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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

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출판사 책소개

알라딘제공
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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