지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
Directly after the end of the World War Ⅱ, education reforms were propelled on the purpose of dismantling militarism education in Japan, and social studies course which was adopted at that time, had showed new ways of Japan’s history education after the World War Ⅱ. Comparing to the textbook published before the World War II, reinforced frame of contents which is based on scientific historical recognition was attempted and also contents for developing historical recognition which aimed for having responsibility for their own history were described in the new textbook. Furthermore, in social studies textbook, there were tasks for students to make an effort for setting up peace education and developing democratic society.
This kind of change after the World War Ⅱ come from the reflection that imperialistic war was wrong and they had passion and hope that they could do advisable history education which makes students have the right historic recognition.
But we need to see this kind of change carefully, because it was in opposite to the Japanese government education policy which was emphasizing militarism and imperialism. These kinds of education contents were highly evaluated because it`s direction was definitely on the contrary to the Japanese government policy in these days.
Therefore, peace education in Japan based on reflection and criticism about the Sino-Japanese War(1894-5), the Russo-Japanese War(1904-1905) and the Japanese annexation of Korea(1910) described in social studies textbook, need to be evaluated as the right direction of history education which should be continued.
This kind of change after the World War Ⅱ come from the reflection that imperialistic war was wrong and they had passion and hope that they could do advisable history education which makes students have the right historic recognition.
But we need to see this kind of change carefully, because it was in opposite to the Japanese government education policy which was emphasizing militarism and imperialism. These kinds of education contents were highly evaluated because it`s direction was definitely on the contrary to the Japanese government policy in these days.
Therefore, peace education in Japan based on reflection and criticism about the Sino-Japanese War(1894-5), the Russo-Japanese War(1904-1905) and the Japanese annexation of Korea(1910) described in social studies textbook, need to be evaluated as the right direction of history education which should be continued.
목차
1. 머리말
2. 군국주의 교육 해체와 ‘사회과 역사교육’
3.『나라의 발자취(くにのあゆみ)』서술 내용과 1951년 중학교 일본사 교육 목표
4. 1952년 검정『새로운 사회과(新しい 社會科中學 3年 下)』서술 내용
5. 맺음말
참고문헌
〈Abstract〉
참고문헌 (24)
참고문헌 신청
1. [단행본] - 권혁태 / 2002 / 교과서문제를 통해 본 일본사회의 내면, In 일본 교과서 무엇이 문제인가 / 동방미디어
2. [학술지(정기간행물)] - 이복임 / 2011 / 시바 료타로(司馬遼太郎)의 청일ㆍ러일전쟁론 - 『언덕위의 구름(坂の上の雲)』을 중심으로 - / 日本文化學報 4 (49) : 227 ~ 244
4. [학위논문] - 구경남 / 2009 / 전후 일본의 역사교육 정책과 역사교육자협의회의 비판 활동 / 박사 / 고려대학교 대학원
6. [단행본] - 이향철 / 2011 / 후쿠자와 유키치의 아시아 침략사상을 묻는다 / 역사비평사
7. [단행본] - 旗田巍 / 1982 / 世界史 교과서의 한국사왜곡 - 근대조선, In 일본교과서와 한국사의 왜곡 / 민지사
2. [학술지(정기간행물)] - 이복임 / 2011 / 시바 료타로(司馬遼太郎)의 청일ㆍ러일전쟁론 - 『언덕위의 구름(坂の上の雲)』을 중심으로 - / 日本文化學報 4 (49) : 227 ~ 244
4. [학위논문] - 구경남 / 2009 / 전후 일본의 역사교육 정책과 역사교육자협의회의 비판 활동 / 박사 / 고려대학교 대학원
6. [단행본] - 이향철 / 2011 / 후쿠자와 유키치의 아시아 침략사상을 묻는다 / 역사비평사
7. [단행본] - 旗田巍 / 1982 / 世界史 교과서의 한국사왜곡 - 근대조선, In 일본교과서와 한국사의 왜곡 / 민지사
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UCI(KEPA) : I410-ECN-0101-2014-911-001081702