| 摘要: | 南·北韓自經歷1950年韓戰同族相殘的悲劇，個別成立民主主義和共產主義的不同體制，迄今已經60年。解放以前在相同體制和價值觀裡生活過的韓民族，分裂之後卻各自在不同的體制和理念裡生活著。北韓在一人獨裁專制下，延續了金日成、金正日以及金正恩三代權力世襲的體制。半個多世紀以來, 世襲政治的北韓，黨和領袖猶如神聖般的存在，受到人民們絕對的忠誠和支持。為何過去半世紀以來北韓體制能獲得人民的支持呢？ 顯然維持一人獨裁體制的重要手段，不能單純只是對大眾的鎮壓和武力。教育、宣傳、鼓動、教化等才是維持體制的根本要素。因此, 北韓傾力於教育領域，尤其重視早期教育, 人民們從小就在黨的管理下, 接受‘黨=國家=領袖’思維的灌輸教育。
南·北韓的教育體制因為各自在不同的理念和制度下成長與發展，分裂悲劇的長期化, 無疑地,也使雙方的異質化變得更嚴重。 在語言上，南韓制定使用｀標準語’，北韓則制定使用｀文化語’。 過去有關南·北韓語言、教育等問題的研究，多以意識形態為主軸去比較．分析南·北韓語彙、語言觀、教育體制等。不過在論及異質化之前，先提前恢復南北的同質性應是較重要的。
解放後南·北韓的首腦經過兩次的南北韓高峰會談(2000年 6·15 共同宣言和2007年 10·4頂上宣言)，為國民帶來可以超越異質性的契機和希望。特別是在6·15南北共同聲明中, 雙方所協議的語言、教育交流合作, 即是可以縮小南·北韓間漸行漸遠的異質感的契機。然而到了李明博政府，對北韓開始回復強硬路線，相互間的交流也幾乎中斷了。
另一方面逃離北韓定居南韓的脫北者人數持續地增加，2012年在南韓大約有23,000多名的脫北者新移民。其中青少年約達到3,000多名。 有相當多的青少年對南韓的教育制度以及教育內容難以適應。為了因應日後統一時代的來臨, 協助北韓移民能夠適應南韓生活，教育應是重要環節。
因此，本論文以國民教育基礎階段的小學教育，並在實現教育目標和內容上具根本角色的國語教科書為主軸，第一，探察瞭解南·北韓所追求的教育理念和推展過程；第二，研究比較南·北韓國語教科書的結構、內容、題材、類型中所呈現的共同點和差異點。
North and South Korea suffered from the 6.25 tragedy in the 1950s, and have
governed separately with democratic system and communist system for more than 60 years. Before the liberation in 1945, Korean people lived under the same set of systems and values, however, after the division of the Korean Peninsula, the South and the North carried out distinct systems and ideas. North Korea is a one-man autocratic country, where Kim Il-sung, Kim Jong-il, and Kim Jong-un had a power transition by heredity. North Korea has maintained hereditary politics for half a century, the Party and its leaders were regarded as gods and have obtained loyalty and support from their people. For the past 50 years, key elements to maintain the one-man autocratic system in North Korea can be attributed to education, propaganda, instigation and civilization etc. Hence, what North Korea is concerned the most with is education, especially early-stage education. Under the management of the Party, its people start obtaining the spoon-fed education of ‘party=state=leader’ from childhood.
As the educational systems of North and South Korea have developed and flourished under distinct sets of ideas and systems, what is undeniable is that the longer the division of the Korean Peninsula lasts, the greater the differences become. With regard to languages, South Korea adopted and used ‘standard language’, whereas North Korea used ‘cultured language’. Until now, most research conducted in regards to North and South Korea’s languages and education are mainly focused on comparison and analysis of the North and South Korean vocabularies, language concepts, and educational systems, which have distinctions caused by their ideologies. Nevertheless, before discussing their differences, to recover their homogeneity is the most critical task. After the liberation in 1945, the leaders from the North and South had 2 summits followed by the announcement of 6.15 joint declarations in 2000, and 10.4 summit declaration in 2007, which rendered opportunities and hopes for their people to bridge the gap of difference. The 6.15 declaration has especially achieved the consensus of exchange and cooperation in language and education, and it opened up the opportunity to narrow the gap resulting from their long-term differences due to respective developments. However, since Lee Myung-Bak took power and conducted a hard-line policy toward North Korea, the result has been the suspension of exchange between the North and the South. On the other hand, the number of North Korean defectors who move to South Korea continues to grow. By 2012, there are more than 23,000 North Korean defectors who currently live in South Korea, among whom are more than 3,000 teenagers. A great number of these teenaged defectors have difficulties in adapting to South Korea’s educational system and contents. This having been said, in order to usher future unification, as well as to assist North Korean defectors to adapt to new life in South Korea, education matters most of all.
Thus, this study goes deep on the national language textbooks which are most capable of carrying out the objects and contents of the primary school education, attempting to make some explanations: first of all, the study intends to find out the most recent educational ideologies and development in North and South Korea, and secondly it makes an attempt to compare and explore the similarities and differences of Korean textbooks of primary school between the North and the South in the realm of structure and contents including themes and genres. |
