論台灣國民中學教育的辛亥革命歷史記憶

On the Historical Memory of the Revolution of 1911 as Presented in Taiwan's Middle Education

眾所皆知，古今外中各國歷史教育的最主要的目的，就是要讓國民清楚瞭解自己民族的根本源流，以及國家究竟如何求取生存之道，進而認同本民族的歷史，最終能對本國的歷史產生認同與光榮感，並能與自己的家國相互結合，激發出生命共同體之感。為了達成塑造國民對於家國史的瞭解與認同，對於學生們的歷史教育必須堅持「儘早」，「儘快」與「儘量」的方式實施，方可收事半功倍之效。亦即，在兼顧歷史教育的質與量之下，應及早傳達國族史給學子們。從1960年代起在台灣的歷史教育，無論是九年義務教育強調大中國史觀，或是近年來的十二年國教訴求去中國化史觀，都是寄望所有的學生們能認同主政者所同意的國族生存史觀。
本文撰寫的目的主要是藉由超過六十年以上，台灣各個時期的中學歷史教科書裡，對於辛亥革命的文本論述的演變，探討辛亥革命究竟可能留給學生們何種的歷史記憶？是國族史抑或是外國史？是休戚與共，或者是事不關己的歷史？

The primary goal of history education is to enable the citizen to clearly understand the fundamental origin of their own nation and the knowhow contributing to its survival. This is a fact well recognized at ancient and modern times and on domestic and foreign scenes. From here these individuals advance to identify themselves withthe history of the nation and eventually bring up in themselves a sense of recognition and glory. They manage to integrate themselves with the home country and are incited an affection for the community of shared life.
History education intended for students should be persistently implemented“as soon as possible”,“as quick as possible”, and“as much as possible”. This way of doing is meant to shape up the citizen’s knowledge and recognition of the history of the home country and to carry out half the work with double results. That is to say, relevant personnel should take into equal consideration of the quality and quantity of history education and accordingly transmit knowledge about the nation’s history to numerous students. Ever since the 1960s, history education in Taiwan has had the shared hope to make the educated to recognize the historical views of national survival that are consented by the ruling government. Examples can be seen in the historical views of big China embraced by the nine-year compulsory education system. Alternatively, there are historical views that appeal to the idea of de-sinicization, as shown in the twelve-year compulsory education system in recent years.
This article aims to explore the evolution of textual discussions pertaining to the Revolution of 1911, which are manifested in history textbooks for middle schools in Taiwan. These volumes span over a time period longer than 60 years. The author wishes to identify the historical memory that the Revolution may yield to students. Is it to be one for national history or foreign history? Is it to be a piece of history that enables them to share joy and sorrow, or one that declines into a matter of no concern to anyone?