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전후 소막사의 구조적 변화에 나타난 주생활사적 가치 - 부산 우암동의 피란민 주거를 중심으로 -
대한건축학회 2017 대한건축학회논문집 Vol.33 No.10
The Cow-shed housing was built as a cow-shed, which was the site of exploitation of Japanese colonial era, and after that, it began to be used as evacuation housing by the refugees at the time of the Korean war. Also, cow-shed housing has important historical value as the background of modern korean history, such as being used as a residence space for low-income urban workers during economic growth. In this process, wooden structural columns were cut or replaced for spatial efficiency. In the long run, the structure of this building is characterized by a complex structure because part of the wooden structure has been replaced by a masonry wall. Also in the roof structure, many structural members have been cut and used for the efficiency of the attic space. These structural changes are quite absurd in the structural aspect. But these architectural activities were valuable in terms of life history in that they were carried out in a limited and special environment by refugees who are nontechnical architects in accordance with the spatial demands of evacuation life at the time.
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안재철 한국한자한문교육학회 2010 漢字 漢文敎育 Vol.24 No.-
This is a thesis that roughly points out the problems that the 7th revised Chinese Education Course has into 'Character', 'Purpose', and Contents'. 1. The 'Character' of Chinese Education Course needs to develop and suggest a character which only Chinese Class has. 2. The 'Purpose' of Chinese Education Course needs to re-suggest about tightening up the usage of vocabulary of Chinese for communication. 3. Below is a matter of 'Contents' distinguished into 'Chinese' and 'knowledge of Chinese'1)In part of 'Chinese', there are matters of Name Calling, 'Reading and 'Comprehension', a character of 'Culture' and contents. 2)In part of 'Knowledge of Chinese', there are matters of 'Vocabulary' of terms and including contents, 'Complement', standard of setting up 'a Form of Sentence, classification of word class and contents, range of rhetoric and contents etc. If the problems mentioned above are reflexed to the education course - 1. by revising or supplementing and applied to the form of Chinese education 2. Also undergoing the process of being applied - the appropriate Chinese education course will be made. 이 논문은 우리가 지금 시행하고 있는 제7차 개정 한문과 교육과정이 안고 있는 문제점들을 ‘성격’, ‘목표’, ‘내용’ 등으로 나누어 개략적으로 지적한 논문이다. 1.교육과정의 ‘성격’은 한문 교과만이 고유하게 가지는 성격도 개발하여 제시할 필요가 있다. 2.교육과정의 ‘목표’는 한자 어휘의 언어생활의 활용에 관한 강화 문제도 다시 제시할 필요가 있다. 3.교육과정의 ‘내용’에 대한 문제는 ‘한문’과 ‘한문지식’영역으로 구분하여 제시하면 다음과 같다. 1) ‘한문’ 영역에서는 ‘한문’ 영역의 명칭문제, ‘읽기’와 ‘이해’의 포함문제, ‘문화’의 성격 및 내용문제 등이 있다. 2) ‘한문지식’ 영역에서는 ‘어휘’에 관한 용어 및 내용포함 문제, ‘보어’의 문제, ‘文形(Sentense Form)의 설정 기준 및 내용문제, ’품사‘의 분류 및 내용문제, ’수사법‘의 범위 및 내용 문제 등이 있다. 위에 제시되고 있는 문제점들이 수정‧보완되거나 해결되어 교육과정에 반영되고, 다시 다양한 한문교육의 양상에 적용되어 또 다시 교육과정에 투입되는 과정을 거치면 바람직한 한문과 교육과정이 만들어 질 것이다.
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안재철 한국한자한문교육학회 2014 漢字 漢文敎育 Vol.33 No.-
이 논문은 한국에서 한문문법 형태론 교육이 이루어져야 할 연구 방향을 제시한 논문이다. 이 논문에서 주로 초점을 맞추어 살펴보려 한 것은 한국인이 한문문법 형태론 지식을 통해, 흥미를 가지고 漢文 原典에 다가가 해석 능력을 향상시키는 것과 敎授者 입장에서 학습자에게 형태론적으로 한문을 교육시키는 것을 연구하는 것이다. 즉, 이 논문에서 주로 살펴 보려한 것은 형태론 교육의 목표, 형태론교육의 내용(품사론, 어휘 분류와 방법), 형태론 교육론의 교수법, 형태론 교육론의 평가법 등이다. 1. 형태론 교육의 목표1.1 형태소의 개념과 유형을 안다. 1.2 형태소의 기능과 의미구조에 대하여 안다.1.3 형태소와 형태소의 결합관계를 안다. 1.4 품사의 개념과 분류 기준을 안다. 1.5 단어의 분류와 그 방법을 안다. 1.6 허사의 기능을 안다. 2. 형태론 교육의 내용2.1 품사론2.1.1 ‘品詞’는 단어(어휘)를 의미와 기능에 따라 분류하여 공통된 성질을 가진것끼리 모아 놓은 단어들의 갈래다. 단어는 보편적으로 문법적 특성에따라 가름한다. 문법적 특성은 형태(form), 의미(meaning), 기능(function)에 따른 특성이며, 이 기준에 따라 구분한 單語(語彙)群을 ‘품사’라 하고, 이러한 ‘품사에 대한 연구’를 ‘品詞論’이라 한다. 2.1.2 한국 학교문법에서는 품사를, 10품사로 구분하고 있다. 10품사는 實詞와虛詞로 구분한다. ‘實詞’에 속하는 품사로는 名詞, 代名詞, 數詞, 動詞, 形容詞, 副詞 등이 있고, ‘虛詞’에 속하는 품사로는 介詞(前置詞), 連詞 (接續詞), 語助詞, 感歎詞 등이 있다. 2.2 單語(語彙) 分類와 그 方法 2.2.1 漢字語의 性格: 현재 사용하고 있는 어휘의 개념은 단어, 낱말, 語詞, 한자어 등의 개념과 유사한 개념으로 統稱되고 있다. 한자어의 성격은 한문 체계로 보면, 한자어는 漢字, 漢字語, 漢字成語로 이루어진 ‘漢字 語彙’의 한 갈래로써, 한문의 單語, 句, 文章의 기능을 모두 포함하게되는 문법 구조를 이루고 있다. 한문 체계 속에서 볼 때, 한자는 한자어와 명확하게 구분된다. 한자는 그 자체로 문법 구조를 이루고 있지 못하지만, 한자어는 단어, 어휘이면서 문장의 통사 구조를 갖추고 있다. 한문 체계에서 한자어는 2~3음절의 어휘만을 일컫는 것이 타당성이 있다 할 수 있다. 2.2.2 漢字語 語彙의 分類: 近代以前은 ‘漢文文語’에 나타나는 한자어를 중심으로 하고, 근대이후는 ‘신생 한자어휘’ 연구를 중심으로 하고자 한다. 2.2.3 單語의 形成 方法에 따른 分類: 單語는 일반적으로 單純語와 複合語로나뉜다. 단순어는 다시 單音節單純語와 多音節單純語로 구분하고, 복합어는 다시 合成語와 派生語로 구분한다. 合成語는 다시 類似語와 相對 語, 統辭的 構造語로 나누고, 派生語는 ‘基語+接辭’의 구조로 된 것과2.3 形態論 敎育論 敎授法 2.3.1 語彙에 관한 敎授法에 대한 硏究는 單語의 짜임의 경우, ‘造語分析法’ 등의 교수 수업 방법이, 단어의 갈래 및 어휘(성어)의 경우는 ‘言語活用 法’ ‘索出法’, ‘比較學習法’ 등이 효과적이다 할 수 있다. 2.3.2 語彙의 字義와 語義에 도움이 되도록 하기 위한 교수법으로는, ‘字義 분석을 통한 지도방안’과 ‘語義 분석을 통한 지도 방안’이 효과적이라 할수 있다. 2.3.3 多音節 語彙의 敎授․學習法으로는, ‘故事成語’의 경우, 기존의 ‘토의학습법, 역할놀이 학습법’등이 있다. 이외에, 壓縮性을 띤 다음절 어휘는‘이야기를 중... This thesis suggests the research direction of educating morphology of Classical Chinese Grammar in Korea. This thesis mainly focuses on two things. First, developing Korean’s interpretation ability to the original text through the knowledge about morphology of Classical Chinese Grammar. Second, studying the way instructors teach Classical Chinese in morphological methods. In other words, we will look through the objects, contents, instructing methods and evaluation method of educating morphology. The objects of educating morphology1.1 Know the concept and type of morpheme. 1.2 Know the function and structure of morpheme. 1.3 Know the combination relationship of morpheme. 1.4 Know the concept and classification of a part of speech. 1.5 Know the classification of words. 1.6 Know the function of an expletive. 2. The contents of educating morphology2.1 Theory of a part of speech2.1.1 ‘A part of speech’ is the group of words with similar characteristics classified according to functions and meanings. Generally, words are classified by grammatical features. Grammatical features includes forms, meanings and functions. A group of words that are sorted by these features is called ‘A part of speech’, and the research about these groups of words is called ‘Theory of a part of speech’. 2.1.2 Words are grouped in ten parts in Korean school. Ten parts of speech are sorted to a substantive and an expletive. A substantive contains a noun, a pronoun, a numeral, a verb, an adjective and an adverb. An expletive includes a preposition, a conjunction, a particle and an exclamation. 2.2 Classification of words2.2.1 Characteristics of ‘Classical Chinese words’ : ‘Classical Chinese vocabulary’ consists of ‘characters’, ‘words’, and ‘idioms’ in the respect of system of Classical Chinese. ‘Classical Chinese words’ are one part of ‘Classical Chinese vocabulary’ and make grammatical structure that contains the functions of words, phrases and sentences. In the system of Classical Chinese, ‘Classical Chinese characters’ are clearly different from ‘Classical Chinese words’. ‘Classical Chinese characters’ cannot make grammatical structures, but ‘Classical Chinese words’ make syntax structure of sentences. It is proper to say that ‘Classical Chinese words’ are di- or trisyllabic words in the system of Classical Chinese. 2.2.2 Classification of ‘Classical Chinese words’ : This study mainly focuses on ‘Written language’ before modern ages, and ‘newly made words’ after modern ages. 2.2.3 Classification of words by formation methods : In general, words are sorted to ‘Simplex’ and ‘Compound’. ‘Simplex’ consists of monosyllabic simplex and multisyllabic simplex. ‘Compound’ consists of compound, which is classified to an analogous term, a relative term and structural term, and derivative, which is classified to ‘root+affix’ structure and ‘affix+root’ structure. 3. Instructing method of morphology3.1 When educating the organization of words, ‘Coined-word-segmentalization method’ is effective, and when educating the sort of words, ‘Language-application method’, ‘Search-out method’, and ‘Comparative-learning method’ are effective. 3.2 ‘Instructing method through analyzing meanings of characters’ and ‘Instructing method through analyzing meanings of words’ are helpful to educating characters of Classical Chinese and words of Classical Chinese, respectively. 3.3 When educating multisyllabic vocabulary, ‘discussion, play-a-role method’, ‘comprehending-through-tales method’,‘comprehending-transformative-use-of-vocabulary method’,‘comprehending-characteristics-of-onomatopoeic-and-mimesis method’ are effective to teaching idioms, compressive words, argot, and adjective words, respectively. 4. Evaluation method of instructing morphologyEvaluation of instructing morphology about Classical Chinese should be done as an exte...
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제 6 차 교육과정에 따른 고등학교 한문교과서의 <한자, 한자어> 영역 단원 분석
안재철 한국한문교육학회 2001 한문교육논집 Vol.16 No.-
The purpose of this paper is to systematically review the structure of high school Chinese Writing text produced in accordance with the 6th curriculum revision. This paper suggests a way to be desired in producing a Chinese Writing text in future. With current materials of I (II) type of high school Chinese Writing text, this paper reviewed 'internal system' of the text, focusing on 'unit arrangement' and 'unit configuration' (This study reviewed the Chinese Characters·Words Written in Chinese Characters only). As a result of review of potential problems of the text system, the solutions as a conclusion includes: 1.Conclusion 1)Current unit arrangement of Chinese Writing text of high school should be set up taking into account the high school's Chinese Writing level and class frequency allotted. This paper suggests that larger units of 9 to 11 and smaller units of 3 to 4 are proper. 2)In terms of units for Chinese Characters·Words Written in Chinese Characters, larger units should be composed with 1 and 2 units and smaller units with 4 to 9 units in case that 900 Chinese characters are a basic to teach and learn. This level of unit classification seems to be appropriate when it comes to configuration of <Chinese Character·Words Written in Chinese Characters>. 3)The system of units of current high schools Chinese Writing I is: 'Larger Units List - Larger Units Overview - Larger Units Study Objectives - Smaller Units List - Smaller Units Study Objectives - Text - (Study-Advanced Study-Complementary Study) - Drills - Executive Summary - Evaluation of Larger Unit Concerned'. However, this study suggests a desirable system of the units of current high school's Chinese Writing I as: 'Larger Units List - Larger Units Overview - Larger Units Study Objectives - Smaller Units List - Smaller Units Study Objectives - Explanation of Smaller Units = Text - (*Support stage for explanation of the text: study <function words, grammar, etc.> - Important Phrase Explanation - Application - Supplementary·Advanced Study) - Drills - Executive Summary of a larger Unit - Evaluation of Smaller Unit Concerned'. 4)In general, a study of a text can be accomplished when studies of a text policies, text system, text structure, text content, and text internal/external systems are integrated together. In order for a text to be called on play, a text that impacts a lot the teaching and learning should be studied in a various and integral manners. Based on this kind of study, a text should be produced. In the event of evaluation of the text produced, a regulation should be made so that qualified evaluators can join in the evaluation of the text in a fair manner. 5)As far as the system of the current text of the high school's Chinese writing is concerned, it shows that the text has been developed to improve students' perception function and reading skill of the Chinese writing. I hope, by follow-up studies on <Chinese writing scope> and an school/class application, the text of Chinese writing would be effectively and systematically set up in future. 2. Recommendations 1)It is recommended that a 'studying objectives' of a future authorized textbook of Chinese writing be set up in cope with a 'content system' and a 'content' of the 'Chinese Curriculum'. Also, a 'studying contents' should be developed in accordance with a 'studying objectives'. 'Evaluation list' should be fully matched with a 'studying objectives'. 2)In evaluation for selection of a textbook to be authorized, an evaluation committee should be organized only with qualified and experienced members so that a better quality of a text should be authorized through a fair evaluation in cope with 'Text book publication evaluation criteria'. 3)As a part of efforts well meeting the Information age, this paper suggests that an 'electronic textbook' be adapted in future curriculum for utilization of a deeper, larger volume or unlimited data.
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