First, the period of educational reform after Meiji Restoration.
From 1868 to 1873, after the establishment of the Meiji government, the bourgeois reform movement began from top to bottom, which was known as the Meiji Restoration. Japan has since embarked on the road of capitalist modernization. At that time, the Meiji government put forward three basic national policies: "making Qiang Bing rich" (even if the country is independent), "developing industry through reproduction" (that is, economic industrialization) and "civilization" (that is, westernization of culture). Among them, the "civilization" of learning advanced western scientific and cultural knowledge and reforming Japan's education system has been popular in Japan for some time.
Educational reform is not only an important aspect of the Meiji Restoration Movement, but also an important part of the Meiji government's entire modernization policy. It includes the following contents:
The first is to establish the basic policy of education reform. 1868, 14 In March, the Meiji government promulgated the programmatic document of reform-the Five Pledges. Among them, the requirements of "breaking old habits" and "seeking knowledge from the world" were put forward, which clearly showed the basic policy of the Meiji government in carrying out educational reform. 187 1 In July, the Ministry of Education was established to lead the national education in a unified way, and the preparatory work for reforming the Japanese education system began.
The second is to promulgate educational reform decrees. 1872 In August, the Ministry of Education, on the basis of referring to the education systems in Europe and America and investigating the original education system in Japan, promulgated the educational system order, which was formulated after imitating the French education system. It is stipulated that under the unified jurisdiction of the Ministry of Education, Culture, Sports, and Sports, eight school districts (from 1874 to seven school districts) will be established nationwide, each with a university; Each university is divided into 32 middle school districts, and each middle school district has a middle school; Each middle school district is divided into 265,438+00 primary school districts, and each school district has a primary school. In the preface of the educational system, special emphasis is placed on popularizing education. "From now on, education should spread to all the people (nobles, ex-soldiers, farmers, craftsmen, businessmen and women), so that there are no illiterate families and no illiterate members in rural areas. Parents should fully understand this policy, pay close attention to their children's education, and never let their children be uneducated. " This is the first educational decree issued after the establishment of the Meiji government, which is of great significance in the history of Japanese education. Its promulgation is "regarded as the dawn of modern Japanese education".
Third, actively develop normal education. 1872, with the promulgation of the education system order, the Ministry of Education, Culture, Sports, Science and Technology opened Tokyo Normal School, and adopted new curriculum content and teaching methods to train teachers. Three years later, six provincial normal schools were established in various provinces in Japan, and local governments set up 82 teacher training centers to train teachers to meet the needs of popularizing compulsory education.
The fourth is to study and inspect in advanced countries in Europe and America. 187 1 1 In June, the Meiji government sent a large-scale delegation composed of 48 senior government officials, headed by Iwakura Tomomi, the right minister, for a two-year comprehensive inspection from the United States to Europe, and also collected information on the education systems of more than 10 European and American countries. Minister Iwakura pointed out after returning to China: "It goes without saying that the purpose of making the country prosperous is to inspire people's wisdom." Viscount Tanaka, Minister of Education, said more clearly: "Education is the foundation of national civilization and prosperity and the key to governing the country. Nothing else. "
Fifth, attach importance to university education and scientific research. Before the promulgation of the academic system order, the Meiji government changed Changping Sakamoto College, which taught Confucianism, into a "big school" in June 1869. In 65438+February of the same year, it was renamed as "University" and renamed as "University South School" and "University East School" to teach western medicine. By April 1877, Nantah and Dongda merged into "Tokyo University". At the same time, the Ministry of Industry and Information Technology established an "engineering hut" (or bureau) in April of187/0/year, and established an engineering college. 1877 was renamed the University of Industry and Information Technology, and 1866 established the Institute of Technology of the University of Tokyo. During this period, Tokyo Bachelor's College was established as the central organ of Japanese scholarship, and later various specialized societies were established one after another.
Sixth, strictly and actively select international students. When Iwakura and his party visited Europe and America, there were 59 international students accompanying them, including 5 women. In order to learn advanced western science, technology and cultural knowledge, the Meiji government not only increased the number of students studying abroad, but also expanded the scope of studying abroad. 1872 survey shows that the number of overseas students in Europe and America has reached 380. From 1868 to 1874, * * * more than 550 international students went to study in Europe and America. After returning to China, these international students have greatly promoted the development of education and science and technology in Japan.
The seventh is to hire teachers from European and American countries. While actively sending overseas students, the Ministry of Education of Meiji government hired teachers from European and American countries to teach in Japan and gave them generous treatment. From 1868 to191,there are about 170 foreign teachers teaching in Japanese university-level schools, of which 142 were employed in the first half of the year. Most of the foreign teachers in the humanities field are British, and most of the foreign teachers in the natural science field are German. When the University of Tokyo was first established, the salaries of foreign teachers employed accounted for about one-third of its annual budget. With the training of Japanese teachers, the number of foreign teachers employed is gradually decreasing. The educational reform during the Meiji Restoration created favorable conditions for Japan's modernization and industrialization, especially the rapid development of Japan's economy. However, under the guiding ideology of "making Qiang Bing a rich country" and "strengthening the imperial foundation", this educational reform is also full of militarism and imperial power, and it is more and more obvious in the field of school education after the Meiji Restoration.
Second, the educational development period of realizing national industrialization.
After Meiji Restoration, Japan aimed at industrialization, and its economy developed very rapidly in the competition with European and American powers. Especially since the 20th century, Japan has accelerated the process of large-scale industrialization. By World War I, Japan had become a developed capitalist industrial country. It can be said that there is a close complementary and mutually promoting relationship between the development of education and industrialization in this period.
The first is to establish a modern school education system. In order to overcome the shortcomings of the academic system order, such as over-idealizing the division of school districts, over-simplifying the academic system and limiting the enthusiasm of local governments to run education, the Meiji government promulgated the academic system order on 1879 and abolished it. It is stipulated that the (1) district system should be abolished, and the right of education management should be delegated to local governments; (2) The school age is from 6 years old to 14 years old. During this period, each child should receive at least 16 months of general education, which can be centralized or decentralized; (3) Give the school more flexibility in curriculum, teaching content, equipment and management. This education law is modeled after the American education system. Because it has a strong tendency of liberalization, it is also called the "Free Education Order".
However, this law has also been opposed by some people, who think it is too free. Therefore, 1880, 18 February, only one year before the promulgation of the education order, the education order was revised again. It is mainly to make unified regulations on the establishment, content, teaching hours and management authority of schools, and strengthen the government's control over public education, but it does not change the principle of local management education.
1885, Meiji government established cabinet system, and Mori Youli served as the first Minister of Education. Under his leadership, from 65438 to 0886, imperial university order, normal school order, middle school order and primary school order were promulgated, and some adjustments and revisions were made to various schools at all levels. For example, four years of primary school is compulsory education; Change the study period of middle school to seven years, and divide it into five-year ordinary junior high school and two-year ordinary senior high school, and implement a strict examination system; Imperial University Hall, as an academic institution to study and teach the needs of the country, consists of two parts: colleges and branch schools. Set up ordinary normal schools and higher normal schools. At this point, Japan's modern school education system has been basically established.
The second is to popularize primary education. 19 in the 1970s and 1980s, the Meiji government concentrated on popularizing primary education. Therefore, after the promulgation of the academic system order, temples were abolished and primary schools were opened in various parts of Japan, which were divided into two levels: lower ordinary primary schools (primary schools) and upper ordinary primary schools (senior primary schools), each with four years. Children enter school at the age of 6. In addition to free primary education, the Meiji government has also taken some measures to promote people to send their children to school. For example, providing the best buildings for primary schools; Children attending school should wear special signs indicating the names and addresses of their parents; During school hours, the police can ask children who don't go to school; Ask every primary school to hang a flag, and you can know the enrollment rate of children in that area at a glance; Invite parents to visit primary schools, etc.
1882, there were about 29,000 primary schools in Japan. 1900 revised the Primary School Order promulgated by 1890, which stipulated that primary education was free and the principle of free compulsory education began to be established, and encouraged all localities to set up two-year classes for senior primary schools in ordinary primary schools to prepare for extending the period of compulsory education from four years to six years. 1907 issued an order to correct primary schools, abolishing all private primary schools and changing them into public primary schools. It is also stipulated that the academic system of the lower grades of ordinary primary schools is extended to 6 years, which is compulsory education; On the basis of six-year primary schools, two-year higher primary schools will be established to prepare for the extension of compulsory education to eight years. However, since then, the six-year compulsory education period has not changed for about 40 years.
Although the curriculum of primary schools has changed several times, it generally offers courses such as self-cultivation, Japanese, arithmetic, geography, history, natural science, painting, singing, gymnastics and handicrafts.
In order to improve the treatment of primary school teachers and encourage them to engage in primary education. 1893, the government submitted a state subsidy bill to the National Assembly, proposing to increase the salaries of primary school teachers according to their qualifications, but it was not passed. At the strong demand of the people, the National Assembly finally passed a decree in 1896, which raised the salaries of primary school teachers, but strictly for subsidizing teachers who have served in the same school for more than five years. This has a great influence on preventing the flow of primary school teachers and improving the quality of primary education.
Both the central and local governments in Japan attach importance to the development of primary education. 1899, the central government set up a fund to finance universal primary education. 19 10, local governments spent about 40% of their budget on primary education. Therefore, during this period, Japan's primary education became increasingly popular, and the primary school enrollment rate rose rapidly. According to statistics, the primary school enrollment rate is only 28% at 1873, 40% at 1877, 70% at 1899, 90% at 1902, and 96.4 at 1906 and 65438+.
The third is to develop secondary education. While popularizing primary education, Japanese secondary education has also developed. 19 In the late 1980s, the Meiji government began to shift its power to secondary education. 1886 issued a middle school order, which stipulates that the study period of middle school is extended from 6 years stipulated in the original academic system order to 7 years, including 5 years for ordinary junior high school and 2 years for senior high school.
1894 promulgated the Order of Colleges and Universities, renaming high schools as institutions of higher learning (senior high schools). According to the nature and content of the school, the study time of preparatory course is three years, and that of junior college is four years. 1899 revised the order of middle schools, changed the name of ordinary junior middle schools to middle schools, and the length of schooling in middle schools was still five years, and stipulated that the purpose of middle schools was to enable students to receive necessary secondary general education. In the same year, an industrial school order was issued, and industrial schools and secondary schools were established side by side. Therefore, middle school is more clearly defined as a preparatory school for colleges and universities. In this way, a four-level education system of primary school-middle school-higher education-university has been formed.
Middle school courses generally include morality, Japanese, algebra, geometry, trigonometry, physics, chemistry, history, geography, English and Chinese, which embodies the characteristics of attaching importance to basic science and foreign language teaching. In order to ensure the quality of learning, middle schools implement strict examinations.
In addition, in order to meet the needs of capitalist economic development, secondary technical schools have been gradually established. 1883 Ministry of Education formulates general rules for agricultural schools; 1884 formulated the general rules of commercial schools. 1893 "regulations on vocational tutorial schools" was promulgated; 1894 promulgated the Regulations on Simple Agricultural Schools, the Regulations on Apprenticeships and the Decree on National Vocational Education Subsidies. It is generally believed that the promulgation of General Principles of Agricultural Schools is the beginning of modern vocational education system in Japan. 1899, the government issued a new vocational school order, including agricultural schools, commercial schools, commercial schools, apprenticeship schools and vocational guidance schools. These secondary technical schools mainly recruit graduates who have completed eight years of primary school and then undergo three years of vocational training. By 1903, there are 200 secondary technical schools and about 200 vocational amateur tutorial schools.
By the end of 19, Japan's secondary education sequence consisted of three types of schools: secondary schools (secondary schools and institutions of higher learning), girls' secondary schools and secondary technical schools. From 1890 to 1920, the number of these three types of middle schools increased from 109 to 1554, and the number of students increased from about 17000 to 464000.
The fourth is to expand higher education. In this period of Japanese higher education, the University of Tokyo had an important influence. Meiji government attaches great importance to the construction of this university and gives a lot of financial support. From 65438 to 0880, the aid to the University of Tokyo accounted for 40.49% of the national higher education funds in Japan. 1886 After the University of Tokyo was renamed Imperial University, the Meiji government established several other Imperial Universities, which laid the foundation for higher education in Japan. At the same time, some private universities have been established, such as Keio University founded by Fukuzawa Yukichi, a famous enlightenment thinker, and Waseda University founded by a famous politician. These universities have played a great role in cultivating senior scientific and technological talents and management talents needed for industrialization.
Generally speaking, Japan's higher education was expanded at the beginning of the 20th century. 1905 There are 48 universities (including state, public and private) in Japan; As of 1922, there are 6 state universities, 20 non-state universities and 223 other institutions of higher education. Judging from the proportion of people receiving higher education per 10,000 population, Japan has entered the forefront of the major capitalist countries in the world at that time.
Third, the period of rampant militaristic education after World War I.
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The characteristics of Japanese education in this period are:
The first is to form a "dual track" academic system. From World War I to the end of World War II, Japan implemented the "6-5-3-3 system" in education. The educational system is divided into two tracks: the first track consists of primary schools, middle schools, institutions of higher learning (high schools) and imperial universities, that is, the "talent education system" serving bourgeois children; The other track consists of primary schools and vocational schools, that is, the "workers' education system" serving the children of working people.
The second is to strengthen the state's control and investment in education. In the early stage of this stage, due to the continuation of the educational reform during the Meiji Restoration, by 1920, Japan had basically popularized primary education. On this basis, education in this period was also improved and developed under the control of the government. Compulsory education in Japan is implemented by the central government at the behest of local governments, and the expenses are mainly borne by local governments. 19 17, Japan established the Special Education Committee, as an education advisory body of the Cabinet, to reconsider the education situation in Japan and put forward suggestions for the development of higher education. 19 18 The promulgation of the University Order promoted the supplement and development of Japanese higher education after the First World War. The government has also invested heavily in the development of higher education. By 1929, there are more than 300 colleges and universities in Japan with about 154000 students.
Third, militarism is strong. Japan's education after World War I was based on the Imperial edict on Education, with a strong militaristic color. Copies of the "Education Letter" were sent to schools at all levels and read to teachers and students. All matters related to education were issued by the emperor in the form of decrees. Before the end of World War II, the Ministry of Education, as the central educational administration, was the executive body of imperial education.
Self-cultivation (morality) courses are offered in primary and secondary schools to instill in students the idea of "imperial morality" and the spirit of "harmony with the soul" and "bushido" 1925, officers in active service were sent to schools above secondary level to conduct military training for students, emphasizing compliance with military regulations and loyalty to the emperor. By the late 1930s, military training in schools had become a means for fascist soldiers to control school education. 1935, the Japanese Education Reform Commission clarified the basic policy of education, resolutely supported the idea of "the soul of China" and opposed ideological progress and educational democracy.
The policy of Japanese militarism dragged Japanese education into the abyss in the later period. 1937 After the full-scale war of aggression against China began in July, Japanese school education was transformed into a wartime system, which strengthened the idea of loyalty to the emperor and conducted fascist military training. During World War II, the government drove a large number of students to factories and rural areas to work for the war of aggression, expanded the source of soldiers, recruited soldiers and shortened the period of secondary education. Imperial edicts and militarism had a very bad influence on the development of Japanese education at this stage.
Fourthly, the period of education recovery and development after World War II.
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After World War II, Japan began the process of democratization and demilitarization under the occupation of allied forces. Article 26 of the new Japanese Constitution promulgated by 1946 clearly stipulates: "All people have the right to receive equal education according to their own abilities and legal provisions. The people have the responsibility to let the boys and girls under their protection receive the general education prescribed by law. This kind of compulsory education is free. " Accordingly, the American education delegation composed of education experts and scholars, together with the Education Innovation Committee composed of famous Japanese educators, discussed the education reform in Japan. 1947 in March, Japan's first and most important post-war education legislation was formulated by them: the Basic Law on Education and the School Education Law. They laid down the basic principles for the post-war Japanese education system and started the "second education reform" since the Meiji Restoration. 1June, 948, the Japanese parliament abolished the imperial edict on education.
The Basic Law of Education includes the preface and the article 1 1, which aims to explain the purpose and principles of Japanese national education according to the spirit of the new constitution. The School Education Law consists of 9 chapters, 1 10 and its supplementary provisions, which expounds the purpose, content, methods, organizational system and management of education in detail. The basic contents of these two pieces of educational legislation can be summarized as follows: (1) The purpose of education is to develop personality in an all-round way. Eliminate militarism and ultra-nationalist education, strive to cultivate people who are physically and mentally healthy, love truth and justice, respect personal values, respect labor, have a high sense of responsibility and have an independent spirit, and become builders of a peaceful country and society.
(2) Cancel the centralized system of education administration and implement the decentralized system.
(3) Extend the period of compulsory education to 9 years. Everyone has the right to receive equal education, regardless of race, belief, gender, socio-economic status and family background. National and local governments should undertake the obligation to ensure this kind of educational opportunity.
(4) Reform the education system, changing the pre-war "6-5-3-3 system" into the American-style "6-3-3-4 system".
(5) Teachers are public servants of the whole society, and they should get spiritual support and material resources commensurate with their services.
(6) Allow the existence of private schools.
(7) Religious education of sects is prohibited in public schools.
(8) Emphasize academic freedom and the effectiveness of education.
Later, the Japanese National Assembly promulgated some other educational legislation, such as the Education Commission (1948), the Law on the Establishment of the Ministry of Education, the Law on Private Schools, the Law on Social Education, the Special Law on the Education of Civil Servants, the Law on Teachers' License (1949) and the Law on Revitalizing Industrial Education (1949). These educational legislation played a great role in the development of Japanese education after World War II.
Looking back on Japanese education for more than 100 years, its development has always been linked with Japanese history. As the Japanese educational historian Hirazuka Shande said, Japan jumped from the backward feudal state of locking up the country to the emerging capitalism, and its prosperity was driven by education; However, it is also education that has brought a tragic fate to Japan. Militarism education during World War II almost brought Japan to the brink of collapse. In less than 20 years after the war, Japan was able to rebuild and revive, which shocked the whole world and made us sit up and take notice. The secret of its success is still education. However, Japanese contemporary education has produced various drawbacks, and the ghost of militarism has not disappeared. Without serious reform, it is likely to push Japan's righteousness to the abyss of destruction. Flat mound? Although Mr. Wang's analysis of Japanese education is divorced from political and economic systems, it does illustrate the important position of Japanese education in its social development.
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