識讀「帝國主義」——大躍進時期上海市編教材與教學中的城市發展

Orienting “Imperialism”: The Urban Development in the Native-place Textbooks and Shanghai Municipal Education during the Great Leap Forward

本文視大躍進時期上海市編纂的教材，為地方政府對區域發展的論述，以探討上海市政府如何在教材中刻畫十九世紀西方國家與城市發展的歷史關係，並討論地方政府如何藉由揀選過往，展示其對城市未來的擘畫。經過1949年後的工業調整、區域重劃與都市規劃等一系列調整，以黃浦江畔租界為核心的城市布局逐漸消融，這時，政府收回西方教會、公司主辦的中小學與工廠，使地方教育部門的命令得以涵蓋每一個學生，政府編纂的鄉土教材成為學生凝視（gaze）自己城市的重要方式。在大躍進時期的教材中，以批判列強為主的「帝國主義」一詞最為鮮明，也是教材中貫穿每一個歷史事件的主題，本文將先關注鄉土教材中的「帝國主義」，觀察官方教材如何將「帝國主義」論述嵌入1949年前舊上海的都市結構，過往的哪些故事將成為帝國主義的一部分；接著結合1949年代以來，上海市政府的區域重劃政策，討論教材中的城市形象與城市發展，梳理實存的城市與文字中的差異。最後，本文將討論大躍進時期的學生如何透過教材與其他的教育活動，凝視城市中的各類地景，參與當下的歷史。

Native-place textbooks represent the regional development discourses of local government. Since Shanghai became a treaty port in the mid-19th century, and as the relationships between China and Western countries strengthened, this city became a hub of the whole nation. Against this background, the design of the native-place textbooks not only shows historical interpretations, but also the regional development plans and vision of the newly-born local government. The industrial and spatial adjustment after 1949 reshaped the urban layout from the old Shanghai settlement. With the withdrawal of church and international schools in the early 1950s, the instructions form the educational department could influence most students in the city. The textbooks designed by local government became a viewpoint for students to gaze at their own city. “Imperialism” was the most significant line woven into all the chapters in the native-place textbooks during the Great Leap Forward. The first part of this article focus on the origin of ideology and policy of the native-place textbooks. The second section looks at the curriculum design progress and teaching instructions. How field trips and in-class geographic teamwork activities reflected the image of the new urban planning after the liberation will also be discussed. The last section focuses on urban development viewpoints in students' essays. In the end, the differences in visions of regional development between the teaching material and the students' own feedback not only represent the policy goals, but also the visions in young people's minds-- through orienting “Imperialism”