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RISS 인기검색어
- 검색키워드
- 저자 : 魯津生 (검색결과 1 건)
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魯津生,李哲遠 公州大學校 스포츠科學硏究所 1996 스포츠科學硏究所論文集 Vol.- No.10
I'll explain the types and traits of education policy, the basic charicteristics of physical education policy, the nature of imperialistic Japan through the suppress of nationalistic physical education, and the inevitable irrationality of colonial policy, dividing colonial policy with had been executed in the field of education, economy, physical education of our country for thirty-six years from 1910, the year of Korea-Japan annexation into three period(the period of military control, the period of cultural politics, and the period of race obliteration). 1. The Period of Military Control On August 23, 1911, the next year after annexation, Japan pronounced the Decree of Chosun Education and with the aim of raising faithful people carried out race policies discriminating Koreans from Japanese in the curriculum and education system, and spurred the spread of their own language, Japanese. Physical education of this period was the obligatory course, bur nit can not be evaluated as development to pay considerable attention to sanitation and introduce physical activities into everyday life. It was not accomplished independently by the earnest demands of our nation, and was processed by the Japanese' colonial persons in authorities under the name of modernization. At that time, there were not the given class hours and the contents in physical education, so they could be handled freely by the local problems and were neglected intentionally. We can imagine .that Japanese were afraid of race unity through physical education. School physical education of the late Old Korea encouraged the patriot of the young domestically through army gymnastics, and showed the national power abroad. Japan noticed that the physical education of the private school encouraged the anti-Japanese sentiment. So Japan changed the contents of physical education into ordinary gymnastics and heavy gymnastics in 1911 to soften the anti-Japanese sentiment. Japan used physical education as the tools of mobocracy policy to cultivate the faithful colonial people. 2. The Period of Cultural Politics The Second Decree of Chosun Education in 1922 lengthened the school years and increased the education, and school Physical Education and Chosun Physical Education Association play the important role. In the period, inter-school games were prevailed a lot, and thus school physical education took charge of social education. Since 1920's, school physical education has meant pure-sensed one, in other words, physical education was taught to students according to the curriculum of physical education, and social physical education, in which each school raised its own team and played with other teams, strictly speaking, is beyond the school physical education. At that time most of school physical education games were field and track events, baseball, and basketball. With all the lack of sports equipment, people loved to play seasonal sports. The basic policy of physical education was children and interest - centered education based on the curriculum of school physical education revised in 1927. 3. The Period of Race Obliteration In this period, education was completely organized under the control of army which is called the fascism - a kind of militarism, according to the Third Decree of Chosun education and was directed to growing of military ability rather than education. This period was the dark age in physical education. Japan pronounced reforming guiding principles of school physical education on April 18, 1942 and decided the basic direction of physical education. They also abolished ball games in college and university, and restricted inter-school ball games in secondary schools. So physical games had only the meaning of examination of physical strength for military training. These policies of Japan made girl students in all schools be treated as military men to accomplish the aim of war. The basic policies of physical education in late colonial period had not original aimes of physical education in itself, but focussed on raising the ability of war performance of Japanese militarism. These policies abolished the independence and Olympic spirits which are the guiding principles of physical education world and planted the totalitarian, militarian physical education in Korea.
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