일제강점기 전주지역 학교의 항일운동에 대한 중·고등학생들의 인식연구

다국어 초록 (Multilingual Abstract)

History education is an educational activity that helps students to develop the right historical values and attitudes by teaching knowledge about the past. Therefore, one of the important goals of history education is for students to understand the lessons that the past gives to the present by understanding what happened in the past. Through this, students who learn history can think about the problems which they encounter with the current starting point, and they can infer the future that might unfold. According to this educational goal, we analyzed how much present students know about the anti-Japanese movement in Jeonju which was carried out by students during Japanese colonial era, and suggested educational application plan accordingly.
The schools that played the key role in anti-Japanese movement in Jeonju at that time were Kijun Girls' High School, Shinheung High School, Jeonju High School, Jeonju Agricultural School, Jeonju Girls' High School, and Jeonju Buk Middle School. Kijun Girls' High School and Shinheung High School are Christian schools, and they led a 3.13 rally in Jeonju. They demonstrated in 1930 after being affected by the Gwangju Student Independence Movement in 1929. Afterwards, they opposed shrines and protested by closing down schools willingly. Jeonju High School and Jeonju Agricultural School protested against Japan through several strikes. They occurred due to reasons such as discrimination between Korean and Japanese students, suppression of Japanese teachers, and the reorganization of school system. Eventually, these strikes culminated in the revelation of resistance against Japan. Jeonju Girls' High School also protested against Japan through socialistic organizations and activities, and Jeonju High School changes its name to Jeonju Buk Middle School afterwards, and at this time, Japan plundered numerous human resources and material resources by reason of war. At this point of time, teachers and students of Buk Middle School forecasted the collapse of Japan and developed anti-Japanese spirit.
Most present students are not aware of the anti-Japanese movement in Jeonju, but the recognition rate of 3.13 movement in Kijun and Shinheung High School was relatively high. As we analyzed its reason, these schools were commemorating the past facts through annual 3.13 revival events. Through this, we can think about the importance of school education, and students also choose school education as the method to learn history most efficiently.
There are three educational application plans. First plan is improvement of 3.13 revival event that is being carried out in Kijun and Shinheung High School now. We suggested students from other schools participate in this event and a new approach to the revival play which is performed every year. Second, we suggested opening a History Olympiad by joining up schools and regions, thus raising students' interest in history and utilizing the first one for developing additional educational material. Third, we suggested opening 'student independence movement historical site and monument tour event' in regions. Currently, there are 4 monuments in Jeonju that commemorate the student independence movement during the Japanese colonial era, which are 'Kim In-jeon Minister Monument Memorial,' 'Jeonju 3.1 Independence Movement Monument Memorial,' 'Jeonju 3.1 Independence Movement Birthplace Memorial,' and the 'Jeonbuk Independence Movement Monument.' Most present students were not aware of these monuments, but through this, we can raise students' interest in the monuments, deepen students' learning about the student independence movement, and learn history animatedly.
Students have low awareness of student independence movement, but most of them recognized the necessity of this knowledge. Therefore, if these application plans are reflected and active education is provided, we will be able to raise students' right perspective of viewing history, just like the goal of all history education which was mentioned earlier.

목차 (Table of Contents)

• Ⅰ. 서론 ·················································································· 1
• Ⅱ. 전주지역 학교의 항일운동 개요 ············································ 4
• 1. 신흥학교와 기전여학교의 항일운동 ····································· 4
• 2. 전주고등보통학교와 전주여자고등보통학교의 항일운동 ·········· 9
• 3. 전주농업학교의 항일운동 ··················································· 14
• 4. 전주북중학교의 항일운동 ··················································· 17
• Ⅲ. 전주지역 학생항일운동에 대한 인식 ····································· 20
• 1. 학생항일운동에 대한 학생들의 인식 ··································· 21
• 2. 학교교육 현황 및 학생들의 학습 경로 ································ 23
• 3. 전주지역 학생항일운동 기념물 현황 및 학생들의 인식 ·········33
• 4. 전주지역 학생항일운동에 대한 인식의 결과분석 ·················· 39
• Ⅳ. 학생 항일운동에 대한 교육적 활용 방안 ······························42
• 1. 3.13 재현행사에 대한 개선 ···············································42
• 2. 역사올림피아드 ································································ 44
• 3. 학생항일운동 유적지 및 기념물 투어 행사 ························· 45
• Ⅴ. 결론 ················································································ 47