本研究旨在探討南郭國民小學之歷史發展與變遷，梳理其自日治時期至今之學校沿革、教育制度、校園空間、師資結構、學生規模及課程發展，並探究學校與地方社會之互動脈絡。研究主要採歷史研究法，蒐集官方檔案、校史資料、紀念專刊、畢業紀念冊、老照片、歷史地圖及報章雜誌等文獻，透過多元史料之交叉考證，建構南郭國民小學之歷史發展圖像。 研究發現，南郭國民小學前身歷經彰化第二公學校、南郭公學校、旭公學校及旭國民學校等階段，其校名、學制與校務發展與殖民教育政策及地方社會變遷密切相關。日治時期學校規模持續擴張，學生人數與班級數逐步增加，至1942年達到高峰；師資結構則隨殖民政策及戰時體制轉變而調整，臺籍教師比例下降，反映皇民化政策與內臺差異對基層教育之影響。 此外，制服、髮式、隊形、出勤及集體儀式等校園規範，亦展現學校教育由知識傳授延伸至身體與行為規訓之過程。戰後，隨國民教育制度及六年義務教育推展，學校課程與教育理念持續轉型。研究認為，學校歷史不僅由制度與行政沿革構成，亦由教師、學生、校友及地方社會共同形塑；透過校史資料與口述記憶之整合，可深化學校與地方文化之連結，並作為校本文化傳承與未來校務發展之參考。;This study aims to examine the historical development and transformation of Nanguo Elementary School， tracing its institutional history， educational system， campus spatial development， teacher composition， student enrollment， and curriculum development from the Japanese colonial period to the present. It also explores the interactions between the school and the local community. The study primarily adopts the historical research method and draws upon a wide range of documentary sources， including official archives， school history materials， commemorative publications， graduation yearbooks， historical photographs， maps， newspapers， and periodicals. Through cross-referencing and critical examination of these diverse sources， the study reconstructs the historical development of Nanguo Elementary School. The findings indicate that the predecessor of Nanguo Elementary School underwent several stages of development， including Changhua Second Public School， Nanguo Public School， Asahi Public School， and Asahi National School. Changes in the school’s name， educational system， and administration were closely related to colonial educational policies and transformations in local society. During the Japanese colonial period， the school continued to expand in scale， with steady increases in student enrollment and the number of classes， reaching a peak in 1942. The composition of the teaching staff also changed in response to colonial policies and the wartime system. The declining proportion of Taiwanese teachers reflected the influence of the Kominka movement and the unequal relationship between Taiwanese and Japanese educators within the colonial education system. In addition， regulations concerning uniforms， hairstyles， formations， attendance， and collective ceremonies demonstrate how school education extended beyond the transmission of knowledge to include the regulation of students’ bodies and behavior. After World War II， the implementation of the national education system and the expansion of six-year compulsory education brought continued changes to the school’s curriculum and educational philosophy. This study argues that school history is shaped not only by institutional and administrative developments but also by the experiences and interactions of teachers， students， alumni， and the local community. By integrating school historical materials with oral memories， it is possible to deepen the connection between the school and local culture while providing a valuable reference for the preservation of school-based cultural heritage and the future development of school affairs.
