식민지 중등교육체제 형성과 실업교육 > 교육학

본 책은 우리나라 중등교육이 형성되는 식민지시기에 직업교육이 일반교육과의 관계에서 어떻게 정의되고 배치되는가에 주목하고자 하였다. 그것은 중등단계 학교교육 안으로 포섭된 직업교육의 이념, 제도, 사회적 인식 등이 형성되고 그 특질이 관행으로 굳어지는 과정에 대한 탐구로 구체화된다. 다시 말하면, 식민지적 상황과 조건으로부터 중등단계 직업교육의 도입과 분화 과정을 탐구하여 우리나라 중등교육 형성의 총체적인 특질을 규명하는 작업이라 할 수 있다. 이를 위해, 먼저 일련의 문제의식을 정리한 후에(1장), 중등단계 직업교육 정책과 제도의 변화(2장), 학교의 보급 양상과 기회의 배분(3장), 선발과 입학생 특성(4장), 교육 목적과 교육과정 편제(5장), 학교 운영과 학생들의 저항(6장), 졸업 후 진로(7장) 등 제 측면으로 나누어 검토하고, 이를 종합하여 중등교육 형성 모델의 한국적 특질 규명과 그에 대한 역사적 평가를 시도하고자 하였다(8장).

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머리말 / iii

제1장 서 론····················································································································· 1

제2장 실업교육 정책과 제도 변화·································································· 21
1. 실업교육의 도입························································································· 22
1) 대한제국의 실업교육············································································ 23
2) 합방 이후의 실업교육·········································································· 31
2. 중등 실업교육의 형성············································································· 38
1) 실업학교체제의 형성············································································ 39
2) 실업교육론의 확산················································································ 47
3) 실업학교 설립 운동·············································································· 61
3. 전시체제기 실업교육················································································ 66
1) ‘중등교육확충계획’과 실업교육·························································· 67
2) 전쟁 수행을 위한 실업교육······························································· 71

제3장 실업교육 확대와 교육 기회·································································· 81
1. 실업학교 보급 현황·················································································· 83
1) 중등교육 성장과 실업교육·································································· 83
2) 실업학교 설립 현황·············································································· 88
3) 실업학교와 실업보습학교···································································· 97
2. 실업학교의 교육 여건··········································································· 103
1) 실업학교의 경상비 규모···································································· 104
2) 실업학교의 자산 규모········································································ 108
3. 실업교육 기회의 분배 구조································································ 110
1) 중등교육의 차별적 분배···································································· 113
2) 실업학교 입학 경쟁의 구조····························································· 118

제4장 실업학교 입학과 학교 선택································································ 131
1. 초창기의 학생 선발제도········································································ 132
1) 학비 면제와 학자금 혜택·································································· 132
2) 의무복무와 최저연령 제한································································ 136
2. 입학 경쟁의 심화 요인········································································· 141
1) 선발 시기와 방법················································································ 144
2) 학교 이력과 수업연한········································································ 146
3. 학교 선택 동기························································································ 149
1) 입학 연령과 학교 선택······································································ 150
2) 중등학교의 ‘서열’ 인식······································································ 156
3) 가정 배경과 입학 동기····································································· 161

제5장 실업학교 교육과정··················································································· 173
1. 교육과정 목표와 교과목 편제····························································· 173
1) 대한제국시기의 교육과정·································································· 174
2) 1910년대 교육과정·············································································· 177
3) 1920~1930년대 교육과정································································ 195
2. 실습교육과 성과 발표회······································································· 219
1) 실습 조직의 운영················································································ 219
2) 실습 여건과 수준················································································ 225
3) 실습 성과 발표회················································································ 228
3. 실업교육의 목적······················································································ 236
1) ‘독립 자영인’ 양성·············································································· 236
2) ‘근로주의’ 교육과정············································································ 240

제6장 실업학교 운영과 갈등············································································ 249
1. 민족 공학제 운영····················································································· 249
1) 민족 공학제 도입················································································ 250
2) 민족 공학제 운영 원리······································································ 253
2. 학생 운동··································································································· 262
1) 학사 행정의 민족 차별······································································ 263
2) 실습교육의 변질과 근로동원··························································· 275
3) 민족주의 학생운동·············································································· 288

제7장 실업학교 졸업과 취업············································································ 299
1. 졸업생 진로 현황····················································································· 300
1) 취업 선호 경향····················································································· 300
2) 각 학교의 졸업생 진로······································································ 305
2. 추천제 취업 과정···················································································· 337
1) 민족별 비율 통제················································································ 338
2) 추천자 및 합격자 선정······································································ 343
 

제8장 결 론················································································································ 355
1. 식민지시기 중등 실업교육의 특징···················································· 355
2. 한국형 중등교육 형성 모델································································ 361
3. 중등 실업교육 정책에 대한 역사적 평가······································ 368

참고문헌············································································································ 379
찾아보기············································································································ 401

저자소개

안홍선(安洪善)
<약력>
서울대학교 인문대학 철학과(학사)
서울대학교 대학원 교육학과(석사 및 박사)
서울대학교 교육연구소 객원연구원
동국대학교 교육연구원 연구교수
<주요 논저>
｢경성사범학교의 교원양성교육 연구｣(2004)
｢경성사범학교의 교과과정과 교수방법론 연구｣(2005)
｢12살 소녀들을 정신대로 보낸 어느 일본인 교사의 ‘참회의 여정’｣(2006)
｢근대적 교원양성제도의 변천과 사범대학의 설립｣(2006)
｢식민지시기 사범교육의 경험과 기억｣(2007)
｢식민지시기 중등 실업교육 연구｣(2015)
｢일제강점기 중등 실업학교의 민족공학제 연구｣(2015)
｢식민지시기 중등학교의 ‘국민성’ 양성 교육 연구｣(2015)
｢해방 이후 교사양성제도｣(2016)

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