日据时期台湾初等教育之研究

发布时间：2018-03-17 00:05

本文选题：日据时期　切入点：台湾　出处：《西南大学》2012年硕士论文　论文类型：学位论文

【摘要】：台湾战后的经济奇迹,一般多归因于高品质的人力资源；而人力素质的优劣与否,与教育有着密切的关系。回顾台湾教育的现代化进程,日据时期的初等教育占有十分重要的地位,有其探讨与研究的必要。但就目前而言,关于此时期初等教育的研究,国内外学者多偏重于教育制度、教育政策、教育法规及教育设施等方面的研究,而对其演进历程的研究较为薄弱;同时,对其基本特征也缺乏全面的考察与历史的分析。因此,本文的重点将放在演进历程的梳理及基本特征的归纳方面。第一章主要探讨日本占领台湾前,台湾初等教育的历史沿革。日据台湾以前,台湾的初等教育由荷兰、西班牙开启其端,但仅是单纯地宣扬宗教教义,对初等教育不予重视。明郑时期,台湾虽有了正式的初等教育；但因经年征战,使其成效深受影响。清代,受消极统治政策的影响,初等教育的发展更受阻碍。因此,日据以前,台湾初等教育的发展极为有限。第二章主要探讨日据时期台湾初等教育的演进历程。台湾现代化的初等教育制度始于日据时期。日本占领台湾50年间,依据其民族差别待遇的殖民地政策,对日本人、台湾人、先住民的初等教育予以隔离,发展出三个系统的初等教育机构。又加之占领台湾早期,缺乏经营殖民地的经验与准备；中期,民族意识成为世界新潮流；末期,第二次世界大战的爆发,这迫使日本对台湾的统治政策随之而改变,教育也随之改变。其具体表现,则在《台湾教育令》的颁布及修订上。因此,本文以该令的颁布及修订为依据,将日据时期台湾初等教育分为四个时期,详细介绍每一时期三个系统的初等教育机构的演变及发展。第三章主要探讨日本占领台湾50年间,初等教育所呈现的基本特征。此时期初等教育所呈现的基本特征,大致可分为三个阶段：第一阶段同化教育,第二阶段为差别教育,第三阶段为皇民化教育。首先,日本占领台湾后,为使台湾人的思想、风俗、习惯等和日本人趋于一致,大力普及日语,实行渐进式的同化教育。其次,为培养可供其利用的特定的人力资源,实行差别教育,主要表现为：严禁台童入小学校,课程内容之差别,教育经费之差别,教师资格之差别,升学机会之差别,国民学校之差别。最后,为将台湾人改造成“神国日本南方玄关的子民”——“真正的日本人”,进一步推行“皇民化”教育,具体表现为：特殊的“运动庆典”、日本式的“登山活动”、修身规训的重视、注重日本历史的传授、战时的勤劳奉仕。最后一部分是余论,简要论述日本殖民政府对初等教育的重视,固然使台湾建立起了现代化的初等教育制度,但它对台湾社会产生了诸多危害。主要表现为：对光复初期台湾初等教育重建的阻碍；对传承中华文化和民族精神的抑制；致“国家认同”与“民族意识”的缺失等。
[Abstract]:The economic miracle of Taiwan after the war is generally attributed to high-quality human resources, and the merits and demerits of human quality are closely related to education. Looking back at the modernization process of education in Taiwan, The primary education in the period of Japanese occupation occupies a very important position, and it is necessary to explore and study it. However, for the present, scholars at home and abroad have paid more attention to the education system and the educational policy in the study of primary education in this period. The research on educational laws and regulations and educational facilities is relatively weak, and its basic characteristics are also lack of comprehensive investigation and historical analysis. This paper will focus on the evolution of the process of combing and the basic characteristics of induction. The first chapter mainly discusses the historical evolution of primary education in Taiwan before the Japanese occupation of Taiwan. Before the Japanese occupation of Taiwan, primary education in Taiwan was initiated by the Netherlands and Spain, but it was merely to promote religious teachings. No attention should be paid to primary education. Although Taiwan had formal primary education during the Ming and Zheng dynasties, its effectiveness was greatly affected by years of war. In the Qing Dynasty, the development of primary education was even more hindered by the policy of negative domination. Before the Japanese occupation, the development of primary education in Taiwan was extremely limited. The second chapter mainly discusses the evolution of Taiwan's primary education during the Japanese occupation period. Taiwan's modern primary education system began during the Japanese occupation period. The primary education of the Taiwanese, the aborigines, was segregated, and three systems of primary education were developed. In addition, in the early days of the occupation of Taiwan, they lacked the experience and preparation to run a colony; in the middle, the national consciousness became a new trend in the world; at the end of the period, The outbreak of the second World War forced Japan's policy of domination over Taiwan to change, and so did education. Its specific manifestation was the promulgation and revision of the Taiwan Education order. Based on the promulgation and revision of the decree, this paper divides Taiwan's primary education into four periods during the Japanese occupation period, and introduces in detail the evolution and development of the three systems of primary education institutions in each period. The third chapter mainly discusses the basic characteristics of primary education during the 50 years of Japanese occupation of Taiwan. The basic characteristics of primary education in this period can be roughly divided into three stages: the first stage of assimilation education and the second stage of differential education. The third stage is imperial education. First, after the Japanese occupation of Taiwan, in order to bring the ideas, customs and habits of the Taiwanese people into line with the Japanese, they made great efforts to popularize Japanese and implement gradual assimilation education. In order to cultivate specific human resources that can be used by them, the main manifestations of differential education are: strictly prohibiting Taiwan children from entering primary schools, differences in curriculum contents, differences in educational funds, differences in teachers' qualifications, and differences in opportunities for further studies, The difference between National Schools. Finally, in order to transform Taiwanese people into "subjects of the South of Japan"-"True Japanese"-to further promote the "imperial people" education, Specific performance: special "sports celebration", Japanese-style "mountaineering activities", the importance of self-discipline, attention to the teaching of Japanese history, wartime hard work official. The last part is a brief discussion on the importance attached by the Japanese colonial government to primary education, which, of course, has led Taiwan to establish a modern primary education system. However, it has brought a lot of harm to Taiwan society, which mainly shows as follows: the obstruction to the reconstruction of primary education in Taiwan in the early days of restoration of the motherland, the suppression of the inheritance of Chinese culture and national spirit, and the lack of "national identity" and "national consciousness", etc.
【学位授予单位】：西南大学
【学位级别】：硕士
【学位授予年份】：2012
【分类号】：G629.29;K25

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