1970?? ??????? ??? ?? (Women's secondary education in 1970s and girl student perception)

1970??? ??? ?????? ???????? ???? ???? ???? ????? ???? ?? ??? ?????. ? ?? ?? ????? ??? ??????? ????, ??? ???????? ???? ??? ??? ?????, ??? ???? ?? ????? ??? ??? ???? ???? ???? ??? ????? ??? ???????. ???? ????? ??? ??? ???? ??? ????? ???? ??? ????? ??? ???, ???? ??? ??? ???? ??? ??? ???. ??? ???? ?? ??? ??? ???? ?? ????? ???? ???? ?? ????. ????? ??? ???? ??? ????? ????? ???? ???? ?????. ?????? ????? ???? ??? ???? ?????? ??? ????? ????? ??? ???? ?? ??? ???? ??? ?? ???? ??? ???. ??? ????? ??? ??? ????? ????? ?????? ?? ??? ?? ????? ???? ??? ????? ????? ???? ????? ???.

The biggest institutional features of secondary education in the 1970s were the implementation of the middle school no examination system and the high school leveling system. As a result, the enrollment rate of secondary school increased and the number of girl students increased rapidly. The characteristic of national education policy during this period is the reinforcement of national mental education. The government thoroughly implemented statist education for middle and high school students, and under strong militarism, women's education aimed to cultivate the virtues of the tradition and to cultivate a modern, present-looking wife that adapts to industrialization. Girls were embodied as beings who served the country with a spirit of sacrifice and prepared for the future. On the one hand, the girl was idealized as a lively girl, but as an imperfect being, she became an object of control. As time passed, the girls pursued a more progressive image of women rather than traditional values. Girls formed teen culture and emerged as a cultural group to enjoy it. Girls confidently expressed their opinions on social issues and schools. They did not comply with the regime's educational policy and social discourse, and maintained a critical attitude toward social reality.