台湾社会科教科书“国家认同”教育变迁研究

发布时间：2017-12-28 12:14

  本文关键词：台湾社会科教科书“国家认同”教育变迁研究　出处：《华东师范大学》2017年博士论文　论文类型：学位论文

  更多相关文章： 台湾 社会科教科书 国家认同 天然独

【摘要】：近年来台湾爆发了三场大规模"反中"学生运动,"天然独"现象及年轻世代的"国家认同"问题凸显出来。一般认为,社会科教育与国家认同观的形成具有紧密的联系。本文采用定量和定性相结合的内容分析法,分析台湾四十年来三个时期、四套社会科教科书所蕴含的"国家认同观"并呈现其变迁的轨迹。研究发现,1975年版社会科教科书的"国家认同"倾向,"中国化"要远高于"台湾化",学生受到强烈的"一个中国"国家认同教育。1993年版教科书中"中国化"色彩相对淡化,但仍强调台湾和中国大陆在文化、历史、地理等方面的联结,仍坚持"大中国"的国家认同观。本世纪初起,台湾中小学实行"九年一贯制"新课程,其2005年版社会科教科书"台湾化"要高于"中国化",突出"台湾主体性",学生感受不到"中国",感受到更多的是"台湾认同观"的教育。2015年版延续和强化了这一趋势。由是观之,"去中国化"是台湾社会科教科书"国家认同"教育变迁的要旨。那么,"去中国化"何以可能?教科书为什么会发生如此变迁?本文采用深度访谈法和历史研究法研究发现,政治变革是社会科教科书国家认同教育变迁的原动力。1970年代初,台湾国民党当局面临空前的合法性危机,促发了蒋家文教独裁,1975年版教科书以"反攻复国"为基调,其蕴含强烈的"一中"国家认同自在情理之中。随着戒严时代结束和政治民主化、自由化,台独势力不断发展壮大,台湾"统独"的社会氛围也悄然发生了改变。台湾意识在民间不断兴起,台独言论不再是一种禁忌。1990年代中后期以来,李登辉和陈水扁先后提出"两国论",台独势力进一步壮大,在民间教改运动的推动下,强调"台湾主体性"成为一种潮流,教科书中的"台湾认同观"也就逐渐确立。政治变革促进了社会氛围的改变,二者构成2005年版教科书"台湾认同观"形成的"大环境"。另外,课程重构,包括乡土课程的崛起,"一纲多本"政策的推行,能力指标体系的建立是教科书"台湾认同观"生成的直接促发因素,可谓之"小环境"。本研究得出以下几点结论:1975年迄今,台湾社会科教科书"国家认同"教育呈现不断"去中国化"的趋势;教科书"国家认同"教育的变迁是一个渐进的"系统工程",受到政治、社会、课程等多重因素的交互影响;社会科"国家认同"教育与台湾"天然独"的养成有紧密的联系;鉴于2015年版社会科教科书"台湾认同观"的强化和蔡英文上台后推行渐进式文教"台独"政策,未来台湾"独派"中青年群体还会不断壮大。
[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.
【学位授予单位】：华东师范大学
【学位级别】：博士
【学位授予年份】：2017
【分类号】：G633.2
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本文编号：1345947