National Academy for Educational Research

　　歷史教科書承載著傳遞民族精神、形塑國族認同的工具功能，由是歷史教科書裡的民族/國族面貌，往往會隨著歷史的發展及「社會目的」的遞變，而有不同的勾勒與展現。我國中學歷史教科書中有許多關於國族想像的論述，或有從政治、社會、歷史或教育角度進行批判的?容分析者，卻罕見針對這些論述的連續性與變化之處，進行長時段且系統性的探究。因此，本研究以Benedict Anderson之「想像的共同體」理論為基礎，來耙梳我國百年來不同版本中學歷史教科書所勾勒的國族意象，並考察其在時代變遷過程中所產生的變化，研究目的包括：（一）百年來中學歷史教科書中的歷史事件和人物選擇、歷史的敘事方式，以及圖像表徵形塑了怎樣的國族想像與論述？（二）百年來中學歷史教科書中如何劃定「我族」和「異族」的界線以塑造國族的想像？其劃界的依據為何？以及（三）百年來中學歷史教科書中所建構的國族想像有哪些轉變？如何反映不同時代背景的社會性和政治性目的，這些想像彼此如何相互競逐？其背後的影響勢力為何？為達成研究目的，本計晝將以文件分析法（documentary research)為主，蒐集臺北、北京、上海等三地教科書專門圖書館所藏百年期間的中學歷史教科書，並加以分類及梳理，藉由對文本（texts)的分析和詮釋，呼應歷史脈絡，深入地了解文本所傳達的意義，及其後深層的目的。冀望透過中學教科書中關於國族想像的分析和比較，瞭解百年間歷史教科書傳達了怎樣的國族想像和理解，也為後續反思與重構歷史教科書之國族想像論述奠立先導性的基礎。

　　History textbooks are oftentimes utilized as tools for conveying and shaping nationalism. Such textbooks have gone through changes in content to reflect evolving views of nationalism in accordance with the development of history and shifts of social purposes. While a majority of current literature focuses on nationalism in history textbooks, few pay attention to the long-term continuity and shifts of discourses on imagined nation over the past century. Based on Benedict Anderson’s (1993) notions of nationalism as an imagined community, this research attempts to investigate how nationalism has developed and changed in high school history textbooks of the past century. It also aims to reveal how textbooks served as a political and social tool in promoting and substantiating particular kinds of nationalism by, for example, making distinctions between national identity and the other. Using textual analysis, we scrutinize texts, stories, pictures, discourses, and the ways in which they are selected, narrated and organized in history textbooks to fulfill our research aims. Textbooks used in this study will be from collections housed by libraries in Taipei, Shanghai, and Beijing. The research manifests its significance in two ways. First, by analyzing and comparing nationalisms in history textbooks from different time periods, the research provides a comprehensive understanding of different notions of nationalism. Second, this research lays down a theoretical and empirical foundation for reconstructing discourses on imagined nation in history textbooks.