| Summary: | 碩士 === 臺北市立教育大學 === 社會科教育研究所 === 95 === As High School Temporary Curriculum Guidelines came into effect in the academic year of 2006, history curriculum adopted the “concentric circle theory” of “from interior to exterior”, “from near to far”, and “from modern to ancient”. In other words, students would learn history in the following sequence: local history, Taiwan history, history of China, history of Asia, and world history. This academic year pioneered in dedicating a whole volume of textbook to Taiwan history. In addition to democracy movements of Lei Chen and Formosa Incidents, the coverage reached as far as the popular culture about Jay Chou, Chang Hui-Mei (A-mei), and Korean Drama Dae Jang Geum. Trends of globalization and highly controversial issues were also encompassed, including San Francisco Peace Treaty, Treaty of Peace between the Republic of China and Japan, Theory of the Uncertainty of Taiwan’s Status, Two States in One Nation, and 319 Gunshot Incident.“ The researcher was motivated to understand the political turmoil caused by the divergence in national identity among the public, analyze the controversies over textbook caused in the localization of education, and examine textbooks from the perspective of national identity. The approach of content analysis was adopted to examine national identity in the five versions of textbook, published by San Min Books, Nan-i, Kang Si, Han Lin Publishing, and Lungteng Cultural. Besides investigation on related theories, background, and various perceptions about national identity formed in different periods of Taiwan, a content analysis was also conducted on national identity in history textbooks for senior high school students. The purpose was to provide reference for future curriculum design. Results obtained in this research are:
1. National identity theories can be divided into nationalism, communitarianism, and liberalism, which respectively stress ethnic identity, cultural identity, and institutional identity.
2. The Temporary Curriculum Guidelines of 2006 have not clearly pointed out that "Republic of China” is the nation to be identified with, intending to blur the issue of national identity. Besides, the “concentric circle theory” proposed by Tu Cheng-Shen is the source of arguments over high school history textbooks.
3. Among the five editions of textbooks, institutional identity has the largest coverage followed by cultural identity, and ethnic identity has the least coverage under the main category of national identity.
4. “Ethnic identity” covered in the five editions is mainly based on “significant historic events or historic memory”, while “cultural identity” is centered on “historic sites, cultural development, and achievement of each era” and “language and religion”. "Institutional identity” is focused on “political systems” and “economic systems”.
5. The “textbook contents” of the five editions are characteristic and pluralistic. The Han Lin edition provides detailed descriptions and in-depth perspectives for localization and globalization. The Kang Si edition provides the most comprehensive explanations about the development of cross-strait relations and political views. The Lungteng Cultural edition uses full-page texts and graphics to elaborate the development of oversea independence movement. The Nan-I edition has a thorough coverage about the origin of “Yimin” (righteous citizens) and the Constitutional amendments passed since 2005. The San Min edition not only covers party rotation but also provides a chronology of the 319 Gunshot Incident which occurred on the eve of the Presidential election, as presented in the Kang Shi edition.
6. As to local proverbs and ballads in the five editions, Taiwanese proverbs and ballads take up the major proportion, and Taiwanese chauvinism can be easily found in these materials. It is necessary to adequately include Hakka or aboriginal proverbs and ballads in the textbooks.
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