且觀察昔日的黨國意識形態是否還持續影響民主社會的歷史教育。   整體而言,海洋史在教科書中的分量乃逐次消退,轉型正義更從未得到應有的重視。以荷、西時期為例,儘管課綱本身已反映重視世界體系、族群互動的海洋史觀念,多數版本仍維持相當保守的解釋。不僅沒採納「共構殖民」等晚近的論點,有關轉口貿易、地權制度的說明也多見疏漏,反而編入顏思齊與鄭芝龍開墾臺灣的「傳說」,藉此強調漢人海盜與臺灣的密切關係,完全忽略十七世紀東亞局勢的變遷對臺灣的影響。在威權體制方面,教科書也不強調中國國民黨政府的統治形態是引發白色恐怖的主因,只籠統地將各式冤、假、錯案歸咎於嚴刑峻法的實施。雖有版本根據豐富的事例和史料,詳細講解白色恐怖及民主運動的歷史意義,但終究迴避談論蔣介石和中國國民黨政府侵害人權的責任歸屬,甚至有讓情治機關承擔所有罪責的傾向。相較之下,原漢關係和牡丹社事件的部分便有引述學術論著,多數版本致力於說明原住民地權、族群政策和番地歸屬等重要知識,有意避免漢人觀點的詮釋。教科書也為日治時期的基礎建設、近代化教育、社會變遷和藝文發展等顯示臺灣走向近代社會的事物,提供非常全面的介紹。最值得肯定的是,所有版本都不忘強調當時的物質建設、產業發展皆以殖民者的利益為依歸,輔以殖民地教育的限制和臺灣民眾的自覺意識,清楚表達相關研究的核心概念,即所謂的「殖民的近代性」。日治時期的介紹幾乎不見缺乏學術根據的闡釋和評論,可謂歷史教育不再受黨國意識形態束縛的表徵。但黨國意識形態的消退卻沒有換來轉型正義的理念,即呈現未來教科書應當改進的方向。

並列摘要


The goal of this thesis is to investigate the circumstances surrounding the implementation of academic research on Taiwan history within the high school history textbooks which are on the basis of “Guideline of History Curriculum in 2006” and “Guideline of History Curriculum in 2012.” Regarding research methodology, this thesis first collects and organizes the latest research trends and original ideas regarding “Taiwan and the world in seventeenth century,” “the relationship between aboriginal and Han Taiwanese during Ch'ing era and the Japanese invasion of Taiwan in 1874,” “the modernization of Taiwan society under Japanese rule” and “the authoritarian regime in Taiwan.” Then, by comparing the related descriptions within the textbooks, this thesis aims to closely examine whether or not the compiling and revising of textbooks follows in the steps of academic research. Through the above mentioned issues, this thesis will analyze the concepts of maritime history and transitional justice, along with historical interpretation from the point of view of aboriginals to see what kind of difference is displayed within the textbooks. Moreover, this thesis aims to observe whether the former Party-State ideology still continues to influence history education within a democratic society. On the whole, the amount devoted to maritime history within the textbooks gradually decreases, while transitional justice never receives the proper emphasis it deserves. Taking the period when Taiwan was under Dutch and Spanish rule as an example, despite the guideline reflecting the maritime history concepts that emphasis on the world system and interaction between ethnic communities, most textbooks still keep a conservative explanation. Not only not adopting recent theories like “co-colonialism,” but also explanations regarding entrepot trade and the system of land tenure are also overlooked. However, the legend of Yen Ssu-ch'i and Cheng Chih-lung (also known as Iquan, Koxinga’s father) cultivating Taiwan has been included within the text. This results in emphasizing the intimidate relationship between Chinese pirates and Taiwan, completely overlooking the effects of changes in seventeenth century East Asia on Taiwan. Regarding the authoritarian regime, the textbooks also don’t emphasize that it was the political system under the KMT government that caused the White Terror in Taiwan. Instead, they brush over the injustices, lies, and misjudged cases that can be blamed on the severe punishments and harsh laws that were in place. Although there are versions that are based on abundant examples and historical sources, detailed explanations on the historical significance of the White Terror and the democracy movement still avoid discussing the accountability of Chiang Kai-shek and the KMT government infringing on human rights, so much so that there is a trend in allowing the intelligence agencies to accept full responsibility. In comparison, the relationship between aboriginal and Han Taiwanese and the Japanese invasion of Taiwan in 1874 quotes from academic sources, and most textbooks devote more attention to explaining aboriginal land ownership, ethnic policy, the aboriginal dominion and other important information in an attempt to avoid a Han Chinese centric interpretation. In addition, textbooks provide a very comprehensive introduction to Japanese colonial Taiwan period infrastructure, modernized education, social changes, and the growth of art and literature to illustrate that Taiwan started on the path towards a modern society. It is worth recognizing that each edition made sure to emphasize that the construction and industrial development was all for the benefit of the colonists. Along with the limitations on colonial education and the conscious awareness of Taiwanese people, and clearly express the core concept of related research, that is, the so-called “colonial modernity.” The introduction to the period of Japanese rule doesn’t lack in interpretation and discussion on academic evidence, and it can be considered historical education no longer is bound by Party-State ideology. However, the wane of Party-State ideology didn’t change to the idea of transitional justice. Rather, it has emerged as the direction textbook improvement should head in.

參考文獻


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