近代历史教科书在国民教育体系中承担着向受教育者传授历史知识、构建民族诉求的重要使命。近代以来，伴随着民族危机的出现、政治生活的变迁和史学研究新成果的产生，中小学历史教科书担负起强化中华民族意识和构建中华民族认同的重大职责。教科书通过有选择的历史书写，希望每个成员认同自己是中华民族的一员。

本研究以近代上百种历史教科书为史料，从共同的起源和上古记忆、共同的民族生存地域、共同的民族血缘构成、共同的价值观念，共同的生活习俗和社会风气以及共同面对的民族危机等角度，对近代中小学历史教科书与中华民族认同开展研究。全文共分七章。

第一章叙述近代新式教育和教科书的产生和发展历程。鸦片战争后，随着外敌入侵和中国政治的变迁，新式学堂、新式教科书、新学制、新课程标准、新的教科书审定制度的先后产生，开启了中国教育近代化的历程。1897年南洋公学编著的《蒙学课本》标志着国人自编的具有近代意义的教科书出现了；1904年“癸卯学制”的颁布标志着中国近代历史上第一个正式施行的新学制诞生了；1912年《普通教育暂行课程标准》的颁布标志着初等和中等教育的纲要性文件诞生；1912年《审定教科用图书规程》的颁布标志着教科书审定制度正式确立。

第二章针对教科书中呈现的中华民族共同起源和上古记忆的叙述展开研究。近代教科书中关于“中华民族起源”的叙述经历了明显的阶段性。从“西来说”到“本土起源论”的变化不但反映了中国考古学的不断发展，而且让中华民族认同有了明确的指向。教科书以三皇五帝为开端来讲述中国历史的发展过程。同时，“三皇五帝”中的黄帝逐渐被塑造成中华民族共同的文化始祖。

第三章主要叙述中华民族在漫长的历史发展过程中逐渐形成的以汉族为主体、各民族之间彼此交融、相互依存的多元一体格局。这一格局是中华民族成员在民族平等和民族忧患意识觉醒的过程中逐渐形成的，是近代中华民族形成民族认同的基础。

第四章主要叙述统一的名称、共同的生活地域和边界是中华民族区别于其他民族的重要标志。教科书以古代典籍和考古学研究成果为依据，指出中华民族的祖先最初生活在黄河流域，而且一直将黄河流域作为中华民族的中心地区，通过明确中华民族的核心地域，将后代的变化叙述成为一种以核心区域为中心的变化。教科书通过对中华民族共同的生活地域的叙述来增进民族认同。

第五章针对历史教科书中所体现的共同的价值观念开展研究。教科书对形成中华民族共同价值观念的儒家思想进行了阐释，并始终以相对统一的标准叙述中国历史上的治乱兴衰、朝代更替和重大战争，以此向受教育者传播中华民族在发展历程中所形成的统一的认识，帮助受教育者建立统一的价值观念。对于中华民族共同价值观的论述，教科书一直使用了一种使中华民族朝向国家统一的方向叙述的模式，这种模式强化了中华民族作为一个共同体的存在，也对中华民族的认同起到了重要的作用。

第六章主要叙述近代以来，随着中西交往的日益密切，西方的民族主义和进化论思想逐渐传入我国，这些思想深刻改变了教科书的编写理念和内容。随着民族危亡的日益加剧，历史教科书编写者加大对民族危亡和民族反抗斗争的书写，以求通过自身的努力推动全社会增加民族危亡形势下的历史使命感和责任感，提升民族凝聚力，激发全民族的爱国激情。

第七章针对教科书中对共同的生活习俗和社会风气的叙述开展研究。在近代历史教科书中，有部分关于中华民族成员共同的生活习俗和社会风气的书写，在教科书的编写者看来，认可本民族独有的生活习俗和社会风气是理解自身文化传统、提升民族文化自信和增进民族文化认同的重要途径。

近代历史教科书在民族认同上形成了相对完整的内容体系，对于中华民族认同留下了宝贵的经验。

History textbooks in primary and secondary schools undertake the important mission of "standardizing" all kinds of history knowledge and constructing "collective memory" for the educated. Since modern times, with the emergence of national crisis, the changes of political life and the emergence of new achievements in historical research, primary and secondary school history textbooks shoulder the important responsibility of strengthening the awareness of the Chinese nation and building the identity of the Chinese nation. Through selective history writing, that each member will identify himself as a member of the Chinese nation is the final goal. 

In this study, more than 100 kinds of history textbooks are used as historical materials. From the perspective of common origin and ancient memory, common national living area, common ethnic consanguinity, common values, common living customs and social ethos, as well as the national crisis faced by the common people, the research is carried out on the history textbooks of primary and secondary schools in recent generations and the identification of the Chinese nation. The paper is divided into seven chapters.            

The first chapter describes the emergence and development of modern new education and textbooks. After the Opium War, with the invasion of foreign enemies and the changes of China's politics, new schools, new textbooks, new school systems, new curriculum standards, and new textbook examination and approval system came into being successively, which opened the process of China's education modernization. The elementary school textbook compiled by Nanyang public school in 1897 marks the emergence of textbooks with modern significance compiled by Chinese people; the Promulgation of Guimao school system in 1904 marks the birth of the first truly implemented new school system in modern history, and also marks the beginning of modern history education in China. The Promulgation of Provisional Curriculum Standard for General Education in 1912 marked the outline of primary and secondary education. In 1912, The Promulgation of The Regulations for The Examination and Approval of Books for Educational Purposes marked the formal establishment of the textbook examination and approval system.            

The second chapter studies the common origin and the narration of ancient memory in textbooks. The narration of "the origin of the Chinese nation" in modern textbooks has gone through obvious stages. The change from "speaking from the west" to "the theory of native origin" not only reflects the continuous development of Chinese archaeology, but also gives a clear direction to the identification of the Chinese nation. The textbook begins with three emperors and five emperors to tell the development process of Chinese history. At the same time, the Yellow Emperor in the "Three Emperors and five emperors" was gradually shaped into the common cultural ancestor of the Chinese nation.            

The third chapter mainly describes the Chinese nation in the long process of historical development gradually formed in the Han nationality as the main body, the various ethnic groups blend with each other, interdependent pattern of multiple integration. The theory of "the pluralistic and integrated pattern of the Chinese nation" is gradually formed by the members of the Chinese nation in the process of awakening the consciousness of national equality and national suffering, and it is the foundation of the formation of national identity of the modern Chinese nation.            

The fourth chapter mainly narrates that the unified name, the common living area and the boundary are the important signs that the Chinese nation is different from other ethnic groups. Based on the archaeological research results, the textbook holds that the ancestors of the Chinese nation first lived in the Yellow River Basin, and the Yellow River Basin has always been regarded as the central area of the Chinese nation. By clarifying the core area of the Chinese nation, the changes of future generations are described as a core area centered change. Textbooks enhance national identity by describing the common living areas of the Chinese nation.            

The fifth chapter studies the common values embodied in history textbooks. The textbook explains the Confucianism that forms the common values of the Chinese nation, and always describes the rise and fall of the Chinese history, the change of dynasties and major wars with a relatively unified standard, so as to spread the unified understanding of the Chinese nation in the development process to the educated, and help them to establish a unified values. For the discussion of the common values of the Chinese nation, the textbook has always used a mode to make the Chinese nation narrate in the direction of national unity, which strengthens the existence of the Chinese nation as a community and plays an important role in the identification of the Chinese nation.            

The sixth chapter mainly narrates that since modern times, with the increasingly close communication between China and the west, the western nationalism and evolutionism thoughts have been gradually introduced into China, which have profoundly changed the compilation concept and content of textbooks. With the increasing crisis of the nation, the writers of history textbooks increase the writing of the national crisis and the national resistance, in order to promote the whole society to increase the sense of historical mission and responsibility under the situation of national crisis through their own efforts, enhance the national cohesion, and stimulate the patriotic passion of the whole nation.            

The seventh chapter studies the common customs and social customs in textbooks. In the modern history textbooks, there are some descriptions about the common life customs and social ethos of the members of the Chinese nation. In the view of the compilers of the textbooks, to recognize the unique life customs and social ethos of the nation is an important way to understand their own cultural traditions, enhance their cultural self-confidence and enhance their national cultural identity.

Modern history textbooks have formed a complete content system in national identity, which has left valuable reference for Chinese national identity.