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 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-.

일제강점기 조선총독부 발행 국어독본에 관한 일고찰

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

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 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 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 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 조선과 대만의 중등교육용 국어(일본어)교과서 사용에 관한 고찰

송숙정 대한일어일문학회 2018 대한일어일문학회 학술대회 발표논문 요지집 Vol.2018 No.4

메이지기 독본 교과서의 외래어표기에 관한 고찰

송숙정 한국일본어문학회 2018 日本語文學 Vol.76 No.-

本稿は、明治期讀本敎科書の外來語表記の樣相を通事的な觀点からみたものである。その結果、初頭において明らかにしたように、明治期には漢字·平反名交じり文を主に用い、外來語は片反名により表記するのが一般的な傾向であったが、本稿の考察の結果、明治期の讀本敎科書は漢字·平反名交じり文の形に定着していく過程に置かれていることが分かった。文の構成と一般名詞と固有名詞の表記に關して調べた結果、初期には文の構成によって表記の仕方も變わって來たが、次第に片反名で表記することが定着していく姿を見ることが出來た。なので、今日のような形ではまだ定着されていない樣子で、このような變化の過渡期であることが分かった。1910年代の新聞に表れた外來語表記と比べた結果、新聞では見られなかった當て字に平反名で振り反名を付けた形の表記を讀本敎科書の地名表記では多數發見することが出來た。國名の表記を地圖に表記された時期とくらべたところ、讀本敎科書に表れた表記と同じであるものもあれば、使用する時期が異なるものもあった。硏究の結果、漢字·平反名交じり文における外來語を片反名で表記する方式は明治期にはまだ未完の過程に置かれていることが分かった。 In this study, we examine the transcription of foreign words in textbooks belonging to the Meiji period. It is said that it is a general tendency to use the kanji hiragana mixed text in the Meiji period and the katakana in the foreign words. However, from the review in this study, the Meiji era textbook was found to be in the form of mixed kanji and hiragana text. By examining the structure of sentences and the notation of common nouns and proper nouns, it is seen that although the form of notation changed according to the composition of sentences in the beginning, the mannerof expressing it usingkatakana gradually became established. However, it is still not established.By comparing with the foreign language markings in a1910s newspaper, the study found many notations in the form of a furigana with ategi and hiragana, which was not found in the newspaper.In comparison, with the name of the foreign country, there was the same notation when compared with the time indicated in the atlas, and there was a notation that the use time was staggered.This study found that the method of expressing foreign words in katakana in the hiragana mixed hiragana door is a process that was not completed in the Meiji period.

일본 미군정기 국어독본의 내용분석에 관한 연구 —먹물칠로 삭제된 제5기 국정독본을 중심으로—

송숙정 중앙대학교 일본연구소 2019 日本 硏究 Vol.0 No.50

In this study, we analyzed the quantitative texts of the contents which were removed by the attention of the past which Japan which it faced the losing tried to rush out by itself. As a result, the 4141 vocabularies revealed that the contents of their deletion consisted of militaristic contents containing many vocabulary suggestive of war. In the frequency of the nouns, the tendency was also revealed in the frequencies of the subexpressions, and the air network between the nouns and the verbs was found to be a collection of meaningful vocabularies implicating the contents of the Korean language. The contents of the Korean language dictionary containing these vocabularies must have been incompatible with the educational reform ideas of the US military that will be welcomed by Japan.