本文旨在以戰後初期在臺日人之遣返與留用為中心，探討國民政府 留用政策之決策過程、遣返工作之開展，並以三所高等教育學府：國立 臺灣大學、臺灣省立農學院（今國立中興大學）、臺灣省立工學院（今 國立成功大學）為例，剖析留用日籍教師在學校接收、改制過程中的角 色、地位及影響等，藉期瞭解在臺日人在時代變局與政權轉換過程中之 經歷、遭遇及其處境。 1945年8月，日本戰敗退出臺灣，國民政府旋即來臺接收，並決定 在最短時間內遣返日人，但為清理業務、維持各項事業運作，亦酌留部 分日籍人員，以協助接收、復員。迨至1947年二二八事件後，國民政 府對日人充滿疑忌，決定提前予以遣返；而日人亦萌生「不如歸去」之 感，希望儘速返國。其後，留臺日人已為數甚少，對臺影響更是微乎其 微。日人留臺期間之表現，備受各界肯定。尤其國立臺灣大學、臺灣省 立農學院、工學院向為臺灣具代表性的高等學府，在臺籍教師資格有所 不符、中國籍教師來臺意願不高的情形下，為維持教學、研究於不輟， 不得不以留用日籍教師為主力，連省署當局亦經常借重其長才，聘為諮 詢顧問，在校內、外事務上皆甚獲重視；且留用時間越長，貢獻越大， 在戰後初期大學院校的接收、轉型上，實具承先啟後的歷史意義。

This essay centers on the repatriation and adoptive of Japanese–in–Taiwan after the early stage after the world warⅡ to discuss the process of the policy decision of adoptive of the Nationalist Government, development of repatriation, and takes three colleges as example, namely, National Taiwan University, Taiwan Provincial College of Agriculture, and Taiwan Provincial College of Engineering to analyze the Japanese teachers’ role, position, and influence in the takeover and reformation of schools, in order to understand those Japanese’ experience, destiny and situation. In August 1945, Japan was defeated and forced to surrender, terminating colonization in Taiwan. The Nationalist Government took over Taiwan immediately and the first problem encountered is the repatriation and extension of employment of Japanese in Taiwan and thus decided to repatriate most Japanese as soon as possible. However, to facilitate tasks and administration, the Nationalist Government kept some Japanese staff to help takeover and demobilization. After the February 28 Incident happened, the Nationalist Government felt suspicious of the Japanese’s conspiracy and resolved to repatriate them early; the Japanese also felt depressed to leave; hence, the Japanese in Taiwan became fewer and fewer, so their influence also declined. The service spirit and specialty of the Japanese in Taiwan was admired during this period, principally for the reason that the characteristic colleges, National Taiwan University, Taiwan Provincial College of Agriculture, and Taiwan Provincial College of Engineering couldn’t but rely upon the Japanese teachers to maintain teaching and research when the Taiwanese teachers were unqualified and Chinese teachers had no interest in coming to Taiwan. Moreover, the provincial offices also invited them as councils; hence, they were respected in colleges and outside. The longer they stayed, the more their contribution. This was significant in the post–war period takeover of the colleges and their reformation.

戰後初期；在臺日人；遣返；留用；高等教育

Early Stage after the World warⅡ；Japanese–in– Taiwan；Repatriation；Adoptive；Higher Education