國民政府による電化敎育政策と抗日ナショナリズム : 「民衆敎育」から「抗戰敎育」へ

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タイトル別名
  • The Nationalist Government's Policy of Electronic Education and Anti-Japanese Nationalism : The Shift from "People's Education" to "Resistance Education"
  • 國民政府による電化教育政策と抗日ナショナリズム--「民衆教育」から「抗戰教育」へ
  • コクミン セイフ ニ ヨル デンカ キョウイク セイサク ト コウニチ ナショナリズム ミンシュウ キョウイク カラ コウセン キョウイク エ
  • 国民政府による電化教育政策と抗日ナショナリズム : 「民衆教育」から「抗戦教育」へ

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抄録

Movies and radio appeared as new media in Japan and in China under the Nationalists in the 1930s. In addition to their immediate use as devices for entertainment, commercial advertising, and political propaganda, they were also recognized as valuable media for schools and social education. The pedagogical methods that used the two media were known as electronically projected-image and broadcast-sound education. In 1936, prominent figures in the field of education debated and settled on the name electronic education as a concept to encompass a combination of the two types, and the Ministry of Education also decided to press local governments to implement electronic education throughout the nation. This article elucidates both how the Ministry of Education and regional educational authorities went about implementing electronic education and the transition of electronic education from "people's education" to "resistance education" with the outbreak of the Sino-Jananese War. The object of this study is to examine the contents of electronic information, which has heretofore gone unrecognized, but more importantly to explore from the point of view of media and education the political character of the Nationalist regime in Chongqing, which had strengthened its resistance stance. The reason for this is that in present-day China, electronic education of this period is merely understood as the basis of media literacy education, and the politics that fueled the ideology of the war of resistance have been ignored. The preceding are the significant points of the electronic education implemented by the Nationalist government in Chongqing. In order to clarify these points, the structure of this article unfolds in the following manner. 1. The introduction of electronically projected and broadcast sound education. 2. The implementation of electronic education on a nation-wide basis by the Ministry of Education. 3. The introduction of "Resistance education" after the transfer of the capital to Chongqing. 4. The emphasis on broadcast sound education. 5. Itinerant media events during the war. In examining each section in this order, this article relies on materials of the Ministry of Education from the Archives of the Second Chinese History Museum and related materials from the Archives of City of Chongqing. The existence of these documents has made it possible to examine the entire range of electronic education from its inception to the end of the war and its significance.

収録刊行物

  • 東洋史研究

    東洋史研究 62 (2), 302-329, 2003-09-30

    東洋史研究會

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