中國 初級中學 『中國歷史 』 敎科書의 隋唐史 內容과 變化

Abstract

I have examined the contents of and the changes in each chapter in the new history textbook used in Chinese middle schools for the Sui dynasty and the Tang dynasty. According to the results of this analysis, the textbooks continue to maintain the frame of state history. The superiority and excellence of China is always emphasized, and criticism of historical problems in China was extremely simple or minimal, or not described or mentioned. Second, Chinese historical achievements are emphasized the most. The textbook explains that the Sui and Tang dynasties ended the division and the disorder of China by forming a united empire, and many achievements made upon this foundation continue to influence not only China, but the world today. Third, it is also emphasized that the traditional cultures and practices of minority peoples were respected in the united empire of the Sui-Tang dynasty, thus consolidating integration and unity. These united empires are also described as having maintained friendly relations with Korea, India, Japan, and other neighboring states. Fourth, in the new history textbooks, effort has been made to enhance the learning effect through the rectification of contents, the presentation of complementary materials, and the reorganization of exercise questions. In particular, new types of tasks called “Activities and research” have been added to enhance the learning effect by inducing the spontaneous participation of the students, which is outstanding. Generally, the focus on the Sui dynasty and the Tang dynasty in Chinese history textbooks has changed to concise content, and tends to stress the core contents. The mood of the proud Chinese history and the orientation of the multi-ethnic people’s state history are clear. However, it is a pity that excessive attempts to understand too inclusively the outer realm of Chinese history are made, thus admitting that the textbooks are different from professional history books themselves and have a patriotic mood, for they are produced for the sake of national education. And it should be remembered that an objective approach to objective historical facts is necessary in order to earn true historical instruction. In this sense the focus of the historical contents in history textbooks should be based on objectivity. The serious disputes over history textbooks among states can be solved only in this way. This study investigates the contents of the Sui-Tang period section in the history textbook used in Chinese middle schools and analyzes the changes in recent revisions of the textbook. From this study we may see several features. First, this is a nationalistic history. It emphasizes the superiority of Chinese culture and Chinese people. Descriptions of internal problems of China are rare or excluded. The textbooks attribute all of the crises of China to foreign powers or to the feudal class in China. Second, the power of Chinese people is emphasized greatly. It is maintained without doubt that the people of China made heroic devotions in spite of the continuous national disasters to form the China of today, that the patriotic anti-foreign movement of the people has protected China, and that the anti-feudal struggle has promoted the revolutionary development of China. Third, the effort to unify the customs and traditions of national minorities by the Sui and Tang dynasties is emphasized, and China’s friendly relationships with neighboring countries such as India, Japan, and others is strengthened, in particular. Fourth, the textbook has tried to change the contents to complement the material and to change the type of exercise questions to improve the teaching effects. Considering that the exact recognition and proper explanation of historical facts is the indispensable first step for historical awareness, a revised Chinese history textbook should be analyzed meticulously regarding its appropriateness. Moreover, the ferocious debates regarding the distortion of history among the three nations of Korea, China, and Japan demands an objective approach. And we, too, as Koreans, should be careful of how nearby nations recognize Korean history textbooks.