戰後初期臺灣省教育會與臺灣教育「整頓」之研究（1946-1949）

Abstract

戰後初期是臺灣歷史上一段特殊的年代，正值政治遞嬗與制度交替的過渡時期。本研究以臺灣省教育會的初期發展為主軸，探討省教育會在這段時間裡，如何協助政府，運用其所擁有的專業與資源，重整青黃不接的教育環境。並了解在整頓教育的過程中，政治對教育發展產生何種影響。 省教育會初期的發展實承繼於日治時期臺灣教育會、臺灣教育職員互助會與臺灣省新生教育會，參與成員多為社會領導階層，例如官員、民意代表和教育人員等；教育事務與福利服務為該會的工作核心，而且擴展至公共事務，同時結合重建教育與中國化政策，一方面復甦社會環境、提升教育品質，另一方面重新進行國族認同。 由此可知，省教育會的教育整頓工作，兼具教育與政治性意義，其一展現專業性，其二則是與政策的執行休戚相關。再者，對戰後初期的教育發展而言，它呈現新的教育樣貌被形塑的過程，並說明戰後初期教育整頓的複雜性。In Taiwan’s history, the early post-war period had represented a political transition and social change. Based on the early development of the Taiwan Provincial Education Association (TPEA), this research illustrated how the TPEA collaborated the expertise and resources to assist the government for improving the educational environment. Also, this research tried to realize how the political power influenced the development of education in the process of reorganization of education. The history of the TPEA could trace back to the Taiwan Education Association, Taiwan Educators Mutual Aid Association in the Japanese Colonial Period and the Taiwan Provincial Rebirth Education Association. The members of the TPEA were all elites, for instance, the employers, parliamentarians and educators. They mainly focused on educational affairs and educators’ welfare, even they expanded the business to public affairs. In the meanwhile, they integrated the reconstruction work and the China Policy, both helping to improve the education quality and rebuild the national identity. The result revealed that the reorganization work of the TPEA had educational and political significance. One was showing their professional and the other one was indicating that they had a close relationship with the government. Furthermore, it not only demonstrated the process of shaping new educational image, but the complexity of reorganization of education in this period.