일제 식민지기 학교 교육과정의 전개 = The School Curriculum during the Japanese Colonial Period in Korea

국문 초록 (Abstract)

교육과정의 개념을 공식적 교육과정과 비공식적 교육과정으로 분류해 보는것은 일제 식민기의 교육과정을 살펴보는데 유용하다. 1906년 통감부 설치부터 다져보면 일제 식민기에는 교육 법령이 여섯 차례나 바뀌었고 그에 기초한 공식적 교육과정은 그 보다 더 많이 일곱 차례나 크게 바뀌었다. 관련 교육 법령에 규정된 교육 내용과 수업이 공식적 교육과정으로 분석되었다. 실제 학교 현장의 교육과정 실천과 기타 교육 기관 및 사회 단체가 중심이 된 비공식적인 교육과정으로는 학교 교과와 운동회를 통한 애국심 고취, 학생 과외 활동을 통한 민족 의식 고취, 동맹 휴학, 민중 계몽 운동, 해외 이주민 민족 교육, 서당의 유교 경전 교수 등이 분석되었다. 마지막으로 일제 식민기 교육과정 전개의 종합적 성격과 시사점이 제시된다.

다국어 초록 (Multilingual Abstract)

The concept of school curriculum can be defined as twofold : formal curriculum and informal curriculum. This definition is especially useful to explain the school curriculum during the Japanese colonial period in Korea since the curriculum had been implemented by schools or other social institutions quite differently from the formal curriculum which educational authorities intended at that time. The formal curriculum is the officiallly specified written documents about what the school should do implement by educational authorities in the form of laws, mandatory, and guidelines. The informal curriculum is what the school or other institutions actually implement implicitly or explicitly.
The study examined the six educational laws during the Japanese colonial period in terms of the formal curriculum change. In order to examine the informal curriculum change during the period, various subject matter or sports activities in schools, student extracurricular activities, collective student strike of school absenteeism, education for general illiterate citizens, education for national identity for korean people in foreign country, and the Suh-dang education which was primary education during period were analyzed.
In conclusion, the formal school curriculum in the Japanese colonial period was intended to realize economically and politically. However, the informal curriculum which was intended by some korean educators or leaders was against the japanese imperialism implicitly of explicitly.
The several implications of the study were proposed. Our educational system and school curriculum are still influenced by those of the colonial period. We should remove irrational tradition and set up new curriculum on the basis of national tradition. We should make students free from rigorous school regulations and system which mainly were handed down by the colonial period. We should make students free from excessive emphasis of such virtues as respect for parents, and honesty which the colonial system intended something else thru the virtues. Nowadays we should not emphasize excessively the formal curriculum regardless of the informal one. We should make better the experiences during the colonial period in terms of the school curriculum such as 3 term system, educational practice, and integration among subjects.