中国朝鲜族近代教育思想史初探

发布时间：2018-03-08 09:10

本文选题：中国朝鲜族　切入点：近代　出处：《中央民族大学》2017年硕士论文　论文类型：学位论文

【摘要】：我国是一个统一的多民族国家,朝鲜族作为55个少数民族之一,是多民族大家庭中的重要一员。朝鲜族又是一个特殊的民族,与我国大部分少数民族不同,它是1860年以来,从朝鲜半岛几次迁移而来的迁入民族。本论文正是基于这样的背景,以朝鲜族近代教育思想为主要研究内容,采用文献法,探讨中国朝鲜族近代自迁入以来其教育思想的变化过程。本研究除绪论外,文章一共分为四个部分。第一部分:"九一八"事变前朝鲜族新旧教育思想交替的矛盾斗争。1860年至1931年,这个时期我国大环境正处于新旧思想交替阶段,一部分传统的儒学教育家坚持推崇旧学与一部分受到西方思想影响的青年人主张学习西学,两股思想发生碰撞。文中先后介绍了儒家思想在朝鲜族的传播及发展过程,以及在辛亥革命、新文化运动及三一三运动背景下,朝鲜族教育思想的变化,并且介绍了这一时期对朝鲜族教育发展比较有影响的教育家,包括李相Sh、金跃渊、金鼎奎等人的教育思想。第二部分:日本强占时期朝鲜族反奴化的教育思想。1931年至1945年,我国东北地区遭到了日帝侵略,朝鲜族人民进行了殊死的抵抗。日帝为了加深对朝鲜族人民的奴化,先后推行了所谓的"王道教育"、"皇道教育"、"神道教育"的奴化教育方针,这一时期朝鲜族教育处于被动发展阶段,涌现出一批爱国人士,积极的宣扬反奴化教育,维护本民族语言文化传统、驱走学校中日本掌权者、反对"勤劳奉仕"等教育思想。第三部分:解放战争时期朝鲜族新民主主义的教育思想。1945年至1949年,我国处于解放战争时期,这一时期朝鲜族在共产党的带领下逐步建立起新型正规化教育,对中小学及部分高校进行了改革和重组,废除旧制,确立新民主主义教育思想。第四部分:朝鲜族近代教育思想的梳理及特点分析。朝鲜族近代教育思想的发展过程分为四个阶段,从迁入初期的早期启蒙教育思想、到近代新文化教育思想、再到反奴化民族教育运动的发展以及最后的新型正规化的教育思想。本研究通过对朝鲜族近代教育思想的梳理,进而对朝鲜族的教育特点进行分析。朝鲜族历来重视教育,主张全民参与教育事业,并且将教育内容与社会形势相结合。同时,朝鲜族在发展的过程中不忘本,既融合了本民族的优秀文化传统,又吸收了中华民族悠久的文化精髓,保持民族文化传承。关于朝鲜族近代教育思想的研究是朝鲜族教育思想研究的基础,也是朝鲜族教育史研究的一部分,因此本文的研究在朝鲜族教育史研究领域具有基础性的贡献,同时有助于从思想与文化的视角理解朝鲜族教育实践的过去、现在与未来。
[Abstract]:China is a unified multi-ethnic country, and the Korean nationality, as one of the 55 ethnic minorities, is an important member of the multi-ethnic family. The Korean nationality is also a special ethnic group, which is different from most of the ethnic minorities in China. It has been since 1860. This paper is based on this background, taking the modern educational thought of Korean nationality as the main research content, adopting the literature method. This paper probes into the changing process of the Chinese Korean nationality's educational thought since it moved into China in modern times. The article is divided into four parts. The first part: the conflict between the old and the new educational ideas of the Korean nationality before the "918" incident. From 1860 to 1931, the general environment of our country was in the period of new and old ideas alternating. Some of the traditional Confucian educationalists insist on advocating the old school and some young people who are influenced by the western thought advocate learning the western school, the two thoughts collide. This paper introduces the spread and development process of the Confucianism in the Korean nationality one after another. And under the background of the Revolution of 1911, the New Culture Movement and the 313 Movement, the educational thought of Korean nationality changed, and introduced the educators, including Li Xiang and Jin Yueyuan, who had more influence on the development of Korean nationality education in this period. The second part: the anti-enslavement education thought of Korean nationality in the period of Japanese occupation. From 1931 to 1945, the northeast area of our country was invaded by Japanese emperor. In order to deepen the enslavement of the Korean people, the Japanese emperor successively pursued the policy of enslaving the so-called "royal education", "imperial Taoism education" and "Shinto education". During this period, Korean education was in a passive stage of development, and a group of patriots emerged, actively propagating anti-slavery education, safeguarding the cultural tradition of their own language and culture, and driving out the Japanese authorities in the school. The third part: the educational thought of the Korean new democracy during the liberation war. From 1945 to 1949, our country was in the period of liberation war. In this period, under the leadership of the Communist Party, the Korean nationality gradually established a new type of regularized education, reformed and reorganized primary and secondary schools and some colleges and universities, and abolished the old system. Part 4th: combing and analyzing the modern educational thought of the Korean nationality. The development process of the modern educational thought of the Korean nationality is divided into four stages. To the new cultural and educational thought of modern times, to the development of anti-enslavement national education movement and finally to the new and regularized educational thought. The Korean people have always attached importance to education, advocated the participation of the whole people in education, and combined the educational content with the social situation. At the same time, the Korean nationality did not forget this in the process of development. It not only merges the excellent cultural tradition of this nation, but also absorbs the centuries-old cultural essence of the Chinese nation, and maintains the national cultural heritage. The research on the modern educational thought of Korean nationality is the foundation of the study of the educational thought of Korean nationality. It is also a part of the study of Korean education history, so the research of this paper has a basic contribution in the research field of Korean education history, and helps to understand the past, present and future of Korean education practice from the perspective of thought and culture.
【学位授予单位】：中央民族大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G759.2

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