本論文係根據筆者自1990年起，陸續在國內外，乃至於中國大陸的體育刊物或學術研討會當中，所發表的系列文章，就日本據台的五十年期間，以台灣人為中心的初等學校體育，是如何來實施及如何的演進，做一總合性的敘述，並提出結論及省思的方向。其總結要點列述如下:一、日本佔領台灣的五十年中，所實施的殖民地政策，並非自始至終均一成不變，而是依據時勢與民情的需要有所調整，且係採漸進方式行之，而其最終的目的是同化台灣。二、做為殖民地政策一環的教育政策，也是根據殖民地政策的變更而有所修正。不過，在日本據台期間，對台灣人所實施的教育，自始至終是以日語來教授，此為其不變的方針，也是最根本的教育政策;這當中已隱藏了以日語教育來同化台灣人的企圖心。三、初等教育係經過傳進、確立、進展，戰爭期變質等階段，以「日本人化」，「皇國民化」為前趣的台灣人教育。而以日語，修身及職業為其教育重點。四、初等學校體育是在日本治台伊始，伴隨著學校教育的開始傳入台灣，開啟了台灣人子弟接觸體育的端緒。隨著統治政策的雙邊，台灣人就讀的公學校和日本人就讀的小學校，在教育內容上，由初期的各異，至逐漸的接近，而至1936年的統一;體育的教育內容亦然。五、體育正課的充實，正課以外的各種體育活動的正規化，學校體育設施的普及，教學內容的多樣化，尤其是介紹許多近代sports給台灣人;這些都是日本帶給台灣人的好處，其功不可i吏，吾人應予肯定。六、然而，以被統治者的立場而言，在殖民地政策(含教育政策)的導向下，台灣人初等學校體育的定位，在1941年以前是培養基礎勞動力，1941年 以後為培養國防力的基礎。總結上述，筆者提出幾點結論:一、殖民地政策的演變，左右了台灣人的命運。二、初等教育的進展，改變了台灣人的思考。三、學校體育的實施，開展了台灣人的視野。

The content of this seminar is based on series of articles published in Mainland China， in seminars and gymnastic journals written by the author since 1990. This seminar focus on how the Japanses fifty-year occupation influence the physical education of primary school in Taiwan. The essential points can be summarized as follow: 1.Japanese colonial policies were not executed without change. From the beginning to the end policies were adjusted according to change in condition and people's needs. It was practiced step by step. The final goal was lO assimilate the Taiwanese. 2. Policies on education were primarily rectified to match change in colonial policy. However， during the period of Japanese occupation， the education which Taiwanese received was all in Japanese. The principle of education reveals the Japanese' attempts to assimilate the Taiwanese. 3. During war-time， education in Taiwanese primary school was a principle of J apanizing and nationalizing the Taiwanese， focusing on the language of Japan， self-cultivation， and vocation training. 4. Physical education in primary school was introduced in the beginning of Japan's domination. Following the changes of colonial policy， the content of general education between Taiwanese and Japanese were unified in 1936; the content of physical education was the same as the general education. 5. The enrichment of regular gymnastic activities， and gymnastic facilities， especialIy the introduction of numerous modern sports to Taiwan were all the advantages brought by Japanese which we cannot deny them. 6. Nevertheless， the main point of Taiwan's physical education policy (including the general education policy) in primary school， before 1941 was to develop basic labor force， and after 1941 was develop national defense force. To sum up， the author raises a few conclusions: 1. The changing of colonial policy governed the fate of Taiwanese. 2. The development of primary school education had changed the thought of Taiwanese. 3. The practice of physical education in school had widened the view of Taiwanese， ocupation.