近代东亚教会女校音乐教育的移植与分流 -以中西女塾与梨花学堂为例- = Transplantation and Divergence: Music Education in Modern East Asian Protestant Girl’s Schools — A Comparative Study of McTyeire School and Ewha Hakdang —

다국어 초록 (Multilingual Abstract)

19世纪末至20世纪初，东亚传统教育体系在西方文化的结构性冲击下加速转型，中韩两国相继进入近代化历史进程，女子初等音乐教育成为中西文化交融与制度性变革的重要切入点。本研究以中国上海中西女塾与韩国梨花学堂为核心研究对象，聚焦两校初等音乐教育阶段，围绕办学背景、课程设置、教学内容与人才培养模式四个维度展开系统比较分析。在研究方法上，以比较分析法与文献研究法为主，以历史时间脉络为基本线索，广泛征引两校原始档案与课程史料；在理论框架上，以教育移植与本土化理论、文化涵化理论、性别教育建构理论为核心分析工具，深入揭示两校教育路径差异的结构性成因及其历史意涵。
研究发现，两校均由美国基督教传教士创办，以西方音乐教育体系为制度性起点，通过系统化课程建构打破了传统社会对女性受教权利的制度性压制，共同推动了近代东亚女子音乐教育的规范化进程。然而，因各自政治文化语境的根本差异，两校在本土化路径上呈现出显著分流：中西女塾在上海半殖民地语境下形成稳定的“同化策略”，以西方音乐素养为核心文化资本，建构“西体中用”的精英女性培养模式；梨花学堂则在朝鲜半岛近代化转型与日本殖民压力的双重驱动下，逐步形成典型的“整合策略”，在系统引入西方音乐体系的同时主动将韩国传统音乐纳入课程，最终构建起“韩西双轨并行”的复合教育框架。
本研究通过系统比较揭示，两校虽同源而分流，却共同构成了近代东亚女子音乐教育近代化转型的历史全貌。两校的历史经验表明，外来教育体系的本土化深度根本上取决于移植语境中政治合法性需求的结构性差异，而近代女子音乐教育中的性别解放实践亦并非单一的线性进程，而是深度嵌入各自历史语境的多元路径。上述历史经验对当代音乐教育如何在全球化语境下平衡文化传承与体系创新，仍具有重要的现实启示意义。

다국어 초록 (Multilingual Abstract)

During the late nineteenth and early twentieth centuries, educational systems in East Asia underwent accelerated transformation under Western cultural influence as China and Korea entered processes of modernization. Within this context, girls’ elementary music education became an important site of cross-cultural interaction and institutional change. This study takes the McTyeire School for Girls in Shanghai and Ewha Hakdang in Korea as comparative cases, focusing on elementary music education across four dimensions: institutional background, curriculum design, instructional content, and talent cultivation models. Methodologically, the study employs comparative and documentary analysis based on institutional archives and historical curricular materials. The theoretical framework integrates theories of educational transfer and localization, acculturation theory, and gendered educational construction to examine structural differences in educational development and their historical implications.
The findings indicate that both institutions, founded by American Christian missionaries, adopted Western music education as their institutional foundation. Through systematic curriculum development, they expanded women’s access to formal education and promoted the standardization of modern women’s music education in East Asia. However, differing political and cultural contexts produced distinct localization pathways. The McTyeire School, shaped by Shanghai’s semi-colonial environment, developed an assimilation strategy that positioned Western musical competence as cultural capital and established an elite educational model combining Western educational forms with Chinese cultural foundations. Ewha Hakdang, influenced by modernization and Japanese colonial pressure, adopted an integration strategy that incorporated Korean traditional music alongside Western instruction, creating a hybrid framework characterized by the parallel development of Korean and Western musical traditions.
The study demonstrates that although the two institutions shared common missionary origins, they followed divergent historical trajectories that together reflected the modernization of women’s music education in East Asia. The findings suggest that the localization of transplanted educational systems is shaped by the sociopolitical demands of receiving contexts and that women’s educational emancipation developed through multiple historical pathways rather than a single linear process. These historical experiences offer implications for balancing cultural continuity and institutional innovation in contemporary music education under globalization.