摘要：

对于多民族国家而言，现代国家建构面临着国内民族“多元性”与认同指向“单一性”的内在张力，平衡缓解这一张力可谓是所有现代民族国家建构的“共性任务”。由于漫长的国家发展历史、独特的文化传统与中国式现代化的历程，中华民族多元一体观念的形成和建构模式呈现与其他国家不同的独特特征。我们尝试以改革开放后人民教育出版社编写并发行的四套初中历史教科书为研究样本建立语料库，以所叙何事、谁在叙事、如何叙事为分析主线，运用文本分析和语义网络分析，探讨当代中国中华民族多元一体观念建构中如何平衡“多元”与“一体”内在张力的叙事逻辑。实证研究发现，当代中国历史教科书对于中华民族多元一体观念建构的叙事逻辑呈现如下特征：以动态逻辑叙述中华民族多元一体的发展必然性；以关系逻辑叙述中华民族多元一体的内涵层次性；以他我逻辑叙述中华民族多元一体的自觉自为性；以发展逻辑叙述中华民族多元一体的现实可欲性。历史教科书通过贯通历史与未来、融合结构与能动的叙事方式，协调平衡“民族多元”与“国族一体”的内在张力，体现了中华民族多元一体观念建构的内在逻辑与独特特征。

关键词:

中华民族, 多元一体, 国族建构, 叙事逻辑, 历史教科书

Abstract:

For multi-ethnic nations, the construction of a modern nation-state faces the inherent tension between ethnic diversity and national unity. Balancing and alleviating this tension is a common task in the construction of modern nation-states. Due to its extensive history of national development, distinctive cultural traditions, and the trajectory of Chinese-style modernization, the formation and construction patterns of the Chinese nation’s concept of the unity in diversity exhibit distinctive characteristics that set them apart from those of other countries. A detailed analysis of the core concepts and underlying logic of the construction of the Chinese nation’s concept of the unity in diversity is not only essential for strengthening the practical and theoretical foundation of the Chinese national community’s consciousness, but it is also an important approach to examining the construction of the modern Chinese nation-state. It establishes a corpus using four sets of middle school history textbooks published by the People’s Education Press since 1978 as research samples. By examining what is being narrated, who is narrating, and how the narrative unfolds, utilizing textual analysis and semantic network analysis, we can explore how China balances the inherent tension between diversity and unity. The empirical study reveals that contemporary Chinese history textbooks construct the concept of unity in diversity within the Chinese nation using distinct narrative strategies: dynamic logic presents the inevitability of development; relational logic reveals the diversity of connotations; self-other logic highlights self-consciousness; and developmental logic expounds the feasibility of reality. Through a narrative approach that integrates history and future prospects, history textbooks reconcile the tension between ethnic diversity and national unity, reflecting the unique logic and characteristics of the construction of the concept of unity in diversity of the Chinese nation.

Key words:

Chinese nation, diversity in unity, nation construction, narrative logic, history textbook