(Until the end of World War II, Japanese textbooks were generally written by * * *. This system requires non-governmental publishing houses to compile teaching materials and submit them to the official for approval.
The compilation of textbooks must follow the educational standards of Japanese schools, that is, the essentials of learning guidance. In addition, publishers can write their own teaching methods and viewpoints into textbooks.
The compilation and review of teaching materials go through several steps. First of all, the publishing house should gather scholars and teachers to form a group.
This group will discuss the content of the textbook and the preparation guide, and be responsible for the preparation. After the textbook is compiled, the publishing house submits the textbook samples to the Ministry of Education, Culture, Sports, Science and Technology.
In the Ministry of Education, Culture, Sports, Science and Technology, the contents of textbooks will be reviewed by the investigation and deliberation meeting of textbook approval, and the review should meet the approval standards of teaching books. According to the feedback from the deliberation meeting, the provincial capital of education, culture, sports, science and technology informed the publishing house to discuss the inappropriate wording again.
Then, publish the social revision teaching materials. If all inappropriate places have been revised, it can submit a report to the Ministry of Education, Culture, Sports, Science and Technology, and the provincial capital of Education, Culture, Sports, Science and Technology will decide whether to approve or not. (However, this process is greatly simplified in 1989, which expands the publishing house's expression space for publications.
Even if the censorship board asks the publishing house to revise, textbooks can pass the examination and approval in most cases. Textbooks approved by the Ministry of Education, Culture, Sports, Science and Technology will be sent to urban and rural areas, and ordinary people can read them.
As to which textbook to use finally, public schools are decided by local education committees; Private schools are decided by each school. Once the school decides which textbook to use, it will order from the publishing house.
The publishing house began to print and send. The whole process of editing textbooks takes a long time.
The production of most textbooks takes at least three years from the establishment of the writing team to the actual use of the textbooks. Japanese Textbook Examination and Approval System (Japanese Embassy in China).
2. How do Japanese study history?
Japanese historiography has long been influenced by China's historiography tradition. After Meiji Restoration, it became the first Asian country to establish an academic education and research system for modern history, which had a far-reaching impact on the historical transformation of China in the first half of the 20th century. Until today, Japanese historical research is still regarded as a superb level by global academic circles including China. Trees grow from seedlings, and scholars are born from ignorant teenagers. The brilliant achievements in the field of history are based on the undergraduate education of the history department of the university, and even need to be traced back to the basic education stage of middle school history, which is generally not classified as academic field.
Based on my own experience in studying in Japan, the author intends to introduce how a person grew up from a history student to a scholar in Japan, hoping to provide some help for everyone to better understand Japanese history and also provide some reference for the reform of history education and training system in China.
Mix and match basic education: world history is compulsory, Japanese history is optional, and teaching materials are optional.
The educational system of primary and secondary schools in Japan, like that in China, is six years in primary school (called "primary school" in Japanese), three years in junior high school (called "middle school" in Japanese) and three years in senior high school (called "institution of higher learning" in Japanese). In terms of curriculum and teaching content, Japan implements the system of * * * promulgating learning guidance essentials, publishing houses editing and publishing teaching materials, and * * * examining and approving teaching materials.
Historical content first appeared in social studies in the sixth grade of primary school. The main content is the Japanese history around people's activities and cultural heritage. In junior high school, social studies was subdivided into three "subjects": geography, history and civics. Unlike China's junior high school history textbooks, which are divided into two parts: China history and world history (actually limited to foreign history), Japanese junior high school history textbooks mix domestic history with foreign history and take Japanese history as the main structure. This is because the main purpose of the course is to let students know the historical context of Japan and the characteristics of each era under the background of world history, so the teaching of Japanese history is carried out in the form of connecting with world history. There is a subject of geography and history in senior high school, including geography, Japanese history and world history. Among these three courses, world history is a compulsory course, and students can choose between geography and Japanese history. This is because the history class in junior high school is mainly about Japanese history, so world history is a compulsory course in senior high school. In recent years, it has been suggested to the Ministry of Education, Culture, Sports, Science and Technology in Japan (equivalent to the Ministry of Education, Culture, Sports, Science and Technology in China) that Japanese history in senior high schools should be a compulsory course, but it is still under discussion. Among them, Japanese history and world history are divided into A and B. The difference between A and B is that A has only two credits and only studies modern history (that is, Japanese history since Meiji and world history since Renaissance). B there are four credits.
3. How do Japanese history textbooks describe the history of Japanese aggression against China in World War II? The new history textbook blames China for all the wars between Japan and China.
Regarding the reasons for the outbreak of the Sino-Japanese War of 1894-1895, the right-wing new textbook said: "Qing did not want to lose the last tributary country, North Korea, and began to regard Japan as an enemy. Japan has waged two wars, Japan's Qing Dynasty and Japan and Russia, because of this international relationship in East Asia. "
With regard to the September 18th Incident, the right-wing new textbook becomes: "With the approach of reunifying China, the anti-Japanese movement of the Japanese people has intensified, and incidents of obstructing train operation and persecuting Japanese schoolchildren have occurred constantly. In addition, for Japan, the north has the threat of the Soviet Union, and the south has the power of * * *. "
The topic became * * * the way to unify China, instead of the Japanese army advancing step by step in the old version, which shows that the sentence carefully planned by the Kwantung Army has also been deleted. In the chapter of the Japan-China War, the new history textbook adds a section about Xi 'an incident compared with the 200 1 edition, which emphasizes that: "* * * got a break, and members of * * * sneaked into * * to vigorously publicize the destructive and provocative activities that led Japan to war."
Regarding the Lugouqiao incident, the new textbook says: "1On the night of July 7, 937, someone shot at the Japanese army at Lugouqiao in the suburbs of Beijing. The next day, China continued shooting and entered a state of combat.
The incident itself is just a small friction. Although people hope to solve it on the spot, conflicts with Japan continue to occur and are difficult to solve. "That is to say, the old version still admits that the Japanese army sent troops on a large scale first, while the new version blames the Marco Polo Bridge incident entirely on China, and China has expanded the situation.
The new history textbooks have not mentioned the word "aggression" in Japan's wars of foreign aggression since ancient times. Toyotomi Hideyoshi's invasion of Korea is also called sending troops. Right-wing scholars argue ridiculously that there is no need for aggression, because Toyotomi Hideyoshi doesn't care about North Korea at all. It just borrows the road, and its real purpose is to conquer China in the Ming Dynasty. For the colonial rule of North Korea, both the old and new versions emphasize that North Korea reaches out to Japan like a hand, and if it is controlled by other countries, Japan will be threatened, and the logging field established by Russia in the north of North Korea is called a military base, creating an excuse for the justification of its annexation of North Korea.
Only when the Soviet Union sent troops to the northeast of China in the late World War II, the words "invasion" were used in textbooks. As for the crimes committed by Japan in the war, the new history textbook only points out that no country does not kill and abuse unarmed people in the war, and Japan is no exception.
Not to mention the crimes committed by the Japanese. Regarding the Nanjing Massacre, the 200 1 version of the textbook added a sentence in brackets in the text of the "Japanese-Chinese War" section: (At that time, the Japanese army caused many casualties, which was the Nanjing Incident), and the massacre was despised as an incident.
However, in the new history textbook, the sentences in brackets have also been deleted, and the above sentences are only repeated with a small note on a photo of Shanghai city destroyed by street fighting. In other words, textbooks further deny the authenticity of the Nanjing Massacre, which can hardly make readers pay attention to the Nanjing Massacre.
The new history textbook also mentioned that the Soviet Union tore up the neutrality treaty between Japan and the Soviet Union, invaded Manchuria and plundered and killed Japanese civilians. About 600,000 Japanese, including Japanese prisoners, were forcibly taken to Siberia and forced to engage in harsh labor, and about 65,438+00% of them died. At the same time, the new history textbook continues to refer to the allied rule over Japan as occupation rule, and introduces the illegality of the Far East International Military Tribunal in a font as big as the text, vindicating the war criminals, and points out that the evaluation has not been decided so far, which is obviously an attempt to deny the legitimacy of the Tokyo trial.
The new history textbooks also vigorously promote that Japan has benefited Asia and is a benefactor of Asia. For example, Japanese colonial rule over Taiwan Province Province introduced Hatta Yoichi's water conservancy construction in the south of Taiwan Province Province.
While praising Japanese colonial rule in Taiwan Province province, both the 200 1 textbook and this opinion paper attempt to deny China's rule in Taiwan Province province since ancient times. All previous wars between Japan and China were attributed to the outbreak of the Sino-Japanese War in China about 1894- 1895. The textbook of 200 1 does not mention that the Japanese army first attacked the Qing army off the coast of Toyota, but uses the ambiguous statement that "the Japanese and Qing armies clashed and the Japanese-Qing war began".
This time, the manuscript went further: "Qing did not want to lose the last tributary country, North Korea, and began to regard Japan as an enemy. Japan has waged two wars, Japan's Qing Dynasty and Japan and Russia, because of this international relationship in East Asia. "
Regarding Article 2 1, this submission declared: "China anticipated the intervention of the great powers, leaked the extremely confidential contents of the negotiations at home and abroad, and included the matters not formally required in the five major articles, creating the name" Article 2 1 Requirements ",and anti-Japanese public opinion in China began to rise." In other words, the newly submitted book claims that the anti-Japanese movement at that time was entirely caused by China's fabrication of lies.
Regarding the "September 18th Incident", the manuscript said: "With the approach of reunifying China, the anti-Japanese movement of the Japanese people has intensified, and incidents of obstructing train operation and persecuting Japanese schoolchildren have occurred constantly. In addition, for Japan, the north has the threat of the Soviet Union, and the south has the power of * * *. "
The theme has become a way to unify China, not a step by step push by the Japanese. In the chapter on the Sino-Japanese War, the newly submitted version adds a section on the Xi 'an incident compared with the 200 1 version, stressing that: "* * * got a breathing space, and members of * * * sneaked into * * to vigorously publicize the destructive and provocative activities that led Japan into the war."
In other words, the newly submitted version says that the Sino-Japanese War was instigated by a conspiracy. Regarding the Lugouqiao incident, the manuscript pointed out: "1On the night of July 7, 937, someone shot at the Japanese army at Lugouqiao in the suburbs of Beijing.
The next day, China continued shooting and entered a state of combat. The incident itself is just a small friction. Although people hope to solve it on the spot, the conflict with Japan keeps happening and is difficult to solve. "
In other words, the Marco Polo Bridge incident was entirely the responsibility of China, and China expanded the situation. In addition, the new manuscript will continue 8.
4. How do Japanese history textbooks describe the history of aggression against China? Japanese history teaching is completely different from China. Japan is a country with freedom of thought, so the Ministry of Education, Culture, Sports, Science and Technology does not set up a history syllabus, which means that Japan's history education country does not interfere, so there is no unified standard.
Under this premise, schools in different parts of Japan have different views on history education. Some schools will take history as the main course, some schools will take history as an ordinary elective course, and some schools think that history is useless and there is no history class at all.
Japanese teaching materials are totally different from those in China. They don't have a unified textbook. Major publishing houses compile different versions of teaching materials according to their own market demand. Schools also choose teaching materials in the market according to their own needs, and Japan does not interfere. Therefore, there are many kinds of history textbooks at all levels in the Japanese book market, almost no less than a hundred kinds, which can be said to be varied.
Therefore, history education in different schools is different, and there is no unified model.