由誰來書寫歷史？中日韓三國高中歷史教科書中爭議性歷史事件的敘寫與啟示

History Should be Written by Whom? Analysis of Controversial Issues in Cross-National History Textbooks in China, Japan, and Korea

歷史教科書應該由誰來書寫？通常是各自國家書寫本國的歷史。本研究欲探討國家版的教科書和不同國家的學者共同編撰的歷史教材之間的差異與意義。以中國大陸、日本、韓國市占率較高的高中歷史教科書（國家版），對照中日韓共同編寫委員會所編撰的《東亞三國的近現代史》歷史教材（共構版），以具爭議性的歷史事件為例進行分析比較。研究發現：一、國家版易突顯自己國家相關或有利的論述，共構版針對歧見併陳不同觀點；二、國家版以官方觀點出發，共構版嘗試反映民眾的歷史與觀點；三、共構版在部分歷史情節仍不脫國家版的思維。最後，思考共構版作為另類歷史書寫的可能問題，提出歷史教科書書寫，應納入共同歷史的利害關係人一起書寫，有助於培養多面向的思維，但不管是國家版或共構版，教師的角色至關重要，教師需要超越現行教科書，從排他性的民族主義取向，轉而支持更開放與包容的多重觀點，並從跨文化及國際的角度來思考教科書的內容。

History textbook should be written by whom? Each nation usually writes its own national history. This study aims to explore the differences and significance between each country's national history textbook and a history book written together by members from different countries. The content and structure of the jointly-constructed history books written by the China-Japan-Korea Common Text Tri-National Committeeand official history textbooks of China, Japan, and Korea were analyzed, with focus on the most controversial issues. The research findings were as follows: (1) The national versions highlighted their own discourse, and the jointly-constructed version was interpreted differently by each country. (2)The jointly-constructed version tried to further reflect the people's social situation and living conditions during World War II. (3)The jointly-constructed version still had national standpoints in some historical episodes. The jointly-constructed version demonstrates an alternative to history writing, namely that historytext books should be written to include stakeholders as a means to better understand the complex linkages and networks. In addition, no matter which version, the role of teachers is crucial because they are able to go beyond the textbook by presenting crosscultural and international perspectives of history.