【摘要】： 從現(xiàn)實歷史的角度講一個國家的教育體制——作為上層建筑的一部分——在很大程度上受政治需要的制約,但從教育理應追求的目標來看培養(yǎng)“有完整人格的社會人”才是教育的真正目的。也只有這樣才能保證一個國家和民族的持續(xù)發(fā)展。而二戰(zhàn)后的日本處于戰(zhàn)敗國的地位,因此戰(zhàn)后日本教育指導思想與教育體制的形成和發(fā)展在更大程度上受政治需要的左右。這其中有成功之處,也不乏敗筆。主要表現(xiàn)在以下兩方面: 一、日本第二次教育改革是在美國的占領體制下進行的。占領軍的根本目的是以和平主義和民主主義教育代替國家主義和軍國主義教育。二次大戰(zhàn)后不久,美國在反蘇反共政策指導下開始了針對社會主義國家的冷戰(zhàn)。世界范圍內(nèi)的社會主義運動、民族解放運動以及日本國內(nèi)的人民斗爭日趨激烈。面對變化的局勢,美國從其全球戰(zhàn)略利益出發(fā),對日政策開始發(fā)生逆轉,并于1951年不顧中蘇等國的反對單獨對日媾和。在此種背景下,日本開始了對戰(zhàn)后初期教育改革的調(diào)整,替戰(zhàn)爭辯護的言論甚囂塵上,為皇國史觀的復活提供了條件。 二、1955年開始,政治上五五年體制的形成宣告了以經(jīng)濟增長高度化和極大化為目標時代的到來。特殊的國際國內(nèi)因素使得日本經(jīng)濟進入高速增長期。以此為背景,日本第二次教育改革開始了完全服務于經(jīng)濟的又一階段,同時,戰(zhàn)后初期受到打擊的右翼勢力也死灰復燃。 綜上所述,第二次教育改革為開展民主化教育提供了可能,但卻無法擺脫皇國史觀的影響和束縛,在為戰(zhàn)后日本經(jīng)濟騰飛起到了不可忽視作用的同時,又歪曲了教育的終極目標,并且成為右翼勢力與民主力量展開爭奪的重要戰(zhàn)場,在日本教育史上有著重要的研究價值。
[Abstract]:From the perspective of real history, the educational system of a country as part of the superstructure is largely constrained by political needs. But from the goal that education should pursue, it is the real aim of education to cultivate "social person with complete personality". Only in this way can we guarantee the sustainable development of a country and a nation. After World War II, Japan was in the position of losing war, so the formation and development of Japan's educational guiding ideology and educational system were influenced by political needs to a greater extent. There are successes and failures. Japan's second education reform was carried out under the American occupation system. The fundamental purpose of occupation forces is to replace nationalism and militarism with pacifism and democratic education. Shortly after World War II, the United States began the cold war against socialist countries under the guidance of anti-Soviet anti-Communist policy. The world-wide socialist movement, national liberation movement and the struggle of the people in Japan are becoming increasingly fierce. In the face of the changing situation, the United States, proceeding from its global strategic interests, began to reverse its policy towards Japan and made peace with Japan alone in 1951, disregarding the opposition of China and the Soviet Union and other countries. In this context, Japan began to adjust the education reform in the early postwar period, and the argument of defending the war was rampant, which provided the condition for the revival of the royal historical view. Second, in 1955, the formation of the political five-year system announced the arrival of the era of high and maximum economic growth. Special international and domestic factors make the Japanese economy enter a period of high-speed growth. Against this background, Japan's second education reform began another stage of full economic service, and the rightwing forces, which were hit in the early postwar period, also came back to life. To sum up, the second education reform provided the possibility for the education of democratization, but it was unable to get rid of the influence and bondage of the historical view of the imperial state, which played an important role in Japan's economic development after the war. It also distorts the ultimate goal of education and becomes an important battlefield for the right wing forces to compete with the democratic forces. It has important research value in the history of Japanese education.
【學位授予單位】：吉林大學
【學位級別】：碩士
【學位授予年份】：2007
【分類號】：K313.5

【引證文獻】

相關碩士學位論文 前1條

1 陳城城;日本現(xiàn)行《學習指導要領》修訂研究[D];東北師范大學;2012年

，

本文編號：2309623