過去十年來，日據時代（1895-1945）逐漸受到臺灣學界及社會大眾的關注。特別是現代臺灣的歷史撰述，在論述臺灣人的社會與文化時，往往將尋求自身的定位視為歷史的主體。自1980年代迄今，對日據時代的歷史撰述已不再使用「中國中心」式、由上而下的帝國觀點，而是積極地以「臺灣中心」式、由下而上的民族觀點來做詮釋。相對於帝國史的正統性，現代臺灣之歷史撰述有意識地涉入日據時代，並逐漸與其自身的民族認同書寫史連結在一起，以此展現出臺灣經驗的在地性，以及歷史的確實性。 學術上的觀點能夠自「中國中心」轉移到「臺灣中心」，有其內在與外在的因素，與國際學術主流傾向「認同」之研究策略無關。由此觀點，臺灣學界對日據時代教科書的批評與研究，始採取對教科書精讀式的分析，他們認為如此才能夠深入探究過去經驗，發現過去餘斤仍在作用著的文化衝突。 本文呈現日本教育系統中關於殖民教育之歷史撰述，使其在臺灣歷史撰述的變革中得到注意。本文目的不僅欲釐清臺灣的後殖民性，還欲勾勒在教育歷史撰述中，一個全新的研究方法：授課史。本文以由「殖民之近代」過渡到「後殖民之現代」為始，概述以1950-1990年之時間系列的本土經驗。主要在於論證日本近代學校教育所提供出來的新敘述，以強調由「內」與「下」的理解方式，來瞭解臺灣殖民經驗之正確性。 本文的第二部份介紹了借用歷史教學法而來的「授課史」觀念。說明對殖民教科書及其他教育材料的調查與研究，如何提供超越國家認同之範例，以及教育心理和對過去教訓之洞察力。此教學研究方法多被殖民教育中的音樂史研究及體操教學所應用。文末，旨在討論現代臺灣學者，撰述日據時期教育本土化的社會功能。他們的論述包含括：在殖民教育的歷史撰述中展現其方法、提供新一代民眾思考臺灣的國家建構，以及認同的形式等三個方面。

The Japanese colonial past (1895-1945) has gained increasing scholarly and public attention in Taiwanese society within the last decades. In particular, the historiography of modern Taiwan illustrates this socio-cultural discourse in which Taiwanese seek their place as historical subjects. From the 1980s onwards, historiography on the Japanese colonial period freed itself from a Sino-centric Imperial top-down perspective and actively construed a Taiwan-centric National bottom-up perspective. In opposition to the orthodoxy of Imperial history, this conscious engagement with the Japanese colonial past increasingly associated itself with national-identity-history writing, and presented a localization of the Taiwanese experience to derive historical authenticity. The academic shift from a Sino-centric to a Taiwan-centric persepctive was enable by internal and external factors, not in the least the surge of identity politics to a main-stream trend in international scholarship. Micro-educational analysis of textbooks was particularly illustrative in probing the cultural encounter of a past experience that impacted the immediate present. Likewise, Taiwanese scholarship began a critical investigation of Japanese colonial textbooks. This article presents an excursion into the colonial educational historiography on the Japanese educational system, set against the background of Taiwan's historiographical revolution. Its purpose is not only to discuss issues that shed light on an understanding of postcoloniality in Taiwan, but also to address the concept of classroom histroy as a recent research methodology in educational historiography. The article begins by framing the colonial' recent past in the ‘postcolonial’ present. This is followed by a chronological overview of the articulation of the local experience from the 1950s to the 1990s. The objective is to demonstrate the manner in which the experience of Japanese modern schooling gave way to a new narrative underlining the appreciation of Taiwanese dynamics centered on understanding the colonial experience from within and from ‘below’. The second part of the article introduces the concept of classroom history, borrowed from historical pedagogy. The paper shows how the exploration of classroom of colonial textbooks and other educational materials offers alternatives which transcend the national-identity paradigm and include insights on the educational mentality and didactic reality of the past. The benefits of this methodological approach are discussed against the backdrop of recent historical analyses of music and gymnastics instruction in the colonial curriculum. The final section documents the social function of the localization of education in modern Taiwanese historiography on the Japanese colonial period. The discussion covers three fields that reveal the manner in which this particular subject of colonial educational historiography contributes to generating public awareness of Taiwanese nation building and identity formation.