日本對(duì)東北朝鮮人的殖民主義教育政策研究
發(fā)布時(shí)間：2018-07-15 18:32
【摘要】： 本文主要考察自1908年“間島普通學(xué)�！钡脑O(shè)立至1945年日本投降期間日本對(duì)東北朝鮮人推行的殖民主義教育政策變化及其實(shí)質(zhì)。 本文由緒論、正文和結(jié)論三個(gè)部分構(gòu)成。 緒論主要闡述了研究目的及意義、研究動(dòng)態(tài)、研究方法等問題。 正文第一章主要闡述了日本對(duì)東北朝鮮人的教育滲透。為了說明日本對(duì)朝鮮人的教育滲透，首先介紹了19世紀(jì)末20世紀(jì)初東北朝鮮人移民社會(huì)的形成及朝鮮人民族教育的興起，以及日本在“間島”地區(qū)的勢力滲透，而后重點(diǎn)闡述了伴隨日本入侵間島而來的日本的教育侵略，亦即日本間島普通學(xué)校的設(shè)立和補(bǔ)助學(xué)堂的設(shè)立、日本對(duì)朝鮮人私立學(xué)校的各種干涉、取締以及圍繞著“墾民”教育而引起的中日兩國的矛盾。 第二章主要闡述了進(jìn)入20年代之后日本對(duì)朝鮮人殖民主義教育的進(jìn)一步擴(kuò)大及朝鮮人民族教育的對(duì)應(yīng)。進(jìn)入20年代之后，為了更好地利用朝鮮人，以擴(kuò)大對(duì)中國東北的侵略，羽翼漸豐的日本加大了對(duì)朝鮮人的教育侵略。其表現(xiàn)為，第一，，朝鮮人教育的經(jīng)營主體由原來的朝鮮總督府一家擴(kuò)大到滿鐵及日本人個(gè)人；第二，為了有效的控制朝鮮人教育，朝鮮總督府與滿鐵之間經(jīng)過磋商具體分工對(duì)朝鮮人教育的管轄權(quán)；第三，朝鮮總督府與滿鐵控制下的朝鮮人學(xué)校逐漸擴(kuò)散到東北全域，其數(shù)量也逐年增加；第四，日本控制下的朝鮮人學(xué)校完全照搬朝鮮國內(nèi)教育令，公開推行旨在培養(yǎng)“忠良國民”的同化教育和愚民化教育。當(dāng)然，日本方面的教育侵略和擴(kuò)張也遭到來自中國地方當(dāng)局和朝鮮人社會(huì)的抵制與反抗。 第三章主要闡述“九一八”事變以后日帝對(duì)朝鮮人教育權(quán)的統(tǒng)攬與殖民主義教育的進(jìn)一步強(qiáng)化、朝鮮人民族教育的艱辛維持�！皾M洲國”成立之后，日本對(duì)朝鮮人的教育政策有了一些變化。首先，對(duì)朝鮮人教育方針的制定上，考慮到其一手拼湊的偽滿洲國“五族協(xié)和”的建國理念和偽滿國內(nèi)復(fù)雜的民族構(gòu)成，日帝把過去以一貫之的“日本帝國臣民”教育政策改為“既為日本國臣民，也為滿洲國國民”的雙重教育方針。當(dāng)然，這種變化只不過是日本出于其殖民統(tǒng)治需要而采取的權(quán)宜之計(jì)，實(shí)際上日本從未放棄對(duì)朝鮮人教育的控制和所謂的“帝國臣民教育”；其次，公開統(tǒng)攬朝鮮人教育權(quán)。日本在一方面肆無忌憚的取締朝鮮人民族主義教育，使民族主義教育一蹶不振，另一方面“積極”扶植和設(shè)立朝鮮人初等教育機(jī)關(guān)；再次，大力強(qiáng)化對(duì)朝鮮人的同化教育和愚民教育。 第四章主要闡述了偽滿殖民地奴化教育體系的確立和全面實(shí)施以及治外法權(quán)撤銷之后偽滿殖民主義教育體制下的朝鮮人教育。隨著日帝在“滿洲國”內(nèi)殖民統(tǒng)治體系的確立，為了解決殖民地侵略和掠奪所需的人力資源問題，1937年日偽頒布了“新學(xué)制”，確立了典型的殖民主義教育體制。隨同日本治外法權(quán)的撤銷，日本把除滿鐵沿線14所朝鮮人普通學(xué)校以外的朝鮮人學(xué)校全部移交給偽滿洲國，使朝鮮人學(xué)校受日偽雙重管制。自1938年起，隨著戰(zhàn)云的擴(kuò)大，為了解決日益枯竭的兵源問題，日帝又以朝鮮人為“皇國臣民”為由，把朝鮮人教育推向殖民主義教育的極限——“皇民化”教育階段。為了說明日本治外法權(quán)撤銷之后日偽對(duì)朝鮮人教育政策的變化，本章首先介紹了偽滿“新學(xué)制”出籠的背景及實(shí)質(zhì)，而后講述了偽滿殖民地奴化教育體系下日偽對(duì)朝鮮人學(xué)校的全面整編和殖民主義教育的全面實(shí)施；最后重點(diǎn)闡述日帝對(duì)朝鮮人推行的“皇民化”教育政策出臺(tái)的背景，過程及其實(shí)質(zhì)。 第五章主要闡述了日偽戰(zhàn)時(shí)體制的確立和戰(zhàn)時(shí)體制下的非常教育。1940年至1945年，是日偽殖民統(tǒng)治由盛轉(zhuǎn)衰直至滅亡的時(shí)期，其政治、經(jīng)濟(jì)、文化、教育都轉(zhuǎn)入戰(zhàn)時(shí)體制。為了應(yīng)付戰(zhàn)時(shí)體制的需要，教育完全被納入到軍事、政治的軌道，赤裸裸成為軍事與政治的延續(xù)。本章重點(diǎn)闡述偽滿戰(zhàn)時(shí)體制的確立和以精神教育的強(qiáng)化、教育軍事化和勤勞奉仕制度為特征的戰(zhàn)時(shí)非常教育以及日偽殖民主義教育體系下朝鮮人反殖民主義教育的抵抗與斗爭。 結(jié)論部分綜述了全文要點(diǎn)，重點(diǎn)闡述了日本對(duì)朝鮮人殖民主義教育的特點(diǎn)及其實(shí)質(zhì)。 本文以微觀研究入手，重點(diǎn)研究日本對(duì)東北朝鮮人的殖民主義教育政策的縱向結(jié)構(gòu)和變化，旨在通過對(duì)日本殖民主義教育的斷面剖析，揭露其殖民教育的實(shí)質(zhì)，揭示朝鮮人教育發(fā)展的坎坷歷程。
[Abstract]:This paper mainly investigates the changes and the essence of the colonial education policy pursued by Japan during the Japanese surrender in 1945 from the establishment of the " General School of the Island " in 1908 to the Japanese surrender in 1945 .
This paper consists of three parts : introduction , text and conclusion .
The introduction mainly expounds the research purpose and significance , the research dynamic , the research method and so on .
In the first chapter , the article mainly expounds the educational infiltration of the Korean people in the northeast of Japan . In order to illustrate the educational infiltration of the Korean people in Japan , the paper introduces the formation of the Korean immigrant community in the northeast of the late 19th century and the rise of Korean nationality education , as well as Japan ' s influence on the area of the island .
The second chapter mainly expounds the further expansion of Korean colonial education and the corresponding relation between Korean nationality education after entering the 1920s . After entering the 1920s , in order to make better use of the Koreans , to enlarge the aggression against the northeast of China , the Japanese increased the educational aggression against the Koreans .
Secondly , in order to effectively control the Korean education , the special division of labour between the DPRK Chief Inspector and the Manchu Iron has jurisdiction over the education of the Koreans ;
Thirdly , the North Korean government and the Korean schools under the control of Manchu iron gradually spread to the northeast , and the quantity increased year by year .
Fourth , the Korean schools under the control of Japan fully comply with the DPRK ' s domestic educational order , and open up assimilation education and ignorance education aimed at cultivating " loyal citizens " . Of course , Japanese education aggression and expansion are also resisted and resisted by local authorities in China and the Korean society .
The third chapter mainly expounds the further strengthening of the educational rights of the Koreans and the further strengthening of the educational policy of the Korean people after the " Nine - eight " Incident . After the founding of the People ' s Republic of China , Japan has changed the educational policy of the Koreans . First of all , Japan has changed the education policy of " the subjects of the Japanese Empire " to " not only the Japanese subjects , but also the Manchukuo nationals " . The Japanese emperor has never given up the control of the education of the Koreans and so - called " Imperial Cons Education " .
Secondly , to open up the right to education of the Koreans , Japan , on the one hand , banned Korean nationalism education on the one hand , caused nationalist education to collapse , on the other hand , " actively " foster and set up the primary education organ of the Korean people ;
Thirdly , strengthen the assimilation education and the fool education to the Koreans .
The fourth chapter mainly expounds the establishment and full implementation of the system of colonial slavery education and the education of the Korean people under the colonial education system after the revocation of the extraterritorial jurisdiction . With the extension of Japanese rule of law , the Japanese government has set up a typical colonial education system . In 1938 , as the war cloud enlarged , Japan made the Korean education to the limit of the education of colonialism .
Finally , the background , the process and the essence of the " imperial " education policy pursued by the Koreans on the Korean people are described in detail .
The fifth chapter mainly expounds the establishment of the wartime system and the very education under the wartime system . From 1940 to 1945 , the political , economic , cultural and education of the Japanese and the Japanese were transferred to the wartime system . In order to meet the needs of the wartime system , the education was fully integrated into the military and political track .
The conclusion part summarizes the main points of the whole text , and focuses on the characteristics and the essence of Japan ' s education on the Korean people ' s colonialism .
Based on the microscopic study , this paper focuses on the longitudinal structure and change of Japanese colonial education policy of Korean people in northeast China , aiming at revealing the essence of its colonial education through analyzing the section of Japanese colonial education , and reveals the rough course of the development of Korean education .
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類號(hào)】：K312.4
本文編號(hào)：2125007
[Abstract]:This paper mainly investigates the changes and the essence of the colonial education policy pursued by Japan during the Japanese surrender in 1945 from the establishment of the " General School of the Island " in 1908 to the Japanese surrender in 1945 .
This paper consists of three parts : introduction , text and conclusion .
The introduction mainly expounds the research purpose and significance , the research dynamic , the research method and so on .
In the first chapter , the article mainly expounds the educational infiltration of the Korean people in the northeast of Japan . In order to illustrate the educational infiltration of the Korean people in Japan , the paper introduces the formation of the Korean immigrant community in the northeast of the late 19th century and the rise of Korean nationality education , as well as Japan ' s influence on the area of the island .
The second chapter mainly expounds the further expansion of Korean colonial education and the corresponding relation between Korean nationality education after entering the 1920s . After entering the 1920s , in order to make better use of the Koreans , to enlarge the aggression against the northeast of China , the Japanese increased the educational aggression against the Koreans .
Secondly , in order to effectively control the Korean education , the special division of labour between the DPRK Chief Inspector and the Manchu Iron has jurisdiction over the education of the Koreans ;
Thirdly , the North Korean government and the Korean schools under the control of Manchu iron gradually spread to the northeast , and the quantity increased year by year .
Fourth , the Korean schools under the control of Japan fully comply with the DPRK ' s domestic educational order , and open up assimilation education and ignorance education aimed at cultivating " loyal citizens " . Of course , Japanese education aggression and expansion are also resisted and resisted by local authorities in China and the Korean society .
The third chapter mainly expounds the further strengthening of the educational rights of the Koreans and the further strengthening of the educational policy of the Korean people after the " Nine - eight " Incident . After the founding of the People ' s Republic of China , Japan has changed the educational policy of the Koreans . First of all , Japan has changed the education policy of " the subjects of the Japanese Empire " to " not only the Japanese subjects , but also the Manchukuo nationals " . The Japanese emperor has never given up the control of the education of the Koreans and so - called " Imperial Cons Education " .
Secondly , to open up the right to education of the Koreans , Japan , on the one hand , banned Korean nationalism education on the one hand , caused nationalist education to collapse , on the other hand , " actively " foster and set up the primary education organ of the Korean people ;
Thirdly , strengthen the assimilation education and the fool education to the Koreans .
The fourth chapter mainly expounds the establishment and full implementation of the system of colonial slavery education and the education of the Korean people under the colonial education system after the revocation of the extraterritorial jurisdiction . With the extension of Japanese rule of law , the Japanese government has set up a typical colonial education system . In 1938 , as the war cloud enlarged , Japan made the Korean education to the limit of the education of colonialism .
Finally , the background , the process and the essence of the " imperial " education policy pursued by the Koreans on the Korean people are described in detail .
The fifth chapter mainly expounds the establishment of the wartime system and the very education under the wartime system . From 1940 to 1945 , the political , economic , cultural and education of the Japanese and the Japanese were transferred to the wartime system . In order to meet the needs of the wartime system , the education was fully integrated into the military and political track .
The conclusion part summarizes the main points of the whole text , and focuses on the characteristics and the essence of Japan ' s education on the Korean people ' s colonialism .
Based on the microscopic study , this paper focuses on the longitudinal structure and change of Japanese colonial education policy of Korean people in northeast China , aiming at revealing the essence of its colonial education through analyzing the section of Japanese colonial education , and reveals the rough course of the development of Korean education .
【學(xué)位授予單位】：延邊大學(xué)
【學(xué)位級(jí)別】：博士
【學(xué)位授予年份】：2007
【分類號(hào)】：K312.4
【引證文獻(xiàn)】
相關(guān)博士學(xué)位論文 前1條
1 高承龍;偽滿洲國民族政策研究[D];東北師范大學(xué);2011年
本文編號(hào)：2125007
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