一、中文文獻
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【Wang, C.-L. (2000). National identity and the textbooks of “Knowing Taiwan”: The perspectives of liberalism and nationalism. Bulletin of Educational Research, 45, 139-172.】
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【Wang, C.-L. (2001). National identity in the curriculum content regarding “patriotism” in the experimental curriculum for moral education for elementary schools in Taiwan. Unpublished doctoral dissertation, National Taiwan Normal University, Taipei, Taiwan.】
史明（1980）。台灣人四百年史。San Jose, CA：蓬島文化。
【Shih, M. (1980). The history of four hundred years of Taiwanese people. San Jose, CA: Paradise Culture Associates.】
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【Wu, M.-C. (1981). The founding of the Republic of Formosa in 1895. Historical Inquiry, 8, 83-108.】
宋佩芬（2009）。歷史教學與國家認同。教育研究月刊，177，90-98。
【Sung, P.-F. (2009). History education and national identity. Journal of Education Research, 177, 90-98.】
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【Sung, M.-H. (2004). Comparing political ideologies in textbooks: Using “Civics and Morality” and “Knowing Taiwan” as examples. Unpublished master’s thesis, National Chung Cheng University, Jiayi County, Taiwan.】
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【Li, F. (1994). Taiping yulan volume no. 7. Shijiazhuang, China: Hebei Education Press.】
周珮儀、鄭明長（2008）。教科書研究方法論之探究。課程與教學季刊，11（1），193-222。
【Chou, P.-Y., & Cheng, M.-C. (2008). Methodologies on textbook research. Journal of Curriculum and Instruction, 11(1), 193-222.】
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【Chou, W.-Y. (1999). Historical evidences from Ming and Ching’s archives of how Taiwan was a non-Ming territory.
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146 臺灣史的詮釋轉變 宋佩芬、張韡曦
周樑楷（2006）。歷史意識是種思維的方法。思想，2，125-162。
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【Lin, J.-C. (2008, August 29). Scholars call to suspend High School 98 Curriculum Interim Guideline. United Daily News, p. C3.】
南一（2008a）。社會第一冊。臺南市：作者。
【Nani (2008a). Social studies, vol. 1. Tainan, Taiwan: Author.】
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【Nani (2008b). Social studies, vol. 2. Tainan, Taiwan: Author.】
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【Hsu, Y.-C. (2008). The development of postwar history textbook in junior high school in Taiwan, 1948~2007:
Focused on Taiwan history. Unpublished master’s thesis, National Chung Hsing University, Taichung, Taiwan.】
國立編譯館（1996）。歷史第一冊。臺北市：作者。
【National Institute for Compilation and Translation (1996). History, vol. 1. Taipei, Taiwan: Author.】
國立編譯館（1997a）。歷史第二冊。臺北市：作者。
【National Institute for Compilation and Translation (1997a). History, vol. 2. Taipei, Taiwan: Author.】
國立編譯館（1997b）。歷史第三冊。臺北市：作者。
【National Institute for Compilation and Translation (1997b). History, vol. 3. Taipei, Taiwan: Author.】
國立編譯館（1997c）。認識臺灣：歷史篇。臺北市：作者。
【National Institute for Compilation and Translation (1997c). Knowing Taiwan: History. Taipei, Taiwan: Author.】
康軒（2008a）。社會第一冊。臺北縣：作者。
【Kang Hsuan (2008a). Social studies, vol. 1. Taipei County, Taiwan: Author.】
康軒（2008b）。社會第二冊。臺北縣：作者。
【Kang Hsuan (2008b). Social studies, vol. 2. Taipei County, Taiwan: Author.】
張期玲（2004）。國家認同的塑造：以國中的歷史教科書為焦點。淡江大學公共行政學系公共 政策碩士論文，未出版，臺北市。
【Chang, C.-L. (2004). Shaping national identity: The case of the historical textbooks of junior high school in Taiwan (1950~2000). Unpublished master’s thesis, Tamkang University, Taipei, Taiwan.】
張錦弘（2003，9 月 21 日）。歷史課程綱要「不會否認國號」黃榮村：爭論的議題避免放入 綱要草案一定會經公聽再定案。聯合報，A11 版。
【Chang, J.-H. (2003, September 21). History curriculum guidelines “will not deny our national name.” United Daily News, p. A11.】
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【Ministry of Education (2000). Interim guidelines for grade 1-9 school curriculum. Taipei, Taiwan: Author.】
宋佩芬、張韡曦 臺灣史的詮釋轉變 147
莊金德、賀嗣章（編）（1965）。羅福星抗日革命案全檔。臺北市：臺灣省文獻會。
【Chuang, J.-D., & He, S.-C. (Eds.). (1965). Luofuxing kangri gemingan quandang (A complete compilation of documents of Luo Fu Xing’s revolutionary resistance to Japan). Taipei, Taiwan: Taiwan Province Archives.】 許進發（編）（2004）。臺灣重要歷史文件選編（一）。臺北縣：國史館。
【Hsu, J.-F. (Ed.). (2004). A selection of Taiwan’s important archives, vol. 1. Taipei County, Taiwan: Academia Historica.】
許毓峰（2005）。解嚴前後國小社會科教科書中的臺灣圖像。國立臺北師範學院社會科教育系 碩士論文，未出版，臺北市。
【Hsu, Y.-F. (2005). The image of Taiwan in the social studies textbooks for elementary school education before and after the lifting of the martial law. Unpublished master’s thesis, National Taipei Normal College, Taipei, Taiwan.】
郭廷以（1990）。臺灣史事概述。臺北市：正中。
【Guo, T.-Y. (1990). An introduction to Taiwan’s history. Taipei, Taiwan: Cheng Chung.】
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【Murakami, N. (1970). Diaries of Badaweiyacheng, vol. 1 (H. Guo, Trans.). Taipei, Taiwan: Taiwan Province Archives. (Original work published 1937)】
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【Chen, J.-H. (2003). The history of the Republic of Formosa told by Li Mi Chen. Taipei, Taiwan: Nantien.】
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【Chen, Y.-H. (2006). Shifting concepts of nation in Taiwan’s primary social studies textbooks after the lifting of the martial law. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.】
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【Chen, M.-H. (2008). The changing nature of national identity in junior high school civics textbooks. Unpublished master’s thesis, National Taiwan Normal University, Taipei, Taiwan.】
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【Chen, C.-H., & Hsu, R.-Y. (2004, November 10). How high school teachers look at guidelines: Spoil Taiwanese history, abuse Chinese history. United Daily News, p. A3.】
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【Chen, S. (1999). Sanguo zhi (The history of the three kingdoms). Beijing, China: Zhonghua Book.】
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148 臺灣史的詮釋轉變 宋佩芬、張韡曦
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二、外文文獻
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宋佩芬、張韡曦 臺灣史的詮釋轉變 149
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150 臺灣史的詮釋轉變 宋佩芬、張韡曦
Journal of Research in Education Sciences 2010, 55(3), 123-150
The Narrative Changes of Taiwanese History:
Reflections on National History and the Education of National Identity
Pei-Fen Sung Wei-Hsi Chang
Institute of Curriculum and Instruction, Tamkang University
Associate Professor
Department of History, National Chengchi University
Graduate Student
Abstract
This study utilizes text analysis method to examine junior-high school textbooks from the National Standardized Version, “Knowing Taiwan Version,” to textbooks after the Grade 1-9 Curriculum Reform. The goal is to understand how the narratives of Taiwanese history were influenced and changed by ideologies of Chinese consciousness and Taiwanese consciousness. We explored the relationship between facts and interpretations and found that these three versions all have facts interpreted through the lenses of the two ideologies. Textbook narratives were changed from the Chinese-consciousness National Standardized Version to the Taiwanese-consciousness
“Knowing Taiwan” Version. “Knowing Taiwan” re-defined Taiwanese history in terms of periodization and narrative structures. Textbooks after “Knowing Taiwan” not only used similar national narrative structures, but also continued to reduce the historical relationship between China and Taiwan. This research also found that Taiwanese history as a national history has not been able to explain facts related to China well, making the national narrative less diverse and less inclusive in providing a better and fuller historical interpretation. We argue for the democratic practice of history, which aims to prepare students for historical thinking, so that students may develop their national identities based on reason.
Keywords: grand narrative, democratic practice of history, national identity, national history, ideology
Corresponding Author: Pei-Fen Sung, E-mail: [email protected]