Pleurotus ostreatus에서 분리한 Ascorbate Oxidase 활성에 대하여

김연란 서울大學校 1987 국내석사

Pleurotus ostreatus의 Ascorbate 산화 환원계에 관여하는 효소들의 특성

김연란 서울대학교 대학원 1987 국내박사

Characterization of the enzymes involved in ascrobate redox system of pleurotus ostreatus : Pleurotus ostreatus의 Ascorbate산화환원계에 관여하는 효소들의 특성

김연란 서울대학교 대학원 1994 국내박사

슈만 연가곡 <시인의 사랑> 관련 한국 석·박사학위 논문에 관한 연구 : 연구내용의 분석 및 종합

김연란 동아대학교 교육대학원 1993 국내석사

A overviewng research has been made on the doctoral dissertations and the master's theses presented in Korea to date that concentrated mainly on Schumam's Dichterlibe op.48. Of 22 dissertations or theses that were known to have worked on this particular subject, two were unavailable, 20 papers have been carefully studied and their content systematically documented in this report. First by looking into theses presented at each school, one can easily find that studies done are rather evenly distributed among the schools located in Seoul and other locality. Of 22 that can be found, 14 have been the work of schools in Seoul and the remaining 8 in the rest of the country. And at least one or two of those were presented every year except '79 and '86 throughout the country. This report attempted to classify those available 20 papers into three different categories and after thorough studies made on each paper, then they were generalized and analyzed according to the catagory. The first catagory of the theses concentrating mainly on the tune analysis can be further classified as follows: 1. Form 2. Melody(the accompaniment) 3. Harmony(tonality) 1. Form The 1st, 5th, 7th, 8th, 9th, 12th, 13th, and 14th tunes are strophen Lied Form. The 12th, 13th, and 14th are modified strophen Lied Form, and the 7th, l0th, 11th, 15th and 16th are Durchkomponiente Lied Form; most of them show relatively diverse and various forms. 2. Melody(the accompaniment) The 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 13th, and 14th tunes are formed to have the voice and accompaniment start without prelude or follow immediately after the tunes, or in the case of the 5th and 7th tune the accompaniment is completely indipendant from the voice and acting not as a supplement but as a solo. For this reason it is possible to assume that the role of the accompaniment in Schumamn Lied is specificully characterized. 3. Harmony(tonality) The 1st tune starts with F minor and ends with the 16th tune in C minor. We can find a frequent usage of suspension and secondary chord in the accompaniment. The 12th tune for example, at the very beginning of the tune, German 6th chord has been inserted. This utilization of variable chords throughout the entire tune makes the harmony colorful and characteristic. In the 2nd category, theses dealing with the performing techniques contend that it is imperative to understand the 1st tune through 16th tune of Dich ter Libe, especially that of A. Some of the theses also emphasize. One must be extra careful so as not to spoil the very delicate flow of emotion and to control the rhythm of each tune thereby will help convey the diction and control the vocalization smoothly. The 12th thesis discussed mainly about the performing teachinique by comparing 5 vocalists who have performed Dich ter Libe. According to its analysis, when each vocalist's performance was reviewed based upon how flexibly to command the melody, handle the high-pitched tones, and express emotion truly, it was Peter Schreier who scored the highest point. In the 3rd type there are theses that treat the relationship between metrical schemes and music where the 1st, 5th, 8th, 9th, l0th, l1th, and 15th tunes take on the Trimeter of lambus and the disposition to Reime resembles a,b,a,b's kreuzreim. And almost every tune usually has a combination of Jambus Trimeter or Tetra meter and Anapast,whereas a few tunes show that in the early section of the tune, they use the kreuzreim and a,a,b,b's parende reim or a combination of both. As it is observed above, it is quite safe to say that the theses presented usually devote a large amount of time to study the first few tunes very sincerely. However, as they progress toward the last few tunes, they tend to be inattentive, some of them even resemble each other as if they were written by the same person. What we can expect, though, and are convinced is, that such a careless thesis will no longer be presented, since the research work, from synthetic as well as analytic point of view, has been underway according to each specific field of the specialty.

중국 내 한국어 교육 환경의 변화와 중국 대학의 한국어학과 교육과정 개선 방향 연구

김연란 상명대학교 교육대학원 2013 국내석사

과거 1940년대에는 중국의 대학 중 한국어학과가 개설이 되어 있는 대학교가 5개 정도에 불과했다. 70여년이 지난 오늘, 중국 내 대학교 중에서 한국어학과가 개설되어 있는 대학교는 이미 세 자리 숫자를 넘긴 지가 오래되었다. 이와 같이 한국어학과가 빠른 속도로 성장하게 된 계기는 여러 객관적인 환경 요인이 작용하였다고 본다. 1992년 한중 수교 이후 한국의 경제 성장과 더불어, 많은 한국 기업이 중국으로 진출하면서부터 한국어 교육은 중국에서 더욱 폭발적인 인기를 얻게 되었으며, 이는 대학교에 한국어학과의 설립으로 이어졌다. 또 중국의 개혁 개방, 경제 성장과 더불어 한류 전파 등 다양한 객관적인 요인은 한국어 교육에 대한 다양한 요구로 분화되었으며 과거의 획일적인 교육과정은 더 이상 오늘날 새로 나타난 다양한 요구를 만족시키지 못하는 상황이다. 이에 비추어 이 논문은 중국 내 한국어 교육의 환경 변화에 대해 분석해 보고, 현재 중국 대학의 한국어학과 교육과정을 분석해 봄으로써 문제점을 지적하고 앞으로 개선 방안을 제시하려는데 목적이 있다. 교육과정의 일반론과 현재 한국어 교육 전반의 이론적인 배경을 살펴보고 한국어 교육에서 개발된 여러 이론을 중국 대학의 한국어학과 교육과정 개선에 적용해 보고자 하였다. 다음으로 중국 내 한국어 교육 환경의 변화를 통하여 오늘날 대학 한국어 교육이 해결해야 할 시대적인 과제가 무엇인지 분석하여 이를 중국 대학교 한국어학과 교육과정 개선 방향 연구에 반영하고자 하였다. 현실적으로 한국어학과의 교육과정의 구성을 알아보기 위하여 각 지역 별로 대표적인 한국어학과를 분석 대상으로 선택하였다. 한국어 교육과정 이론에 대한 연구를 통하여 얻은 분석 기준을 적용하여 분석 대상으로 선정한 대학교의 한국어학과 교육과정을 분석함으로써 중국 대학의 한국어학과의 공통점 및 문제점을 밝혀내고자 하였다. 또한 중국 대학교 교육과정 구성의 구조를 분석함으로써 중국 대학의 한국어학과 교육과정 구성 방안이 제도적으로 가능한 범위를 알아보았다. 끝으로 지금까지 분석한 결과를 바탕으로 중국 대학교 한국어학과의 체계를 재정립하고자 하였다. 주로 중국 내 한국어학과의 교육 목표와 교과과정의 구성을 둘러싸고 새로운 교육과정의 개선 방안을 제시하였다. In the 1940's there were less than five Universities that had Korean language departments. Since that time, a few departments have multiplied into more than one hundred departments. Many changes have occurred during the last 70 years between China and Korea that have helped determine how the curriculums should change. For example, starting in 1992 after diplomatic relations formed between Korea and China, Korean businesses in China have continuously grown. The amount of Korean language departments in China has also grown to help meet this demand, but the curriculums are outdated and only designed to meet part of this demand. This paper examines the Korean language department curriculums from a sample of representative universities in China. Both the common and uncommon aspects of the curriculums are isolated and examined in order to find methods to improve the curriculums. The ultimate solution to this dilemma is complex and requires the restructuring of the Korean language department curriculums, which goes beyond the scope of this paper. But how can the current curriculums help meet the current demands? In short, Korean language curriculums should go beyond language training and integrate the acquisition of other useful skills during language training; skills that focus on the current job demands, in the trade industry, tourist industry, or translation industry for example. Many of the Korean language curriculums still teach language using outdated, useless subject matter making language the only useful skill learned. Countries have no real need for people that only have intermediate to advanced language skills. Language takes a lot of time and energy to learn. Unfortunately, simply knowing a language is not enough. It must be paired with a certain skill set. This paper attempts to provide a direction towards improving the Korean language department curriculums so as to incorporate such skill sets.