【作者】 谢忠宇；

【导师】 高乐才；

【作者基本信息】 东北师范大学 ， 专门史， 2009， 博士

【摘要】 1904年,日俄爆发了争夺中国东北的日俄战争。1905年日俄双方在美国的朴茨茅斯签订了《朴茨茅斯条约》。条约规定将俄国修筑的中东铁路支线长春至旅顺口之间的铁路及支线包括一切财产、权利、附属煤矿让与日本。1906年,日本政府成立了“南满洲铁道株式会社”(简称“满铁”),开始了对满铁的经营。满铁从1907年4月相继创办了各类学校,根据服务对象的不同,大体分为两种:一种是为日本人开设的学校,一种是为中国人开设的学校,从宏观及微观视角分别对这些学校进行分析和考察,明确这种教育形式的性质及给我国带来的影响。本文共分九个部分。绪论:学术史的回顾与基本理论的考察。第一章:对“南满洲铁道株式会社”的设立、满铁附属地的形成与扩张、满铁附属地的性质进行考察。第二章:从宏观上对满铁附属地的教育行政管理、方针及制度进行考察与分析,揭示日本殖民教育的本质。第三章:初等教育。首先,考察满铁附属地日本人小学校规则的内容,并分析其特点,然后通过统计数据对小学校教育的具体实施,如课程设置、时间安排、师生状况及家长职业等问题进行微观研究。其次,中国人公学堂规则经历了几次修改,分析《南满洲铁道附属地公学堂规则》、《南满洲铁道株式会社公学堂规则》、《南满洲铁道株式会社公学校规则》的特点及差异,阐明其变化的原因及其必然。第四章:中等教育。中等普通教育主要包括日本人教育的中学校及高等女学校,中国人教育仅有一所南满中学堂。通过对各校的设置背景、规则内容及具体实施,探明日本开设中等普通教育的目的及其教育本质。第五章:高等教育。日本人的高等教育分为专门学校和大学两部分。日本没有对中国人单独开设高等教育。首先研究满铁在附属地进行高等教育的目的,其次研究高等教育的规则及其方针政策,分析其特点与意义,最后通过具体的教育实施究明满铁附属地高等教育的实质。第六章:职业教育。日本人职业教育包括农业、工业、商业实习所及农业、工业、商业实业学校。中国人职业教育包括公学堂内的初等职业教育;五所中等职业教育的实业学校;日语学堂。通过对上述职业学校的教育规则、方针、实施,尤其是对陆续废除中国人职业学校,转而重点扶植日本人职业学校的经纬进行陈述和分析,阐明日本在满铁附属地开设职业教育的本质及目的。第七章:对满铁附属地的学校教育进行总结,分析其特点并阐述这种教育形式给我国东北地区带来的影响,以及东北人民的应对。结语:对满铁附属地各教育层次进行归纳,明确其殖民主义教育性质。更多还原

【Abstract】 In 1904, Japan - Russia War broke out , fighting for the Northeast of China. In 1905, both Japan and Russia signed up“Portsmouth Treaty”. This treaty stipulated that Mid-East Railway branch built by Russia, Changchun– Lvshun Railway and its branch including all fortune, right, and attached coal mine yield to Japan.In 1906, Japanese Government set up“South Manchuria Rail Company”(call“Manchuria Rail”for short) and began to manage it .Manchuria Rail set up consecutively various schools since April of 1907 .Generally the schools are divided into two types according to different serving people. One of them is open for Japanese , and the other for Chinese. Analyze and inspect these schools from both general perspective and specific perspective. To identify the nature of this education style and its influence on our country .This essay divided into nine sections.Introduction: review of academic history and inspect of basic theory .Chapter 1: Inspect on“Manchuria Rail”-building, Manchuria Rail attached land– forming & expending, the nature of Manchuria Rail attached land.Chapter 2: Generally inspect and analyze Manchuria Rail attached land concerning the educational administration, regulation. Indicate the nature of Japanese colonial education.Chapter 3: Primary education. To begin with, inspect the regulation of Manchuria Rail attached land’s elementary schools with Japanese–based. Analyze its characteristics, then conduct specific research via statistic data on specific implementation, such as course-planning, time- arranging, teachers & students status, and parents occupation . Secondly, Chinese public school regulation have polished several times . Analyze“the regulation of public school of South Manchuria Rail attached land”,“the regulation of public school of South Manchuria Rail Company”and the characteristics &differences of“the regulation of public school of South Manchuria Rail Company”. Indicate its cause for changes and its trend.Chapter 4: Secondary education . Ordinary secondary education mainly includes middle schools with Japanese-based education and female high education school .There was only one South Manchuria Middle School with Chinese-based education. Through the school’s equipment setting , regulation content and specific implementation. Discover the aim and education nature for Japanese setting up ordinary secondary education.Chapter 5: High education. Japanese high education divided into two parts -- major school and university. Japanese didn’t set up high education for Chinese only. First, research the aim of Manchuria Rail in attached land conducting high education. Next, research the regulation and policy of high education. Analyze its characteristics and meaning. Finally, explore the high education nature of Manchuria Rail attached land through the specific education implementation.Chapter 6: Occupation education. Japanese occupation education includes agriculture, industry, commercial field training institute and agriculture, industry, commercial field training school. Chinese occupation education includes elementary occupation education in public school, five enterprise schools of secondary occupation education, Japanese school. Through these schools’education regulation, policy and implementation, try to present and analyze the process of abolish Chinese occupation school in order to focus on raise Japanese occupation school. Clarify the aim and education nature for Japanese setting up occupation education.Chapter 7: sum up the school education of Manchuria Rail attached land. Analyze its characteristics and expound that this education style would bring the influence on North China and people there reflection.Conclusion: sum up all education level of the Manchuria Rail attached land. Clarify the nature of colonialism education.更多还原