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
During 1945 to 1948, the beginning of Korean residents in Japan’s national education had been developed from elementary to secondary education. To add up, teaching materials had been compiled since early days of Korean Federation(KF). Compiling materials were took the lead by Ministry of Culture and material compilation committee in publication. In order to assure identity, KF printed materials in Korea. Historic society and then they applied in actual field. With this, history material was Lim Gwang-Chul’s responsibility. On the other hand, Korean & history was issued which were about identity.
Although Rough Draft of History Material’s Composition(first, second, third step, 조선역사교재초안) wasn’t standardized in description, which was crucial information to understand the original form of Korean residents in Japan’s history education.
At the same time, it was based on the materialistic conception of history in natural with searching motivation internal for ‘Korean history’. This also promoted popular understanding in natural.
In addition, while focusing on people struggles, it had not been ignoring outer relation. As History for Children(first, second step, 어린이 국사) were materials for elementary school which was draft of history material. However, clear arguing point and understandable description might have been discussed in turn. In particular, History for Children(second) was more sophisticated editing and depiction than History for Children(first). First & Second version were wrote in readily even composing chinese character which was not commonly used.
Although Rough Draft of History Material’s Composition(first, second, third step, 조선역사교재초안) wasn’t standardized in description, which was crucial information to understand the original form of Korean residents in Japan’s history education.
At the same time, it was based on the materialistic conception of history in natural with searching motivation internal for ‘Korean history’. This also promoted popular understanding in natural.
In addition, while focusing on people struggles, it had not been ignoring outer relation. As History for Children(first, second step, 어린이 국사) were materials for elementary school which was draft of history material. However, clear arguing point and understandable description might have been discussed in turn. In particular, History for Children(second) was more sophisticated editing and depiction than History for Children(first). First & Second version were wrote in readily even composing chinese character which was not commonly used.
목차
1. 서론
2. 재일본조선인연맹의 민족교육 정책
3. 재일본조선인연맹의 민족교육의 양상
4. 재일본조선인연맹의 한국사 서술
5. 결론
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UCI(KEPA) : I410-ECN-0101-2013-374-001707560