운약역통(韻略易通)과 운약회통(韻略匯通)의 양성운(陽聲韻)비교고 : [동홍(東洪)] , [강양(江陽)] , [진심(眞尋)] 운(韻)을 중심으로 - 기일(其一)

안재철 한국중문학회 1987 中國文學硏究 Vol.5 No.1

한문과 교재연구 시론

안재철 한국한자한문교육학회 1994 漢字 漢文敎育 Vol.1 No.-

북한 한문 교과서의 사적 변천 연구

안재철 근역한문학회 2002 漢文學論集 Vol.20 No.-

알긴산 溶解物을 혼합한 壓縮 흙벽돌의 開發에 관한 實驗的 硏究

안재철,강병희 東亞大學校 建設技術硏究所 1999 硏究論文集 Vol.23 No.2

This study is about experiment on traditional method using soil to create compressed soil brick. The soil needs water to develop fluidity in the field in different from the hydraulic cement, which cause the drying shrinkage definitely. So, the development of the soil as dry materials is more suitable than the mortar in the field. As a result, compressed soil brick using alginic acid is strong against compressure, and little deflection against drying shrinkage. So, we consider that it is possible to be used in the field as construction materials. 해방이후 국내 건축재료에 관한 연구개발은 눈부신 발전을 이루어 왔으나, 과거 전통 건축물에 사용되어온 전통 건축재료는 연구와 주체적인 계승·발전이 이루어지지 못하였다. 그 결과 국내 건축물의 대부분이 서양에 의한 일방적인 콘크리트 일변도로 대부분 이루어 졌다. 그리고 현대건축에서의 재료의 개발은 강도와 현장 작업시의 편리함만을 간구하고 있을 뿐 환경 친화적인 문제나 재실자의 건강에 대한 serviceability는 오히려 과거 에 비추어 볼 때 그 성능이 낙후되고 있는 실정이다. 전통건축에 사용된 흙은 높은 축열 성무로 인한 에너지 절감과 쾌적한 실내 환경의 제공 으로 채실자의 건강증진에 기여하는 우수한 건축재료 로서의 기능을 가지고 있다. 따라서 최근 국내 건설회사에서 흙을 이용 한 건축재를 연구, 개발 중에 있으나 대부분 이 강도발현을 위해 소성된 흙을 이용하고 있거나, 시멘트 등을 혼합하고 있어 그 효용성에 문제점이 있는 것이 사실이다. 또한 전통건축에서의 흙의 사용은 배합기준이 미확립되었고 일반화되어 있지 않아 건설현장에서의 적용은 아직 미비한 실정이다. 특히 최근 양산화 되어지는 공동주택에의 적용이 어려운 실정이다. 따라서 본 연구는 미확립된 흙의 배합기준 을 실험을 통해 고찰하여 제반 요인의 최적조건을 찾고, 과거 사용된 해초풀의 추출물인 알긴산 용해물을 혼합한 압축 흙벽돌의 개발을 위한 기초자료를 마련하는데 그 목적이 있다.

제 6 차 교육과정에 따른 고등학교 한문교과서의 <한자, 한자어> 영역 단원 분석

안재철 한국한문교육학회 2001 한문교육논집 Vol.16 No.-

The purpose of this paper is to systematically review the structure of high school Chinese Writing text produced in accordance with the 6th curriculum revision. This paper suggests a way to be desired in producing a Chinese Writing text in future. With current materials of I (II) type of high school Chinese Writing text, this paper reviewed 'internal system' of the text, focusing on 'unit arrangement' and 'unit configuration' (This study reviewed the Chinese Characters·Words Written in Chinese Characters only). As a result of review of potential problems of the text system, the solutions as a conclusion includes: 1.Conclusion 1)Current unit arrangement of Chinese Writing text of high school should be set up taking into account the high school's Chinese Writing level and class frequency allotted. This paper suggests that larger units of 9 to 11 and smaller units of 3 to 4 are proper. 2)In terms of units for Chinese Characters·Words Written in Chinese Characters, larger units should be composed with 1 and 2 units and smaller units with 4 to 9 units in case that 900 Chinese characters are a basic to teach and learn. This level of unit classification seems to be appropriate when it comes to configuration of <Chinese Character·Words Written in Chinese Characters>. 3)The system of units of current high schools Chinese Writing I is: 'Larger Units List - Larger Units Overview - Larger Units Study Objectives - Smaller Units List - Smaller Units Study Objectives - Text - (Study-Advanced Study-Complementary Study) - Drills - Executive Summary - Evaluation of Larger Unit Concerned'. However, this study suggests a desirable system of the units of current high school's Chinese Writing I as: 'Larger Units List - Larger Units Overview - Larger Units Study Objectives - Smaller Units List - Smaller Units Study Objectives - Explanation of Smaller Units = Text - (*Support stage for explanation of the text: study <function words, grammar, etc.> - Important Phrase Explanation - Application - Supplementary·Advanced Study) - Drills - Executive Summary of a larger Unit - Evaluation of Smaller Unit Concerned'. 4)In general, a study of a text can be accomplished when studies of a text policies, text system, text structure, text content, and text internal/external systems are integrated together. In order for a text to be called on play, a text that impacts a lot the teaching and learning should be studied in a various and integral manners. Based on this kind of study, a text should be produced. In the event of evaluation of the text produced, a regulation should be made so that qualified evaluators can join in the evaluation of the text in a fair manner. 5)As far as the system of the current text of the high school's Chinese writing is concerned, it shows that the text has been developed to improve students' perception function and reading skill of the Chinese writing. I hope, by follow-up studies on <Chinese writing scope> and an school/class application, the text of Chinese writing would be effectively and systematically set up in future. 2. Recommendations 1)It is recommended that a 'studying objectives' of a future authorized textbook of Chinese writing be set up in cope with a 'content system' and a 'content' of the 'Chinese Curriculum'. Also, a 'studying contents' should be developed in accordance with a 'studying objectives'. 'Evaluation list' should be fully matched with a 'studying objectives'. 2)In evaluation for selection of a textbook to be authorized, an evaluation committee should be organized only with qualified and experienced members so that a better quality of a text should be authorized through a fair evaluation in cope with 'Text book publication evaluation criteria'. 3)As a part of efforts well meeting the Information age, this paper suggests that an 'electronic textbook' be adapted in future curriculum for utilization of a deeper, larger volume or unlimited data.

1930-40년대 부산·경상지역의 근대 역사문화유산에 사용된 강재의 재료적 특성

안재철,송종목,Ahn, Jae-Cheol,Song, Jong-Mok 한국건축역사학회 2014 건축역사연구 Vol.23 No.6

In this study, we evaluated the chemical and physical properties of structural steel, which is the most basic material for steel structures and reinforcement concrete structures in modern period. We theorized the technical data for the research of technical history of modern heritage structures by analyzing the product system and its quality control of structural steel used in modern historical heritages. The results of this study are as follow; first, the rounded bars were used in most of modern heritage structures. But in the case of Waegwan railroad bridge, the deformed bars were used in spit of not using in Japan after the great earthquake of Kantou. Second, the structural steel was good in terms of quality control, but It has brittle properties because it was not manufactured by heat treatment process.

자체동위상 어레이안테나를 위한 자체동위상화 회로 ( A Self-phasing Circuit for A Self-Phased Array Antenna )

안재철,최익권 대한전자공학회 1998 대한전자공학회 학술대회 Vol.1998 No.10

韓國漢文文法的形態論敎育論硏究

安載澈 한국한자한문교육학회 2013 국제한국한자한문교육학회 학술대회 Vol.2013 No.1

This thesis suggests the research direction of educating morphology of Classical Chinese Grammar in Korea. This thesis mainly focuses on two things. First, developing Korean’s interpretation ability to the original text through the knowledge about morphology of Classical Chinese Grammar. Second, studying the way instructors teach Classical Chinese in morphological methods. In other words, we will look through the objects, contents, instructing methods and evaluation method of educating morphology. 1. The objects of educating morphology 1.1 Know the concept and type of morpheme. 1.2 Know the function and structure of morpheme. 1.3 Know the combination relationship of morpheme. 1.4 Know the concept and classification of a part of speech. 1.5 Know the principle of words formation. 1.6 Know the function of an expletive. 2. The contents of educating morphology 2.1 Theory of a part of speech 2.1.1 ‘A part of speech’ is the group of words with similar characteristics classified according to functions and meanings. Generally, words are classified by grammatical features. Grammatical features includes forms, meanings and functions. A group of words that are sorted by these features is called ‘A part of speech’, and the research about these groups of words is called ‘Theory of a part of speech’. 2.1.2 Words are grouped in ten parts in Korean school. Ten parts of speech are sorted to a substantive and an expletive. A substantive contains a noun, a pronoun, a numeral, a verb, an adjective and an adverb. An expletive includes a preposition, a conjunction, a particle and an exclamation. 2.2 Principle of words formation 2.2.1 Characteristics of ‘Classical Chinese words’ : ‘Classical Chinese vocabulary’ consists of ‘characters’, ‘words’, and ‘idioms’ in the respect of system of Classical Chinese. ‘Classical Chinese words’ are one part of ‘Classical Chinese vocabulary’ and make grammatical structure that contains the functions of words, phrases and sentences. In the system of Classical Chinese, ‘Classical Chinese characters’ are clearly different from ‘Classical Chinese words’. ‘Classical Chinese characters’ cannot make grammatical structures, but ‘Classical Chinese words’ make syntax structure of sentences. It is proper to say that ‘Classical Chinese words’ are di‐ or trisyllabic words in the system of Classical Chinese. 2.2.2 Classification of ‘Classical Chinese words’ : This study mainly focuses on ‘Written language’ before modern ages, and ‘newly made words’ after modern ages. 2.2.3 Classification of words by formation methods : In general, words are sorted to ‘Simplex’ and ‘Compound’. ‘Simplex’ consists of monosyllabic simplex and multisyllabic simplex. ‘Compound’ consists of compound, which is classified to an analogous term, a relative term and structural term, and derivative, which is classified to ‘root+affix’ structure and ‘affix+root’ structure. 3. Instructing method of morphology 3.1 When educating the organization of words, ‘Coined‐word‐segmentalization method’ is effective, and when educating the sort of words, ‘Language‐application method’, ‘Search‐out method’, and ‘Comparative‐learning method’ are effective. 3.2 ‘Instructing method through analyzing meanings of characters’ and ‘Instructing method through analyzing meanings of words’ are helpful to educating characters of Classical Chinese and words of Classical Chinese, respectively. 3.3 When educating multisyllabic vocabulary, ‘discussion, play‐a‐role method’, ‘comprehending‐through‐tales method’, ‘comprehending‐transformative‐use‐of‐vocabulary method’, ‘comprehending‐characteristics‐of‐onomatopoeic‐and‐mimesis method’ are effective to teaching idioms, compressive words, argot, and adjective words, respectively. 4. Evaluation method of instructing morphology Evaluation of instructing morphology about Classical Chinese should be done as an extension of ‘teaching and learning morphology’ Instructing morphology about Classical Chinese can be evaluated by following questions. “Can learners find, by on their own, grammatical functions, meanings and combination principles of morphemes through real materials?” And we can evaluate learners abilities of observation, judgement, analysis and synthesis in that process. In Korea, achievement levels and standards are developed, which are based on current curriculum of Classical Chinese subject in middle·high school. So we studied evaluation method of instructing morphology by these criteria.

국민학교(國民學校)에서의 한자교육(漢字敎育)의 실태(實態)와 효과적(效果的) 지도방법(指導方法)

안재철 한국어문교육연구회 1991 어문연구(語文硏究) Vol.19 No.2

발포 Polystyrene 폐재를 이용한 경량 콘크리트의 개발에 관한 연구 - 재생 굵은골재를 치환한 경량 콘크리트의 물성을 중심으로 - ( A Study on the Development of Lightweight Concrete using Expanded Polystyrene Waste - The Properties of Lightweight Concrete Replaced with Recycled Coarse Aggregates - )

안재철,강병희 대한건축학회 2000 大韓建築學會論文集 : 構造系 Vol.16 No.11