本研究的目的，在於探討三個階段（舟山、南海、九年一貫模式）國民小學社會科教科書中政治人物與政治認同的比較。為達成此目的，本研究將先採取內容分析法，以舟山模式、南海模式與九年一貫課程的社會科教科書中人物為背景資料，分析國民小學社會科教科書中政治人物所佔的份量。再藉由文本分析法來分析政治人物的呈現與描述手法，剖析其潛藏的意涵，進而了解人物出現的背後所代表的時代觀與意識型態，進而討論台灣政治認同與政治文化的改變。 本研究主要發現如下：一、 各時期的政治認同均有其特定的歷史脈絡。二、 舟山模式呈現出大中國主義論述的政治認同。三、 南海模式呈現出大中國主義論述的政治認同。四、 九年一貫課程呈現出以台灣為主體論述的政治認同。五、 在教科書內容中，強調中國或台灣的政治人物會造成兒童不同的政治認同。 The purpose of this study was to investigate and compare the political figures and political identities covered in the social study textbooks under three development models (Choushan Model, Nanhai Model, and Grade 1-9 Integrated Curriculum Model). To achieve the research objective, this study first extracted the backgrounds of the political figures covered in the textbooks of the three period and adopted a content analysis to analyze the coverage of political figures in social study textbooks for elementary school education. Further, the text analysis method was applied to analyze the presentation and description of political figures, probe into the implications, understand the perspectives and ideologies behind the political figures, and further discuss the evolution of political identities and political culture in Taiwan. The major findings of this study included:1. Political identity in each period featured a specific historic development. 2. Choushan Model presented the political identity based on the Great China ideology. 3. Nanhai Model presented the political identity based on the Great China ideology. 4. Grade 1-9 Integrated Curriculum Model presented the political identity centered on the discourse of Taiwan as a subjective entity. 5. In the textbooks, it was stressed that Chinese or Taiwanese political figures would affect children to have different political identities.
