本文選題：日據(jù)時期　切入點：臺灣　出處：《西南大學(xué)》2012年碩士論文　論文類型：學(xué)位論文

【摘要】：臺灣戰(zhàn)后的經(jīng)濟奇跡,一般多歸因于高品質(zhì)的人力資源；而人力素質(zhì)的優(yōu)劣與否,與教育有著密切的關(guān)系�；仡櫯_灣教育的現(xiàn)代化進程,日據(jù)時期的初等教育占有十分重要的地位,有其探討與研究的必要。但就目前而言,關(guān)于此時期初等教育的研究,國內(nèi)外學(xué)者多偏重于教育制度、教育政策、教育法規(guī)及教育設(shè)施等方面的研究,而對其演進歷程的研究較為薄弱;同時,對其基本特征也缺乏全面的考察與歷史的分析。因此,本文的重點將放在演進歷程的梳理及基本特征的歸納方面。 第一章主要探討日本占領(lǐng)臺灣前,臺灣初等教育的歷史沿革。日據(jù)臺灣以前,臺灣的初等教育由荷蘭、西班牙開啟其端,但僅是單純地宣揚宗教教義,對初等教育不予重視。明鄭時期,臺灣雖有了正式的初等教育；但因經(jīng)年征戰(zhàn),使其成效深受影響。清代,受消極統(tǒng)治政策的影響,初等教育的發(fā)展更受阻礙。因此,日據(jù)以前,臺灣初等教育的發(fā)展極為有限。 第二章主要探討日據(jù)時期臺灣初等教育的演進歷程。臺灣現(xiàn)代化的初等教育制度始于日據(jù)時期。日本占領(lǐng)臺灣50年間,依據(jù)其民族差別待遇的殖民地政策,對日本人、臺灣人、先住民的初等教育予以隔離,發(fā)展出三個系統(tǒng)的初等教育機構(gòu)。又加之占領(lǐng)臺灣早期,缺乏經(jīng)營殖民地的經(jīng)驗與準備；中期,民族意識成為世界新潮流；末期,第二次世界大戰(zhàn)的爆發(fā),這迫使日本對臺灣的統(tǒng)治政策隨之而改變,教育也隨之改變。其具體表現(xiàn),則在《臺灣教育令》的頒布及修訂上。因此,本文以該令的頒布及修訂為依據(jù),將日據(jù)時期臺灣初等教育分為四個時期,詳細介紹每一時期三個系統(tǒng)的初等教育機構(gòu)的演變及發(fā)展。 第三章主要探討日本占領(lǐng)臺灣50年間,初等教育所呈現(xiàn)的基本特征。此時期初等教育所呈現(xiàn)的基本特征,大致可分為三個階段：第一階段同化教育,第二階段為差別教育,第三階段為皇民化教育。首先,日本占領(lǐng)臺灣后,為使臺灣人的思想、風(fēng)俗、習(xí)慣等和日本人趨于一致,大力普及日語,實行漸進式的同化教育。其次,為培養(yǎng)可供其利用的特定的人力資源,實行差別教育,主要表現(xiàn)為：嚴禁臺童入小學(xué)校,課程內(nèi)容之差別,教育經(jīng)費之差別,教師資格之差別,升學(xué)機會之差別,國民學(xué)校之差別。最后,為將臺灣人改造成“神國日本南方玄關(guān)的子民”——“真正的日本人”,進一步推行“皇民化”教育,具體表現(xiàn)為：特殊的“運動慶典”、日本式的“登山活動”、修身規(guī)訓(xùn)的重視、注重日本歷史的傳授、戰(zhàn)時的勤勞奉仕。 最后一部分是余論,簡要論述日本殖民政府對初等教育的重視,固然使臺灣建立起了現(xiàn)代化的初等教育制度,但它對臺灣社會產(chǎn)生了諸多危害。主要表現(xiàn)為：對光復(fù)初期臺灣初等教育重建的阻礙；對傳承中華文化和民族精神的抑制；致“國家認同”與“民族意識”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.
【學(xué)位授予單位】：西南大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2012
【分類號】：G629.29;K25

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