檔案是重要的歷史記憶，透過檔案，我們可以還原歷史的原貌。檔案所孕涵的意義與歷史教育有十分緊密的關連性。近年高中歷史教學相當注重學生的歷史思維，而檔案正是幫助培養歷史思維的最好教材，運用在高中歷史教學，正其時也。 隨著近年台灣意識的高漲，台灣史在歷史教育的地位與比重也隨著水漲船高，因此本研究便以檔案為基礎，台灣史為主題，期望能於本研究中，找出適合提供歷史教學使用的台灣史檔案，並藉此呼應現行教綱對於高中歷史教學的思維革新，為檔案創造出更具意義的加值空間。 本研究採用「內容分析法」與「訪談法」進行研究，在內容分析上分成兩個面向，分別針對現行高中歷史教材與現有台灣各檔案機關現藏檔案進行分析，分析出高中台灣史教學的重要議題、檔案以及檔案如何運用在高中歷史教學上。之後再針對舉有實際教學經驗的高中歷史教師進行訪談，借重其教學上的經驗，最後實際撰寫檔案運用在高中台灣史教學的主題教案。 研究結果有以下幾點發現：一、高中歷史教育的觀念與內容漸趨改變，由記誦之學轉為思辨之學；二、高中歷史教科書中開始出現檔案內容的運用；三、高中台灣史教學的比重將有所調整，跳脫以政治史為主體的觀念；四、台灣史檔案的典藏分佈於各檔案典藏機構，以清代、日據及政府遷台後三大部分為主；五、高中教師在備課時缺乏檔案資源之相關資訊；六、檔案運用在歷史教學上需增加檔案的「可親近性」。 根據研究結果，提出以下幾點建議：一、鼓勵檔案典藏機構可優先選取特定主題，逐步進行歷史教育方面的檔案加值工作；二、檔案典藏機構可與高中歷史教師加強合作，主動提供相關資訊；三、建置中學歷史教師教材資源整合的資料庫平台。 / Archives are the important historical memory. We can return to the original history by archives. The meaning of archive is a large relationship with history education. History education in high schools make a point of students’ historical thought in recent years. Archives are the best material to develop historical thought, so it’s the moment to use archive in the history education for high school. With the rising of Taiwan consciousness, Taiwan history is getting more and more important in history education. This thesis based on the archive as the foundation, with the subject of Taiwan History. To creative a suitable archive for history teaching Taiwan History is expected, echoing the high school history teaching of the innovation, and more valuable space for archives. This thesis applied “the content analysis method” and “deeply interview approach” to find the application of archives in Taiwan history teaching of the high schools. There are two aspects of content analysis method, one is about high school history teaching material, and the other is about archives as far as information goes. These analyses will find the important subjects and archives of Taiwan history teaching in high school. Then, deeply interviews were conducted to high school history teachers experienced in order to draw up the “teaching plan” about the subjects of Taiwan history teaching in high school. Based on the research findings, the conclusions of this study are: 1. High school history education idea gradually changes the memory learning by rote to intellection . 2. the archives is beginning to use in high school history textbook. 3. The high school Taiwan history teaching proportion adjusted with takes the political history away as the main body. 4. Taiwan history archives preserve from various organizations. 5. High school history teachers lack of the information about archive resources 6. When we use the archives in history teaching, we should increase simplicity of archives. Finally, according to the results of the study, several suggestions are provided: 1. Encourage the archive institution to proceed to work about increase the values of archives. 2. The archive institution can strengthen the cooperation with high school history teacher. 3. Establish information base platform to conform the teaching sources of high school history teachers.

本研究關注於｢九五暫綱」高中歷史教科書所引發的相關討論，自2003年教育部公佈課程綱要草案，隨即引爆意識型態爭議，原訂於民國九十五學年度實行之課程綱要，改為以暫行綱要過渡，而正式課程綱要已於2008年發佈，但相關爭議仍懸而未解，因此保留國文、歷史兩科，其餘於民國九十九學年度正式施行。 回顧教育改革歷程，高中教科書開放民間編印之後，儘管各家出版社依據課程綱要編寫教科書，但意識型態與教科書內容的關係，始終是爭議的核心之一，台灣社會中媒體關注的焦點往往集中於政治議題，特別是台灣史、中國史內容在｢綱」、｢本」、｢審」三個層次的爭議。 本研究以歷史教科書為探索的主要核心，希望可以將歷史教學從意識型態爭議中脫身出來，回歸教育本質，故擬定八項主題，以教科書論述為分析對象，探討歷史教科書中台灣意識與中國意識的相互關係。 本研究所採行的研究方法如下： (1)文獻分析—本研究藉由相關新聞報導、學者論著的整理，從中彙整討論議題。 (2)內容分析的質性研究—本研究著重教科書文本內容的探討。 (3)深度訪談—深入了解現職教師對｢九五暫綱」及新課程實施的觀點及評價。 本文的研究發現如下： (1)核心能力的設計就理想和現實層面間仍存在差距。 (2)從｢九五暫綱」到｢九八課綱」皆未能充分協調各方意見。 (3)教科書朝向多元發展但仍有很大的進步空間。 (4)各版本教科書在爭議主題上各有偏倚。 (5)教科書的｢中國意識」相較於｢台灣意識」較為弱化。 (6)台灣史與中國史在分量上的調整易引發理解及教學上的困擾。 (7)多數受訪教師關注的焦點並非意識型態或政治立場的爭議。 (8)媒體過度渲染意識型態。 對於之後正式課程綱要的修訂、高中歷史教科書的編輯及後續研究方向的建議如下： (1)成立專責教育改革研發機構。 (2)避免於教科書編輯、審查機制中強行加入個人主觀意見。 (3)教師應不斷的自我省思與充實。 (4)在台灣意識與中國意識之間找尋一種平衡的新中間路線。 (5)針對課綱修訂過程、審查機制運作、考試方式、題型設計再加以深入研究。 (6)擴大訪談教師意見，並擴及學生意見，使教學現場完整呈現。 / This study aims at examining the controversy of 2006 curriculum guidelines and history textbooks of senior high school. In 2003, with the revolution of education, the ministry of education announced temporary curriculum guidelines would be put into practice in 2006, and such immediately brought about many fierce debates on ideology. Therefore, in 2008, the curriculum guidelines were revised, but problems of ideology were still being concerned. After the liberating of the textbooks editing system, private publishers have been allowed to compile and publish various versions of textbooks. That means despite the set guidelines, diversity of contents existed. The diversity involved ideology, which mass media paid much attention to, especially concerning Taiwan and China history. Textbooks shouldn’t be used as a tool to convey political ideas. In order to let the education system be free from political influence, 8 main ideas were chosen as the topics to be compared by analyzing the contents of Taiwan and China history textbooks which involved the conflict of Taiwan as well as Chinese consciousness. To achieve the research goals, methods applied in the study include: (1)Document analysis--being conducted to collect related issues. (2)Qualitative approaches to content analysis—being adopted to compare the disparities in texts and historical evaluation by analyzing the contents. (3)Depth Interview--being utilized to analyze teachers’ perspectives and assessment of new history curriculum design. The research finds that (1)There were differences between the ideal and actual reality of core competencies of 2006 curriculum guidelines. (2)Current curriculum guidelines failed to coordinate different ideas. (3)It was still a lot of room for the editors to improve the quality of textbooks. (4)Different versions of textbooks have a great diversity in editing and selecting contents of historical materials. (5)With the growing of Taiwan consciousness, Chinese consciousness was inevitably weakened. (6)The proportion of Taiwan history increased while that of China history decreased. The adjustment has plagued teachers and students. (7)According to the interview, most teachers emphasized the importance of teaching instead of ideology. (8)Mass media overemphasized on ideology disputes. Suggestions for future study and research are as follows： (1)The ministry of education should establish an administration to reform history education. (2)The edition work and examining mechanism of history textbooks should be free from interference of strong personal opinions. (3)With the changes of education, teachers should adapt to the innovation to keep up with times. (4)The tolerance and respect of dissent was the key to promoting fusibility of ethnic groups. (5)Researchers should continue to study the development of history education. (6)Future research should offer teachers and students a way to express their opinions.

本研究的主旨是以內容分析法探討馬來西亞自獨立以來至今(1957-2009)的國民中學歷史教科書中的國族建構歷程，並輔以深度訪談法與參與式觀察法來進一步探究馬來西亞歷史教科書的演變。 本研究發現是從歷史教育中發現馬來西亞的國族建構是由掌握政權的馬來人之根本賦與的情感，轉化為對馬來西亞這個國家政體(state)的認同。而馬來西亞歷史教育中的對「國族想像」的建構中，是以具族群屬性的「馬來人和馬六甲王朝」、政治範疇中的執政黨即「國陣政府和巫統」、宗教範疇中的「伊斯蘭教」為主要內涵，其「國族」的邊界與「族群」的邊界的劃分實際上並無二異。在這樣的歷史教育的國族建構歷程中，被排除在「國族邊界」之外的，其實是那些馬來半島和東馬地區的原住民、在境內為少數民族的華人和印度人、在政治發展過程中「無聲」的在野黨以及更多非伊斯蘭的議題。 從馬來西亞的歷史教育研究中，發現馬來西亞政府對「國族國家」(Nation-state)的建構存有迷思，統治者仍然有著期待將多元民族的社會形成「一個民族一個文化一個國家」的觀念。

高中歷史教科書自1999學年度起即由統編本開放為「一綱多本」之審定本，各版編著者雖皆依據1995年部頒之課程標準，然仍因編寫理念不同，內容之差異性難以避免。目前新編高中歷史教科書即有六版：三民、大同、正中、南一、建宏、龍騰，實有必要加以探討。 本文從政治與歷史密不可分之關係，探討高中歷史教育與歷史教科書之間的關係與演變，焦點集中於高一下冊本國近現代史部分。鑒於目前新編高中本國史下冊審定本中的六版教科書，因編寫理念不同，在外部結構及主題內容有較大差異，在政治立場上尤為突出，特擇取中國近現代為研究主題，加以比較分析。在研究方法上，本文依據教科書的特性以內容分析法為主，從外部的結構量化分析，比較各版本在標題綱要、提綱、注釋、大事年表等方面之差異；從實質內容的分析，比較各版本間在課文內容、歷史評價、圖片內涵、研究與討論等方面之異同。藉此檢視其是否與部頒之高中歷史課程標準相符，觀察新舊教材轉變之軌跡，以及對此後之大學入學測驗、歷史教育之影響。同時透過本文之研究，希望能對當前台灣地區之歷史研究與歷史教育提供不同面向之省思，所提相關建議作為日後教育主管機關之參考與採納。 / After the school year of 1999, history textbooks for senior high school were no longer published, in a unified version, by the Ministry of Education (MOE) only; private publishing houses have been allowed to compile and publish various versions of textbooks since then. Even though all publishers follow the curriculum standards/ guidelines enacted by the MOE in 1995, diversity of contents still exists because of different concerns about compilation. Currently, there are six versions of history textbooks for senior high school: San-min, Da-tong, Zheng-zhong, Nan-yi, Jian-hong, and Long-teng, and therefore it is necessary to have a further discussion. This paper discusses the evolution of history education and history textbooks for senior high school and the relationship between the two by analyzing the interplay between politics and history. Since the six versions of history textbooks are very different in their external structure and contents because of varied concerns over compilation, and the diversity is especially apparent in their political stances, modern and contemporary history of Chinese are chosen as the topics to be compared and analyzed. As for methodology, this paper mainly takes the content analysis approach due to the characteristics of textbooks. It compares the differences in titles, outlines, footnotes, and chronologies of important events by making quantitative analysis of the external structure, and compares the disparities in texts, historical evaluation, pictures, and questions for discussion by analyzing the contents. By doing so, the paper aims at examining whether the textbooks meet the curriculum standards, observing how the teaching materials have changed, and discussing the impacts brought by the change on college entrance exams and history education. Also, it is hoped that the paper offers reflections on historical research and history education in Taiwan from different perspectives, and the suggestions will be considered and adopted by the educational authorities.

This thesis examines the politics of history education, collective memory and identity in contemporary Taiwan through a qualitative case study of the high-school history curriculum reform and controversy from 2002 to 2012. Through eight elite interviews, the evaluation of an extensive amount of primary sources, and the quantitative and qualitative analysis of the relevant history curricula and other official documents, I find that the most visible part of the controversy is a conflict between advocates of a “China-centered historical perspective” and the representatives of a “Taiwan-centered historical perspective”, who both try to reclaim the territory of national history to have their collective memory represented in it. Furthermore, my analysis of the relevant history curricula indicates that all of them are representative of the collective memory of more than one group. This demonstrates that the influence political parties can exert on history education is constrained by competing versions of collective memory. The thesis also shows how the strong tendency towards Taiwan-centered view on history within society has been translated into the history curriculum after the DPP created conducive conditions for meaningful change. Subsequently, the KMT tried to exert influence on the revision process, but continuous attention from the public prevented major changes. In the final analysis, it is very difficult for any political party or powerful group within contemporary Taiwan to impose one exclusive version of the past as national master narrative on the whole society. Competing collective memories of sub-national groups continue to co-exist within civil society, which demands for a more pluralist history curriculum that incorporates smaller “memory communities” in the national narrative to forestall social disunity and further controversy.