開拓期北海道庁の教育行政過程における二重構造性に関する研究-中等学校と実業補習学校との整備政策の比較を通じて-

创业时期北海道政府教育行政程序的二元结构研究——通过中学和职业学校的发展政策比较——

• 批准号: 08710199
• 负责人: 大谷 奨
• 金额: $ 0.45万
• 依托单位: Osaka Women's Junior College
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Encouragement of Young Scientists (A)
• 财政年份: 1996
• 资助国家: 日本
• 起止时间: 1996 至 无数据
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-08710199/
• 关键词: 教育制度; 教育政策; 日本教育史; 中等教育; 地方教育行政; 実業教育

本研究においては、明治後期における北海道会の議事筆記録を史料として、当時におけ義務教育後教育制度の整備に当たって、北海道庁がいかなる方針を持していたのか、また議員側のそれについての反応について分析・検討を行った。特に注目したのは、中学校、高等女学校、実業学校の設立に当たって、道庁、議員それぞれがどのような優先順位を考え、その実現を目指していたか、またこれら3種の学校を中等学校として括った場合、これらと同様に義務教育後に提供される実業補習学校の整備方針と中等学校のそれとはどのような関係にあったのかである。議事録を検討した結果、道庁が拓殖推進の文脈から、中等学校のなかでもとりわけ学校の設置を優先しようとしていたこと、一方の議員側は他府県に比しての普通教育機関の後進性を克服するため、中学校や高等女学校の設置を望んでいたことが明らかとなった。この対立をめぐる論議の過程において、道庁が実業教育の先行を主張するものの、農業、商業、工業といった実業教育の専門分野の優先順位に関して明確な方針を持していないことが議員の知るところとなり、普通教育機関の設置が教育政策上優先された。論争に破れた形の道庁は、自らの方針である実業教育の奨励を具現化するため、議会ではその使途に論議が及ばなかった勧業費等を用いて、各町村に実業補習学校の設置を奨励する。ま実際に道庁の強い指導の下に各町村立実業補習学校の数は、明治後期に爆発的に増加している。従来の先行研究では、実業補習学校を傍系として位置づけ、中等学校に比しての格差が指摘されてきた。中等学校と実業補習学校の具現化のプロセスにおいて明らかに相違点が認められる。義務教育後教育制度の二重性は、その学校の性格上にとどまるものではなく、地方教育行政過程においても指摘できることが明らかとなった。

In this study, during the post-Meiji period, the Hokkaido event will be held in Hokkaido, and the education system after compulsory education in Hokkaido will be reorganized at that time. Hokkaido's post-school education system will be in full swing. Hokkaido teachers and advisors will be responsible for the analysis and analysis of the situation. Special attention has been paid to the establishment of secondary schools, secondary schools, girls' schools, vocational schools and vocational schools. After the completion of compulsory education, students will be provided with equipment from vocational schools, secondary schools and secondary schools. The results of the study, the promotion of colonization and promotion, the setting up of the secondary school and the secondary school, the discussion of the staff of the other government and the improvement of the general education machine, the secondary school, the high school, the girls' school, the secondary school, the middle school, the middle school, the high school, the girls' school, the middle school, the middle school, the high school, the girls' school, the middle school, the middle school, the high school, the girls' school, the middle school, the middle school, the girls' school, the middle school, the middle school, the girls' school. It is recommended that the process training, vocational education, agricultural, commercial, and industrial education should be discussed in the first place, and that it is clear that the participants should be aware of the training procedures, and the general education institutions should set up the education policy. There are many kinds of training programs, such as competition, training, training, training and training. It is important to guide the number of rural vocational schools in various towns, and to increase the number of schools in the post-Meiji period. Students who have come to study in advance, vocational schools, secondary schools, and secondary schools have been criticized for their poor position. Secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools, secondary schools, vocational schools, secondary schools After compulsory education, the dual nature of the education system, the character of the school, the local education administration and the local education administration have been criticized and criticized.