Language is the core issue of culture and education. The core problem of imperialist colonial culture is to consciously infiltrate and popularize colonial language to foreign nations. In this regard, Japanese scholars and scholars during the war of aggression against China began to carry out enslavement education in the occupied areas of China in a planned and step-by-step manner since they occupied Northeast China and established Manchuria. The main means was to enforce Japanese language education. Many scholars have written books and put forward that Japanese should be regarded as "the common language in Asia" or "the first language in Asia". The relevant institutions have formulated a plan to popularize Japanese, clearly pointing out that Japanese "is intended to guide mainland people to refine into pure Japanese, and its extension is to educate teenagers and ordinary people." On the island of Taiwan Province Province, Japan has tried its best to promote the education of "imperial people", and Japanese has been called the so-called "national language" for 50 years, which has achieved considerable results. In the occupied areas of Chinese mainland, the Japanese army completely controlled the educational sovereignty of all kinds of schools from primary schools to universities, implemented teaching according to the concept of "imperial education", and opened a large number of Japanese schools outside ordinary schools, trying to promote Japanese culture and cultivate Japanese feelings of "pro-Korea" through Japanese learning.
Although the Japanese side can't wait to order the primary and secondary schools in Northeast China after occupying Northeast China, Japanese must be taught in addition to Chinese, and Japanese has become a compulsory course. Even Japan stipulates that Japanese junior college graduates must pass the three-level translation level (equivalent to the current vocational high school or high school), otherwise they are not allowed to graduate. However, there are still great problems in the communication between China and Japanese. At that time, there were a large number of Japanese in various departments of the puppet Manchukuo government, and even the personal bodyguard of Emperor Puyi was Japanese. Japanese teachers in schools account for more than 40%. Therefore, during the period of the Puppet Manchukuo, whether in politics, business or non-government, it became a top priority to solve the exchange problem between the people of Japan and China. Therefore, with the implementation of a series of Japanese slavery policies in the colonial education of the puppet Manchukuo, under the pressure of the Japanese puppet rulers' slavery policies, a mixed language variety of Chinese and Japanese has formed in the Northeast. This language variety of Chinese and Japanese explains Chinese characters according to the meaning of Japanese, but not according to the pronunciation of Japanese, but according to the pronunciation of Chinese, which is neither Japanese nor Chinese. For example, the word "full" is called "full", the title is called "topic", "wish" is called "ambition" and "salary" is called "labor". After the liberation of Northeast China, people in Northeast China called this language variant "Xiehe Language". Obviously, "Xie He language" is a language variety of Chinese and Japanese mixed during the Japanese imperialist occupation of Northeast China and the puppet Manchukuo period under the oppression of the Japanese puppet rulers' enslavement policy. The largest number of users are Han people, Manchu people and other China people who don't know Japanese. Therefore, not only a lot of Chinese is mixed, but also many auxiliary words are omitted. With the advance of the wheel of history, the language phenomenon caused by this abnormal situation gradually disappeared, but its traces can still be seen today.
During the 40 years from the Japanese occupation of Liaodong in 1905 to the collapse of the puppet Manchukuo in 1945, the Japanese invaders not only practiced brutal military, political and rule, but also practiced brutal cultural rule and forcibly pursued a series of enslavement education policies in an attempt to completely destroy the national consciousness of the people in Northeast China and willingly become the "obedient" of the "King's Paradise". 1932 As soon as the Puppet Manchukuo was founded, the Japanese invaders issued an order, and the map of China was not allowed to be hung in the whole northeast region, and the word "China" was not allowed to be used. Schools prohibit the use of China textbooks, strictly restrict newspapers and books from entering the Northeast, and force a large number of Japanese publications to be imported into the Northeast.
In terms of language use, the Japanese invaders carried out a barbaric language policy of eliminating Chinese. In the "new academic system" implemented from 65438 to 0937, Japanese education occupied a prominent position. Students are forced to learn Japanese from primary school. In primary school, Japanese class hours are basically equal to Chinese class hours. In middle school, the proportion of Japanese class hours gradually increased, and later it was more than double that of Chinese class hours. The "new academic system" lists Japanese as "national language" and Chinese as "Manchu". The puppet Manchukuo government defined Japanese as a "common language" and asked everyone to speak it.
According to documents, all foreign country names, names, place names and technical terms were all phonetic in Japanese katakana in school textbooks at that time. Looking up the relevant newspapers and periodicals at that time, we found that Japanese katakana could be seen everywhere.