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논문검색은 역시 페이퍼서치

한문교육연구검색

Journal of Korean classical Chinese education


  • - 주제 : 어문학분야 > 국문학
  • - 성격 : 학술지
  • - 간기: 반년간
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1225-1321
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 17권 0호 (2001)

제 20 회 한국한문교육학회 전국학술대회 : 대회사

김상홍
1,000
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N/A

제 20 회 한국한문교육학회 전국학술대회 : 축사

이상천
1,000
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N/A

제 20 회 한국한문교육학회 전국학술대회 : 21 세기 한문교육의 정상화 과제

김상홍(Sang Hong Kim)
한국한문교육학회|한문교육연구  17권 0호, 2001 pp. 7-42 ( 총 36 pages)
7,600
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This thesis treats of the task to normalize the education of Korean Chinese characters and to justify it in the information-oriented society. The summary is as follows. At the first part, I explained efforts during the last year(2000. 7-2001. 6) to normalize the education of Korean Chinese characters and the final accomplishment of The Educational Society of Korean in Classical Chinese. At the second part, I discussed about the justness of the education of Korean Chinese characters and literature which is the common letters in the East Asia and international letters in the age of Asia-Pacific. At the third part, I considerated the changes of the education of Korean Chinese characters in an country and the present condition of the education of classical Chinese characters in North Korea and Japan. At the fourth part, I presented the plan to normalize the education of Korean Chinese characters and literature in the 21th century. ① We should enactment the standard of Korean Chinese grammar in school and make it to be reflected in the 8th course of middle and high school education. ② The Ministry of Education & Human Resources Development should amendment the 7th course of middle and high school education rapidly which have mass-produced illiterate people in Korean Chinese characters and restore Korean Chinese to common elementary curriculum for people(compulsory course). ③ The education of Korean Chinese characters and literature should be performed harmonizing with the information-oriented generation. Teachers should study and develop new methods of teaching, for example, using various educational multi-media. ④ The Province & Metrofolitan Office of Education should cancel the project to cultivate Korean Chinese teachers not specialty in Korean Chinese lesson by the training of Korean Chinese characters and literature for several terms which brought about unreliability in the education of Korean Chinese characters & literature. ⑤ Although the adjustment of fundamental Korean Chinese characters for education is important too, also institutional contrivance which could make the education of it realized should be prepared. And in Academic Aptitude Test(AAT) for college entrance, problems in Korean Chinese characters & literature should be set question. After all, We should not neglect the education of Korean Chinese characters which is the one and only common letters of one thousand and six hundreds millions people in Asian culture and the international letters in the age of Asia-Pacific. We mast let the fact that North Korea and Japan enforcement the education of classic Chinese characters more substantially than us be a good lesson. The Ministry of Education & Human Resources Development should amendment the 7th course of middle and high school education which have a lot of problems, and execute the education of Korean Chinese characters from the elementary school, and make the Korean Chinese lesson common elementary curriculum for people(compulsory course) at the middle and high school. Also in Academic Aptitude Test(AAT) for college entrance, problems in Korean Chinese characters & literature should be set question. The norminalization of the education of Korean Chinese characters & composition is the way to assimilate people upward saving them from downward homogeneity in the side of intellectual life. The norminalization of the education of Korean Chinese characters & composition is the strategy for survival of Korean people in the age of limitless intellectual competition, the way to raise the competitive power of nation, one of the ways not to drop out of Chinese letters culture consist of one thousand and six hundreds millions people.
7,300
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From the viewpoint of Korea`s school Chinese grammar and Chinese education, the standard and method of classifying parts of speech have considered `The Rules to the Standards of Classifying Chinese Parts of Speech` of China`s Yu Sook Sang. I think the classification of Chinese parts of speech in Korea should be unified on the basis of semantic function, and should consider classification by the grammatical function of a word. Also it can not completely exclude the syntactical function which is the structural relation between words. The following is an outline of the details discussed about `The Subject of Classifying Parts of Speech of School Chinese Grammar and its Contents`. 1. The classification of parts of speech of school Chinese grammar in Korea should be based on the semantic function and grammatical function of a word. 2. In classification of parts of speech, ten parts seems appropriate, and the terns are as following. (1) noun (2) pronoun (3) numeral (4) verb (5) adjective (6) adverb (7) preposition (8) conjunction (9) particle (10) exclamation 3. the content field of each part of speech (1) noun----complete noun: proper noun, common noun, material noun, collective noun, abstract noun----incomplete noun (2) pronoun----personal pronoun: first person, second person, third person ----material pronoun: term of close objects, term of far objects ----interrogative pronoun: person, object ----irregular pronoun (3) numeral----cardinal numeral ----ordinal numeral ----numeral: unit numeral(unit of object), movement numeral(number or movements) (4) verb----intransitive verb(inner verb), transitive verb(outer verb), auxiliary verb, equal verb (5) adjective----general adjective, special adjective, interrogative adjective (6) adverb----character adverb, range adverb, degree adverb, time adverb, joint adverb, ironical adverb, interrogative adverb (7) preposition----time preposition, place preposition, causal preposition, method preposition, possessive preposition (8) conjunction----parallel conjunction, connecting conjunction, optional conjunction, contrary conjunction, concessive conjunction, causality conjunction, hypothesis conjunction (9) particle----head-particle, mid-particle, tail-particle (10) exclamation----delightful exclamation 4. the terms that appear in parts of speech (1) pronoun: In Chinese, a pronoun strands for not only nouns, but also verbs, adjectives, adverbs, phrases and clauses. (2) auxiliary verb: An auxiliary verb is one kind of the verb, and this particular term is used because it is familiar in Chinese education. (3) preposition: As this term does not exist in Korean grammar, we decided to use the term that the Chinese grammar scholars use for it seemed more appropriate than other terms such as `postposition`. (4) particle: Because of the fear of confusing a particle with the concept of a `postposition` of Korean grammar, and because they mostly have a meaning, we decided to use this term. In this writing, we observed the establishment of the standards of Chinese parts of speech, the content field of each part of speech, and appropriate terms. In the future we will study about the terms that come from the `syntactic structure` and the problems that occur from them Also we will find out about the method of classifying the `form of a sentence`, the concept of the terms and the content field. Thus, I would like to present normative and systematic terms of classifying parts of speech of Chinese grammar and its content field in the education of school Chinese grammar.

제 20 회 한국한문교육학회 전국학술대회 : 학교 문법을 위한 문장분류의 문법적 이해

김승호(Soong Ho Kim)
한국한문교육학회|한문교육연구  17권 0호, 2001 pp. 77-118 ( 총 42 pages)
11,700
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The purpose of this paper is Grammatical solution on sentence type for school grammar in Sino-Korean. For this, I researched problems in Sino-Korean grammar books. Studies on Chinese Composition system are just in an early stage, and so are studies of classification of grammatical parts. Moreover, there are so many variations in the Sino-Korean grammar books and the terms used are very confusing. Such being the case, this study tried to catch a glimpse of different aspects in the study of Sino-Korean composition and to establish sentence type and terms for the purpose of preparing the basis of school grammar. I suggested a standards of analysis of sentence type and it is as follows; First, sentence type by analyzing voice is active sentence, factitive sentence, passive sentence. Second, sentence type by analyzing predicate character is judgment sentence, descriptive sentence, declarative sentence. Third, sentence type by analyzing speaker`s intention is indicative sentence, interrogative sentence, imperative sentence, exclamatory sentence. Fourth, sentence type by analyzing modality is optative sentence, hypothetical sentence, conjectural sentence. Fifth the rest sentence type is negative sentence, definite sentence, comparative sentence, rhetorical question, climactic sentence. In this paper, I analysed Sino-Korean grammar books. I am looking forward to critical opinions from the specialists in the education of Sino-Korean and composition. I expect that further study in this field will help to make better school grammar.

제 20 회 한국한문교육학회 전국학술대회 : 바람직한 문장구조 및 성분론

송병렬(Pyoung Nyoul Song)
한국한문교육학회|한문교육연구  17권 0호, 2001 pp. 119-137 ( 총 19 pages)
5,900
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Chinese classics grammar for high school is based on curriculum manuals. The theory of constituent has more problems than any other parts of Chinese classics grammar, while it takes up the least place. It doesn`t give clear concepts of subject, predicate, object, and complement : sometimes these concepts are mixed with each other. Due to its unique properties such as sentence with dual structure, Chinese classics can be interpreted in many ways. Some scholars often fall into such a trap. They don`t determine sentence constituent in grammatical structure of Chinese classics, but just follow Korean translation. Or they make their decision without considering multiple interpretation or dual sentence structure. Sentence constituents can be judged in various ways according to the point of view, which brings about lots of confusion. Although it is impossible to eliminate all these problems, alternative grammar can minimize them. Alternative 1 contains subject, predicate, object, complement, adverbial, and determinative(or adnominal). Alternative 2 contains subject, predicate, guest constituent, adverbial, and determinative(or adnominal). Object and complement are combined into guest constituent in alternative 2. Since specific functional morpheme is not added to neither object nor complement in Chinese classics, sometimes it`s hard to determine whether they are object or complement. I put predicative complement and predicative guest constituent on each alternative as subordinate constituents to predicative. These are set up for the purpose of preventing the confusion brought by the predicative which also functions simultaneously as a complement or a guest constituent. Alternative 1 & 2 settled plenty of existing problems, but not completely. Therefore, Chinese classics grammar for high school, which needs further investigation, ought to be used at the least and go with academic grammar.
14,200
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This paper is a research on 4 kinds of chinese writing grammar books(漢文文法書) adopting the grammar theory of Western at first and written from 1908 to 1921 in my country. Concentrated on study of part of speech, grammar Book of this period has limitation to deal part of syntax. The part of speech of 4 kinds of chinese writing grammar book are as follows 初等作文法(1908) 9 名詞, 代名詞, 動詞, 形容詞, 副詞, 接續詞, 歎詞, 止詞, 轉詞, 漢文義讀 自解(1916) 8 名詞, 代名詞, 動詞, 形容詞, 副詞, 接續詞, 歎詞, 助動詞 漢文法提要(1917) 9 名字, 代字, 動字, 形字, 副字, 連字, 歎字, 助字, 介字, 作文大方(1921) 9 名詞, 代名詞, 動詞, 形容詞, 副詞, 接續詞, 感歎詞, 助詞, 助動詞, The characteristics of these grammar books are as follows: 1. They have diverse terms to the same part of speech 2. Examination of theory is clear to the noun, pronoun, verb, adjective, conjunction, interjection expressing essential concept. However, it is not to the converb, auxiliary verb which have just grammartical function. 3. Coined specificity of building up chinese character is used as a standard of part of speech classification 4. Low classification standard of each part of speech is heavily different with modern theory of grammar
5,400
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We have endeavored to enhance the status of "Department of Sino-Korean Education" at each period of reform of educational system. To achieve this goal, it is time to launch a more systematic research and activity. It is true that the current Sino-Korean curricula do not appeal to the people at large. In order to overcome this situation, there has to be a frank exchange of views on the effective teaching of Sino-Korean. The researchers and teachers of Sino-Korean should raise their voice for a better education which could be easily accepted by the people. This issue has been raised several times. Having 한문교육학회 as the starting point, we should now map out an impartial logic in order to enhance the status of Department of Sino-Korean Education. Especially, we should develop a variety of methodologies for the effective teaching of Sino-Korean, faced with the Era of Information. 한문교육학회 should play an active role in setting up 한자능력시험 and gaining popularity for the Sino-Korean education.
5,200
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1. It bas become more evident from the 7th educational reformation that making the Sino-Korean class an elective course reduces both the number of schools and class hours for teaching and weakens the importance of learning them. Since it is not part of the entrance examination, students barely feel the importance of studying Sino-Korean. Not only does the textbook content prevent the education of Sino-Korean from developing to a better level, but it also produces inappropriate study goals. 2. Give students application principles and a general understanding on Sino-Korean using text books at schools, and use a qualification examination as a supplement for memorizing 1800 characters and studying actual Sino-Korean. The first reason for employing such a qualifying test is that it can substitute for the memorizing of 1800 characters and their practical applications as well as the improvement of reading comprehension abilities and its measurements which are hard to digest because of limited class hours at school. The second reason is that a qualifying test with different levels offer opportunities by which the learners of Chinese characters Sino-Korean can evaluate degrees of their understanding. They also continuously stimulate the learners` studying motive by certifying the appropriate corresponding qualification. 3. For success in this type of test, presentation of proper testing scope as well as good testing examples must be prepared within a systematic relationship between professors and teachers. Also, it is essential that it be beneficial to college entrance. This suggestion is thought to be more practical than any other alternative because only the Sino-Korean professors and teachers who are in crisis need to act.

어조사 " 지 " 자를 목적어로서의 대명사로 볼 수 없는 이유

정유일(Yo Il Chung)
한국한문교육학회|한문교육연구  17권 0호, 2001 pp. 233-263 ( 총 31 pages)
7,100
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This paper attempts to illuminate the fact that word "zhi"(or "zhiˇ")[之] is an auxiliary used to clarify the meaning to conform the rhythmic pattern of the sentence by investigating concrete examples from literature and documents written in classical Chinese. The results will contribute to a better understanding of Chinese sentences as well as Chinese education. The word "zhi" [之] found often in the middle or at the end of the sentence in Chinese writing. This word seems to be an auxiliary particle, unless it is used as verb meaning `to go`. Therefore, it can be defined as "the auxiliary of force (energy or rhythm)". Nevertheless, in the three nations with the heritage of classical Chinese writing, China, Korea and Japan, the auxiliary "zhi" [之] is often misunderstood as a pronoun (sometimes, a demonstrative pronoun), thus translated as an object `it`, `the thing` or `him`. This practice is repeatedly performed not only by individual scholars but also in teaching. In order to prevent this, I present the data which clearly show that "zhi" [之] appears after an intransitive verb that cannot take an object at all. I also demonstrate the fact that even when "zhi" [之] is used after a transitive verb, it is used only as an auxiliary particle, serving to clarify the meaning of the sentence or to conform the rhythmic pattern or to equalize the energy level of the sentence.
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