現代小說의 古典 受用에 관한 ?究 : 「움직이는 城」과 ?事巫歌 ''七公主’의·관련성을 中心으로

禹漢鎔 국어문학회 1983 국어문학 Vol.23 No.-

韓國近代小說의 記號論的 硏究 : 許俊의「殘燈」을 중심으로 Semiotic Structure and Meaning of Huh-Jun's Novel Chandeung(殘燈)

禹漢鎔 全北大學校 敎育大學院 1988 敎育論叢 Vol.8 No.-

This paper deals with a part of the semiotic research in the modern Korean novels. The modern Korean novels have advanced two systems such as realism and modernism in their study. But the interest in the study narrows its subject down to the realistic novels, while the study of modernistic novels is neglected and is not estimated justly. The novels have studied alongside with realism and modernism and taken the correct estimation in the history of Korean novels. In this paper, we make an attempt to analyze “Chandeung(殘燈)” written by Huhjun (許俊) through the method of semiotics. We set forth as a premise which is efficient in the research of the modernistic novels. “Chandeung" is a work which people returned from abroad by the 1945 Liberation of Korea told what they have expereinced on their way home. This story consists of the structure of the way. Characters in the novel is characterized by symbolic devices. The discourses in the novel use the double-voiced ones. The literary style is characterized by double negations. The characters viewpoints of the remaining Japanese after the 1945 Liberation are muliple. This novel reveals the characteristics of polyphonic novels. The novel has the characteristic of polyphonic one in consequence and so have the modernistic novels.

한국어 문화권의 교육력 제고를 위한 전망

禹漢鎔 한중인문학회 2008 한중인문학연구 Vol.25 No.-

한국어로 산출된 한국문화는 세계 여러 지역으로 퍼져 있다. 해당 지역의 정치, 사회, 문화 등의 여건에 따라 한국문화는 많은 변형을 보인다. 다양한 변형 가운데 한국문화의 원형적 요소가 상존하는 경우는 여전히 한국문화의 양상으로 간주된다. 이러한 한국문화는 지역적 인접성이 유지되는 경우도 있고, 그렇지 못한 경우도 있다. 한국어가 쓰이는 지역의 문화를 따라 세계 각처에 한국문화가 흩어져 있다. 지역적 인접성이나 인종적 단일성 등은 약하지만 한국어를 중심으로 유지하면서 변화를 거듭하는 한국문화를 하나의 권역으로 묶을 필요가 있다. 이는 다양한 모양과 크기의 섬들이 흩어져 있는 어느 바다를 하나의 지리적 권역으로 묶는 것과 흡사한 구조가 된다. 문화권이 겹치는 권역에서 이루어지는 교육 가운데 언어교육이 핵심사항이 된다. 제2언어나 외국어로서 한국어교육이 한국문화교육 전반을 포함하게 된다. 이는 외국에서 연구되는 한국학의 범위와 일치하게 된다. 그런데 그런 한국어는 언어 운용 목적에 따라 내용과 방법이 달라진다. 일반목적과 특수목적을 설정할 수 있는데, 실용성을 고려하는 수요자에게는 일반목적 한국어를 가르쳐야 한다. 그런데 학문과 예술, 정치, 외교 등의 영역에서는 한국어교육의 수준을 너무 낮게 설정하면 목적 달성이 어렵다. 한국어 학습의 목적이 다르고 수준에 차이가 있어도 문화 상호간의 교류를 전제해야 하고, 문화의 주체가 다중적 역할을 수행한다는 점 등이 고려되어야 한다. 위에 말한 문화교류적 측면의 한국어교육을 위해서는 문학이 제재와 방법으로 동원되어야 한다. 문학은 어느 언어권의 언어적 정수를 집약할 뿐만 아니라 문화적 사유의 유형을 형상화하고 있기 때문이다. 또한 언어의 논리성과 합께 언어의 정서적 가치를 담고 있는 텍스트이기 때문이다. 한국어교육을 담당하는 교사는 한국어 최고 수준의 능력을 갖추고 있어야 한다. 한국어 문화권이 유지되기 위해서는 그 문화권의 구성원을 문화적으로 통합하는 텍스트를 구성하고 교육에 활용해야 한다. 한국어 능력이 해당 지역 문화 향상에 도움이 되어 문화간 질적 상승을 가능하게 해 주어야 한다. Almost all over the world, there the Korean cultures are situated in the shape of islands. By the political conditions, by social needs, by cultural heritages the Korean culture of the area is transformed in diverse modes. Among the transformed cultural modes the core traits makes sustainable the Korean culture in foreign countries. Sometimes, the Korean cultures in foreign countries have the regional contingency and another case they are separated without any regional approximate. But the Korean using areas approved as Korean cultural areas even if the shape of it transformed in many aspects. Even though the regional contingency is not sustained, and the ethnological homogeneity is not proved, the lingual sameness will prove the cultural identity in any case of conception for the culture. It is a circle of Korean culture. Metaphorically, it is a kind of ocean park that many diverse islands included in it. In the area that the different cultures are overlapped, the language education include the whole kinds of cultural entries. It is coincide the categories of Korean studies in foreign countries. The contents and method of teaching Korean will be varied by the goal and purpose of the learners. The goals of Korean education will be grouped in two types by the users needs; the general objectives and the special objectives. In the area of special objectives, Korean for the academic activities, for art activities, for political activities, the goal of Korean education must be established in higher degree. In the course of Korean education, they must care in consideration the cross cultural communication between the native culture and foreign culture. And the subjects of the cultural practice, they are burdened in two cultures, in some degree, multiple roles. For the effectiveness of Korean education in high degree, the literature as an art will be available as subject matter and as a method of education. That is because the literature in any linguistic territory, it assembled the cultural core and it has configurated the cultural thinking method in itself. Moreover, it is the text that has the logical structure of its language and the emotional values of it. The teachers and professors must have the ability of analysis the culture and teaching it in good method. For the sustainable maturity of Korean culture in foreign countries, they must prepare the texts that integrate the members in them, and teach them the texts in due course. The members who learn Korean in high degree must serve for the development of the culture that flourished in their country. It is the ultimate goal of Korean education in our time, here and now.

<삼국지>와 한국의 언어문화 교육

우한용 한중인문학회 2005 한중인문학연구 Vol.16 No.-

韓國 文學敎育의 近代性 認識에 대한 考察

禹漢鎔 중한인문과학연구회 1999 국제학술대회 Vol.- No.4

국어교육학 정립의 도정과 전망

禹漢鏞 서울대학교 2006 先淸語文 Vol.34 No.-

Since 1947, the Department of Korean Education has taken the role of establishing the teachers of Korean education in middle school and high school, and they devoted to Korean modernization. On the other side, since the installation of the graduate course, the authentic academic activity for the science of Korean education prospered, and now the Korean education raised up the level to high degree both in quality. The basis of Korean education, without saying, will be Korean linguistics and the study of Korean literature. These two eras belong to humanistic science. But Korean education has its original object and unique method that the stress is put on the practicalness and the building of human character of the subject. The academic nature of Korean education, and the sub-scopes of Korean education will be designed by the two conditions of it. In this paper the discussions on the areas of Korean education is surveyed in brief. For the development of Korean education, these things suggested in high pitch that the scope of Korean education must be prolonged, and try to reconstruct the structure of the system and the faculty members. More over the academic method of Korean education necessary be refined; the items to be refined will be as follow. (1) The ideals of Korean education is asked to reconsidered, especially the mational nature of Korean education. (2) The comprehensive linguistic value of Korean(as national language) must be reconsidered. (3) Interdisciplinary study of Korean education need to be designed by the new paradigm of modern scholarship. (4) Try to find out the productivity of Korean education. As a conclusion, I suggested that the role of Korean department must be enlarged in the college of education in SNU, and asserted that the main goal of Korean education will be the liberation of human mind and the prosperity of human culture.

한국과 중국 문학교육의 특성 대비 고찰 : A characteristic of Literary education Korea-China

우한용,박인기 중한인문과학연구회 2003 국제학술대회 Vol.- No.11

한국문학에 수용된 노드럽 프라이의 문학이론과 그 적용양상

우한용 한국캐나다학회 1993 캐나다논총 Vol.1 No.-

문학 교육과정 개정의 방향 탐색 : 심화선택과목 <문학>의 경우를 중심으로

우한용 한국문학교육학회 2006 문학교육학 Vol.20 No.-

서사능력의 구조와 기능, 그리고 그 교육에 대한 이론적 탐구

우한용 한국문학교육학회 2004 문학교육학 Vol.13 No.-

The aim of this thesis is to elucidate the structure of narrative power and how it works in the education process of literature. In the course of every day life, they manage their life and make possible world with narratives, it is the main goal of narrative education. The narratives are related with lives by double status, that is narrative act in real life and verbal narration in the texts real or fictional. This doubled status of narrative co-related each other but they are semi-simultaneous. Self and other, same subject divided into two aspects in narrative. In a narrative process, by the time process of cognition, the self realized by the form of 'others'. In this process the subject get the power of interpretation for the narratives. With this fact, it is possible to conclude that the structure of narrative power, it means how to live malung a meaningful life in time process and how to configurate the events in a life time with significant whole structure. For the reader of narrative, the abilities of read out the themes in narrative, it is formed by the facts as follows: 1)person and their relations in the narrative texts 2) holisticity presented by plot structures in the narrative texts 3)linguistic configuration the events and circumstances. The educational function of narrative power, it can be defined with the concept of narrative literacy. They are as follows ; lkomprehensive understanding of the life 2) as a process of self understanding 3) getting the ethical sense. For the getting of narrative power, for the first time it is necessary to understand the main principles of narrative and interpretation of the narrative and critical receiving the result, at last the it is necessary to communicate the narratives and writing (configuration) narratives by themselves. Making their own narratives, they grow up as a meaningful subject in the possible world as well as in the real world.