課綱與國族認同： 探討1997 年國中教科書改革的影響

Abstract

教材能夠改變學生的國族認同嗎？我們檢視了一次引進大量台灣相關內容的國中教科書改革，利用迴歸不連續法去除社會趨勢影響以及世代效果後，我們發現於國中時期讀新教科書的學生更有可能持有較強的台灣人認同。這個現象在就讀學術體系的學生身上更為明顯。此外，藉由分析學生故鄉的族群比例，我們發現如果學生原生故鄉的台灣人認同較低，則教科書的效果較明顯。上述結果隱含兩個教科書影響學生國族認同的管道—背誦教材與鄰里間的社會化。學生年歲較長後，是否曾讀過新教科書變得無法預測學生的國族認同差異。這份結果來自以下事實：未曾讀過新教科書的學生長大後，他們的台灣人認同上升趨勢，比起讀過新教科書的學生更為快速。究竟這份快速的上升趨勢來自於同儕互動中產生的新教科書外溢效果，或是因為整體社會的台灣人認同上升，我們需要更多研究才能回答這個問題。

Could education content casually affect students’ national identity? We exploit the sharp junior high school textbook reform which introduced large amount of Taiwan-related materials, using regression discontinuity design to tease out the society trend and cohort effect. We find that students exposed to the new textbook are more likely to hold stronger Taiwanese identity. The effect is larger for students who entered academic education track and students endowed with less Taiwan-oriented ideology approximated by the ethnic distribution of the hometown, implying mechanisms of memorizing and socialization with neighborhoods. As the students aged, whether they study the new textbook or not could not predict significant national identity differences. We find that this insignificance emerges from the steeper increasing trend of Taiwanese identity in students not exposed to the new textbook. Whether the steeper increasing trend comes from spill-over effect of the new textbook through peer interaction or from the exposure to the also increasing Taiwanese identity trend of the whole society requires further examination.