일제하 중등학교 국민과(國民科)의 도입과 “국사(國史)”(일본사(日本史)) 교육
분야
인문과학 > 한국사
저자
김보림 ( Bo Rim Kim )
발행기관
역사교육학회
간행물정보
역사교육논집 2013년, 제50권 103~140페이지(총38페이지)
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13400634.pdf [무료 PDF 뷰어 다운로드]
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    This dissertation has clarified the nature of the Japanese ``emperor country`s subject policy(皇國臣民化)`` and the assimilation one through the features of ``national history`` education operation in the process of establishing secondary schools and in the educational course for secondary school education toward the end of the Japanese occupation period. History education was the most aggressive aspect that made our peoples directly obey Japan`s ruling policy and its educational direction. First of all, in Japanese militarism, they should mobilize Korean as a military member to conduct the war easily. The establishment of nation course(國民科) in the secondary schools in 1943 was carried out in Japan and Korea at the same time, which was the first under the rule of Japanese imperialism. The objectives of secondary schools in Japan presented the practice on the ``right way of emperor country(皇國の道)`` concretely with a word referred to as ``training(鍊成)``. In addition, the previous ``academical subject`` system had disappeared and an integrated school course was established, thereby bringing a ``course and subject`` system. This was a classification of educational contents seen from the standpoint of the purpose of education, but it wasn`t an academical division. By this classification, nation course(國民科), science-mathematics course(理數科), athletic course(體鍊科), art course(藝能科), and technical course(實業科), foreign language course(外國語科) were created. And training course(修練) were newly added. Especially the nation course(國民科) was occupying a pivotal position among those five courses from the level of practicing ``right way of emperor country(皇國の道).`` The subjects of the course included moral training(修身), national language(Japanese language), national history (Japanese History) and geography(Japanese geography), and these four subjects tried to achieve their purposes by relating each other and becoming unity. The history textbooks imported by itself by the Ministry of Education (文部省) composed their contents centering around the nature of ``emperor development,`` not in the figure-oriented order as in Japan.
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