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研究生:李淑芸
研究生(外文):Li, Shu Yun
論文名稱:台灣地區「國中歷史課程」對國中生兩岸關係看法之影響--以台北市國中生為例
論文名稱(外文):Shaping the next generation:influences of Taiwan’s “course of history” on junior high school students’ views on cross-strait relations:take junior-high students in Taipei city as an example
指導教授:耿曙耿曙引用關係
指導教授(外文):Keng, Shu
學位類別:碩士
校院名稱:國立政治大學
系所名稱:中國大陸研究英語碩士學程(IMCS)
學門:社會及行為科學學門
學類:區域研究學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:99
中文關鍵詞:歷史課程兩岸關係政治社會化
外文關鍵詞:course of Historycross-strait relationspolitical socialization
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兩岸關係對台灣政治、經濟之影響甚鉅!台灣地區國中生對於兩岸關係之看法主要是受到大眾媒體之影響,其次則為家庭之影響,歷史課程對於國中生兩岸關係之看法的影響僅次於傳媒及家庭。根據統計分析,對歷史課程興趣越高、成績越好的學生對中國大陸之看法越正面,同時也較支持兩岸更積極之交流。此外,公民課程及同儕對國中生兩岸關係之看法也有影響,但不如傳媒、家庭及歷史課程重要。
Development of cross-strait relations has considerably affected Taiwan’s politics as well as economy for decades. Therefore, it plays a very significant role of people’s perspectives on political and economic issues in Taiwan. During the process of political socialization, junior high students in Taiwan mainly cultivate their views on cross-strait relations under the influences of family, mass media, peers and school education. Findings of the survey conducted for this thesis reveal that the mass media is the main source of influences on students’ views about cross-strait relations. Parents’ educational level, party identification, ethnicity and socio-economic status also affect students’ views on the same issue remarkably. Regarding influences of course of History, it ranks the third most important factor affecting students’ attitudes towards cross-strait relations. Students with higher interest in history and better grades of history tend to have more positive impressions on China (except for its democratic development) and take a more open stance toward Taiwan’s cross-strait policies. Besides, they are more enthusiastic about interaction across the Taiwan Strait. As for peers and course of Civics, they are able to affect students’ views on cross-strait relations as well, yet, not as influential as mass media, family and course of History. In addition to these factors, whether students have visited China or have family in China also influences their attitudes towards Chinese government and people. In general, mainland experience increases students’ good impressions on China along with will to have interaction with Chinese people.
TABLE OF CONTENTS
1. Motivation & Goals…………………………………………1
1.1 Motivation……………………………………………………1
1.2 Goals……………………………………………………………4
1.3 Definition of Terms……………………………………4
2. Literature Review……………………………………………7
2.1 Introduction of Political Socialization………7
2.2 Researches on Students’ Political Socialization in Taiwan…………………17
3. History Education and Students’ Views about Cross-strait Relations..21
3.1 Functions of History Education………………………21
3.2 Goals of History Education in Junior High Schools……………………22
3.3 Neutralism of History Education………………………25
3.4 How “History Education” May Affect High-School Students’ Views about Cross-strait Relations”……………………………………………………26
4. Methodology…………………………………………………………32
4.1 Specification of Connection between History Education and Students’ Views
on Cross-strait Relations…………………………………32
4.2 Framework of Quantitative Approach…………………32
4.3 Design of Questionnaire…………………………………33
4.4 Hypotheses of Research……………………………………34
4.5 Samples of Research and Approaches of statistics…………………36
5. Data Analysis and Findings……………………………………37
5.1 Junior High Students’ Views on Cross-strait relations…………………37
5.2 Factors Influencing 9th Graders’ Views on Cross-strait Relations…42
5.3 Influences of Course of History on 9th Graders’ Views on Cross-strait
Relations…………………………………………………………65
5.4. Main Influence of Junior High Students’ Views on Cross-strait Relations.....71
6. Conclusion………..…………………………………………………72
6.1 Junior High Students’ Views on Cross-strait Relations…………………72
6.2 Factors Affecting 9th Graders’ Views on Cross-strait Relations……………74
6.3 Influences of History Education on Students’ Views on Cross-strait
Relations………………………………………………………84
6.4 Limitation of Research…………………………………87
7. Reference…………………………………………………………89
8. Appendix…………………………………………………………93
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