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日据台湾50年,日本殖民者在台湾推行差别教育、歧视教育,台湾的基础教育、职业教育较为发达,高等教育则欠缺,严重限制了台湾青少年身心的全面发展。《开罗宣言》发表后,国民政府成立台湾调查委员会,筹划收复台湾的大政方针。陈仪彻底否定日本在台湾推行的殖民教育,决心将中国大陆的教育制度照搬到台湾,推行祖国化教育。台调会草拟了《台湾教育接管计划草案》,为接管台湾教育做出了初步规划与准备。1945年10月,台湾光复。陈仪团队迅速接收与重建台湾的教育,贯彻中华民国的全民教育、国民教育、公平教育的理念,强制推行国语国文、中华史地等课程,取得一些成效。光复初期,台湾缺乏教育经费,办学条件困难,教师清苦,学生难以适从。我们既要看到祖国化教育对台湾社会发展带来的正面意义,但也不能忽视国民党党化教育对台湾青少年的错误导向。
In the 50 years since its inception in Japan, Japanese colonialists conducted differential education and discriminatory education in Taiwan. The basic education in Taiwan, vocational education, and lack of higher education have severely restricted the overall physical and mental development of Taiwan’s young people. After the Cairo Declaration was published, the National Government set up a Taiwan commission of inquiry to plan for the resumption of Taiwan’s major policies. Chen Yi completely denied Japan’s colonial education in Taiwan and is determined to copy the education system in mainland China to Taiwan and promote the motherland education. The Taiwan Conservancy drafts the “Draft Plan for the Takeover of Education in Taiwan”, making preliminary plans and preparations for taking over education in Taiwan. In 1945 October, Taiwan recovered. Chen Yi’s team quickly received and rebuilt Taiwan’s education, implemented the ROC’s concept of universal education, national education and fair education, and forced the implementation of courses such as Chinese, Chinese and Chinese history, and achieved some results. In the early recovery period, Taiwan lacked funding for education, conditions for running schools were difficult, teachers were bitter and students were hard pressed to adapt. We must not only see the positive significance of the motherland education for the development of Taiwan’s society, but we must not overlook the misguided guidance of the party-building education of the Kuomintang on young people in Taiwan.