지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
초록· 키워드
오류제보하기
The pictures of history textbook during Japanese Occupation Period were used for educational purpose of Japan such as ‘assimilation(同化)’, ‘Japan-Joseon unity(內鮮一體)’ and ‘emperor country’s subject policy(皇國臣民化)’ as well as the educational functions.
As shown in the contrast between King Gojong(高宗) and Meiji Emperor(明治天皇), the portrait with depressive image was adopted for King Gojong and the portrait with modern clothes and strong image was adopted for Meiji Emperor. In addition, in order to verify the justice of annexation of Korea, the picture of Taishyo Emperor(大正天皇)’s Korea visit before the annexation of Korea was used. The picture for Japanese colonial policy, national reformation and war mobilization were connected to country or emperor-entered nationalism for creating Japanese national character. As war goes to the last stage in 1930s and 1940s, Japan reinforced Japanese colonial policy in education policy and forced students to participate in war. Therefore, picture and map used for textbook were used for the educational goal.
In conclusion, the picture, which is an outstanding material of history education, was used for other purpose during Japanese Occupation Period, losing its original meaning.
As shown in the contrast between King Gojong(高宗) and Meiji Emperor(明治天皇), the portrait with depressive image was adopted for King Gojong and the portrait with modern clothes and strong image was adopted for Meiji Emperor. In addition, in order to verify the justice of annexation of Korea, the picture of Taishyo Emperor(大正天皇)’s Korea visit before the annexation of Korea was used. The picture for Japanese colonial policy, national reformation and war mobilization were connected to country or emperor-entered nationalism for creating Japanese national character. As war goes to the last stage in 1930s and 1940s, Japan reinforced Japanese colonial policy in education policy and forced students to participate in war. Therefore, picture and map used for textbook were used for the educational goal.
In conclusion, the picture, which is an outstanding material of history education, was used for other purpose during Japanese Occupation Period, losing its original meaning.
목차
1. 서언
2. 분석 대상 초등 ‘국사’교과서의 특징
3. ‘국사’교과서의 삽화 수록 현황
4. ‘국사’교과서 서술과 삽화의 특징
5. 결어
참고문헌 (18)
참고문헌 신청
1. [학술지(정기간행물)] - N. Yuill / 1988 / Effect of organizational cues and strategies on good and poor comprehenders’ story understanding / Journal of Educational Psychology 80 (2)
2. [학위논문] - 金寶林 / 2006 / 日帝下 國民學校 國民科의 導入과 ‘國史’(日本史)敎育 / 박사 / 서울대학교
3. [학술지(정기간행물)] - 金昌鈞 / 1938 / 初等國史卷二揷畵解說(二) / 朝鮮の敎育硏究 118
4. [학술지(정기간행물)] - 김순전 / 2005 / 挿画를 통해본 昭和期 尋常小修身書의 民化 / 일어일문학 (26) : 307 ~ 327
5. [단행본] - 김한종 / 2008 / 역사교육의 교재, In 역사교육의 내용과 방법 / 책과함께
2. [학위논문] - 金寶林 / 2006 / 日帝下 國民學校 國民科의 導入과 ‘國史’(日本史)敎育 / 박사 / 서울대학교
3. [학술지(정기간행물)] - 金昌鈞 / 1938 / 初等國史卷二揷畵解說(二) / 朝鮮の敎育硏究 118
4. [학술지(정기간행물)] - 김순전 / 2005 / 挿画를 통해본 昭和期 尋常小修身書의 民化 / 일어일문학 (26) : 307 ~ 327
5. [단행본] - 김한종 / 2008 / 역사교육의 교재, In 역사교육의 내용과 방법 / 책과함께
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UCI(KEPA) : I410-ECN-0101-2013-374-000557120