本文針對在中國大陸就讀高等教育的台灣學生，探討遷移經驗如 何影響國族認同的形構與轉變。透過61 份深入訪談資料，闡釋旅中 台生如何在台灣與中國、想像的中國與現實的中國、「祖國」與「外 國」之間交織而成的論述網絡裡，磋商其曖昧的主體位置，以及如何 在日常互動中，指認我群與他群的差異，並透過各種生活實作，模糊 或強化我群與當地人的界線。本文用畫界工作的概念來分析台生的磋 商與行動策略，並提出座標圖的工具來分析台生內部的異質經驗，研 究發現三種主要類型的畫界工作策略：(1)傾向畢業後不留在中國工 作，強調台灣人與當地人之間的差異，常見於學位導向的台生。(2)傾 向畢業後留在中國，或納入在地社會程度較高者，如部分專業移民子 女與尋求本地謀職的台生。(3)多數人希望留在當地工作，但在地理空 間與社會生活上，都維持與本地人明確的區隔，如聚落台商子女與尋 求跨區生涯流動者。

Based on 61 in-depth interviews with Taiwanese students who moved to China for higher education, our study examines how migratory experience impacts the configuration and transformation of national identities. In particular, we explore how migrant students negotiate their ambiguous subject positions in webs of discourses that are interwoven between Taiwan and China, between China-as-imagined and China-inreality, and between "homeland" and "foreign country." We demonstrate how students re-identify "us" and "them" during personal encounters while living in China, and how they utilize a variety of everyday practices to highlight or downplay the boundaries between themselves and locals. We propose a map of boundary work to analyze migrants' heterogeneous positions and multifarious experiences. We identify three major types of boundary work, as follows: (1) Some students are inclined to leave China after graduation and emphasize the existence of radical differences between Chinese and Taiwanese; this strategy is most common among those who emigrated to study for degrees. (2) Some students are inclined to stay in China and become incorporated into the local society to a higher degree, such as those whose parents work in China as professionals and those who came to China for job prospects. (3) The others choose to stay in China but highlight the boundaries between themselves and locals by deploying spatial and social segregation; examples include those whose parents run businesses in China and those who seek cross-region employment and mobility.