本文關(guān)鍵詞：臺(tái)灣社會(huì)科教科書“國(guó)家認(rèn)同”教育變遷研究　出處：《華東師范大學(xué)》2017年博士論文　論文類型：學(xué)位論文

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【摘要】：近年來臺(tái)灣爆發(fā)了三場(chǎng)大規(guī)模"反中"學(xué)生運(yùn)動(dòng),"天然獨(dú)"現(xiàn)象及年輕世代的"國(guó)家認(rèn)同"問題凸顯出來。一般認(rèn)為,社會(huì)科教育與國(guó)家認(rèn)同觀的形成具有緊密的聯(lián)系。本文采用定量和定性相結(jié)合的內(nèi)容分析法,分析臺(tái)灣四十年來三個(gè)時(shí)期、四套社會(huì)科教科書所蘊(yùn)含的"國(guó)家認(rèn)同觀"并呈現(xiàn)其變遷的軌跡。研究發(fā)現(xiàn),1975年版社會(huì)科教科書的"國(guó)家認(rèn)同"傾向,"中國(guó)化"要遠(yuǎn)高于"臺(tái)灣化",學(xué)生受到強(qiáng)烈的"一個(gè)中國(guó)"國(guó)家認(rèn)同教育。1993年版教科書中"中國(guó)化"色彩相對(duì)淡化,但仍強(qiáng)調(diào)臺(tái)灣和中國(guó)大陸在文化、歷史、地理等方面的聯(lián)結(jié),仍堅(jiān)持"大中國(guó)"的國(guó)家認(rèn)同觀。本世紀(jì)初起,臺(tái)灣中小學(xué)實(shí)行"九年一貫制"新課程,其2005年版社會(huì)科教科書"臺(tái)灣化"要高于"中國(guó)化",突出"臺(tái)灣主體性",學(xué)生感受不到"中國(guó)",感受到更多的是"臺(tái)灣認(rèn)同觀"的教育。2015年版延續(xù)和強(qiáng)化了這一趨勢(shì)。由是觀之,"去中國(guó)化"是臺(tái)灣社會(huì)科教科書"國(guó)家認(rèn)同"教育變遷的要旨。那么,"去中國(guó)化"何以可能?教科書為什么會(huì)發(fā)生如此變遷?本文采用深度訪談法和歷史研究法研究發(fā)現(xiàn),政治變革是社會(huì)科教科書國(guó)家認(rèn)同教育變遷的原動(dòng)力。1970年代初,臺(tái)灣國(guó)民黨當(dāng)局面臨空前的合法性危機(jī),促發(fā)了蔣家文教獨(dú)裁,1975年版教科書以"反攻復(fù)國(guó)"為基調(diào),其蘊(yùn)含強(qiáng)烈的"一中"國(guó)家認(rèn)同自在情理之中。隨著戒嚴(yán)時(shí)代結(jié)束和政治民主化、自由化,臺(tái)獨(dú)勢(shì)力不斷發(fā)展壯大,臺(tái)灣"統(tǒng)獨(dú)"的社會(huì)氛圍也悄然發(fā)生了改變。臺(tái)灣意識(shí)在民間不斷興起,臺(tái)獨(dú)言論不再是一種禁忌。1990年代中后期以來,李登輝和陳水扁先后提出"兩國(guó)論",臺(tái)獨(dú)勢(shì)力進(jìn)一步壯大,在民間教改運(yùn)動(dòng)的推動(dòng)下,強(qiáng)調(diào)"臺(tái)灣主體性"成為一種潮流,教科書中的"臺(tái)灣認(rèn)同觀"也就逐漸確立。政治變革促進(jìn)了社會(huì)氛圍的改變,二者構(gòu)成2005年版教科書"臺(tái)灣認(rèn)同觀"形成的"大環(huán)境"。另外,課程重構(gòu),包括鄉(xiāng)土課程的崛起,"一綱多本"政策的推行,能力指標(biāo)體系的建立是教科書"臺(tái)灣認(rèn)同觀"生成的直接促發(fā)因素,可謂之"小環(huán)境"。本研究得出以下幾點(diǎn)結(jié)論:1975年迄今,臺(tái)灣社會(huì)科教科書"國(guó)家認(rèn)同"教育呈現(xiàn)不斷"去中國(guó)化"的趨勢(shì);教科書"國(guó)家認(rèn)同"教育的變遷是一個(gè)漸進(jìn)的"系統(tǒng)工程",受到政治、社會(huì)、課程等多重因素的交互影響;社會(huì)科"國(guó)家認(rèn)同"教育與臺(tái)灣"天然獨(dú)"的養(yǎng)成有緊密的聯(lián)系;鑒于2015年版社會(huì)科教科書"臺(tái)灣認(rèn)同觀"的強(qiáng)化和蔡英文上臺(tái)后推行漸進(jìn)式文教"臺(tái)獨(dú)"政策,未來臺(tái)灣"獨(dú)派"中青年群體還會(huì)不斷壯大。
[Abstract]:In recent years, three large-scale Anti China student movements have erupted in Taiwan, and the phenomenon of "natural independence" and the "national identity" of young generations have emerged. It is generally believed that the social education is closely related to the formation of the concept of national identity. This paper adopts a combination of quantitative and qualitative content analysis, analysis of forty years of Taiwan three period, four sets of textbooks of social studies contained in the "national identity" and presents its change. The study found that the "national identity" tendency of the 1975 edition of social science and education books is much higher than that of "Taiwan", and students are strongly educated in the "one China" national identity. The "Sinicization" in the 1993 edition textbook is relatively desalinated, but it still emphasizes the connection between Taiwan and Mainland China in terms of culture, history and geography. It still sticks to the "Great China" concept of national identity. Since the beginning of this century, the new curriculum of "nine years of consistent system" has been implemented in primary and secondary schools in Taiwan. Its 2005 edition of social science and education books "Taiwan" is higher than "Sinicization", highlighting the "Taiwan subjectivity", and students do not feel "China" and feel more "Taiwan identity view" education. The 2015 edition continued and strengthened this trend. It is the idea that "to China" is the keynote of the "national identity" education changes in the social science and Education Department of Taiwan. Why is "going to China" possible? Why does textbook change so? In depth interview and historical research, this paper finds that political change is the driving force of the change of national identity education in social science and education books. At the beginning of 1970s, the Kuomintang authorities in Taiwan facing legitimacy crisis of unprecedented, promote the development of teaching textbooks Gavin Jiang dictatorship, 1975 to "counterattack Zionist" as the keynote, it contains a strong national identity "in" self reasonable. With the end of the age of martial law, political democratization and liberalization, the power of Taiwan independence has been growing and growing, and the social atmosphere of "unified independence" has changed quietly in Taiwan. Taiwan consciousness is rising in the folk. The speech of Taiwan independence is no longer a taboo. Since the middle and late 1990s, Li Denghui and Chen Shuibian have put forward the "two states theory". The power of Taiwan independence has been further expanded. Under the impetus of the reform movement of folk education, the "Taiwan subjectivity" has become a trend. The concept of "Taiwan identity" in textbooks has been gradually established. The political change has promoted the change of the social atmosphere, and the two form the "great environment" formed by the 2005 edition of the textbook "Taiwan identity". In addition, curriculum reconstruction, including the rise of the local curriculum, the implementation of the policy of "one class and many books", and the establishment of the ability index system are the direct promotion factors of the textbook "Taiwan identity view", which is called "small environment". Conclusions of this study are as follows: 1975 to date, Taiwan Rugg "national identity" education has been "to China" trend; change the textbook of "national identity" education is a gradual "systems engineering", influenced by political, social, curriculum and other multiple factors closely; the connection form of social science "national identity" and "natural education of Taiwan independence"; in order to strengthen the 2015 edition of Rugg "Taiwan identity" and Cai Yingwen came to power after the gradual and "Taiwan independence" policy, the future of Taiwan "independence" in the youth group will continue to grow.
【學(xué)位授予單位】：華東師范大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.2
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本文編號(hào)：1345947