http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
근현대 중국의 역사교육과 中華民族 정체성 2 : 중화인민공화국 시대의 민족 통합문제를 중심으로
朴章培(Park Jang-bae) 중국근현대사학회 2003 중국근현대사연구 Vol.20 No.-
This essay is prepared to study the history educations and the effects in People's Republic of China(PRC). Chinese state of PRC used the history educations as one of the main systems for nation-building. Chinese school teachers say that patriotism is a permanent subject of the history educations. This common sense has a problem, because the contents of the patriotism is always changed. The history educations of PRC also is changed. In the early period of PRC the main concept of the history educations was the Socialist Revolution. It was just the mean of the national unification. After the open door of PRC, the 'pluralistic one-body(多元一體)' conception appered. The focus of the history educations of PRC was transformed from the class struggle to 'Zhonghua minzu(中華民族), nationalism. After the open door of PRC, the history of 'minority nationalities' was descried as the Chinese history in the school history textbook. So the traditional China became bigger. This paper tiger is now the frame of the history educations of PRC. This concept is also applied to the paper money and films, for example the fifth set of Renminbi and the film of the Red River Valley.
박장배(Park Jang-bae) 중국근현대사학회 2008 중국근현대사연구 Vol.39 No.-
Tibetan uprising happened around Tibetan region in march 2008. It suggests the policies for Tibet of the People' s Republic of China have the characteristics and weaknesses. In fact, all concerned including PRC and the Tibetan government in exile have the very different point of views about Tibetan problems. Also, General Policy for Tibet in "New China" was comprehended in different ways, for example, success and failure. General Policy for Tibet in "New China" is divided in two periods, that is, first period(l949~1979) and second period(l980~). General Policy of a basic framework is the policy as a regional autonomy of minority nationalities. On the this framework, General Policy for Tibet in first period is almost the adaptation to circumstances, but the ruling power had the strong ideolgy. This situation made the fatal conflicts. General Policy in first period is more military policy than the political one. Policies for Tibet is almost one of the proper nouns like the Northest Project and The Western Great Development Strategy. There is no Autonomous Province that the forum like the forum on Tibetan work is held. General Policy for Tibet of the counterparts is mainly the Tibetan people and the 14th Dalai Lama's Tibetan government in exile and the United States of America. We also need more the 'seeking truth grounded on concrete evidence' about the subject.
박장배(Park, Jang-Bae) 백산학회 2006 白山學報 Vol.- No.75
This paper is prepared to investigate the main views of history reflected in history textbooks of middle & high school in contemporary China. The main views of history in history Textbooks are known as the Marxism-Leninism, the Mao Zedong thought, the historical materialism and patriotism. To be precisely speaking, the important things are the historical materialism, patriotism, the Civilization-centered view of history, and the logics of the ‘Unified Multiracial Nation’. To look at the main views of history on the viewpoint of understanding, the historical experiences of Chinese people made the them. Chinese intellectuals designed the ‘One China’ Concept. The textbooks of the 1950s have the Han-centered viewpoint, historical materialism, Civilization-centered view of history, etc. Especially, the Han-centered viewpoint is important. This viewpoint interpret the Chinese History as the struggle of the Han-chinese and foreign invaders. And it contains the very idealistic and moral viewpoint. It also criticized the invasions of the imperialist states, too the Han-chinese invasions to the foreign nations in ancient times. It made several heroes of the national patriots in the Han-chinese. The Han-centered viewpoint have the big weakness. According to this viewpoint, the mainland is the place of the Han-Chinese, but the borderland isn’t. The textbooks of the 1960s have another viewpoint. That’s the logics of the ‘Unified Multiracial Nation’. 1960s was the period of the historical materialism. The tendency of the educational world was critical to the logics of the ‘Unified Multiracial Nation’. The person in charge criticized the ‘big state chauvinism’. The ‘Unified Multiracial Nation’ could be a kind of ‘big state chauvinism’. That’s not realized in the 1960s. From the textbooks of the 1980s, the main viewpoint of the textbooks could be told as the logics of the ‘Unified Multiracial Nation’. Of course, the textbooks have a lot of viewpoints, but more important things are a duet of the civilization and state. China is not the East-Asian civilization itself. It need a East-Asian Perspective, not Sino-centricism. The East-Asian civilization and the nation-state are all important. It is same on other country.
제국 일본의 ‘다이쵸사부’(大調査部)의 〈중국농촌관행조사〉의 조사 실태와 효과
박장배(Park Jang-Bae) 동북아시아문화학회 2011 동북아 문화연구 Vol.1 No.26
The ‘Great Research Wing’(大調査部) of the Mantetsu(滿鐵) were established in April 1939. The ultimate Purpose was to set up the new Order in East Asian Region under Japanese Empire. This Essay is prepared to study the investigative Conditions and Effects of Rural Customs and Practices of China of the ‘Great Research Wing’. First of all, we surveyed the main Concepts and Categories of Rural Customs and Practices of China. As is generally known, the Research Group Called the China as Sina. One of the main Concepts was the Rural ‘Customs and Practices’. The Concept was academic on the Surface and connected with Greater East Asia Co-Prosperity Sphere, but was actually based upon a premise of Japanese Empire and War. Reality was different from Ideals. Next, Checklists to Investigate and the Survey Method were considerably scientific. To?a Kenkyu?jo in Tokyo and Mantetsu Research Wing had have the different Checklists. That was the difference of the Planner and the working Group. They had put in the final Checklist the Cooperation, Class Analysis, and public Security, and everything else. It was linked with Japanese intellectual Flows at that Times. And the Rural Customs and Practices of China(中國農村慣行調査) was published in very different social Condition.