抗荷英雄三部曲──論公學校用國語讀本〈濱田彌兵衛〉課文的編輯策略

The Trilogy of Anti-Dutch Heroes: Discussing the Editorial Strategy of the National Language Reader“Yaehei Hamada”in Public Schools

本文探討1628年發生於臺灣的日荷衝突事件「濱田彌兵衛」，如何於日治時期被改寫並納入公學校用國語讀本，進而成為殖民教育體制中的教材文本。日治臺灣50年間，國語教科書共改版發行5次，其中〈濱田彌兵衛〉三度入選，且其文體歷經由簡略記敘文、以人物與情節為核心的故事敘述，至可供兒童角色扮演之劇本形式的轉變。本文即以此3個版本為分析對象，考察其在選材、文體安排、敘事重心與教學指向上的變化。本文研究發現，殖民地教科書不僅承載知識傳遞功能，更是統治者建構學童政治認同的重要媒介。〈濱田彌兵衛〉課文透過英雄形象的塑造、情節設計與教學編排，使學童在閱讀過程中不僅認識發生於臺灣的歷史事件，更被引導認同日本帝國之價值體系與國民身分。因此，該課文的反覆收錄與形式調整，反映出殖民教育藉由語文教材進行身分塑造與政治教化的編輯策略。

This article examines how the 1628 Hamada Yahei incident was reimagined and rewritten for Japanese-language readers in public schools in Taiwan during the Japanese colonial period. During the 50 years of Japanese rule, the narrative of Yahei Hamada appeared in three different reader editions, evolving from a brief narrative into a story-centered text and later a script for role-playing. This article compares the three different reader editions, analyzing changes in textual selection, genre, narrative emphasis, and pedagogical design. The 1628 Yahei Hamada incident functioned not only as educational material but also as an instrument of political and cultural indoctrination. Through heroic portrayal of Yahei Hamada and repeated editorial reshaping, schoolchildren were guided to identify with the values of the Japanese empire and to consider themselves imperial subjects of Japan. The article demonstrates how narrative transformation within colonial language education served the purposes of identity formation and imperial governance.