A Classroom-Centered Study of Mathematics Education in Postwar Okinawa

为了完成本研究，笔者收集了有关战后冲绳数学教育的实证资料。其调查范围为冲绳岛地区、宫古八重山地区和奄美地区。虽然二战后美军在这些地区建立了军事政府，但冲绳人希望把自己的孩子教育成日本人。一般来说，冲绳一方面有着独特的历史文化，另一方面又被称为“小日本”。研究战后冲绳教育史，不仅要研究冲绳教育的特殊性，而且要研究日本教育的结构性特征。在现代日本社会，数学是讨论教育问题的重要课题，教材、教科书、教案等资料是描述中小学教师活动的实证。不幸的是，这些数据已经或将被分散和丢失。在归还日本之前的数据是显著的，但其中许多已经丢失。冲绳教育史研究的迫切需要，首先是收集和保存教师的课堂活动资料，其次是描述教师在重建废墟学校和发展与其前身形成鲜明对比的新教育方面所作的努力。本研究制作了一种用于参考教师在学校活动的数据库--数据表，并将数据表汇编成报告。这些数据表可以用计算机查询。此外，作者还开始描述教师如何在冲绳的各个地区重新开设学校。教科书是编辑和油印的，使用用中国墨水掩盖的旧教科书，或使用抄写的教科书。“这些事实分别在冲绳地区、宫古八重山地区和奄美地区得到了证实。

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.