歷史觀點的覺察：國中教科書臺灣史之差異敘述

Recognizing Perspectives: Narrative Differences and Hidden Ideologies in Taiwanese History Textbooks

臺灣民主化使得臺灣史在課程中有獨立地位，由於臺灣意識與中國意識是臺灣歷史教科書的兩種主要意識形態，不同版本教科書的臺灣史敘述是否隱含史觀上之差異，是歷史教師有必要具備判斷力之議題。本研究以國中社會科臺灣史第一冊之「臺灣原住民起源」、「臺灣與中國淵源關係」、及「牡丹社事件」主題為例說明三個不同版本教科書歷史敘述的差異。研究發現，不同版本的教科書，在臺灣史的敘述上有臺灣意識、中國意識及國際意識的差異。然而，這些跟認同的建構有關的意識形態，化身在看起來中性的歷史事實中，容易使所傳達的史觀不被注意，而使公民潛移默化間接受了未經思考的觀點。本文主張教師須教導學生敏感於歷史敘述背後的觀點與詮釋角度，以養成民主社會公民理性思考能力，並對教科書潛移默化影響的認同教育有判斷的能力。

Democratization allowed Taiwanese History to be established independently in the curriculum, and because Taiwanese consciousness and Chinese consciousness are two main historical ideologies in the history curriculum, there is a need for history teachers to have the ability to judge the underlying perspectives in Taiwanese History. This study utilizes three versions of Junior-high school Taiwanese history textbooks and examines three themes-- “The Origins of Taiwanese Aboriginals,” “The Historical Relationship between Taiwan and China,” and “the Mu-Dan-She Event” --to explain the narrative differences in the textbook accounts. We found Taiwanese consciousness, Chinese consciousness and international consciousness in the three different textbooks. However, these identity-related ideologies are embedded in historical facts that appear to be neutral making perspectives in the narratives unheeded. We believe that teachers need to help sensitize students with the underlying perspectives and interpretive frames in historical narratives in order to cultivate citizens’ rational thinking ability and to develop discernment in identifying identity education hidden in textbooks in a democratic society.