일제강점기 초등 ‘국사’ 교과서에서 ‘한국 강점 과정’ 서술 변화와 특징

Abstract

The Purpose of this article is to review the Seven different kinds of the history textbooks used from the first to the forth Chosen Dynasty Educational Ordinance during the Japanese Colonial Period by analyzing the distinctive changes. To this end, history curriculum and history textbook during this period will be studied. The theme about the process of Japanese colonial ruling is devided into three part in the textbooks: Before and after the opening of the time, the Korean Empire, 'Marge the Korean Empire' There is no 'History subject' in the elementary school for Korean students in the first Chosun Dynasty Educational Ordinance. The contents of the textbooks published after 3․1 Movement and in the second Chosun Dynasty Educational Ordinance descrive Korean history additionally to the Japanese history. The textbooks used 'the cyclic timing' in the third and forth Chosun Dynasty Educational Ordinance. During this period, Emperor Country's Subject Policy(皇國臣民化) and Japan-Chosun Unity(內鮮一體) was highlighted. Along this, the descriptin of the process on Japanese occupation is changed to strengthen the passivity for Korean and justifying Japanese Imperialism.