對於本議題後續的研究，本研究已經完成在台灣戒嚴時期「蔣匪」眼中的「共匪」形象部分，期待有研究者進行「共匪」眼中的「蔣匪」形象部分，透過「蔣匪」與「共匪」雙方對於對方的觀點以補充本研究不足之處。 The main purpose of this study is to analyze how the image of ‘communist bandit’is presented in the schooltextbooks during Taiwan’s Martial Law Period and how the worldview is constructed by the presentation of ‘communist bandit’in the schooltextbooks during Taiwan’s Martial Law Period. The presentation of ‘communist bandit’ in the schooltextbooks during Taiwan’s Martial Law Period deeply influence generations in Taiwan, almost can be said to be one of the collective memory of Taiwanese people before 1980s`.Before this study, there is no such study about this subject, so I think this subject is really valuable to research.
This study starts from‘educative’,’non-educative’and‘mis-education’. Second, this study analyze space-time background of this study‘Taiwan’s Martial Law Period’.Last this study analyze the point of view of‘cultural hegemony’,’state apparatus’and‘political socialization’.Use narrative analysis to analyze the elements of the image of‘communist bandit’and analyze how these elements construct the worldview of‘communist bandit’by the point of view of these three theories.
This study use ‘plot’,’character’and ‘setting’of narrative analysis to analyze the subject of this study ‘communist bandit in the schooltextbooks during Taiwan’s Martial Law Period’.The analyze result of the study is as bellows:
‘Plot’:’Communist Bandit Enslave people’describe after communist bandit come compatriots on the mainland reduce the standard of living to make children realize the evil of communist bandit through daily life.’Poor Mainland children’through the eye of children to observe the evil of communist bandit and tell children to empathy how children will be treated under communist bandit‘s government.’Retake the mainland’is the central idea of the schooltextbooks during Taiwan’s Martial Law Period.It tells children their hometown is on mainland not Taiwan may confuse their hometown identity .
’Character’: ‘Murderous Communist Bandit‘ directly present the evil of communist bandit by vivid murder scene and combine communist bandit with the image of ‘moral bankruptcy’.Over-detailed description about murder scene may cause bad influence on children physical and mental development.’The Republic of China Armed Forces Demands Allegiance of Compatriots on the Mainland’ describes how compatriots on the mainland desire the triumphant return of The Republic of China Armed Forces when suffering under the rule of communist bandit government, almost all compatriots on the mainland death in textbook is because of this reason.’The Defecting Anti-Communist Martyrs’describes compatriots on the mainland can not stand the Reign of Terror of communist bandit government trying to escape at all costs and play the witness role about the evil communist bandit.’ Communist Spy is Everywhere’subscribe communist spy is the minions of communist bandit.Smart children characters created by textbook is the whistleblower of communist spy that symbol all the communist spy will finally be caught.
‘Setting’:’Heaven and Hell’present two diffent type of hell to prove the evil of communist bandit.One of them is the image description of ‘Before communist bandit come the mainland is heaven, after they come the mainland become hell’Another of them is ‘The life difference description between‘Freedom area of Three People''s Principles and occupied communist bandit’s area of communism’to lay emphasis on the good of freedom area ‘Taiwan’ and the evil of occupied area ‘communist bandit’s government’.
About follow-up research, this research has finished the‘communist bandit’in the viewpoint of‘Chiang Kai-Shek bandit ’during Taiwan’s Martial Law Period. I wish there will be researcher to research the‘Chiang Kai-Shek bandit’in the viewpoint of‘communist bandit’.Through how‘Chiang Kai-Shek bandit’and‘communist bandit’see each other to improve the shortcomings of this research.