| 摘要: | 「國族認同」是現代政治學、歷史學、教育學、社會學等社會科學的熱點議題，自近代民族國家模式成為了國家建構的典範模式後，民族國家就成為了國際政治運作的基本單元，而民族國家的存在緊繫於「國族認同」的建立，「中華民族」作為一個以文化建構而成的群體，其獨特的歷史是其建構「國族認同」的豐富資源，隨著現代普及教育系統的建立，學校的歷史課程隨即兼負起培養「國族認同」的任務。
澳門作為葡萄牙殖民地，長期處於殖民統治下，對於「中國人」的身份認同卻未因此受到削弱，而且自回歸後，澳門持續保持較高的國族認同感，其境況與鄰近的香港稍作對比即更為昭著，對於這種差異，依過往有關「國族認同」的研究成果顯示，教育往往是關鍵因素，而歷史教育更是核心中的核心，因此，本研究將以澳門的歷史教育政策為分析對象，以闡明澳門長期保持較高的國族認同與其歷史教育之間的關係，從整體而言，更為探明「國族主義」的運作邏輯與發展形式提供一個獨特的參考經驗。本研究提出了三個問題：
一、 從制度層面看，回歸前後的澳門政府如何看待歷史教育的功能與目標，在具體的政策制定上有所何特點？
二、 從知識結構的層面看，澳門歷史課程的內容具有什麼特點，其知識特性與反映的觀念會產生何種的教育成果？
三、 澳門人的「國族認同」呈現什麼情況，其過去到現在有什麼變化，以及其發展趨勢又是如何？
本研究通過一系列的政策文本分析與各類研究調查，得出了以下結論:
一、澳門的歷史教育從殖民政府的不管不理隨著回歸的進程而逐步作出管制，政府採取一種非強制性的方式來加強歷史教育政策的影響力，這種強化「認同感」的政策在推行時，亦兼顧社會的實際情況，形成了現在鼓勵為主的政策方針。
二、由於現代教育學理論範式的變化，澳門的歷史教育課程大綱所依據的理論隨之改變，這種改變以保持強調完整時序與發展脈絡的「大一統循環史觀」的特點為基礎，同時亦確保中國歷史擁有足夠的課時與內容份量，國家的認同被視為不可動搖的核心觀念。
三、本研究通過引用排列多項調查研究，從而論證了澳門人對「中國人」持有較高的認同感，並指出「中國人」認同的內涵很大程度仰賴了歷史性的認識，指出中國的「民族神話」能以一種非訴諸血緣的共同文明的方式來詮釋，中國既可以是國家，亦可以是文化，是一種歷史悠久的普世觀念。
"National identity" is a hot topic in modern politics, history, pedagogy, sociology and other social sciences. Since the modern nation-state has been a model of state construction, the nation-state is the basic unit of international political operations, and the existence of a nation is closely tied to the establishment of "national identity". As a culturally constructed group, the "Chinese nation" has unique history that is its rich resource for the construction of "national identity". With the establishment of a universal education system, the school’s history curriculum burden the task of training "national identity."
As a colony, Macao has been under colonial rule by Portuguese in a long time, but its identity as a "Chinese" has not been weakened. Moreover, since its return China, Macao has maintained a high sense of national identity, and its situation is slightly compared with that of neighboring Hong Kong, the difference is more obvious. According to past research results on "national identity", education is often the key factor, and history education is the core of the core. Therefore, this research will use Macau’s historical education policy As the object of analysis, in order to clarify the relationship between Macao's long-term high national identity and its historical education, as a whole, it provides a unique reference experience for more investigate the operation logic and development form of "nationalism". This research raises three questions:
1. From an institutional perspective, how does the Macau government before and after the return to the country view the functions and objectives of historical education, and what are the characteristics of specific policy formulation?
2. From the perspective of the knowledge structure, what are the characteristics of the content of the Macao History Curriculum? What kind of educational results will be produced by the characteristics of its knowledge and the concepts reflected?
3. What is the status of the "national identity" of Macao people, what changes has it had from the past to the present, and what is its development trend?
Through a series of policy text analysis and various research investigations, this research has reached the following conclusions:
1. Macau’s historical education has been gradually regulated from the colonial government’s ignorance along with the process of return. The government has adopted a non-mandatory way to strengthen the influence of historical education policies. This policy of strengthening the "sense of identity". When the policy was implemented, it also took into account the actual situation of the society, and formed the current policy of encouragement.
2. Due to the changes in the theoretical paradigm of modern pedagogy, the theories based on the curriculum syllabus of historical education in Macao have also changed. This change is based on maintaining the characteristics of the "universal cycle of history" that emphasizes complete timing and development context. It also ensures that Chinese history has sufficient time and enough content, and national identity is regarded as an unshakable core concept.
3. This research uses a number of surveys and studies by quoting to demonstrate that Macao people have a higher sense of identity with "Chinese", and points out that the connotation of "Chinese" identity largely relies on historical understanding and points to China’s "ethnic mythology" can be interpreted in a way that does not appeal to the common civilization of blood. China can be either a country or a culture. It is a universal concept with a long history. |
