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시논한어(試論漢語)“비(比)”자구여한어(字句與韓語)“보다”구적대응실형급교학책약(句的對應失衡及敎學策略)
채상여 ( Cai Xiang-li ) 중국어문연구회 2016 中國語文論叢 Vol.0 No.76
There exist complex inconsistent correspondences on comparative sentences in multiple levels between Mandarin Chinese sentences with Bi(比) marker and Korean sentences with Boda(보다) marker through the comparison of Chinese and Korean translation corpus. The Chinese Bi(比) sentences can only depict the subject comparisons in comparative comparisons and superlative comparisons. But in Korean Boda(보다) sentences, not only can they serve the same function as the Chinese Bi(比) sentences, but also they can express the object comparisons as well as the pros-and-cons choice comparisons, and even they can indicate the topic shifts in pragmatics. But it is found that a lot of Boda(보다) sentences that can`t be translated as Bi(比) sentences are still translated in that way according to the survey of translation among Korean international students. In view of this, it is proposed that the teaching content of Chinese comparative sentences should be supplemented and rearranged in this study, especially such sentence patterns as the general extensive comparison, the extensive comparison that can express objective comparison and choice comparison.
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농업인을 위한 학습자 참여형 안전보건 교육 프로그램 설계
김진모(Jin Mo Kim),황영훈(Young Hun Hwang),손규태(Kyu Tae Sohn),채리(Li Cai) 한국농촌지도학회 2015 농촌지도와 개발 Vol.22 No.2
The purpose of this study was to develop a participatory education program of farmer's safety and health. After investigat-ing the concept and status of agricultural safety and health to identify the problem of farmer's safety and health, we made the model in 3 steps, consist of analysis, design, and development, based on the instructional system design and the participatory instructional method. We also applied the participatory instructional method to the program to facilitate a change in practice by making farmers understand the contents. The findings of this study revealed the followings: 1) we developed the education program focused on characteristics of farmers as learners; 2) the education program was developed based on the model for developing education programs and the specific procedures that we made up; 3) we designed the program in modules to increase the availability; 4) we raised the content validity of the learning contents in the safety and health education program targeting farmers; 5) manuals and supplementaries for teachers were developed from learner's textbooks.
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