A Classroom-Centered Study of Mathematics Education in Postwar Okinawa

为达到本文标题所述的研究目的，笔者收集了战后冲绳数学教育相关的实证数据。调查范围为冲绳岛地区、宫古-八山地区、奄美地区。虽然二战后美国在这些地区建立了军事政府，但冲绳人想要像日本人一样教育他们的孩子。一般来说，冲绳一方面在其历史背景下具有独特的文化，另一方面又被称为“小日本”。研究冲绳战后教育史，不仅要研究冲绳教育的特殊性，还要研究日本教育的结构性特征。当我们谈论现代日本社会的教育问题时，数学是一个关键学科。教材、教材、教案文件等数据是描述中小学教师活动的实证证据。不幸的是，这些数据已经或将被分散和丢失。在回归日本之前的数据是值得注意的，但其中许多数据已经丢失。对冲绳教育进行历史研究的迫切需求首先是收集和保存教师课堂作业的数据，其次是描述教师在废墟中重新开办学校和发展新教育的努力，这种教育与以前的教育形成鲜明对比。在本研究中，作者制作了一种数据库，即数据列表，用于参考教师在学校的活动，并将数据列表编制成报告。这些数据表可以用计算机查阅。此外，作者开始描述冲绳每个地区的教师如何重新开放学校。教科书被编辑和油印，用中国墨水蒙面的旧教科书，或使用抄写的教科书。“这些事实分别在冲绳地区、宫古八山地区和奄美地区得到了确凿的证据。

For the purpose of this study as described in the title, the writer has collected the empirical data that concern Mathematics Education in postwar Okinawa. Its scope of inquiries was Okinawa-jima area, Miyako-Yaeyama area, and Amami area. Although US-military governments were established at these areas after the World War II, Okinawan people wanted to educate their children as a Japanese.Generally speaking, Okinawa, while on the one hand having a peculiar culture in its historical context, on the other hand is called a "Small-Japan." studying Okinawan postwar history of education is to refer to not only peculiar features of Okinawan education, but also structural features of Japanese education. Mathematics is a key subject when we talk about educational problems in the modern Japanese society.Data such as educational materials, textbooks, teaching-plan documents, etc. are the positive evidences that describe teachers' activities in elementary and secondary schools. Unfortunately, these data have been or will be dispersed and lost. The data before reverting to Japan are remarkable, but many of them have been lost. Pressing needs for historical studies on Okinawan education are first to collect and keep data on teachers' classroom-works and second to describe teachers' efforts to re-open schools in ruins and develop the new education that contrasts markedly with its predecessor.In this study, the writer have made a kind of data-base, lists of data, for referring to teachers' activities in schools and compiled the lists of data into a report. These data-lists can be referred with a computer. Also, the writer have started to describe how teachers re-opened schools in each area of Okinawa. Textbooks were edited and mimeographed, old textbooks masked with Chinese-ink were used, or transcribed textbooks were used. 'These facts are confirmed with positive evidences in the Okinawan area, the Miyako-Yaeyama area, and the Amami area respectively.