著者

宋 新亜

出版者

国立大学法人 大阪大学グローバルイニシアティブ機構

雑誌

アジア太平洋論叢 (ISSN:13466224)

巻号頁・発行日

vol.24, no.1, pp.233-246, 2022 (Released:2022-03-26)

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This essay focuses on the contemporary Chinese language education reforms carried out by the Osaka Foreign Language School in the 1930s-40s.There were two major characteristics of contemporary Chinese language education in Japan before the world warⅡ. First, contemporary Chinese language was regarded as a practical foreign language that served in commercial and military uses, because it would not help modern cultural education (Kindai Kyouyou). Secondly, modern Chinese was taught in Kundoku method. This approach not only obscured the Chinese grammatical structure, but also made lost the possibility of understanding contemporary China. In response to the problem, the members in Osaka Foreign Language School excluded the Kundoku method in contemporary Chinese language education and employed the Chinese pronunciation to teach contemporary Chinese language. Textbooks consisted of works by modern Chinese writers such as Lu Xun to help students understand the culture of contemporary China. On the other hand, teachers were actively engaged in modern Chinese language research by translating overseas research studies. Through the interaction of teaching and researching, the contemporary Chinese language teaching method was reformed, thereby establishing the foundation for understanding contemporary China.