현대중국의 영토인식과 역사교육 - 현행 중국 중학교 역사교과서의 지도를 중심으로 -

Abstract

It is Tan Qi Xiang's The Historical Atlas of China that the most influences China's recognition of its territory. Tan Qi Xiang's The Historical Atlas of China defines the Qing's prime-time territory and history as the scope of China's history based on the theory of unified China of multiple races, and includes all activities therein in the history of China. Maps, featured in all Chinese history textbooks published by the People Education Publisher, are all based on Tan Qi Xiang's The Historical Atlas of China. Tan Qi Xiang's The Historical Atlas of China adopted a standard chronology in the process of compiling China's atlas. In the process, due to a lack of data, situations of the same times could not be reflected in the atlas, thereby leading to data of different times being reflected in the atlas. Thus, the atlas of different times, compiled on the standard chronology, does not accurately reflect the respective times' historical facts. In addition, maps in history textbooks separately mark Spratly Islands which have been the object of marine territorial disputes from the Tang Dynasty to present time. The Yuan Dynasty described Paracel Islands as Wanlishitang according to Zheng He's Navigation Chart published in 1430. Chinese textbooks sees the Qing Dynasty as the solidified unified China of multiple races, and much describes territorial and racial contents such as Yakesa Battle and the Treaty of Nerchinsk with Russia, incorporation of Taiwan, appointment of Grand Minister in Tibet, Mongolia's attack on Galdan, and the surrender of the Torgut tribe. The history textbooks, published by the People Education Publisher, describe the Chinese territory as follows: In the Qing Dynasty, the territory stretches past Pamir Mountains to the west, reaches Lake Balkhash to northwest, extends to Siberia to the north, reaches Outer Khingan Rang and Sakhalin north of Heilong Jiang to the northeast, converges on the Pacific Ocean to the east, reaches Taiwan and its islands such as Diaoyudao and Chiwei Yu (known as Taishow Jima in Japan) to the southeast, and includes the southern sea islands to the south. As such, the textbooks describe China as the biggest nation in Asia. China, through such textbook compilation, seems to try to educate its students that the currently disputed areas or lands were historically its own lands. As marine territory disputes are deepening in East Asia in recent years, the tension of not only mutual relations between relevant nations but also the region is being increasingly heightened. Amid this situation, relevant nations use territorial issues politically, fanning the populace's nationalist emotions. In particular, in recent years, they are strongly moving to transfer the current territorial disputes to their next generation. Recently, the Chinese government demands that its new textbooks boosts the contents about territorial sovereignty. Thus, textbooks of nations in East Asia are likely to boost the contents about territorial disputes between nations and territorial sovereignty.