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식민지 중등교육체제 형성과 실업교육

식민지 중등교육체제 형성과 실업교육 (6회 대출)

자료유형
단행본
개인저자
안홍선 安洪善
서명 / 저자사항
식민지 중등교육체제 형성과 실업교육 / 안홍선 지음
발행사항
파주 :   교육과학사,   2017  
형태사항
xv, 414 p. : 도표 ; 23 cm
ISBN
9788925411361
서지주기
참고문헌(p. 379-400)과 색인수록
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008 171113s2017 ggkd b 001c kor
020 ▼a 9788925411361 ▼g 93370
035 ▼a (KERIS)BIB000014475260
040 ▼a 243009 ▼c 243009 ▼d 211009
082 0 4 ▼a 373.24609519 ▼2 23
085 ▼a 373.2460953 ▼2 DDCK
090 ▼a 373.2460953 ▼b 2017
100 1 ▼a 안홍선 ▼g 安洪善 ▼0 AUTH(211009)122693
245 1 0 ▼a 식민지 중등교육체제 형성과 실업교육 / ▼d 안홍선 지음
260 ▼a 파주 : ▼b 교육과학사, ▼c 2017
300 ▼a xv, 414 p. : ▼b 도표 ; ▼c 23 cm
504 ▼a 참고문헌(p. 379-400)과 색인수록
945 ▼a KLPA

No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 373.2460953 2017 등록번호 511033299 도서상태 대출중 반납예정일 2022-07-05 예약 서비스 M
No. 2 소장처 중앙도서관/제2자료실(3층)/ 청구기호 373.2460953 2017 등록번호 511033300 도서상태 대출가능 반납예정일 예약 서비스 B M
No. 3 소장처 세종학술정보원/사회과학실/ 청구기호 373.2460953 2017 등록번호 151337649 도서상태 대출가능 반납예정일 예약 서비스 M
No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 중앙도서관/제2자료실(3층)/ 청구기호 373.2460953 2017 등록번호 511033299 도서상태 대출중 반납예정일 2022-07-05 예약 서비스 M
No. 2 소장처 중앙도서관/제2자료실(3층)/ 청구기호 373.2460953 2017 등록번호 511033300 도서상태 대출가능 반납예정일 예약 서비스 B M
No. 소장처 청구기호 등록번호 도서상태 반납예정일 예약 서비스
No. 1 소장처 세종학술정보원/사회과학실/ 청구기호 373.2460953 2017 등록번호 151337649 도서상태 대출가능 반납예정일 예약 서비스 M

컨텐츠정보

책소개

우리나라 중등교육이 형성되는 식민지시기에 직업교육이 일반교육과의 관계에서 어떻게 정의되고 배치되는가에 주목하고자 하였다. 먼저 일련의 문제의식을 정리한 후에, 중등단계 직업교육 정책과 제도의 변화, 학교의 보급 양상과 기회의 배분, 선발과 입학생 특성, 교육 목적과 교육과정 편제, 학교 운영과 학생들의 저항, 졸업 후 진로 등 제 측면으로 나누어 검토하고, 이를 종합하여 중등교육 형성 모델의 한국적 특질 규명과 그에 대한 역사적 평가를 시도하고자 하였다.

본 책은 우리나라 중등교육이 형성되는 식민지시기에 직업교육이 일반교육과의 관계에서 어떻게 정의되고 배치되는가에 주목하고자 하였다. 그것은 중등단계 학교교육 안으로 포섭된 직업교육의 이념, 제도, 사회적 인식 등이 형성되고 그 특질이 관행으로 굳어지는 과정에 대한 탐구로 구체화된다. 다시 말하면, 식민지적 상황과 조건으로부터 중등단계 직업교육의 도입과 분화 과정을 탐구하여 우리나라 중등교육 형성의 총체적인 특질을 규명하는 작업이라 할 수 있다. 이를 위해, 먼저 일련의 문제의식을 정리한 후에(1장), 중등단계 직업교육 정책과 제도의 변화(2장), 학교의 보급 양상과 기회의 배분(3장), 선발과 입학생 특성(4장), 교육 목적과 교육과정 편제(5장), 학교 운영과 학생들의 저항(6장), 졸업 후 진로(7장) 등 제 측면으로 나누어 검토하고, 이를 종합하여 중등교육 형성 모델의 한국적 특질 규명과 그에 대한 역사적 평가를 시도하고자 하였다(8장).


정보제공 : Aladin

저자소개

안홍선(지은이)

동국대학교 교육연구원 연구교수 서울대학교에서 한국 근현대 교육사 연구로 석사 및 박사학위를 받았 다. 현재 동국대학교 교육연구원 연구교수, 서울대학교 교육연구소 객 원연구원으로 재직하고 있다. 저서로는 『식민지 중등교육체제 형성과 실업교육』(교육과학사, 2017)이 있으며, 논문으로는 「일제강점기 중등 학교의 인물평가 연구」(『한국교육사학』 41-4, 2019), 「식민지시기 고 등보통학교 ‘개성조사’ 연구」(『열린교육연구』 28-1, 2020), 「20세기 한 국 중등 실업교육에 대한 역사적 고찰」(『교육사학연구』 27-2, 2017), 「일제강점기 사범학교제도의 식민지적 성격」(『교육사학연구』 27-1, 2017), 「식민지시기 중등학교의 ‘국민성’ 양성 교육 연구」(『한국교육사 학』 37-3, 2015) 등이 있다.

정보제공 : Aladin

목차

머리말 / iii 

제1장 서 론··········································································································· 1 

제2장 실업교육 정책과 제도 변화·································································· 21 
1. 실업교육의 도입························································································· 22 
1) 대한제국의 실업교육············································································ 23 
2) 합방 이후의 실업교육·········································································· 31 
2. 중등 실업교육의 형성············································································· 38 
1) 실업학교체제의 형성············································································ 39 
2) 실업교육론의 확산················································································ 47 
3) 실업학교 설립 운동·············································································· 61 
3. 전시체제기 실업교육················································································ 66 
1) ‘중등교육확충계획’과 실업교육·························································· 67 
2) 전쟁 수행을 위한 실업교육······························································· 71 

제3장 실업교육 확대와 교육 기회·································································· 81 
1. 실업학교 보급 현황·················································································· 83 
1) 중등교육 성장과 실업교육·································································· 83 
2) 실업학교 설립 현황·············································································· 88 
3) 실업학교와 실업보습학교···································································· 97 
2. 실업학교의 교육 여건··········································································· 103 
1) 실업학교의 경상비 규모···································································· 104 
2) 실업학교의 자산 규모········································································ 108 
3. 실업교육 기회의 분배 구조································································ 110 
1) 중등교육의 차별적 분배···································································· 113 
2) 실업학교 입학 경쟁의 구조····························································· 118 

제4장 실업학교 입학과 학교 선택································································ 131 
1. 초창기의 학생 선발제도········································································ 132 
1) 학비 면제와 학자금 혜택·································································· 132 
2) 의무복무와 최저연령 제한································································ 136 
2. 입학 경쟁의 심화 요인········································································· 141 
1) 선발 시기와 방법················································································ 144 
2) 학교 이력과 수업연한········································································ 146 
3. 학교 선택 동기························································································ 149 
1) 입학 연령과 학교 선택······································································ 150 
2) 중등학교의 ‘서열’ 인식······································································ 156 
3) 가정 배경과 입학 동기····································································· 161 

제5장 실업학교 교육과정··················································································· 173 
1. 교육과정 목표와 교과목 편제····························································· 173 
1) 대한제국시기의 교육과정·································································· 174 
2) 1910년대 교육과정·············································································· 177 
3) 1920~1930년대 교육과정································································ 195 
2. 실습교육과 성과 발표회······································································· 219 
1) 실습 조직의 운영················································································ 219 
2) 실습 여건과 수준················································································ 225 
3) 실습 성과 발표회················································································ 228 
3. 실업교육의 목적······················································································ 236 
1) ‘독립 자영인’ 양성·············································································· 236 
2) ‘근로주의’ 교육과정············································································ 240 

제6장 실업학교 운영과 갈등············································································ 249 
1. 민족 공학제 운영····················································································· 249 
1) 민족 공학제 도입················································································ 250 
2) 민족 공학제 운영 원리······································································ 253 
2. 학생 운동··································································································· 262 
1) 학사 행정의 민족 차별······································································ 263 
2) 실습교육의 변질과 근로동원··························································· 275 
3) 민족주의 학생운동·············································································· 288 

제7장 실업학교 졸업과 취업············································································ 299 
1. 졸업생 진로 현황····················································································· 300 
1) 취업 선호 경향····················································································· 300 
2) 각 학교의 졸업생 진로······································································ 305 
2. 추천제 취업 과정···················································································· 337 
1) 민족별 비율 통제················································································ 338 
2) 추천자 및 합격자 선정······································································ 343 

제8장 결 론········································································································ 355 
1. 식민지시기 중등 실업교육의 특징···················································· 355 
2. 한국형 중등교육 형성 모델································································ 361 
3. 중등 실업교육 정책에 대한 역사적 평가······································ 368 

참고문헌············································································································ 379 
찾아보기············································································································ 401

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