Historical feature of relation structure between society and education in the 1930s : focusing on pedagogy, teacher culture, and educational practice in Japan

本研究考察了20世纪30年代学校制度的各个方面，旨在发现日本学校所带来的对人的发展的接受的历史地位。本研究确定了目前接受学校的指标，即从义务教育过渡到对更高层次学校的渴望和行动。这一时期的学校制度起源于追求更高教育水平的趋势的重大发展，这种趋势出现在1930年代，即高等小学教育，最后是随后的小学后教育。1930年代被纳入学校的经历为公众接受学校和战后6-3-3-4教育制度的稳定奠定了基础。

This study examines various aspects of the school system in the 1930s, aiming to discover a historical place for the acceptance of human development brought about by Japanese schools.This study identifies the present indicator of the acceptance of schools as having transitioned from compulsory education to the desire to and act of moving on to a higher-level school. The school system of this period originated with significant developments in the trend to pursue higher levels of education, which appeared in the 1930s as advancement to higher elementary schools and finally to the subsequent post-elementary education. The experience of being included in school in the 1930s prepared public acceptance of schools and the ground of stability of the post war 6-3-3-4 educational system.