【作者】 李小红；

【导师】 吴建华；

【作者基本信息】 西南大学 ， 世界史， 2012， 硕士

【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。更多还原

【Abstract】 The economic miracle of Taiwan after post-war, it generally dues to the high quality human resources. And the pros and cons of the quality of manpower, it has a close relationship with education. A review of Taiwan education modernization in the period of Japanese occupation, elementary education occupied a very important position, it was necessary to discuss and research. But for now, about the elementary education in this period, domestic and foreign scholars focused on education systems, education policy, education code, education facilities and so on. And studying of the evolution process was relatively weak, at the same time, its basic features were also a lack of overall investigation and analysis of the history. Therefore, this thesis will focus on the evolution history and the basic characteristics.The first chapter mainly discusses the Taiwan elementary education before the Japanese occupation. Taiwan’s elementary education began by Holland and Spain, but they merely promoted religious teaching, paid no attention to it. Although during the Ming Zheng era, Taiwan had formal education, but for years of battle, the effectiveness was seriously affected. Qing Dynasty, because of the negative impact of the ruling policy, the development of primary education had been more hindered. Therefore, the development of Taiwan’s elementary education was extremely limited before the Japanese occupation.The second chapter mainly focuses on the evolution of Taiwan elementary education in the period of Japanese occupation. Taiwan’s modern elementary education system began the period of Japanese occupation. During the Japanese occupation of Taiwan50years, according to their ethnic differences in the treatment of colonial policy, the Japanese, the Taiwanese, the first inhabitants to be isolated, developed three systems of elementary educational institution. Because of the lack of management experiences and preparation of colonies in the early occupation, national consciousness had become a new trend of the world in the medium, and the outbreak of the Second World War in the late, which forced the Japanese changed the rule of Taiwan policy, education had also be changed. According to it, its specific performance had been in the" Taiwan Education Law" promulgated and revised. Therefore, this thesis will be divided the period of elementary education into four periods, and detailed the evolution and development of the three systems of each period of elementary educational institution.The third chapter mainly discusses the basic characteristics of elementary education in the Japanese occupation of Taiwan50years. The development of the basic features of elementary education can be broadly divided into three stages:the first stage was the assimilation education, the second stage was the different education, and the third stage was the imperial education. First of all, after the Japanese occupation, Japanese wanted to be consistent the Taiwanese thoughts, customs, habits and so on, they vigorously popularized the Japanese and implemented progressive assimilation education. Secondly, for the training of the use of specific human resources, they implemented differential education, mainly as follows:it was strictly prohibited the Taiwan children going into the primary and secondary schools, the difference of course curriculum, the difference of education funding, the difference between teachers’ qualifications, the difference of education opportunities, and the difference of national school. Finally, for the Taiwanese to be " Kingdom of Japan Southern porch people"--" the real Japanese", they further carried out the imperial education, mainly as follows: special "Sports Festival", the Japanese-style " Mountaineering Activities", cultivated the moral discipline seriously, paid attention to the teaching of Japanese history, and the diligence in the public in the war.The last part is a discussion, mainly discusses the Japanese colonial government of elementary education produced a lot of harmness to the society of Taiwan, although it established a modern elementary education system in Taiwan. Mainly as follows: obstructed of the Taiwan’s elementary education reconstruction in the postwar, inhibited of the heritage of Chinese culture and national spiritm, and addressed the " national identity" and" national consciousness".更多还原