植民地期臺湾における修学旅行研究 : 特に昭和期の初等教育を中心として―

淡江大學機構典藏 > 國際事務學院 > 亞洲研究所 > 學位論文 > Item 987654321/53925

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题名:	植民地期臺湾における修学旅行研究 : 特に昭和期の初等教育を中心として―
其它题名:	日治時代臺灣修學旅行之研究 : 以昭和時期初等教育為中心 A study on school excursions in Taiwan during the Japanese colonial period (1926-1945)
作者:	梁廷瑜;Liang, Ting-Yu
贡献者:	淡江大學亞洲研究所碩士班齋藤司良
关键词:	修學旅行;日治時代;昭和時期;教科書;台灣日日新報;初等教育;school excursions;Japanese colonial period;Showa period;textbook;Taiwan Daily News(Taiwan Nichi Nichi Simpo);primary education;修学旅行;日本統治時期;昭和期;教科書;台湾日日新報;初等教育
日期:	2011
上传时间:	2011-06-16 21:40:19 (UTC+8)
摘要:	本論文以日治時代昭和時期為時代背景，探究台灣初等教育(小學校、公學校)是如何實施修學旅行，以及實施的過程是否受到政府的安排而有所不同。並且透過相關的文獻與史料，重現當時的修學旅行。起源於日本的修學旅行，隨著1895年日本實施近代教育後引進台灣。有別於以往傳統書房教育，這種跳脫學習空間，走出戶外，並且結合教化與娛樂的新興教育活動，受到學生們的歡迎，成為現今學校行事曆中不可或缺的活動。在老師精心策劃的旅行行程之下，修學旅行不僅讓學童在參觀的過程中，驗證書本上的知識，開拓視野；藉由整備的交通機關，參觀進步繁華的大都市、現代化的公共建築、農工商業設施等景點，讓學童們在不知不覺中激起對近代文明的嚮往，肯定殖民統治的成果。旅行結束後，為了加深學童們對植民母國─日本的崇拜，老師還會結合學校課程，指導學童發表心得等與修學旅行相關的教學活動，以整合學習成果。為了貫徹同化策略，表面上作為學校教育中的一環且具備教化力量的修學旅行，實際上則是在宣傳殖民統治的運作中，扮演著將國家意識傳遞給學童的角色，藉此讓學童們對日本產生強烈的認同感為目的。 This research aims to explore the management and the purpose of “school excursion” practiced in the primary education system of the Showa period. Through inspecting historical materials, the article reconstructs the journeys and education under Japanese domination. School excursion originated in Japan, and was carried out in Taiwan in 1895 through promotion of modern education. This new teaching style, different from traditional schooling, not only combines education and recreation, but also applies the textbook material in to real world context. In time, this new style of teaching slowly becomes an integral part of the primary education system. According to school children’s drawings, reports and presentations, students overlay classroom knowledge with trips and demonstrations coordinated by their teachers. Moreover, visits to modernized architectures, including developed cities and novel public facilities broaden students’ horizons and reveal the progress of the country. Students, as a result, gained admiration to those developmental advancements and became content with the Japanese rule. Additionally, in order to strengthen children’s infatuation with Japan, educators arouse students with previous excursion by constantly arranging courses and teaching materials related to the trip. This repeated conveyance successfully educated people and imprinted the good of the dominator. The excursion seems education-oriented in nature, but it subliminally advocates Japanese policy and solidifies the ruler’s governance. The colonialist carry out patriotism through national assimilation, build of affection, and identity. The managed school excursion is a practice of consolidating the colony from the bottom up.
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