| Summary: | 碩士 === 國立嘉義大學 === 教育學系研究所 === 96 === The purpose of this study is to investigate thought control and school life in public elementary schools during Japanese colonial period in Chiayi, Taiwan. The study first divides the Japanese colonial period into a non-assimilative period, an assimilative period, and the Kominka period. It then adopts the oral history of seventeen public elementary school teachers as the primary sources of datum, assisted by written documents of the times. Furthermore, the qualitative analysis software “ATLAS.ti” is used for coding, categorization, and management of datum. The study reports the following conclusions:
1. There were many more teachers of Japanese nationality than Taiwanese nationality during the two periods, but female teachers of Taiwanese nationality increased towards the end of the Second World War. Because of Japanese teachers’ more advanced Japanese-language ability, typically teachers of Japanese nationality served posts in higher grades, while teachers of Taiwanese nationality served posts in lower grades. Implementation of widespread use of the Japanese language beyond school grounds was incomplete, largely because teachers of Taiwanese nationalities and Taiwanese children spoke Taiwanese in the home.
2. With regards to curriculum and instruction, very few of the surveyed parties felt militarism was heavily represented in the curriculum content, and these were only during the Kominka period. Teaching methods during the assimilative period were centered on rote learning, but became more integrated during the Kominka period.
3. Unlike other areas, Chiayi county had no statues on campuses to represent ideologies. Only Chengwen Elementary School and Tatung Elementary School had school anthems during the latter two periods. However, patriotism was obvious during both periods. Toward the end of the Kominka period, teachers and students were required to wear national uniforms and to sing military songs in order to recognize the Japan’s dire situation.
4. Jin-ja rituals and ideologies were prevalent during the latter two periods until American planes bombed Taiwan.
5. Both Japanese and Taiwanese teachers loved the Taiwanese students, but some teachers of Taiwanese nationality resisted Japanese hegemony with “armed love” through hidden protest, living on a razor’s edge. In contrast, teachers of Japanese nationality searched for emotional and psychological reinforcement.
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