日本第二次教育改革研究
发布时间：2018-11-04 11:02
【摘要】： 从现实历史的角度讲一个国家的教育体制——作为上层建筑的一部分——在很大程度上受政治需要的制约,但从教育理应追求的目标来看培养“有完整人格的社会人”才是教育的真正目的。也只有这样才能保证一个国家和民族的持续发展。而二战后的日本处于战败国的地位,因此战后日本教育指导思想与教育体制的形成和发展在更大程度上受政治需要的左右。这其中有成功之处,也不乏败笔。主要表现在以下两方面: 一、日本第二次教育改革是在美国的占领体制下进行的。占领军的根本目的是以和平主义和民主主义教育代替国家主义和军国主义教育。二次大战后不久,美国在反苏反共政策指导下开始了针对社会主义国家的冷战。世界范围内的社会主义运动、民族解放运动以及日本国内的人民斗争日趋激烈。面对变化的局势,美国从其全球战略利益出发,对日政策开始发生逆转,并于1951年不顾中苏等国的反对单独对日媾和。在此种背景下,日本开始了对战后初期教育改革的调整,替战争辩护的言论甚嚣尘上,为皇国史观的复活提供了条件。 二、1955年开始,政治上五五年体制的形成宣告了以经济增长高度化和极大化为目标时代的到来。特殊的国际国内因素使得日本经济进入高速增长期。以此为背景,日本第二次教育改革开始了完全服务于经济的又一阶段,同时,战后初期受到打击的右翼势力也死灰复燃。 综上所述,第二次教育改革为开展民主化教育提供了可能,但却无法摆脱皇国史观的影响和束缚,在为战后日本经济腾飞起到了不可忽视作用的同时,又歪曲了教育的终极目标,并且成为右翼势力与民主力量展开争夺的重要战场,在日本教育史上有着重要的研究价值。
[Abstract]:From the perspective of real history, the educational system of a country as part of the superstructure is largely constrained by political needs. But from the goal that education should pursue, it is the real aim of education to cultivate "social person with complete personality". Only in this way can we guarantee the sustainable development of a country and a nation. After World War II, Japan was in the position of losing war, so the formation and development of Japan's educational guiding ideology and educational system were influenced by political needs to a greater extent. There are successes and failures. Japan's second education reform was carried out under the American occupation system. The fundamental purpose of occupation forces is to replace nationalism and militarism with pacifism and democratic education. Shortly after World War II, the United States began the cold war against socialist countries under the guidance of anti-Soviet anti-Communist policy. The world-wide socialist movement, national liberation movement and the struggle of the people in Japan are becoming increasingly fierce. In the face of the changing situation, the United States, proceeding from its global strategic interests, began to reverse its policy towards Japan and made peace with Japan alone in 1951, disregarding the opposition of China and the Soviet Union and other countries. In this context, Japan began to adjust the education reform in the early postwar period, and the argument of defending the war was rampant, which provided the condition for the revival of the royal historical view. Second, in 1955, the formation of the political five-year system announced the arrival of the era of high and maximum economic growth. Special international and domestic factors make the Japanese economy enter a period of high-speed growth. Against this background, Japan's second education reform began another stage of full economic service, and the rightwing forces, which were hit in the early postwar period, also came back to life. To sum up, the second education reform provided the possibility for the education of democratization, but it was unable to get rid of the influence and bondage of the historical view of the imperial state, which played an important role in Japan's economic development after the war. It also distorts the ultimate goal of education and becomes an important battlefield for the right wing forces to compete with the democratic forces. It has important research value in the history of Japanese education.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：K313.5
本文编号：2309623
[Abstract]:From the perspective of real history, the educational system of a country as part of the superstructure is largely constrained by political needs. But from the goal that education should pursue, it is the real aim of education to cultivate "social person with complete personality". Only in this way can we guarantee the sustainable development of a country and a nation. After World War II, Japan was in the position of losing war, so the formation and development of Japan's educational guiding ideology and educational system were influenced by political needs to a greater extent. There are successes and failures. Japan's second education reform was carried out under the American occupation system. The fundamental purpose of occupation forces is to replace nationalism and militarism with pacifism and democratic education. Shortly after World War II, the United States began the cold war against socialist countries under the guidance of anti-Soviet anti-Communist policy. The world-wide socialist movement, national liberation movement and the struggle of the people in Japan are becoming increasingly fierce. In the face of the changing situation, the United States, proceeding from its global strategic interests, began to reverse its policy towards Japan and made peace with Japan alone in 1951, disregarding the opposition of China and the Soviet Union and other countries. In this context, Japan began to adjust the education reform in the early postwar period, and the argument of defending the war was rampant, which provided the condition for the revival of the royal historical view. Second, in 1955, the formation of the political five-year system announced the arrival of the era of high and maximum economic growth. Special international and domestic factors make the Japanese economy enter a period of high-speed growth. Against this background, Japan's second education reform began another stage of full economic service, and the rightwing forces, which were hit in the early postwar period, also came back to life. To sum up, the second education reform provided the possibility for the education of democratization, but it was unable to get rid of the influence and bondage of the historical view of the imperial state, which played an important role in Japan's economic development after the war. It also distorts the ultimate goal of education and becomes an important battlefield for the right wing forces to compete with the democratic forces. It has important research value in the history of Japanese education.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2007
【分类号】：K313.5
【引证文献】
相关硕士学位论文 前1条
1 陈城城;日本现行《学习指导要领》修订研究[D];东北师范大学;2012年
，本文编号：2309623
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