本文研究日本帝國圈內小學階段的歷史教育，對象是日本殖民統治下的臺灣和朝鮮，以及日本控制下的滿洲和後來的滿洲國，目的在了解三個地區歷史教育的內容，並透過具體的發現，進一步探討具有普遍意義的問題—如歷史的建構及其限制。 由於日本在其帝國圈內所實施的初等普通教育，概以本土的小學校為範本，因此本文先介紹日本近代小學歷史教育，其次分別論述：臺灣公學校的歷史教育、朝鮮普通學校的歷史教育，以及滿洲、滿洲國的歷史教育。日本本土以外的歷史教育從一九二○年到一九四五年，大抵可以一九三七年為分界點，分為兩個階段，後一階段為戰爭時期的皇國史觀所籠罩，前一階段的歷史教育財「因地制宜」而呈現不同的模式。臺灣、朝鮮和滿洲分別代表三種不同的作法：1、在臺灣直接教授日本歷史，2、在韓國采併合方式，3、在關東州、滿鐵附屬地和滿洲國、則以「建構」為原則。換句話說，臺灣學童被剝奪學習臺灣歷史的機會，韓國小學階段雖然教授韓國歷史，但那是一種以日本為主榦的「接枝」歷史。滿洲國的學童則學習到一種新創造或建構出來的與日本密不可分的「國史」。 綜而言之，殖民者把臺灣當成「固無史」的地方，為所卻為，朝鮮的例子顯示歷史主體本身的敘述傳統對歷史建構所產生的制限。滿洲國歷史教科書則是新興國家建構歷史的絕佳例子。

This article is a research on history education under Japanese colonial rule in the following three regions: Taiwan, Korea (Ch?sen), and Manchuria (including Manchukuo). This research aims to reconstruct the history education of these three regions and hopes, on the basis of concrete findings, to explore further the issues concerning historical construction and its limits. Because history education in elementary schools either in Japan’s colonies or in leased territories were modeled after that in Japan proper, I devote a chapter on history education in Japan proper and then discuss it in regards to Taiwan, Korea, and Manchuria in three separate chapters. History education outside Japan proper can be divided into two stages. The first stage is from 1920 to 1937 and the second is from 1938 to 1945. While the second stage was overwhelmed by the so-called tenn?shikan—the emperor-centered historical narrative, the first stage shows that Japan adopted very different approaches to each region when compiling history textbooks. 1. In Taiwan, Japanese history was directly taught to Taiwanese children. 2. In Korea, the history of Japan and that of Korea were taught together. 3. In Manchuria, a fresh version of history was constructed. In other words, Taiwanese children were deprived of chances of learn their own history. Korean children were taught their history, but that was artificially welded to the main body of Japanese history. Children in Manchukuo studied a newly-constructed “national history” which had close relations with Japan. In summary, Japan as a colonizer treated Taiwan as a place without its own history, while it had to compromise in Korea given the latter’s strong tradition in historiography. The case of Manchukuo, however, represents a good example of historical construction.