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타이완과 한국에서의 일제 식민지 교육정책 비교

임의영 (Lin Yi Ying, 경상대학교 대학원)

원문보기

  • 주제(키워드) 식민지 , 교육
  • 발행기관 경상대학교 대학원
  • 지도교수 김영석 조우영
  • 발행년도 2014
  • 학위수여년월 2014. 2
  • 학위명 석사
  • 소속대학원 및 학과 대학원 사회교육학과
  • 전공 일반사회교육학전공
  • 원문페이지 p.81
  • 본문언어 한국어
초록/요약moremore
<Abstract> A comparison of Japanese colonial education policies in Taiwan and Korea Lin, Yi Ying Department of Social Studies Education Graduate School of Gyeongsang National University Supervised by professor Kim, Young Seog & Jo, U Yeong Nowadays, Taiwan and Korea maintain status of...
<Abstract> A comparison of Japanese colonial education policies in Taiwan and Korea Lin, Yi Ying Department of Social Studies Education Graduate School of Gyeongsang National University Supervised by professor Kim, Young Seog & Jo, U Yeong Nowadays, Taiwan and Korea maintain status of independent countries and their own educational systems and traditions. Each country’s educational system and tradition is greatly affected by its own historical backgrounds. However, both countries are located in East Asia and share the same Japanese Colonization experience. After the Japanese Colonization, in Taiwan for 50 years and in Korea for 35 years, both countries’ education had slowly changed after new governments replaced the old ones. Till now, the modern educational system and policy in both countries have many differences microscopically. However, macroscopically they display the similar pattern. This research aimed to explore what aspects of colonial experiences have made differences in two nations’ attitude toward Japanese imperialism and present Japan, especially focused on education. Up to this day, even though Taiwan had been once colonized by Japan but still Taiwanese hold positive attitude toward Japanese. On the contrary, Koreans have very deep hatred feeling against Japanese which is the totally opposite of the Taiwanese affection. This difference of attitude has been known as coming from the different strength of nationalistic sentiments in two countries. However, the way of ruling people in two colonies could be another major factor creating opposite attitude toward Japanese Colonization. This thesis focused on the Japanese educational policy as a way of ruling colonial people and explored what differences of policies possibly influenced on the current sentiments of people in two countries. The current thesis is divided into four different sub-topics. The first topic is regarding the differences of history, cultural tradition, ethnic composition, political status in international relations and readiness to modern education before colonization in two countries. Next, in the chapter 3 and 4, specific educational policies implemented in two colonies were introduced and discussed. Finally, in the chapter 5, the differences and the similarity of two colonies’ educational policies are compared. The comparison of educational polies in two colonies provided several point of discussion. Although Japanese colonial government implemented similar education policies in two colonies, the relationship between the ruler and the ruled were sharply contrasted. This difference is mainly because of the people’s reaction and response toward imperialist policies. As for Taiwanese, although Japanese government suffered from a lack of experiences and dignity in the beginning stage of colonization, the new rulers such as Koto Sinpei has successfully presented themselves as the agent of modernization. As for Koreans, on the contrary, although Japanese imperialists benefited from the experiences in Taiwan, the strong national pride of colonists made it unsuccessful for the imperialists to establish the ruler-ruled relationship as in Taiwan. Korea had maintained a status of independent country for a long history and its cultural homogeneity and pride became the source of strong nationalism. Stronger the nationalistic sentiment, both the resistance and oppression became stronger. The differences of social conditions gave influence of the microscopic way of policy implementations and produced different results in two countries.
목차moremore
목 차
I.서론 1
1.1 연구의 필요성과 범위 1
...
목 차
I.서론 1
1.1 연구의 필요성과 범위 1
1.2 연구 문제와 방법 2
1.3 선행 연구 검토 3

II.식민지 이전 타이완과 한국의 역사•사회적 배경의 차이 5
2.1 사회∙문화∙정치적 조건의 차이 5
2.2 근대교육 실시 경험의 차이 7
2.3 일본의 근대화와 양국 식민지배 준비과정의 차이 10

III.타이완에서의 일제 식민지 교육정책 12
3.1 과도기(1895~1898) 14
3.2 정초기(1898~1919) 17
3.3 타이완교육령 시행기(1919~1922) 19
3.4 개정 타이완교육령 시행기(1922~1941) 22
3.5 국민학교령 시행기(1941~1945) 25

IV.한국에서의 일제 식민지 교육정책 29
4.1 침략준비기(~1906) 29
4.2 통감부 학교령 시행기(1906~1911) 32
4.3 선교육령 시행기(1911~1945) 36
4.3.1 제1차 조선교육령(1911~1922) 37
4.3.2 제2차 조선교육령(1922~1938) 41
4.3.3 제3차 조선교육령(1938~1943) 48
4.3.4 제4차 조선교육령(1943~1945) 53

V.타이완과 한국의 식민지 교육 비교 57
5.1 정책전개의 유사성 57
5.2 사회적 맥락상의 차이점 60
5.2.1 역사∙문화적 차이가 정책에 미친 영향 60
5.2.2 타이완에서의 원주민 문제 68
5.2.3 식민지 주민들의 대응 방식의 차이 71

VI.결론 77

<참고문헌> 79