本文關鍵詞：臺灣社會科教科書“國家認同”教育變遷研究　出處：《華東師范大學》2017年博士論文　論文類型：學位論文

  更多相關文章： 臺灣 社會科教科書 國家認同 天然獨

【摘要】：近年來臺灣爆發(fā)了三場大規(guī)模"反中"學生運動,"天然獨"現(xiàn)象及年輕世代的"國家認同"問題凸顯出來。一般認為,社會科教育與國家認同觀的形成具有緊密的聯(lián)系。本文采用定量和定性相結合的內容分析法,分析臺灣四十年來三個時期、四套社會科教科書所蘊含的"國家認同觀"并呈現(xiàn)其變遷的軌跡。研究發(fā)現(xiàn),1975年版社會科教科書的"國家認同"傾向,"中國化"要遠高于"臺灣化",學生受到強烈的"一個中國"國家認同教育。1993年版教科書中"中國化"色彩相對淡化,但仍強調臺灣和中國大陸在文化、歷史、地理等方面的聯(lián)結,仍堅持"大中國"的國家認同觀。本世紀初起,臺灣中小學實行"九年一貫制"新課程,其2005年版社會科教科書"臺灣化"要高于"中國化",突出"臺灣主體性",學生感受不到"中國",感受到更多的是"臺灣認同觀"的教育。2015年版延續(xù)和強化了這一趨勢。由是觀之,"去中國化"是臺灣社會科教科書"國家認同"教育變遷的要旨。那么,"去中國化"何以可能?教科書為什么會發(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),政治變革是社會科教科書國家認同教育變遷的原動力。1970年代初,臺灣國民黨當局面臨空前的合法性危機,促發(fā)了蔣家文教獨裁,1975年版教科書以"反攻復國"為基調,其蘊含強烈的"一中"國家認同自在情理之中。隨著戒嚴時代結束和政治民主化、自由化,臺獨勢力不斷發(fā)展壯大,臺灣"統(tǒng)獨"的社會氛圍也悄然發(fā)生了改變。臺灣意識在民間不斷興起,臺獨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"兩國論",臺獨勢力進一步壯大,在民間教改運動的推動下,強調"臺灣主體性"成為一種潮流,教科書中的"臺灣認同觀"也就逐漸確立。政治變革促進了社會氛圍的改變,二者構成2005年版教科書"臺灣認同觀"形成的"大環(huán)境"。另外,課程重構,包括鄉(xiāng)土課程的崛起,"一綱多本"政策的推行,能力指標體系的建立是教科書"臺灣認同觀"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結論:1975年迄今,臺灣社會科教科書"國家認同"教育呈現(xiàn)不斷"去中國化"的趨勢;教科書"國家認同"教育的變遷是一個漸進的"系統(tǒng)工程",受到政治、社會、課程等多重因素的交互影響;社會科"國家認同"教育與臺灣"天然獨"的養(yǎng)成有緊密的聯(lián)系;鑒于2015年版社會科教科書"臺灣認同觀"的強化和蔡英文上臺后推行漸進式文教"臺獨"政策,未來臺灣"獨派"中青年群體還會不斷壯大。
[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.
【學位授予單位】：華東師范大學
【學位級別】：博士
【學位授予年份】：2017
【分類號】：G633.2
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本文編號：1345947