Abstract: Japan is one of the countries that rapidly realize the modernization of education. It is not difficult to find the reason why it changed from traditional society to modern society. Education has always been the foundation of the country, and it has been a fundamental national policy since the Meiji Restoration. This paper mainly introduces the three reform processes of Japan's modernization, so that we can have a complete and comprehensive understanding of Japan's modernization and get some enlightenment from it.
[Keywords:] Japan; Educational modernization; arouse
First, the course of educational modernization in Japan
Educational reform during Meiji Restoration
Meiji Restoration is the beginning of Japanese modernization and education modernization. During the Meiji period, what was achieved in order to get rid of the national crisis and revitalize Japan? Rich country Qiang Bing? Japanese rulers realized that they must first attach importance to the development and construction of education and establish a new educational system in Japan.
In the process of developing education, the Japanese government puts universal primary education in the first place. 1872, the Meiji government's Ministry of Education, Culture, Sports, Science and Technology promulgated an epoch-making academic system, which is a national unified academic system based on the French academic system and a grand plan to lay the foundation of modern Japanese academic system. According to the "educational system" plan, primary schools are widely set up all over the country, and it is estimated that there will be one primary school for every 600 people, thus realizing? All families in the city learn, and everyone at home learns? A lofty ideal.
In order to solve the biggest difficulty in popularizing primary education-the serious shortage of teachers, the Japanese Ministry of Education put forward the "Opinions on Establishing Training Places for Primary School Teachers", demanding that the establishment of normal schools in Tokyo be the top priority. Therefore, before the educational system was promulgated, the first normal school in the history of Japanese education was born in Tokyo on May 1874. This normal school has become a model for Japan to establish and expand government normal schools and prefectural normal schools in university areas.
The Meiji government attached great importance to technical education and formed a huge industrial education network supporting junior, middle and senior levels. Primary industrial education includes primary handicrafts, industrial subjects, industrial remedial schools, etc. Secondary industrial education includes normal schools, industrial secondary schools with industrial subjects (industry, agriculture and commerce) in ordinary secondary schools and specialized industrial schools in higher education. The focus of modern industrial education in Japan is secondary industrial schools, while in higher education, it focuses on training specialized personnel. From 65438 to 0877, the world-famous University of Tokyo was founded in Japan, which was divided into five subjects: science, culture, law, medicine and mathematics, and specialized in training senior professionals. According to 1886 imperial university decree, the purpose of the university is to meet the needs of the country, to teach academic theory and application, to study deeply, and to pay attention to cultivating individuality and nationalism. ? Let colleges and universities be not only teaching institutions, but also academic research institutions.
? What about the souls of foreign talents? It is the educational reform concept during the Meiji Restoration. ? And a soul? Refers to the Japanese cultural tradition characterized by Yamato national spirit. ? Foreign talents? Refers to talents who master western culture and technology. However, these two essentially heterogeneous cultures were unified in the Meiji Restoration Reform, which was manifested in education: Japanese traditional national culture coexisted with western advanced science and technology education and became two components of Japanese educational reform concept.
(B) post-war education reform
1.40 Education Reform 1945 After the end of World War II, Japan became a defeated country, and the US military entered Japan as a victorious country. 1946 In March, the American education delegation conducted a one-month investigation in Japan and presented the report of the American education delegation. Although it is only a nominal suggestion, it has actually become the basis of Japan's new education system. 1The Basic Law on Education and the School Education Law promulgated in March 1947 marked the beginning of this reform. The rise of Japan after the war benefited from the development of education. What is the most important thing for the Japanese? The way to govern the country? This is also a universally recognized fact.
The new education system after the educational reform is different from the old one, which has three basic characteristics:
First, the parliamentary legislative system in educational decision-making. Under the autocratic emperor system, educational decision-making power belongs to the emperor, and educational decision-making decrees are issued in the form of emperor orders. The new constitution promulgated after the war changed the autocratic state system of the emperor, and the elected parliament was the highest authority and the only legislature of the country. 1947 The Basic Law on Education was passed and promulgated by the National Assembly, which marked Japan's transition from imperial power to legalism.
Second, the one-track system of school education. Before the war, Japan's school education implemented a dual-track system, which provided different types of education for a few privileged classes and the general public, resulting in unequal educational opportunities. The School Education Law promulgated by 1947 established a new academic system of 6334 and extended compulsory education to nine years, which embodied the principle of equal educational opportunities.
Third, the local decentralization system in educational administration. In the past, Japan's education administration was centralized, and the administrative power of education was concentrated in the Ministry of Education. 1948 promulgated the Education Committee Law, which decided to implement a decentralized system, and the Ministry of Education and the education committees of capitals, prefectures, cities, towns and villages have more autonomy. Because the Education Committee is elected by local residents, it respects public opinion to a certain extent and can organize education in combination with local actual conditions and social development needs.
2.50 ~ 60' s education reform. In the mid-20th century, with the development of Japan's economy, the Japanese government and monopoly consortia paid more attention to the development of education and the adjustment of educational structure, and incorporated the education development plan into the national economic development plan, so as to cultivate all kinds of talents and labor force with high education level and skilled skills needed to adapt to economic development and social progress.
The new long-term economic plan (1958- 1962) formulated by the Cabinet of Kishi Nobusuke in February first incorporated the education development plan and education policy into the national economic plan. The plan particularly emphasizes revitalizing science and technology, strengthening science and technology education, recruiting more students from science and engineering universities, ensuring the number of scientific and technological personnel and improving their quality.
1960 February, the national income multiplication plan formulated by Ikeda Cabinet (196 1- 1970) is the most influential plan in Japan's postwar economic development plan. In education, the plan emphasizes popularizing secondary education, enriching science and technology education, strengthening vocational training and vocational guidance, and increasing
1965 65438+ 10 was formulated by sato's cabinet in response to economic adjustment? Medium-term economic plan? (1964- 1968), further emphasize? Improve people's ability and revitalize science and technology? At the same time, it is proposed to expand the later secondary education, generally improve the national cultural quality, enrich graduate schools and undergraduate courses, and cultivate high-skilled talents. In March 1967, another one was formulated? Economic and social development plan? (1967- 197 1). Plan requirements: strengthen the employment guidance for junior high schools and senior high schools; Adjust the structure of secondary education in the later stage and develop in a diversified direction; Improve the conditions of running colleges and universities and increase the proportion of science and engineering; Reform the qualification examination system and develop in the direction of ability; Reform the British scholarship system; Improve the graduate school system and recruit more graduate students; Improve the enterprise employment system, and so on.
Educational reform in the period of rapid economic development
The oil crisis of 1973 has had a serious impact on Japan's economic construction. Great changes have taken place in Japan's employment structure and economic structure, and the new social ideology has intensified the internal contradiction between education and education. This led to the third educational reform in Japan in the mid-1970s.
1984 in August, Nakasone's cabinet set up a temporary education review meeting. Study and consider the basic principles of various reforms to adapt Japanese education to social changes and cultural development. ? Temporary education review meeting? During the period of 1985- 1987, four education reform reports were published, which planned the direction and basic ideas of Japan's future education development, and put forward three educational reform goals facing the 2 1 century: broad mind, strong body and rich creativity; The spirit of freedom, self-discipline and fairness; World Japanese. It tries to break the finality and closeness of school education and establish a lifelong education learning system; By defining the principles of individualization, lifelong reform, internationalization, informationization and modernization, we will highlight the flexibility, individualization and comprehensiveness of education and attach importance to improving the amount of education. In this way, Japan has laid the foundation for the international, scientific and technological, economic competition and the growing domestic education demand in the 2 1 century.
The Japanese government attaches great importance to the recommendations of the review conference. 1987 10 the cabinet meeting formulated the outline of education reform. The following specific reforms were mainly carried out: First, some laws and decrees were revised. In the past three years, 65,438+02 education reform laws drafted by the National Assembly have been revised, passed and promulgated. The second is to increase investment in education funds. Under the severe financial situation in Japan from 65438 to 0990, the education reform budget in the cultural and educational budget still increased by 33.7% over the previous year, reaching 842.3 billion yen. Third, improve from the administrative management. The Ministry of Education constantly releases information on cultural and educational policies and measures to the society and listens to opinions. Fourth, specific deliberation activities. In the educational reform proposal of the Provisional Education Council, some problems need to be studied more deeply and concretely before the Ministry of Education can take implementation measures, which is the artificial work of various professional councils.
After the temporary education review meeting, the Ministry of Education, Culture, Sports and Culture established the 14 Central Education Review Meeting. 1989 In April, the Council accepted the consultation of the Minister of Education, and considered various educational system reforms adapted to the new era. The final review results were released in April 199 19.
Second, the enlightenment of Japan's educational modernization
(1) The state attaches great importance to education and emphasizes government behavior.
In the process of educational modernization in Japan, the Ministry of Education has great authority. The whole country attaches great importance to education and insists on strengthening the country through education. Japan is one of the countries that implemented compulsory education earlier in the world. As early as 1872, four-year compulsory education was implemented during the Meiji Restoration, and 1907 was changed to six-year compulsory education. After World War II, the Japanese government persisted in implementing nine-year compulsory education despite the devastating economic blow. Compulsory education has provided a large number of qualified personnel with primary education for the development of Japan's modern economy, which has enabled Japan to quickly embark on the road of modernization. The two leaps of Japan's economic development are closely related to the government's vigorous development of education. After the Meiji Restoration, Japan vigorously developed primary education and vocational education, which made the industry develop rapidly, and Japan was not as fast as the East Asian powers. After World War II, the Japanese government vigorously developed education, which greatly improved the national education level and laid a good foundation for Japan's post-war take-off. In addition, Japanese institutions, organizations, enterprises and families attach great importance to and support the development of education, and regard education as a major event of the whole society. These are all important factors that cannot be ignored in the rapid development of Japanese education. Our government should increase its support for education and formulate more policies and measures conducive to the development of education.
(two) based on their own cultural traditions, good at absorbing and transforming foreign cultures.
While realizing modernization, Japanese education has not lost its own cultural tradition, but absorbed and transformed it into a culture suitable for its own country. First of all, Japan emancipates its mind by absorbing foreign cultures and advocates universal education, which is the first condition to realize modernization. Secondly, although Japanese education has introduced the essence of foreign culture, it attaches great importance to the development of national characteristics. Although it imitates the American school system, the first concern is domestic talents. Japan selectively introduced foreign education, not completely copied it. Japanese education is a master, from which we can see the epitome of multinational education, but it is more characteristic of Japanese culture. Therefore, when learning from foreign advanced educational ideas and experiences, China should always be vigilant and avoid cultural colonization.
Strengthen education legislation to ensure the legal status of education.
Japan attaches great importance to education legislation and maintains the stable development of education through legal means. Since the founding of our country, the legal system is not perfect, and the educational laws and regulations system is not perfect enough, which can not provide a good guarantee for the smooth development of education. Therefore, we should conscientiously sum up the experience and lessons of educational development, establish a complete set of educational laws and regulations as soon as possible, and provide legal protection for the healthy and rapid development of education. At the same time, rationally plan the school-running system in various places to promote the balanced development of education.
(4) Vigorously support private education and develop the education industry.
In the process of educational modernization in Japan, private schools have played an important role. However, due to the disapproval of our government and society, the development of private schools, especially private colleges and universities, has been seriously affected. We should vigorously develop private education, encourage private schools, provide more entrance opportunities for students, promote healthy competition in the field of education and improve the quality of education, which is a more remarkable achievement of education in China.
References:
[1] Qu Baokui. Japan's educational reform [M]. Beijing: People Education Press, 1995438+0.
[2] Information Research Office of the State Education Commission. Educational reform in Japan today [M]. Beijing: Beijing University of Technology Press, 1988.
[3] Wu Shiying. Course of Foreign Education History [M]. Beijing: People's Education Press, 1999.
[4] Wang Gui. History of Japanese education [M]. Changchun: Jilin Education Press, 1987.
[5] Chen. The history and present situation of Japanese education [M]. Beijing: China University of Science and Technology Press, 2004.
About the author: Bai Hongmei (1988-), female, Han nationality, born in Shijiazhuang, Hebei Province, is a master's student in the School of Education of Shaanxi Normal University. Her research direction is the history of foreign education.
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