甲午戰爭後日本與清朝簽訂馬關條約，促成朝鮮的獨立及台灣轉交日本執政後，日本於1895年在台灣、1910年在朝鮮分別展開統治，並建立總督府在兩國各自設立4次教育令，透過規則和規定為根據建設當地學校機構，規劃學校內課程。在台韓皆以教育的急進開展為使，但隨著時代演變而產生變化和法令下內涵的不同。但是台灣與朝鮮殖民的共通點的部分，發展到太平洋戰爭實行皇民化政策後，教育機構的設立上，由學校制度的改變和機關發展特徵，可得知日本對兩國同化殖民的特色為:一面使其近代化卻一面充斥著殖民主義下的愚民化和日台、日朝民族的隔離化。而日人透過實行語言政策迫使統一，如：台韓當時各自的母語「朝鮮語」和「漢文」在教科目上歷經必修轉為選修後，最終招致被迫移除之變化。且日人依法直接的編撰朝鮮語、閩南語和漢文教科書等作為，皆影響現今台韓雙方教育機構的樣貌和用語表現。本研究期望從台韓的教育令頒布與機構設立上，研究殖民間學校教科目和語言科目調整的變化，進一步了解同化殖民下教育歷程之變遷樣貌。
After the First Sino-Japanese War, Japan and Qing Emperor of China signed the Treaty of Shimonoseki, which contributed to the independence of Korea and ceding Taiwan to Japan. In 1895 and 1910, Taiwan and Korea underwent ruling respectively, with Governor-Generals established in both countries to set up the Order of Education 4 times. Such order of education were used as basis for establishing school institutions thorough rules and regulations and designing school curriculum. Both Taiwan and Korea started with radical progress in education but inevitably faced with changes due to evolution of time and the different context under decrees. Nonetheless, the common grounds between Taiwan and Korean colonization had developed up to the implementation of Kominka Policy (Imperialism Policy) after the Pacific War. In terms of changes in school systems and features of institutional development, the establishment of educational institutions revealed the Japanese characteristics on the assimilation and colonization of the two countries: adopting modernization while implementing obscurantism under colonialism and segregation between Japanese-Taiwanese and Japanese-Korean. The Japanese compelled conformity between the two countries with Japan through the implementation of language policy. For example, Korean and Chinese languages become elective subjects from compulsive subjects in Korea and Taiwan respectively, both eventually were removed from the curriculum by force. Moreover, the actions taken by Japan to directly compile textbooks for Korean language, Hokkien and Chinese by law had great impact on the look of educational institutions and syntax use. The study intends to analyze the changes in school textbooks and adjustment of language subjects during colonization from the promulgation of order of education and setup of institution in Korea and Taiwan, thereby to further comprehend the changes and looks of educational progress under assimilation and colonization.
