本文選題：中國朝鮮族　切入點：近代　出處：《中央民族大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：我國是一個統(tǒng)一的多民族國家,朝鮮族作為55個少數(shù)民族之一,是多民族大家庭中的重要一員。朝鮮族又是一個特殊的民族,與我國大部分少數(shù)民族不同,它是1860年以來,從朝鮮半島幾次遷移而來的遷入民族。本論文正是基于這樣的背景,以朝鮮族近代教育思想為主要研究內(nèi)容,采用文獻法,探討中國朝鮮族近代自遷入以來其教育思想的變化過程。本研究除緒論外,文章一共分為四個部分。第一部分:"九一八"事變前朝鮮族新舊教育思想交替的矛盾斗爭。1860年至1931年,這個時期我國大環(huán)境正處于新舊思想交替階段,一部分傳統(tǒng)的儒學(xué)教育家堅持推崇舊學(xué)與一部分受到西方思想影響的青年人主張學(xué)習(xí)西學(xué),兩股思想發(fā)生碰撞。文中先后介紹了儒家思想在朝鮮族的傳播及發(fā)展過程,以及在辛亥革命、新文化運動及三一三運動背景下,朝鮮族教育思想的變化,并且介紹了這一時期對朝鮮族教育發(fā)展比較有影響的教育家,包括李相Sh、金躍淵、金鼎奎等人的教育思想。第二部分:日本強占時期朝鮮族反奴化的教育思想。1931年至1945年,我國東北地區(qū)遭到了日帝侵略,朝鮮族人民進行了殊死的抵抗。日帝為了加深對朝鮮族人民的奴化,先后推行了所謂的"王道教育"、"皇道教育"、"神道教育"的奴化教育方針,這一時期朝鮮族教育處于被動發(fā)展階段,涌現(xiàn)出一批愛國人士,積極的宣揚反奴化教育,維護本民族語言文化傳統(tǒng)、驅(qū)走學(xué)校中日本掌權(quán)者、反對"勤勞奉仕"等教育思想。第三部分:解放戰(zhàn)爭時期朝鮮族新民主主義的教育思想。1945年至1949年,我國處于解放戰(zhàn)爭時期,這一時期朝鮮族在共產(chǎn)黨的帶領(lǐng)下逐步建立起新型正規(guī)化教育,對中小學(xué)及部分高校進行了改革和重組,廢除舊制,確立新民主主義教育思想。第四部分:朝鮮族近代教育思想的梳理及特點分析。朝鮮族近代教育思想的發(fā)展過程分為四個階段,從遷入初期的早期啟蒙教育思想、到近代新文化教育思想、再到反奴化民族教育運動的發(fā)展以及最后的新型正規(guī)化的教育思想。本研究通過對朝鮮族近代教育思想的梳理,進而對朝鮮族的教育特點進行分析。朝鮮族歷來重視教育,主張全民參與教育事業(yè),并且將教育內(nèi)容與社會形勢相結(jié)合。同時,朝鮮族在發(fā)展的過程中不忘本,既融合了本民族的優(yōu)秀文化傳統(tǒng),又吸收了中華民族悠久的文化精髓,保持民族文化傳承。關(guān)于朝鮮族近代教育思想的研究是朝鮮族教育思想研究的基礎(chǔ),也是朝鮮族教育史研究的一部分,因此本文的研究在朝鮮族教育史研究領(lǐng)域具有基礎(chǔ)性的貢獻,同時有助于從思想與文化的視角理解朝鮮族教育實踐的過去、現(xiàn)在與未來。
[Abstract]:China is a unified multi-ethnic country, and the Korean nationality, as one of the 55 ethnic minorities, is an important member of the multi-ethnic family. The Korean nationality is also a special ethnic group, which is different from most of the ethnic minorities in China. It has been since 1860. This paper is based on this background, taking the modern educational thought of Korean nationality as the main research content, adopting the literature method. This paper probes into the changing process of the Chinese Korean nationality's educational thought since it moved into China in modern times. The article is divided into four parts. The first part: the conflict between the old and the new educational ideas of the Korean nationality before the "918" incident. From 1860 to 1931, the general environment of our country was in the period of new and old ideas alternating. Some of the traditional Confucian educationalists insist on advocating the old school and some young people who are influenced by the western thought advocate learning the western school, the two thoughts collide. This paper introduces the spread and development process of the Confucianism in the Korean nationality one after another. And under the background of the Revolution of 1911, the New Culture Movement and the 313 Movement, the educational thought of Korean nationality changed, and introduced the educators, including Li Xiang and Jin Yueyuan, who had more influence on the development of Korean nationality education in this period. The second part: the anti-enslavement education thought of Korean nationality in the period of Japanese occupation. From 1931 to 1945, the northeast area of our country was invaded by Japanese emperor. In order to deepen the enslavement of the Korean people, the Japanese emperor successively pursued the policy of enslaving the so-called "royal education", "imperial Taoism education" and "Shinto education". During this period, Korean education was in a passive stage of development, and a group of patriots emerged, actively propagating anti-slavery education, safeguarding the cultural tradition of their own language and culture, and driving out the Japanese authorities in the school. The third part: the educational thought of the Korean new democracy during the liberation war. From 1945 to 1949, our country was in the period of liberation war. In this period, under the leadership of the Communist Party, the Korean nationality gradually established a new type of regularized education, reformed and reorganized primary and secondary schools and some colleges and universities, and abolished the old system. Part 4th: combing and analyzing the modern educational thought of the Korean nationality. The development process of the modern educational thought of the Korean nationality is divided into four stages. To the new cultural and educational thought of modern times, to the development of anti-enslavement national education movement and finally to the new and regularized educational thought. The Korean people have always attached importance to education, advocated the participation of the whole people in education, and combined the educational content with the social situation. At the same time, the Korean nationality did not forget this in the process of development. It not only merges the excellent cultural tradition of this nation, but also absorbs the centuries-old cultural essence of the Chinese nation, and maintains the national cultural heritage. The research on the modern educational thought of Korean nationality is the foundation of the study of the educational thought of Korean nationality. It is also a part of the study of Korean education history, so the research of this paper has a basic contribution in the research field of Korean education history, and helps to understand the past, present and future of Korean education practice from the perspective of thought and culture.
【學(xué)位授予單位】：中央民族大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G759.2

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