나의 품에 안겨 젖을 빠는 아이 보며 희열 느껴

오숙정 사회발전연구소 1995 한국인 Vol.14 No.5

일본이 식민지에서 자행한 국어상용화 정책에 관한 일고찰

송숙정(宋淑正) 한국일본문화학회 2019 日本文化學報 Vol.0 No.83

This study is investigated the Japanese language usage policy that Japan carried out in the colony. As a result, it can be seen that, first of all, it was a policy that was forced by the Japanese language usage policy implemented by Japan and abroad. The students were forced to use the Japanese language regularly through dialect tags, punishment cards, etc., which had a strong relationship with grades and commendations, and they were overwhelming. Secondly, the Japanese-language policy that Japan carried out in the colonies was cruel, as it was forced to receive it through differentiation. As an example, the “Japanese language regular family” is a sneaky system that provides various benefits, deprives the public of their hearts, and raises their knees in front of economic benefits. Because I was able to go to migrant inland, I had to accept it. Thirdly, the Japanese language usage was a policy that was thoroughly made according to the needs of Japan. In order to secure the necessary human resources for recruitment in accordance with the Wartime General Mobilization Order, they forced the use of Japanese. On the other hand, when examining the colonial language policies of the powers, they expanded various policies, the UK changed the language according to the governing country, and France implemented the language policy most similar to Japan. The Netherlands implemented a foolish policy, and the United States implemented a language policy with the principle of autonomy. In other words, in the case of the British colonial language policy, which is the most common in France and France, and the British who discriminate against those who speak the language, when the powers rule the colony, the language is the best. Obviously, as a great weapon, it influenced the lives of the people.

일제강점기 간이학교 제도에 관한 고찰

송숙정(宋淑正) 한국일본문화학회 2020 日本文化學報 Vol.0 No.87

The original purpose of the junior high school was to educate children in marginalized rural areas in a short period of time and to develop activists who could utilize them in agricultural practice. However, unlike its original purpose, it was merely an auxiliary educational institution for children suffering from admission difficulties due to the lack of public schools to accommodate children of school age. What is important here is the fact that the simple school was a two-year final education that could not be promoted to a higher education institution because the curriculum was not allowed. Nevertheless, there is a high craving for learning here, and to accommodate all of them, we see cases where private schools, private schools, improved books, etc. were initially promoted to simple schools and operated. I was able to. And competition to attract simple schools is intensifying mainly in rural areas, and for the construction of simple schools, only their children, from local volunteers to poor peasants, do not miss the opportunity to learn. I confessed everything and donated. The spread of these simple schools ended in the form of being promoted to national schools with the announcement of the implementation plan for compulsory education in 1942.

일제강점기 조선총독부 발행 국어(일본어)독본에 관한 서지학적 고찰

송숙정(宋淑正) 한국일본어학회 2018 日本語學硏究 Vol.0 No.58

In this paper, in order to explore Japanese language reading books issued by the Chosun Governor-General during the Japanese rule period, we gathered information scattered in various places, including the National Central Library and the Diet Library, and gathered materials from gazettes of the Chosun Governor-General and newspaper articles of Donga Ilbo. Based on these smaterials, we classified the textbooks by time. As a result, we found that there were various schools and numerous textbooks in the secondary education level, compared to what is already known. In particular, the reason why simplified schools and practical schools, which were not regular schools, were activated was due to Japan’s colonial educational purposes of `simplicity` and `practical use`, and it is revealed that a textbook for these schools was issued separately. In particular, it is clear that practical schools and practical training schools, as institutionalization of employment and wage discrimination by academic background, were the choice at a secondary educational level after ordinary schools in order to compensate for it. Meanwhile, in spite of the fact that the second Korean education order changed the term of lessons to six years, ordinary schools still had the four-year system in the majority of regions. Reflecting this, readers of the national language specialized in the four-year system were issued for ordinary schools. As such, it is unveiled that various textbooks were issued by Governor-General of Korea depending on the special circumstances of colonial Korea-.

전후 일본, 한국, 대만의 국어교과서와 국가 이데올로기 전환에 관한 연구

송숙정(宋淑正) 한국일본문화학회 2020 日本文化學報 Vol.0 No.85

This study compares national language education and ideology contained in national language textbooks among the educational policies implemented in the situation of South Korea and Japan after the postwar U.S. military politics with Taiwan’s national language education in the days of the KMT government. saw. As a result, it was found that Japanese language education during the U.S. military era focused on the personality and social growth of each child who learns from the thoughts that forced Japan to impose militarism and nationalism. . In the wake of the three-year U.S. military politics, South Korea established an educational policy in a very confusing atmosphere, but the textbooks issued by the Governor-General of Korea during the Japanese colonialera were transferred through the early textbooks. It turned out that it was a textbook that did. On the other hand, Taiwan, where a new textbook was created by the KMT government, the appearance of decolonization was clearly visible. However, the appearance of such a deliberate decolonization, on the other hand, only changed the subject, and it was no different from the education during the Japanese colonial period.

일제강점기 간이학교 국어독본의 내용 고찰 ―실업보습학교 국어독본과의 비교를 중심으로―

송숙정(宋淑正) 한국일본문화학회 2021 日本文化學報 Vol.- No.91

Eight years after the second Korean Education Ordinance was promulgated, from 1930, the Korean Government spurred the compilation of Japanese textbooks that matched the actual situation in Korea, including the "Ordinary School Japanese Language Reader" in 1931, and the "Business Supplementary School Japanese Language Reader" and the "Simplified School Japanese Language Reader" in 1935. After that, until the publication of the "Agricultural Supplementary School Japanese Language Reader" in 1937, Japanese textbooks were compiled to efficiently carry out Japanese language education according to the degree of education. However, when we examine the actual contents, we note that in the basic school where the practical primary education is completed after a short period of two years, the main content is related to agricultural practice and targets young men over 12 years old who have taken courses in a regular school. It was found that the content of the textbooks used in unemployment supplementary school was not high-level because the contents of the textbooks were the same as those of the inland textbooks. In addition, it was found that agricultural education mentioned above secondary education was conducted by separately publishing the "Unemployment Supplementary School Agricultural Textbook Vol. 1-9" in 1931. Based on these contents, I was able to clarify the level of Japanese language education in basic school education and business supplementary education at that time.

일제강점기 조선과 대만의 중등교육 학제와 일본어 교육에 관한 연구

송숙정(宋淑正) 한국일본문화학회 2018 日本文化學報 Vol.0 No.78

In this paper, we compared the secondary education systems in Korea and Taiwan to grasp the educational purpose and the essence of colonial education prescribed by the governor-general of Korea and the governor-general of Taiwan while those countries were under Japanese rule. We found that despite the fact that Korea and Taiwan were under Japanese rule at the same time, there were considerable differences in terms of education. In Taiwan, which came under Japanese rule more than fifteen years earlier than Korea, the system of secondary education was settled in 1915, more than twenty years after the beginning of Japanese rule. In Korea, entrance difficulties for secondary education were intense and refinement departments were activated, whereas in Taiwan, it was found that co-education with Japanese was carried out earlier than in Korea because of measures to control studying abroad. In the case of bilingual education, in Taiwan, after the Second Taiwanese Education Ordinance, cooperative learning with Japanese people has been permitted and textbooks have been unified since 1937. Compared with Korea, which implemented autonomous language education, it was easy to expand the colonial language policy pursued by the general government. As a result, although the Korean penetration rate of the national language remained at 17.6% in 1941, it exceeded 57% in Taiwan, finally reaching 71% in 1944. From this, it can be inferred that Japanese language education in Taiwan was a major effect of the “assimilation” policy accompanying the unification of the school system.

일제강점기 조선총독부 발행 국어독본에 관한 일고찰

송숙정(宋淑正) 한국일본어학회 2018 한국일본어학회 학술발표회 Vol.2018 No.9

우리나라 母子保健要員의 業務 및 活動

邵淑貞(Sook Jung So) 서울대학교 보건환경연구소 1975 보건학논집 Vol.12 No.2

A skin-colored nodule on the chin in a 76 year-old woman

윤숙정 ( Sook Jung Yun ) 대한피부과학회 2019 대한피부과학회 학술발표대회집 Vol.71 No.1