香港對國家認同的意識乃取決於當權政府之決策。在英治時期，港英政府對國家認同採取隱晦不談的態度，並以認同國際、認同香港來模糊國家認同的焦點；1997年香港回歸中國前後，對中國國家認同的意識浮現，乃至現今回歸中國14年來，在中國國族主義與愛國主義的號召下，香港特區當局有目的地透過中小學課程形塑公民對中國的國家認同。 本研究旨在探討香港回歸中國後，其中小學社會教科書中形塑什麼及如何形塑國家認同。本研究於小學階段選用《小學常識》教科書，於初中階段（中一至中三）選用《繽紛社會教育》，以此二套社會教科書做為論述分析之對象，本文將其中涉及國家認同之論述由鉅觀至微觀逐一梳理與細究。研究分析結果獲致以下主要發現： 一、直接宣示香港法定的國家認同，以《基本法》與「一國兩制」為準則。 二、強化香港的文化中國認同，訴諸親情譬喻、民族榮耀、歷史仇恨與中華文化之連結。 三、通過「背靠祖國，面向世界」之經濟利益的連帶關係，進一步強化國家認同。 四、香港的國家認同仍保有在地認同成分，及由此延伸的國際關懷特色。

The awareness of national identity in Hong Kong has been determined by policies of government authorities. Hong Kong authorities under British rule replaced national identity by promoting international identity and Hong Kong’s own local identity. During the transition of Hong Kong to Chinese control, national identity toward China gradually increased. It has been 14 years since the 1997 handover, now, with the call for Chinese nationalism and patriotism, the Hong Kong government is trying to construct Chinese national identity in school curriculum. This paper explores the formation of national identity in Hong Kong’s 1–9 grade social studies textbooks. Textbooks entitled “General Studies” (grade 1–6) and “Thriving Social Education” (grade 7–9) were reviewed using the discourse analysis method. Conclusions reached are as follows: 1.The textbooks directly claim that the Chinese national identity of Hong Kong citizens is legally based on the policy of “one country, two systems” and “the Hong Kong Basic Law”. 2.The textbooks bolster apolitical and cultural identity toward China by making connections to kinship metaphors, national achievements, historical hatreds, and Chinese culture. 3.The textbooks straighten further national identity using the slogan “Face the world with the motherland at your back” underscoring mutual ties of economic interests between Mainland China and Hong Kong. 4.Hong Kong’s national identity continues to feature local identity which extends to care for the world.