歷史脈絡性思考與國際視野：以國中社會教科書「牡丹社事件」為例

Contextualized Thinking and International Worldviews in History Education: An Analysis of the MuDan Incident in Junior High School Social Studies Textbooks

全球化時代的歷史教育開始著重教導學生以超越單一國族視野的角度理解歷史，並培養脈絡性思考與其多重因果關係的歷史思維能力。本研究假設透過教授與國際相關的歷史事件，學生更容易從中培養脈絡性思考的能力。因此，本研究以「牡丹社事件」為例，透過質化詮釋取向的文本分析方法，探究國中社會科歷史部分之教科書如何呈現「牡丹社事件」與其因果關係，以瞭解教科書如何在國際面向之脈絡與多重因果關係上，提供發展學生思維能力的機會。我們檢視南一、康軒與翰林等三個版本的教科書與其教師手冊中對於該事件的敘述。研究發現，「琉球身分」、「近代主權國家」vs.「中華秩序」、「蕃地無主論」、「國際與日本國內反應」及「原住民角度」等背景知識俱是理解此事件的重要脈絡，然而三個版本的教科書並未呈現如此脈絡，因而未能有效幫助學習者進入歷史情境理解歷史。本文主張，如果歷史教科書與教師能在授課時提供更多對當時的世界情勢與思想的背景，則臺灣學生不但能擁有多重因果的思考能力，更能將國際視野自然地紮根在歷史的脈絡性思維裡。

In the era of globalization, history education begins to stress moving beyond a single national perspective to understand the past, and preparing students to think contextually and understand multiple causations. This study assumes that it is easier for students to acquire the ability to think contextually through learning internationally related historical events. Using the interpretive text-analysis method, this study uses the MuDan Incident as a case to examine how Juniorhigh school social studies (history) textbooks represent the incident and explains its causation, in order to understand how the textbooks provide opportunities for students to think contextually and understand multiple causations. We examine textbook narratives of Nani, Kang Hsuan, and Han Lin publishers and the teachers' manuals. The results show that “the status of the Ryukyu kingdom,” “modern sovereign nation-state system (the Westphalian system) vs. Chinese world order system (Tianxia system),” “aboriginal Formosa as non-territory,” “the reactions of the Western countries & the domestic factors in Japan,” and “the perspectives of Taiwanese indigenous peoples” are important contexts to understand the MuDan Incident, however, current textbooks and teachers' manuals fail to represent the event in a contextualized way, which would not help students get into the historical contexts to understand the past. We argue that if history textbooks and teachers could offer more background knowledge and ideas about the world in the past, Taiwan's students could not only develop abilities to think multi-causally, but also ground their global perspectives naturally in historically contextualized thinking.