http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
王敏 한국한자한문교육학회 2013 국제한국한자한문교육학회 학술대회 Vol.2013 No.1
This is one of papers about Chinese character teaching. The questionnaire focused on the teacher’s attentions about Chinese character handwriting teaching, especially on the students’ biases on handwriting studying. Our questionnaire sent to teachers who teach Chinese lesson in 1‐3 grades of primary school in Beijing. The Excel table show 2500 Chinese characters that must be grasped according to the Chinese curriculum standard (2011). The respondents have been asked state briefly the errors or biases of the strokes or components. Based on the preliminary analysis, the errors mainly happened as adding or losing stroke, choosing wrong component (or radical) similar with the right one, making mistakes on the strokes order. About the artistic element of handwriting, teachers mainly pay attention on the proportional balancing. The questionnaire result could be a reference for the handwriting teaching, and be material for the Chinese handwriting research. The questionnaire also hint us rethink about the appropriateness that direct stroke details written by hard‐tipped pen (pencil, pen, ballpoint pen, etc.) with the rules of soft brush writing characters in print form.
王敏 한국한자한문교육학회 2012 국제한국한자한문교육학회 학술대회 Vol.2012 No.1
The radical part of a Chinese character is important forsearch it in a dictionary, what made radical teaching a mainly part duringChinese course for both Chinese children and students who have other mother tongue. People have named the radicals for teaching and dictionary, but according our survey, there are different names for a same radical in the primary Chinese course and some books wrote for Chinese teacher. This article brings forward several rules for name radicals and suggestsa radical name table based on <The Table of Indexing Chinese Character Component > and <Specification for Identifying Indexing Components of GB13000.1 Chinese Characters Set>. In our view, the radical name should mainly prompt clues of the conformation rules of the Chinese character, and also do favor of nice character writing, what means the character shape(structure) is more important than the meaning for a radical name.
王敏 국민대학교 중국인문사회연구소 2011 중국지식네트워크 Vol.1 No.-
Modern Chinese journalism professionalism experienced three times. They are Zun Wen Ge era, Xi Lou era and Takungpao era. The naissance of journalists are Zun Wen Ge. The transition period is Xi Lou Bao and the mature time is Takungpao. Professional journalist began in port cities like Hong Kong and Shanghai in the fifties and sixties of the 19th century. Most of journalists came from traditional Chinese scholars. Professionalism of journalists mainly manifested in two aspects. One is professionalism and another one is specialization. The professionalism relied on the newsletter’s development, but the fundamental driving force for the professionalism of journalists is economic structural changes in Chinese society. In a transition period, scholars have more choice and being journalists is one of their choices. 近代中国报人职业化大致经历了三个时代,分别是尊闻阁时代、息楼时代和大公报人时 代。尊闻阁报人时代是报人的诞生期,息楼报人时代是转型期,大公报人时代是报人的 成熟期。报人职业化始于19世纪五六十年代的香港、上海等口岸城市,报人来源主要是 中国传统读书人。报人职业化主要表现在专业化和专门化两个方面。报人职业化的依托 是报业,根本推动力量则是近代以来中国社会经济结构的变迁。作为传统时代受过良好 教育的知识人,在社会转型时期,读书人拥有更多的选择空间。当报人只是部分读书人 的选择。