他者的歷史殤慟──兩岸中學社會科教科書中猶太大屠殺議題之敘寫與啟思

Historical Trauma of the Other: Narratives and Reflections on the Holocaust in History and Social Studies Textbooks in Taiwan and Mainland China

本研究主要探討臺灣及中國大陸國中及高中歷史及社會科教科書中如何敘寫猶太大屠殺，採內容分析法對教科書內容進行分析並提出反思與編撰建議。研究發現兩岸教材的內容編排與文本設計：可增加重要事件與符號、多提供一手資料增加具體認知、敘事角度與立場、圖照片的使用可更多元平衡、增加對戰後可能的影響與相關因應措施等思考；此外，建議臺灣的教科書對於歷史脈絡及原因應更具體、掌握定義與重要概念、猶太大屠殺議題除了放在補充資料，也應在主文敘及、增加探究活動與討論問題，引發歷史意識及深度思考。最後從課程組織、敘事角度、論述觀點、活動設計分別提出省思，希望從猶太大屠殺議題反省教科書設計問題，並思考更深層學習歷史的意義，批判反省種族滅絕的根源，及和平與人權價值探討的重要，裨益國際公民素養的培育。

This paper explores how secondary school history and social studies textbooks in both Taiwan and Mainland China narrate the Holocaust. It employs content analysis to review the textbooks and brings up reflections and suggestions. Suggestions for both textbooks include increasing significant events and signifiers, adding more primary data for better understanding, embedding diverse perspectives, putting more consideration into the use of pictures and images, and discussing post-war impact and relevant measures that the government took. Taiwan’s textbooks should provide more concrete historical contexts and causes of events that focus more on definitions and important concepts. The Holocaust and related issues should be included in the main text, not only in supplementary statements. Inquiry and discussion of the issues should also be added to increase historical consciousness and encourage depth of thought. Ultimately, this paper shows our reflections on curriculum organization, narrative views, discourse types, and instructional activity designs. With the Holocaust and relevant issues, we attempt to rethink the problems of textbook design, to seek deeper meaning of history learning, and to criticize the origins of genocide and the importance of investigating peace and human rights, so as to promote the cultivation of international citizenship.