战后日本中小学道德教育的变迁与“爱国心”的强化  

Changes of Moral Education in Japan’s Primary and Secondary Schools and the Reinforcement of Patriotic Education in the Postwar Era

作　　者：周晓霞[1] ZHOU Xiaoxia

机构地区：[1]天津社会科学院日本研究所

出　　处：《东北亚学刊》2022年第1期81-93,148,149,共15页Journal of Northeast Asia Studies

基　　金：国家社会科学基金项目“象征天皇制与战后日本政治的关系研究”(项目批准号:19BSS052)的阶段性研究成果。

摘　　要：日本战败后,承担日本中小学道德教育功能的科目修身科被废止,而仅依靠社会科来推进道德教育收效甚微,日本社会中要求重建道德教育的呼声日渐高涨。自1950年代以来,日本政府和文教当局积极推进道德教育改革,从以"全体主义"的形式来开展道德教育,到特设"道德时间",再到现在设置"特别的教育课程:道德",战后日本中小学道德教育的改革经历了道德这门课程从无到有的过程,也是"爱国心"意识不断强化的过程。道德教育作为凝聚日本国家认同和文化认同的重要支柱,为形塑"理想的日本人"发挥了重要作用,其中潜滋暗长的偏狭的民族主义仍然是日本未来社会发展的一大隐忧。After the end of WWII,the Morality Cultivation Curriculum which had been carried as the morality teaching method in primary and middle schools of Japan was thoroughly abolished,meanwhile,very limited progress has been gained in the moral education only by implementing the social studies curriculum,and voices among the public for reestablishing moral education has grown.Since the 1950s,Japanese government,in particular cultural and educational authorities has laid more emphasizes on the innovation of moral education.From the way of“totalitarianism”,setting the“morality Time”to implementing the“special curriculum of morality”,the innovation of moral education in the postwar Japan has experienced an arduous way of reinforcing the consciousness of“patriotism”.Moral education,as an important pillar to consolidate Japanese national identity and national identity,has played an important role in shaping the“ideal Japanese”,among which the latent growth of ethnocentrism is still a great worry for Japan’s future social development.

关 键 词：道德教育 “爱国心” 《学习指导要领》 道德课程 

分 类 号：G631[文化科学—教育学]