(사)한국성품협회 좋은나무성품학교에 바랍니다 : 단국대학교 전 부총장 김상홍 -우리 교육사에 새로운 지평을 연늘 푸른 좋은나무성품학교

김상홍 한국성품협회 2014 성품저널 Vol.4 No.-

김상홍(金相洪) 선생(先生) 근영(近影)

김상홍 한국한문학회 2010 韓國漢文學硏究 Vol.0 No.45

Tennis 경기에 있어서 Ball count Deuce에 의한 Game 승패 고찰

金相洪,朴相坤 慶北大學校 師範大學 1982 體育學會誌 Vol.9 No.-

This study show that point can affect or the activity for bringing the mental and physical strevgth to the best play. According to this study, as follows: 1) Specially is the Ball count Deuce coming from an equivalent contest, It is studied that can help the players and the ploneer coaches by studying, collecting the statistis materials about Ball count Deuce in orde to emphasize the importance of win and lose game becom of. 2) In this care of Ball count Deuce of play Tennis, It is realized the triumph of follower by the result of winning and losing the game. 3) It is analyzed that this opposite triumph is directly concerned with the spiritual strength. 4) In consideration of Ball count Deue, It is shown that the realizations to study the physiological situation and to be affected on the spiritual and physical strength are strongly desired how. There fore, It is much desired that the player himself brings the beneficial contest by realizing the continual environments of contest in considerating between Game count Deuce and set count per with Ball count Deuce.

2001 학년도부터 적용되는 조정된 한문교육용 기초한자의 고찰

김상홍 한국한문교육학회 2001 한문교육논집 Vol.16 No.-

On the 30th of December 2000, the Ministry of Education declared that 1,800 fundamental Korean Chinese characters for high school education which was established and declared in 1972 should be amended and newly applied from 2001 scholastic year. The Ministry of Education explained about the ground of amendment as follows ; "to cope with actively the formation of new cultural sphere and the change of language circumstances in the northeast Asia based on the new society of 21st century concentrated on the knowledge and information, and to establish new educational perspective for the stability of the education of Korean Chinese classics and characters." As a responsible researcher of 『The Report on the amendment of 1,800 fundamental Korean Chinese characters for high school education』 of which The Educational Society of Korean Chinese Classics was left in charge by The Ministry of Education and as a chairman of the committee in The Ministry of Education for amendment of fundamental Korean Chinese characters, I participated in this amendment project immediately applied from this scholastic year. This report, the white paper which put in order and consider the whole process and it's backgrounds of the amendment of fundamental Korean Chinese characters etc., would be the historical resource in the history of the education of Korean Chinese classics. Also it will help to comprehend of the fundamental Korean Chinese characters applied from this year and contribute to open new horizon over the education of Korean Chinese classics. The proposal amended newly, maintaining 1,800 letters formation as before, is divided into 2 parts, 900 for junior and 900 for senior. The summary of main contents is as follows. ① New proposal is amended, on the basis of the proposal of The Ministry of Culture & Tourism and of The Educational Society of Korean Chinese Classics, through public hearings and public-opinion polls. ② We excepted 44 letters from 1,800 letters formation established on the 16th of August 1978 and supplemented 44 letters to it. We excepted 4 letters '硯貳壹楓' from the Korean Chinese characters for junior, 40 letters '憩戈瓜鷗閨濃潭桐洛爛藍朗蠻矛沐栢汎膚弗酸森盾升阿梧刃雌蠶笛蹟滄悽稚琢兎弦灰喉噫熙' from the Korean Chinese characters for senior. ③ We made it a rule to observe the existing characters formation in the case of division between characters for junior and that of senior but 4 letters '李朴舌革' for senior were adjusted to that of junior. ④ 44 letters newly supplemented '乞隔牽繫狂軌糾塗屯騰獵隷僚侮冒伴覆誓逝攝垂搜押躍閱擁凝宰殿竊奏珠鑄震滯逮遞秒卓誕把偏嫌衡' are for senior. ⑤ In the case of characters used in proper nouns, for example person's name or the name of a place, teacher must educate without regard to new proposal. ⑥ In the case of publishing textbook of Korean Chinese classics for high school education, we permitted to add letter only within 1% of 1,800 letters newly applied but certainly it must include 44 letters which were excluded before. ⑦ 44 letters excluded, for the effectiveness of education and the publishing textbook, have to be educated in addition to the proposal. As it were, because in the compilation of textbook the supplement of letters is permitted within 100 letters, 44 letters excluded before can be taught by this permission. In spite of that regulation there are several inconvenient aspects. ① The Ministry of Education(at that time) in charge of educational administration didn't attempt actively the amendment of fundamental Korean Chinese characters for high school education, instead of it The Ministry of Culture & Tourism presented new proposal to The Ministry of Education and then the process of amendment was began passively by The Ministry of Education. From now on, in case the amendment of fundamental Korean Chinese characters for education is necessary, The Ministry of Education & Human Resources has to lead that project actively. ② The 1,800 letters formation of fundamental Korean Chinese characters for education couldn't be extended to 2,000 letters and, most of all, the education of Korean Chinese characters in elementary course was excluded. These educational policies have to be reconsidered in the future. ③ The Ministry of Education & Human Resources, though the amendment of Characters is very important too, has to prepare institutional equipments to actualize the proposal in high school very well. Especially, from 2001 scholastic year, secondary education is obligatory, so new policy to educate Korean Chinese characters has to be established certainly.

다산의 사문학 연구

김상홍 근역한문학회 1983 한문학논집(漢文學論集) Vol.1 No.-

丁茶山의 樂府詩 硏究

金相洪 단국대학교 1979 論文集 Vol.13 No.-

This paper aims at probing two facets of accomplishment by Yak-yong Choˇng(1762-1832), pseudonymously Ta-san: his writing of Yu¨eh-fu Shih(樂府詩) and his effort for “the establishment of an intrinsic and independent literary trend”in Chosun. Ta-san was not only a poet concerned with societal justice but also a scholar who integrated Silhak or practical learning into a system of thought in the latter half of Yi Dynasty. Due to his involvement in Sinyusaok (persecution of Catholics) in 1801, he was condemned to spend 18 years in exile. First, he was forced to go to Jangki in Kyung-sang-do in March, 1801 and 7 month later in October of the same year, he was transferred to another place of exile, Kangjin-hyun in Chulla-do, where he spent the remaining period of his confinement until 1818. His Yu¨eh-fu Shih includes Tamjin Yu¨eh-fu, which consists of 15 poems of Tamjin Chonyo (folk songs), 10 poems of Tamjin Nongga (farmer's songs), and 10 stanzas of Tamjin Aka (fishman's songs) and also includes 10 stanzas of Jangki Nongka (farmer's song)-all of these depict and describe scenes and events in farms and fishing villages along the Tamjin River in then Kangain-hyun of Chulla-do (present Kundong-myum, Kangjin-kun) where he led his solitary life From his prime, Ta-san was much conscious of and critical of the literary trend of Chosun, and he raieed an objection to those who blindly imitate the Chinese literary trend. He therefore exerted himself utmost to correct the situation. He asserted that Korean literary climate must go through innovation to get rid of the excessive Chinese influence and that Chosun literature should establish her own typical and intrinsic literary tradition. He then proclaimed “I write genuine Korean poetry with joy because I am a Korean." It was the Yu¨eh-fu Shih that was written on the basis of this independent literary philosophy. Ta-san's Chosun poetics, which is characteristic of this independent literary philosophy, is fully examined in Chapter Ⅱ of this paper and the contents of the Yu¨eh-Fu Shih and Ta-san's poesy are studied in Chapter Ⅲ, since they are regarded as a living embodiment of his philosophy and poetics. In the Yu¨eh-Fu Shih, Ta-san incorporated vernacular, customs, history, and mores of Chosun and succeeded in giving poetic expressions to these and also maintaining original meanings of these intact. Although he used Chinese characters and Chinese poetic diction in his poems, his poetic style was unique that no intellectuals in his life time ever tried to cultivate. Thus, the collection of Ta-san's poems is regarded as an outstanding example of the “poesy in Chinese characters”, in which societal realities, vernacular, customs of Chosun found their proper and optimial expressions. In Chapter Ⅳ, along with other poetic expressions, various aspects of Chosun poetic vocabulary used in the Yu¨ch-fu Shih are examined: (1) poetic expressions by the use of the meaning (hun) of Chinese characters; (2) poetic expressions by use of the sounds of Chinese characters. Although Ta-san suffered himself from an uncurable disease, i.e, palsy, he stood boldly to correct various human and social evils and never ceased criticizing and condemning corruption and injustice of the ruling class, and at the same time stood for the common people to give vent to their suffering and grievances in his poems. In conclusion, Ta-San's Yu¨eh-fu shin is, first of all, a proclamation of literary in dependence of Chosun from the subservient imitation of Chinese literary tradition. Secondly, it should be valued as a feat in the creation of “New Poetry in Chinese characters,”which used the vernacular, mores, customs, history and realities of Chosun at its poetic condents. Thirdly, it is a collection of social poems in which the poet stood for the common people and fought against injustice and misuse imposed on them by the ruling class. Thanks to Ta-San who did ardently endeavor and dared to criticize and condemn both individual and social evils, writing social poems with the banners hoisted high for creating independent literary tradition of Chosun, that is, wrting the Yu¨eh-fuShih in the style of “New Poetry in Chinese characters”, the literary circle of Chosun could never feel empty or alienated nor did the suppressed commoners of Chosun feel lonely.

한문교육용 기초한자 1,800 자 조정의 기본방향

김상홍 한국한문교육학회 2000 한문교육논집 Vol.15 No.-

大韓民國, 地政學的漢文文化圈之中心部, 然則與漢文文化圈十六億人口, 欲爲理解及交流, 提高於國際競爭力增進, 必有漢文敎育矣. 我國之漢文敎育用基礎漢字 1,800字, 公表於1972年 8月 16日矣. 中高校漢文敎育復活, 於焉經過於近三十星霜也. 其間敎育環境之變化, 到來於世界化時代, 而擡頭於基礎漢字調整之當爲性也. 漢文敎育用基礎漢字, 調整之基本方向, 四大原則, 如下矣. ① 學校級別(初中高), 連繫性與位階性考慮, 寄與於漢文敎育之新地平開拓. ② 民族文化之創造的繼承發展, 寄與於二十一世紀新文化創造. ③ 韓國北韓日本中國臺灣等, 與漢文文化圈, 增進於理解與交流. ④ 民族統一以後, 寄與於民族之正體性確立. 漢文敎育用基礎漢字, 調整之方法, 韓國北韓日本中國臺灣等, 五個國八個機關, 制定使用, 敎育用基礎漢字及常用漢字之分析, 此爲調整資料之根幹也. 漢文敎育用基礎漢字, 調整之內容, 大別則二個案, 而細分則四個案也. 第1案 2,000字: 初等學校 600字, 中學校 800字, 高等學校 600字 (初等學校未敎育時: 中學校 1000字, 高等學校 1,000字) 第2案 1,800字: 初等學校 500字, 中學校 700字, 高等學校 600字 (初等學校未敎育時: 中學校 900字, 高等學校 900字) 現行 漢文敎育用, 基礎漢字 1,800字之中, 新規追加字及除外字之內容, 要約如下也. 第1案 2,000字: 新規追加字 216字, 除外字 16字. 第2案 1,800字: 新規追加字 79字, 除外字 79字. 本調整案, 五個國八個機關制定, 漢文敎育用, 基礎漢字及常用漢字分析之後, 選定於多使用字中心, 以爲寄與於漢文文化圈之理解及交流, 又有補裨於民族傳統文化之創造的繼承發展矣. 漢文敎育用基礎漢字, 調整之事, 關於文字政策, 以爲國家之重要事也. 然而敎育部, 下記政策之反映, 圖謀於敎育之上向同質化矣. ① 不可止於基礎漢字調整, 摸索於漢文敎育之發展. ② 漢文敎育, 必擔當於漢文敎師資格證所持. ③ 樹立於漢文敎育內實化方案, 强力推進.

丁茶山의 社會詩 硏究

金相洪 단국대학교 인문대학 국어국문학과 1978 國文學論集 Vol.9 No.-

傳統文學理論의 繼承과 現代化의 課題

金相洪 동국대학교 한국문학연구소 1993 한국문학연구 Vol.0 No.16

韓國의 漢文敎育用 基礎漢字 變遷 攷

金相洪 한국한문교육학회 2003 한문교육논집 Vol.21 No.-

이 논문은 한국한문교육사 연구의 일부로 집필된 것이다. 교육용 한자는 모두 4차에 걸쳐 조정되었다. 조정의 모든 과정과 新探擇 및 除外字의 宇種내용 등이 史的으로 정리되어야 한다. 필자는 2001학년도부터 적용되는 한문교육용 기초한자 조정을 위한 정책연구 책임자와 조정위원장으로서, 전과정을 논문으로 발표한 바 있다. 그러나 1951년에 최초로 제정된 <상용한자 1,000자>와, 1957년에 제정한<임시제한한자 1,300자>(후일 상용한자로 개칭)에 대한 기록이 官報에 미수록 되었으며, 白書: 등이 없을 뿐만 아니라 교육부에도 자료가 남아 있지 않다. 또한 1972년에 제정된<한문교육용 기초한자 1,800자>의 新採擇字와 旣存字와 除外字 등의 조정된 字種들을 알 수가 없다. 본고는 이러한 문제점들을 정확하게 고증하여 한문교육용 한자의 변천을 사적으로 정리했다. ① 1951년에 최초로 계정된 <상용한자 1,000字>는 한문교육용 한자의 嚆矢인데, 字種을 고증하여 부록의 <자료 1>에 제시했다. ② 1957년에 제2차로 제정한 <임시제한한자 1,300자>는 제1차의 <常用漢字 1,000字>에다 30자를 추가했는데, 300자에 1차자 부족하다. 字種을 고증하여 <자료 2>에 제시했다. ③ 1972년에 제3차로 제정한<한문교육용 기초한자 1,800자>는 중학교용 900자와 고교용 900자이다. 중학교용 900자는 1951년에 제정한 1,000자에서696자를, 1957년에 신채택한 300자(1자 부족)에서 94자와, 새로이 110자를 채택했음을 고증했다. 고교용 900자는 기존의 1,000자에서 288자를, 300자(1자부족)에서 191자와, 새로이 421자를 채택하였음을 고증했다. 제외자는<상용한자 1,300>중에서 30자로써, 1,000자에서 16자를, 300자에서 14자를 제외했다. 1,800자에 대한 기존자·신채택자·제외자의 字種과 자수를 고증하여<자료 3>에 제시했다. ④ 제4차로 조정한<한문교육용 기초한자 1,800자>는 제3차와 같이 기존1,800자 체제를 유지했다. 중학교용 900자는, 기존 중학교용 900자에서 4자를 제외하였고, 기존 고교용 900자중에서 4자를 중학교용으로 조정했다. 고교용900자는 기존 900자 중 4자를 중학교용으로 조정하였고, 새로이 44자를 채택했다. 제외자는 고교용 한자에서 40자를 제외했다. (<자료 4> 참조>)본고는 한문교육용 기초한자가 모두 4차에 걸쳐 제정 조정된 자종의 내용을 고증, 우리나라 교육용 한자의 변천사를 일목요연하게 제시하여 한문교육사의 일부를 밝힌 데 그 의의가 있다. 남는 문제는 1957년 신채택 300자 중에서 1자가 부족하다는 것이다. 당시에 1자가 부족하게 제정할 리가 없다. 당시에 만일 실수로 1자를 누락하였다면, 1972년에 제3차 조정시에 新採擇한 531자(중학교 110자, 고교 421자, <자료 ,3 참조>) 중에 어느 한 글자인 것은 분명하다. 이 1자의 字種을 찾는 것이 과제로 남아 있다. This report was written as the part of the study on the history of Korean Chinese letters education. The Chinese letters for education was revised four times in total. Therefore, all the process of revising and the content of the letters newly chosen & excluded must to be arranged. I, as the chairman for the revising and the one who assumed the responsibility of that policy project, announced the total process in reports of the revision of the elementary Chinese letters for education applied in 2001. But the record of <The Common Chinese Letters 1,000 characters > enacted in 1951 at first time and <The Chinese Letters contemporary restricted 1,300 characters > (renamed as The Common Chinese Letters after) was not collected in the official gazette or the records of the department for education. And there is not any White Papers. As the result of that, we can not know about the letters revised, newly chosen, exist already and excluded etc, of <The 1,800 Elementary Chinese Letters for Education> applied in 1972. This report arranged the variation of the chinese letters for education in history by inspecting these problems. ① <The Common Chinese Letters 1,000 characters> enacted in 1951 at first time is the origin of the Chinese letter for education. I present that at <Record 1> through inspecting. ② <The Chinese Letters contemporary restricted 1,300 characters > enacted at 2nd times in 1957 added 300 characters to <The Common Chinese Letters 1,000 characters>. But there isn't 1 character of 300 characters. I present that at <Record 2> through inspecting. ③ <The 1,800 Elementary Chinese Letters for Education> applied in 1972 at 3rd times consisted of 900 letters for middle school education and c. I inspected that 900 letters for middle school education consisted of 696 characters from 1,000 characters enacted in 1951 and 94 characters from 300 newly chosen in 1957(lack of 1 letter) and 110 characters newly chosen, and that 900 letters for high school education consisted of 288 letters from 1,000 letters exist already and 191 characters from 300 newly chosen in 1957(lack of 1 letter) and 421 characters newly chosen. The 30 letters excluded from <The Common Chinese Letters 1,300 characters > consisted of 16 letters of 1,000 letters and 14 letters of 300 letters. I present that at <Record 3> through inspecting the kinds and numbers of the letters exist already, newly chosen and excluded from 1,800 letters. ④ <The 1,800 Elementary Chinese Letters for Education > applied at 4th times, as same as the 3rd revision, maintain the 1,800 letters system. 900 letters for middle school education was that one on which 4 letters excluded from 900 exist already and 4 letters added from 900 letters for high school education exist already. In the case of the 900 letters for high school education, 4 letters revised as for middle school and 44 letters newly added. The 40 letters excluded was chosed from that for high school(refer to <Record 4>>). The meaning of this report is to investigate the part of the history of Chinese letters education by inspecting the history of the variation of the Chinese letters for education in Korea and by inspecting the contents of letters enacted and revised 4th times in total clearly. The problem remained unsolved is the lack of 1 letter of 300 letters newly chosen in 1957. There is not reason for that insufficience at that time. If it was mistake, it is clear that the letter lacked would be one of 531 letters newly added at 3rd revision in 1972(middle school 110 letters, high school 421 letters, refer to <Record>). To find out this 1 letter is the problem remained unsolved.