论历史教科书中的“二战”书写与认同建构

On Writing Strategy and Identity Construction of the Second World War in History Textbooks

记忆之于认同、战争记忆之于国家认同的重要性是显而易见的。历史教科书作为一个国家的“记忆场”,在书写内容的筛选上,遵循着选择性记忆/选择性遗忘的逻辑主线,通过讲述“我们”的故事、“苦难”的故事以及“英雄”的故事来形塑一个国家的集体记忆;而在书写形式的选择上,遵循着自我/他者的书写模式,通过采取行为主体在模糊与精确之间适时转换、战争责任在个人与组织之间巧妙转移、叙事语态在被动与主动之间灵活切换等话语策略,构筑了一个“我好他坏”的国家形象。国家认同正是通过采用特定的叙事模式与话语策略,裹挟着历史,混杂着史实,隐性而巧妙地建构。

The importance of memory to identity and war memory to national identity is obvious.As the sites of memory,history textbooks follow the logic of selective memory/selective forgetting in the selection of content,and shape the collective memory of a country by telling the stories of"us","suffering"and"heroes".While in the selection of form,they follow the writing mode of self/other,and construct the national image of"good us and bad others"by using discourse strategies such as timely transformation of actors between fuzziness and accuracy,ingenious transfer of war responsibility between individuals and organizations,and flexible switching of narrative voice between passivity and activity.Thus,national identity is constructed implicitly and subtly by adopting specific narrative modes and discourse strategies which incorporate history and intermingle historical facts.