日治時期的臺灣高等女學校學生與臨海教育

大正年間，開始流行於女學生間的臨海教育，是透過居於海濱附近的建築物，在師長的指導下共學、共食、共寢，實踐規律課表，進行日本泳法的動態游泳活動和涵養智識的靜態學科複習。這種透過集團生活實施的戶外教育，並非臺灣自然生成，而是日本殖民者因應熱帶地「風土馴化」的憂慮，進而強勢實施的。女學生開始學習游泳和進入海水浴場，實非線性的歷史發展過程，教育單位因應女學校規則、游泳池建設以及多種殖民意圖而來，形塑出複雜且多重的特殊面貌。尤其是臨海教育採取傳統的日本泳法，是適應不同水（海）域環境而發展出來的泳法，其特色是頭位於水面上，以便認清視野內的海面狀況和波峰的形狀，此種注意風浪特性加以應對的泳法，實用性很高，頗能對應臨海教育安排學科學習的實學思想之落實。參與的日臺籍女學生回應雖然不多，但她們對於臨海教育充滿著新鮮感，對觀看周遭的海岸地理環境產生好奇，多半持著正面看法。日治時期臨海教育從制度化的教育體制開始，不僅是夏期休養之道，更是一個鍛鍊體格、愛鄉愛土和教養品德的多元場域，頗有「德、智、體」三育並進之意涵，恰當地傳遞出健康、鍛鍊、避暑、實學、文明、帝國等多元的殖民思維。 During Taishō period, seaside course was popular among girl students. Students who participate seaside course would study, dine, and sleep together in a building near to seaside, practicing regular schedule under teacher's instruction. They would not only learn how to swim following Japanese swimming technique, which was a dynamic activity, but also review schoolwork, which was a static activity. The kind of collective outdoor course was not created in Taiwan. It was enforced forcibly by Japanese colonial government, due to the concern of tropical acclimatization. Learning to swim and swimming at a beach pool could not concerned with the linear historical development. According to the rules of girl's schools, establishment of swimming pools and various colonial intentions, complicated, multiple and extraordinary methods of teaching and learning were evolved by department of education. Especially Japanese swimming technique, which was practiced in seaside education, was created to suit different aquatic environment. The feature of the swimming technique was that swimmer would raise his head upon the water, in order to check the condition of the sea surface and waves. The kind of swimming technique which paying attention to the sea state was very practical, it could be correspond to the practical subjects which were taught on seaside course. Although either Japanese or Taiwanese students seldomly commented to the course, most of them gave seaside course positive evaluation. They felt seaside course was fresh and were curious about observation of nearby coastal geography. During Japanese period, seaside education was included in institutionalized education system. It was not only a leisure activity in summer, but also a diverse setting which could teach students to build body, love the homeland and be virtuous. The course was aimed to cultivate virtue, intelligence and fitness, conveying diverse colonial thinking including health, training, sunstroke prevention, practical learning, civilization, empire.