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저온 화학기상증착법 및 급속가열 공정을 이용한 그래핀의 합성
임성규,문정훈,이희덕,유정호,양준모,왕진석,Lim, Sung-Kyu,Mun, Jeong-Hun,Lee, Hi-Deok,Yoo, Jung-Ho,Yang, Jun-Mo,Wang, Jin-Suk 한국전기전자재료학회 2009 전기전자재료학회논문지 Vol.22 No.12
As a substitute material for silicon, we synthesized few layer graphene (FLG) by CVD process with a 300-nm-thick nickel film deposited on the silicon substrate and found out the lowest temperature for graphene synthesis. Raman spectroscopy study showed that the D peak (wave length : ${\sim}1,350\;cm^{-1}$) of graphene was minimized and then the 2D one (wave length : ${sim}2,700\;cm^{-1}$) appeared when rapid thermal anneal is carried out with the $C_2H_2$ treated nickel film. This study demonstrates that a high quality FLG formed at a low temperature of $400^{\circ}C$ is applicable as CMOS devices and transparent electrode materials.
임성규(Lim Sung-kyu) 우리말글학회 2008 우리말 글 Vol.43 No.-
This paper aimed to study direction of reading cyber narrative in digital age. It centered on romance novel for young adult. We have to admit its strong point that satisfying psychological desire of teen age young people reader. But we need to reflective reading that checking meta-viewpoint total context of literary appreciation and change of age. That is balancing cyber narrative appreciation that have absorption and distant mediation. Actually, a narrative reading have to have reflective interpretation of critical distant above identification, empathy and sympathy. It is poetic of aesthetic distant mediation with against text. Recently, boundary of high literature and popular literature is rapidly downfall, and literary appreciation of young people reader move prompt and reflex direction. So, this problem link to goods aesthetic of bestseller, and it is connect politics of communication that repress capital. Accordingly, cyber narrative reading point to reflective cultural education that stand conscious inner mind of young people. It is main point that control consume oriented narrative fury phenomenon.
1920년대 계급주의 아동문학 비평 연구 : 소년문예운동 방향전환론의 전개와 비평사적 의미
임성규(Lim Sung-Kyu) 한국아동청소년문학학회 2008 아동청소년문학연구 Vol.- No.3
This study aimed to inquiry unfolding aspect of proletarian children’s literature criticism after 1920’s. It is examinate series criticism argument through overall flow of children’s literature criticism history. Actually, diachronic flow of Korean modern children’s literature criticism have jumped through series criticism dispute. So, arrangement work about overall flow and criticism historical meaning of children’s literature criticism dispute is necessary recent task. As a matter of fact, dominant viewpoint not admit rigid children’s literature criticism and discussion in the modern age. It deny to merit of Proletarian criticism and reference its mistake. But, Korean modern literary criticism have subjectivity in the KAPF age. Dispute process of modern children’s literature criticism naturally evoked generation and development of criticism genre. So, pervious prejudice have to conquer that proletarian children’s literature criticism is simple blame logic. Children’s literature historical task that conquer division logic have being delayed. Proletarian children’s literature criticism is based to fixed opinion and concentrate on reality conflict and social consciousness. But it argue role of children’s literature that express painful working children. And, it has achievement pass over subjective essay criticism. It contribute to establishment genre characteristic through logical and objective description. Specially, nationalism interrelationship criticism against proletarian criticism is not exist. Accordingly, diachronic flow of proletarian children’s literature criticism to the 1930’s waiting to follow-up study.
초등학교 전래동화 교육의 논리와 구비문학 교육의 시각-아동 중심 접근과 이야기 문화의 회복-
임성규 ( Lim Sung-kyu ) 한국초등국어교육학회 2007 한국초등국어교육 Vol.34 No.-
초등학교의 전래동화 교육은 독자이자 청자인 아동들에게 있어서 문학 경험의 온축과 성찰적 사고를 통한 세계 인식을 가능케 한다는 점에서 아동 서사교육의 측면에서 중요한 위상을 점하고 있다. 그런 의미에서 독자인 아동에게 밀착된 보다 유의미한 문학 교수-학습의 실천을 위해서는 기존의 연구에 대한 비판적 시각 확보를 통해 아동 중심의 교수-학습 방법에 대한 천착과 함께 밀접한 연관을 맺는 설화와의 관계 정립이 요청된다. 그러한 관점에 설 때, 문학 교육 용어의 정당한 사용을 통해 전래동화 교육의 본원적 특장(特長)을 추출해 낼 수 있으며 그 기원의 근본성이라고 할 수 있는 근대성을 표방한 전래동화의 독자성과 아동문학 본연의 자생적 논리가 확보될 것이다. 그것은 재화자(再話者)의 문학 교육적 안배와 배려의 확장과 함께 내재적 속성인 구술성(口述性)의 회복 및 실현과 맞물려 있는 과제인 것이다. 또한, 인접 장르와의 관계망에 있어서는 판타지 동화 및 현실주의 동화와 연대하는 아동 서사 교육의 진정성을 추구할 수 있다. 그러므로 아동들의 전폭적인 선호도를 지니고 있는 전래동화의 문학 교실에서의 실천은 문어적 읽기 문화에 경도된 편협함을 극복하고 진정한 이야기 문화의 회복을 위하여 문학 교사와 아동이 함께 나누는 ‘이야기하기’의 과정을 통해 전래동화가 지닌 원초적인 생명력을 건사해낼 수 있을 것이다. At the childhood literary reading have importance of initiation into literary life. Above all fairy tale appreciation is valuable in the conversation with the past and the present time. In this viewpoint storytelling culture with akin another person is offer oral literary experience. But, studies history of teaching materials and textbook content analysis have to change for new point of view. It is relationship triangular position with folk tale, desirable appreciation method for practical access and educational term use for elementary school children. And, We need to reflectional checking in the fairy tale rewriting. It base children's narrative education with fantasy juvenile story, realistic fiction. Specially, Our fairy tale tradition have to clue of recovery storytelling culture in Bang Jung-hwan fairy tale retelling and rewriting. So, we achieve regulation of literary and educational proportion. And, classroom practice of retelling attain teacher and student in the Korean language curriculum.
문학 텍스트의 주체적 해석 수행을 위한 일고찰 : 정지용의 「流線哀傷」을 중심으로
임성규(Lim, Sung-Kyu) 한국문화융합학회 2008 문화와 융합 Vol.30 No.-
The Purpose of this study is to grope right direction of subjective interpretive practice in literary text with literature researcher and readers. Because our life is placed at process of interpretation, life of literature is connect how to interpret of literary text. So, we are reject blind belief and following at older interpretation. And we have to plausible and appropriate interpretation in reading literary text. It is central subject in literary practice. Specially, it cater to own in text interpretation for self educational property and self reflective specific character on literary activity. Jung Jee-Yong s 「流線哀傷」 reading is a typical case for suggestion of interpretive practice at literary text. And, it builds reception history at text interpretation. Learning reader has to produce reception text that have own persuasive power. He take leave of text interpretation from the past. Accordingly, We have to diversity and relevance of interpretation and interpretive communicate. It must works good understanding with literature teacher, literary text and learning reader.