中国朝鲜族与在日朝鲜人民族教育比较研究

发布时间：2018-02-27 03:20

本文关键词： 中国朝鲜族在日朝鲜人民族教育　出处：《中央民族大学》2012年博士论文　论文类型：学位论文

【摘要】：勤劳勇敢、热情朴素的朝鲜民族起源于朝鲜半岛。在几千年的历史进程中,朝鲜民族世世代代生活在这块土地上,使用的是同一种语言,有着相同的文化和共同的生活习惯。如今,朝鲜民族除朝鲜半岛外,还有700多万人以居住国“公民”或以朝鲜半岛朝韩两国“侨民”的身份分布在亚洲、美洲、欧洲、非洲等世界各地。朝鲜民族向海外的连续大量的人口流动始于19世纪中叶以后。19世纪60年代,朝鲜北部发生连年的自然灾害,并深受日益腐败的朝鲜王朝的封建统治,他们不得不跨过鸭绿江和图们江移居到中国东北谋生。1910年日本吞并朝鲜后,不愿当亡国奴的朝鲜人和由于日本殖民统治而被生活所迫的朝鲜人纷纷离开故土移居到中国东北和日本。由此形成中国朝鲜族与在日朝鲜人社会。马克主义民族理论认为,民族教育是对一个有共同语言、共同地域、共同经济活动以及表现于共同的民族文化特点上的共同心理素质这四个基本特征的稳定的共同体的文化传播和培养该共同体成员适应本民族文化的社会活动。朝鲜民族历来就是一个非常重视教育的民族,民间有“不论生活多困难,也要孩子把书念”和“宁肯啃树皮,也要让儿女上学”的谚语。中国朝鲜族和在日朝鲜人虽然离开了故土,但依然继承了本民族优良的传统,在中国和日本建立民族学校、展开民族文化教育。本文围绕着民族教育问题为主线,以马克思主义民族理论与政策、社会学和历史学的角度,根据不同历史时期的纵向历时性和共时性横向比较的思路,对中国朝鲜族与在日朝鲜人的民族教育问题进行比较研究。研究中国朝鲜族与在日朝鲜人的民族教育问题,首先要对朝鲜人移居中国东北和日本的历史和移居地背景进行了解,并要对两者社会的形成和特点进行分析。纵观中国朝鲜族和在日朝鲜人民族教育发展进程,基于与日本的殖民统治及冷战时期美苏两个超级大国为首的两大阵营的对抗有关的共同点,以日本战败投降为分界划分为1945年8月前和后以及1990年冷战结束后的历史阶段进行比较研究。本文分为三个部分,第一部分为绪论,主要阐明研究目的与意义、研究现状、研究内容与方法等。第二部分为正文,包括五个章,第一章以朝鲜人移居中国和日本的历史背景为前提,对中国朝鲜族和在日朝鲜人社会形成的原因和过程进行阐述,并对中国朝鲜族和在日朝鲜人形成后的社会特点进行分析；第二章对1945年8月前中国朝鲜族与在日朝鲜人的社会状况进行阐述,并分析和比较中国朝鲜族与在日朝鲜人民族教育发展状况；第三章对日本投降后中国朝鲜族与在日朝鲜人的法定地位和民族教育状况进行分析和比较；第四章阐释了冷战结束后中国朝鲜族与在日朝鲜人民族教育遇到的问题,并对存在问题的原因进行分析；第五章比较分析了各个历史时期中国朝鲜族与在日朝鲜人民族教育的相似点和差异点。最后提出了本文的结论。
[Abstract]:Industrious and brave, the Korean national origin enthusiasm plain on the Korean Peninsula. In the history of several thousand years, the Korean nation for generations to live in this land, use the same language, have the same culture and living habits. Now, the Korean nation in the Korean Peninsula, there are about 7000000 people living in the country "citizens" or to the Korean Peninsula, the two Koreas "nationals" identity distribution in Asia, the Americas, Europe, Africa and other parts of the world.
The Korean nation to the floating population for a large number of overseas began in nineteenth Century after the middle of the.19 century in 60s, North Korea has years of natural disasters, and by the increasingly corrupt Joseon Dynasty feudal rule, they had crossed the Yalu and Tumen moved to the East North China living.1910 Japan annexed Korea, unwilling to become slaves in North Korea and because the Japanese colonial rule was the life force of North Koreans have left their native land moved to the northeast and Chinese Japan. Thus China Korean and Korean society in Japan.
Think of Mark's national theory, national education is a common language, common area, spread the four basic characteristics of common economic activities and performance of the common features of national culture on the common psychological quality stability of the community culture and the culture of the community members to adapt to the cultural and social activities. The Korean nation has is a nation attach great importance to education, there is "no matter how difficult, also want the child read the book" and "would rather eat bark, also let the children go to school". Chinese proverbs of Korean and Korean in Japan although left home, but still inherited this tradition, the establishment of national school in Chinese and Japan, launched the national culture and education.
This paper around the national education as the main line, with Marx's ethnic theory and policy, sociology and history, according to the longitudinal different historical periods and synchronic comparison of research ideas, compared with in the national education of the Korean Japanese Korean and Korean China. Study on Chinese in national education of Korean people, first of all to the Korean immigrants to the northeast and Chinese of Japan's history and background to understand, and to the formation and characteristics of the social analysis. Throughout the China Korean and Korean in Japan national education development process, common on the two camps and Japanese colonial rule and during the cold war, the two superpowers led the fight on to the surrender of Japan is divided into historical order before August 1945 and after 1990, after the end of the Cold War A comparative study was carried out in the section.
This paper is divided into three parts, the first part is the introduction, mainly expounds the purpose and significance, research status, research contents and methods. The second part is the main body, including five chapters, the first chapter in the Korean migration China and Japanese historical background is the premise of Korean Chinese and elaborates on the reason and process on the formation of the Korean society, and Chinese of Korean and Korean in Japan after the formation of the social characteristics were analyzed; the second chapter of the August 1945 Chinese Korean and Korean in Japan's social state, and the analysis and comparison of Chinese Korean and Korean in Japan national education development status; the third chapter after the Japanese surrender to China Korean and Korean in Japan's legal status and national education status were analyzed and compared; the fourth chapter explains the end of the cold war China Korean and Korean in Japan in Ethnic Education The fifth problems are the similarities and differences between Chinese Koreans and Koreans in different historical periods. Finally, the conclusion of this paper is put forward.

【学位授予单位】：中央民族大学
【学位级别】：博士
【学位授予年份】：2012
【分类号】：G759.1

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