Modern Japanese Women's Education Course Of History

Modern Japanese women's education is an important part of the education in Japan. This paper, discussing about the history line of the Japanese women's education, mainly refers to women's education from before Meiji Restoration during which women's education was originated to the end of World War II, in which period women's education in Japan experienced a maturating process. On the basis of the women's teaching practice, it analyzes the developmental features and influencing factors.Modern Japanese women's education in Japan began at feudal society before Meiji Restoration, when only a handful of aristocrat women and those from military family backgrounds could have access to education, which was used as a way to clamber to higher social status. The first well-known female writers emerged in such careless and utilitarian" education atmosphere. With the development of the social economics, House Temple started to accept normal women to education. Thus women's education in Japan took to popularity.After Meiji Restoration, the promulgation of Educational System, was taken as a threshold of modern Japanese education, and a sign to show the regularity of women's education. In Educational System, the government regulated women's education in a written form for the first time. Women's education was incorporated into the national educational system, with its development guaranteed by related policies. The educational system of modern Japanese women was formed in stages: from primary to secondary education, to later an embryonic development of women's school education. At the same time, women's teacher-training education was geared up difficultly.As the shaping of the nationalist educationalthinking in Japan, women's education developed faster in the middle and latter Meiji Restoration period compared with the former period. Women's secondary education was first put into national educational system, and vocational education and women's high education occurred, both of which developed well. Japanese women changed from "family members" to "social members", and a lot of women activists and educationalists flourished on the social and historical stage. During Taisho and early Showa period, Women's education preceded in the course of ups and downs, with the popularity of women's fundamental education and the perfection of other aspects of women's education.Based on the above teaching practice, the third section of this paper analyzes the features and influencing factors of Japanese women's education. The development of women's education in Japan has integrated the eastern and western educational spirits, adopting the strong points and innovating originally and emphasizing the gender education of women, in which virtuousism was throughout the modern Japanese women's education. In the view of virtuousism, women's education focused on the practicality and affectivity, laying particular stress on the family utility skills and moral cultivation. Meanwhile, in the short term and practical view, primary fundamental education popularized much rapidly than secondary education and teacher education. The forms of women's school are various.In the terms of its influencing factors, firstly, the development of women's education thinking has impelled the teaching practice, vice versa. Secondly, the growing request of Japanese women has promoted the development of the teaching practice. The development of women's education contributed to the emergence of female activists and educationalists and the popularity of women's education. Lastly, the "Harmony" culture ,the social environments, national educational policies has influenced women's education differently. For instance, Japanese take "Harmony" culture as a kind of educational thinking which was passed on generation by generation. This thinking not only protruded gender education in Japanese women's education, but also restricted the long run of women's education in the historical process of Japanese women's education. National educational policies guaranteed its development and the needs of national politics, and limits are all discussed in the third section.