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題名：跨國形塑歷史知識的挑戰：以中日韓共構歷史教材為例
書刊名：課程與教學
作者：李涵鈺／甄曉蘭 引用關係
作者(外文)：Li, Han-yu／Chen, Hsiao-lan
出版日期：2016
卷期：19:4
頁次：頁131-158
主題關鍵詞：歷史教材；跨國共構教材；知識形塑；歷史教育；教科書；History teaching material；Cross-national joint construction of teaching material；Knowledge formation；History education；Textbook
原始連結：連回原系統網址new window
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  • 被引用次數被引用次數:期刊(1) 博士論文(0) 專書(0) 專書論文(0)
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  • 共同引用共同引用:0
  • 點閱點閱:44
為追求和平發展，已有不少國家展開跨國共構歷史教材，從不同的觀點來重塑歷史，以期增進相互理解、化解敵對關係、促成共存共榮。本研究首先探討跨國共構歷史教材的意義，瞭解國際發展趨勢及其問題，再以中日韓學者在2005 年共構《東亞三國的近現代史》歷史教材為例，透過訪談，瞭解教材發展的緣起，並探討其共構教材形塑歷史知識的歷程與挑戰。研究發現跨國共構歷史知識遭逢的挑戰包括：對戰爭本質與歷史人物的詮釋、歷史研究重點與方法的差異、歷史名詞與文字使用的指涉、國情差異與民族情感的問題等。據此，並從歷史記憶、政治意識型態、歷史教育三個層面，來批判反思歷史知識形塑的議題，從而討論跨國形塑歷史知識對歧見化解與國際理解的可能。
Revisiting the past from different perspectives to enhance mutual understanding and to resolve conflicts for peace building become a focus recently, and many countries have started cross-national joint construction of history teaching materials. This paper first introduces its meaning, trends, and possible challenges of constructing these materials. Secondly, interview data were collected from several history scholars in China, Japan, and Korea, who have been joining this project A History to Open the Future. Major arguments and issues emerged were then raised and further discussed. Considerable critical issues shown are on interpretations of the nature of war and historical figures, differences of historical research priorities and methods, historical terms and the use of language tone, differences in national sentimentality, etc. This paper finally reflects on some issues from the three aspects: historical memory, political ideology, and history education. Further discussions on possible promises from the efforts devoted to this cross-national construction of history knowledge were carried out with a hope that more enhancement of conflict resolution and international understanding could be reached in the coming era.
期刊論文
1.Pingel, F.(2008)。Can truth be negotiated? History textbook revision as a means to reconciliation。The ANNALS of the American Academy of Political and Social Science，617，199-221。  new window
2.大日方純夫(2006)。日中韓三国共通歴史教材づくりにおける議論点--歴史叙述歴史研究とかかわって。大阪歴史科学協議会，185，23-31。  延伸查詢new window
3.大日方純夫(2005)。「未来をひらく歴史」日中韓共同執筆の意義と課題。日本の科学者，40(12)，3-6。  延伸查詢new window
4.Wang, Z.(2009)。Old wounds, new narratives: Joint history textbook writing and peacebuilding in East Asia。History & Memory，21(1)，101-126。  new window
5.Nash, G. B.(1995)。The history standards controversy and social history。Journal of Social History，29(3)，39-49。  new window
6.Conrad, S.(2003)。Entangled memories: Versions of the past in Germany and Japan,1945-2001。Journal of Contemporary History，38(1)，85-99。  new window
7.梁美康(2007)。韓中日近現代共同教科書《東亞三國的近現代史》。東亞視野，2，77-79。  延伸查詢new window
8.笠原十九司(2006)。歴史認識の共有はできるか--「未来をひらく歴史東アジア3国の近代史」を編集して。史海，53，27-44。  延伸查詢new window
9.李涵鈺(20141200)。由誰來書寫歷史？中日韓三國高中歷史教科書中爭議性歷史事件的敘寫與啟示。教師專業研究期刊，8，53-83。  延伸查詢new window
10.李涵鈺(20150100)。跨國教科書對話之發展背景--以國際組織的努力為例(1919~1969)。課程與教學，18(1)，181-211。new window  延伸查詢new window
11.Crawford, K.(1995)。A history of the right: The battle for control of National Curriculum history 1989-1994。British Journal of Educational Studies，43(4)，433-456。  new window
12.Pingel, F.(2011)。Old and new models of textbook revision and their impact on the East Asian history debate。The Journal of Northeast Asian History，7(2)，5-36。  new window
13.Schissler, H.(1989)。Limitations and priorities for international social studies text-book research。International Journal of Social Education，4(3)，81-89。  new window
會議論文
1.步平(201211)。歷史認識的交鋒與相互理解--中日邦交正常化與中日歷史問題。2012跨國教科書共構經驗--和平教育之實踐國際學術研討會，國家教育研究院、國立臺灣師範大學、臺北市立教育大學 。臺北市。  延伸查詢new window
2.Fuchs, E.(20121102)。International joint history textbooks: History-Challenges-Perspectives。International Conference on Crossnational Joint Construction Experience。Taipei：National Academy for Educational Research。  new window
3.Riemenschneider, R.(1998)。Transnational working on conflicts: Some conclusions from a comparative survey of the German-French and German-Polish textbook consultations, 1935-1996。International Conference on Methodologies: Historical Consciousness and History-Textbook Research。HsinChu：Institute of History National Tsing Hua University。439-451。  new window
4.陳麗華(2012)。專題論壇III：跨國共構歷史教科書前瞻發言詞。「跨國教科書共構經驗--和平教育之實踐」國際學術研討會。臺北市。  延伸查詢new window
5.俵義文(2011)。「歷史認識論壇」的10年以及日本歷史認識的變化與課題。第10屆「歷史認知與東亞和平論壇」。北京：中國社會科學院近代史研究所。37-42。  延伸查詢new window
6.歐用生(2012)。專題論壇III：跨國共構歷史教科書前瞻發言詞。跨國教科書共構經驗：和平教育之實踐國際學術研討會，國立臺灣師範大學 。臺北市。  延伸查詢new window
學位論文
1.李涵鈺(2013)。跨國共構歷史教材之越國理解：以中日韓《東亞三國的近現代史》為例(博士論文)。國立臺灣師範大學。new window  延伸查詢new window
圖書
1.Shin, G. W.(2008)。History textbooks, divided memories, and reconciliation。The Walter H. Shorenstein Asia-Pacific Research Center。  new window
2.Nozaki, Y.(2008)。War memory, nationalism and education in Postwar Japan,1945-2007。New York：Routledge。  new window
3.齋藤一晴(2008)。中国歴史教科書と東アジア歴史対話。東京：花传社。  延伸查詢new window
4.東亞三國的近現代史共同編寫委員會(2006)。東亞三國的近現代史。北京：社會科學文獻出版社。  延伸查詢new window
5.Apple, M. W.(1993)。Official knowledge。Routledge。  new window
6.Williams, R.(1977)。Marxism and Literature。Oxford University Press。  new window
7.東亞三國的近現代史共同編纂委員會(2005)。東亞三國的近現代史。北京：社會科學文獻出版社。  延伸查詢new window
8.Claire, H.(1996)。Reclaiming our pasts: Equality and diversity in the primary history curriculum。Oakhill：Trentham Books。  new window
9.Pingel, F.(2010)。UNESCO guidebook on textbook research and textbook revision。Paris：UNESCO。  new window
10.Stradling, R.(2003)。Multiperspectivity in history teaching: A guide for teachers。Paris：Council of Europe。  new window
11.甄曉蘭(2004)。課程理論與實務：解構與重建。臺北市：高等教育出版社。  延伸查詢new window
12.Halbwacks, Maurice、Coses, Leuis A.(1992)。On Collective Memory。University of Chicago Press。  new window
其他
1.權赫秀(2006)。尊重歷史，摘瑕糾謬--評中文版《東亞三國的近現代史》，http://www.acriticism.com/article.asp?Newsid=8326&type=1004， 2006/11/12。  延伸查詢new window
2.van der Leeuw-Roord, Joke(2007)。Beyond the nation, trans-national textbooks，http://www.culturahistorica.es/joke/trans-national_textbooks.pdf。  new window
圖書論文
1.Cole, Elizabeth A.(2007)。Introduction: Reconciliation and History Education。Teaching the Violent Past: History Education and Reconciliation。Lanham, Md：Rowman & Littlefield Publishers, Inc。  new window
2.Pingel, F.(2011)。Mediating textbook conflicts。Designing history in East Asian textbooks。New York：Routledge。  new window
3.金聖甫(2006)。東アジアの歴史認識への第―歩--「未来をひらく歴史」の執筆過程と韓国国内の反応。歴史教科書。東京：日本図書センター。  延伸查詢new window
4.Yang, D.、Sin, J. K.(2013)。Striving for common history textbooks in Northeast Asia (China, South Korea and Japan)--Between ideal and reality。History education and post conflict reconciliation。London：Routledge。  new window
5.Sin, C. B.、Carlile, Lonny E.(2010)。The making of A History to Open the Future by a South Korean participant。A History to Open the Future。Seoul：Minimum。  new window
6.Korostelina, K. V.(2013)。Peace education and joint history textbook projects。History education and post conflict reconciliation。London：Routledge。  new window
7.Chung, J.(2011)。Colonial Korea and the Asia Pacific war: A comparative analysis of textbooks in South Korea and Japan。History textbooks and the wars in Asia: Divided memories。Routledge。  new window
8.笠原十九司(2012)。日中韓三国共通歴史教材「未来をひらく歴史」の作成の背景の反響。2012東亞歷史教科書共構工作坊。臺北市：國家教育研究院。  延伸查詢new window
9.李涵鈺(2013)。跨國共構歷史教材的問題與挑戰--以《東亞三國的近現代史》為例。和平教育：理念與實踐。臺北市：國家教育研究院。  延伸查詢new window
10.Chen, H. L. S.(2008)。A critical reflection on the reform of high school history curriculum in Taiwan。Social education in the Asia-Pacific: Critical issues and multiple perspectives。Charlotte, NC：Information Age Publishing。  new window
11.Curthoys, A.、Lake, M.(2005)。[Connected worlds: History in transnational perspective] Introduction。Connected worlds: History in transnational perspective。Canberra：The Australian National University。  new window
12.Hein, L.、Selden, M.(2000)。The lessons of war, global power, and social change。Censoring history: Citizenship and memory in Japan, Germany and the United States。New York, NY：M. E. Sharpe。  new window
13.Hillers, E.(1984)。International textbook research。Perception of people and places through media。Freiburg：Federal Republic of Germany。  new window
14.Penuel, W.、Wertsch, J.(2000)。Historical representation as mediated action: Official history as a tool。International review of history education, volume 2: Learning and reasoning in history。London：Woburn Press。  new window
15.Stojanovic, D.(2001)。History textbooks and the creation of national identity。Teaching the history of Southeastern Europe。Thes-salonik：Petros Th. Ballidis。  new window
16.Weinbrenner, P.(1992)。Methodologies of textbook analysis used to date。History and social studies: Methodologies of textbook analysis。Amsterdam：Swets & Zeitlinger。  new window
 
 
 
 
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