試論台灣的中國認同：以國中歷史教育為主軸

On Taiwan’s Chinese Identity: Focusing on Middle School History Education

從20世紀初之後，台灣人民的中國認同，就猶如有機體，不斷的在轉換之中。每次中國認同的轉換，皆與政治、政權，甚至主權歸屬的更迭彼此呼應，無一例外。有趣的是，由於，一則中等學校的歷史教育對於中國認同的建構，具有不可言喻的重要性。再則，每一階段歷史教育的文本，包括史觀的呈現和史筆的記載，也是受到當時大環境的束縛與制約。若吾人檢視從1949年之後的國中歷史教育，特別能突顯出中國認同在台灣社會的從尊獨，再到與台灣認同並存，最後再被列為猶如外國史之林—「東亞史」的發展過程。
本文主要的目的就是從想台灣各個時期，國中歷史教育質與量的改變，從而探究這種轉變與國家認同之間的關係，並兼論大時代對歷史教育的影響。

Since the beginning of the 20th century, the Taiwanese people’s Chinese identity has been like an organism, constantly changing. Every change in China's identity corresponds to changes in politics, power, and even sovereign ownership, without exception. What is interesting is that the history education of a middle school is of indescribable importance for the construction of Chinese identity. Furthermore, the texts of each stage of historical education, including the presentation of historical views and the records of historical pens, were also restricted and restricted by the prevailing circumstances. If we examine the history education in middle school since 1949, we can particularly highlight China’s identity in Taiwan’s society with respect and independence, and then coexisting with Taiwan’s identity, and finally being classified as a forest of foreign history—''East Asian History'' development process.
The main purpose of this article is to think about the changes in the quality and quantity of historical education in middle schools in Taiwan during various periods, so as to explore the relationship between this change and national identity, and discuss the influence of the great era on historical education.