居延漢簡校釋(5)

韓延錫 한국중국문화학회 2001 中國學論叢 Vol.11 No.-

In this dissertation I tried the interpretations of some Chinese characters (in 居延漢簡) which are not translated or need the supplementary translation. A part of □, □ is 隸體 of 斥 and has been transformed in the order of "□→□→□→斥," and has the meaning of 'breaking.' 呼 is a loan word(which means 'to borrow the character of the same sound when you don't find the proper one in the Chinese writing') of 土□ and also means 'to break.' '差 in 差折 is a loan word of 足□ and means 'the lower part of an arrow is broken'. □ in □失 originally stands for the stem of 禾類植物 (a kind of plants like a rice plant). It's called □失 because the shaft of an arrow is also made of the similar plants as □類植物. 關 in 木關 is a loan word of □. 木關 is 木□ and it means 'one part of a bow got bent.' □ in □有錮 is a loan word of 題. And now we use □ instead of 錮. It means 'it has scars on the upper edge of a steamer.' □ in □蒙哀 is a loan word of 法. The meaning is the ignorance of laws. 潘 in 爲百姓潘幣 is a loan word of 煩. The meaning is 'to trouble the people.' □, □, □, □ are all a loan word of □. They represent the middle holding part of a bow. 敬 in 敬弩 is a loan word of □. □ is originally 'an instrument' used for making straight bows. So it became used in a sense of 'straightening bows.' □ is a loan word of 推 and □ is a lean word of淵. So □□ is 推淵 and it means 'pushing 淵 of a brow.' □ in□角 is a loan word of 壓. so 壓角 means 'to press down and attach a fallen horn of a buffalo which is one part of a bow.' 校 in 校見 and 校計 means 'to examine.' 校 in 校更 is a loan word of 交. 交更 means 'to take tuns.' 校 in 校繫 means 'to restrict.'

부수속칭의 유래 試考

한연석 한국한문교육학회 2004 한문교육논집 Vol.22 No.-

1950년대 이후 우리자전에 보이기 시작한 부수속칭이 우리의 전통이 아니라고 단정할 수는 없다. 하지만 필자가 조사한 바로는 일본자전의 절대적인 영향을 받아 형성된 것임이 확인되었다. 중국은 부수속칭을 속설로 여겨 字書에 수입도, 정통 문자학계에서 취급하지도 않았다. 그러나 일본은 중국이나 우리와는 전혀 딴판으로 이를 수용,자신들만의 고유한 학문체계로 발전시켜왔다. 다음은 1930년대 일본자전에 보이는, 우리자전이 모방한 몇 가지 사항들이다. 첫째 1930년대 대부분의 자전이 부수속칭을 본문에서 다룬다. 둘째 부수명칭표를 두었다. 셋째 構成, 筆劃, 字形이라는 용어로 속칭을 문자학적으로 설명하였다. 넷째 부수명칭표의 명칭이 140개에서 190,214개로 확장되었다. 다섯째 일본만의 고유한 속칭이 생산되었다. 여섯째 '偏,旁,冠(頭),脚,構,垂,繞'라는부수위치 표시어를 사용하였다. 이상 일본자전에 보이는 부수관계 특징들을1950년대 우리 자전들이 그대로 모방하였다. 이외에도 일본 자전들의 오류까지도 그대로 모방한, 크고 작은 흔적들은 일본영향을 증명한다고 하겠다. 'Busu(部首) slang' didn't appear in Korean Literature till 1950's. Maybe it came from Japan. There was enough evidence to show the causes of the fact. First, Busu slang was already written in some Chinese Japanese dictionaries from 1400's and it was formally found in most Chinese Japanese ones in the 1930's. After 1950's it began to appear in Chinese Korean dictionary. Second, both Busu index and Busu name were found in Chinese Japanese dictionary after 1930's. They were also found in Chinese Korean dictionary to imitate Chinese Japanese one after 1950s. Now we could find them in most Chinese Korean dictionaries. Third, the change of the number of Busu (froml80 to 214) in Chinese Korean dictionary followed that of it in Chinese Japanese one. Fourth, Japan has peculiar Busu slang which is different from that of China. Now Korea has the same Busu slang that Japan has. Fifth Japanese have said that Busu slang was named after a stroke, structure and the shape of a character. Koreans made Busu slang in the same way Japanese did. The above proves that Japanese Busu slang has much effect on Korean Busu slang.

언을 근원성부(根源聲符)로 한 형성자 고(考)

한연석 ( Youn Suk Han ) 한국한문고전학회(구 성신한문학회) 2016 漢文古典硏究 Vol.32 No.1

언(깃발 언)은 갑골문에서 ‘□’으로 썼다. 깃발이 펄럭이고 있는 모습을 그려 本義 ‘깃발’을 나타내었다. ‘언’을 根源聲符로 한 形聲字는 거의 대부분 자형 ‘언’ 대신 □(韓), 翰, 斡, 한, 한, 幹 등처럼 1차 형성자 간의 자형으로 구현되고 있다. 언은 갑골에서 해서까지 ‘□-□-□-□-□- 언’와 같이 演變 되었다. ‘(□)’의 左上 깃봉 ‘□’는 ‘□-□-□-□-□- ’로 演變 되고, 깃대 장식 ‘□’는 상부 필획은 方(언)의 일부인 ‘□’으로, 하부 필획은 언의 오른쪽 필획 ‘人’으로 연변 되었다. 언의 ‘方’으로의 연변은, 의 하부 의 竪劃 ‘□’를 왼쪽으로 彎曲되게 ‘□’으로 쓰고, 의 상부 ‘□’를 ‘□’으로 연변 시켜 ‘□’와 결합하여 ‘力’으로 쓰고, 여기에 깃봉 ‘□’를 結合 書寫한 것이 ‘方’이다. 그리고 ‘□’의 하부 ‘□’를 ‘方’의 오른쪽에 독립 서사한 것이 ‘언’이다. 간은 旦이 義符, 언이 聲符로 ‘빛나다’가 본의이다. 금문에 으로 썼는데, 자형미를 위해 의 성부 (언. 갑골문은 ‘□’)의 중앙 竪劃 ‘□’을 하부로 이동 시켜 ‘□’으로 쓰고, 벌어진 틈에 의부 ‘(旦)’을 書寫한 것이다. 의 간으로의 자형연변은 을 ‘□’과 ‘□’으로 분리 서사한 것이다. 은 현재 ‘□’로 쓴다. 에서 ()의 상부 ‘□’는 ‘□’로, 旦의 하부 ‘一’은 깃대를 나타낸 ‘□’와 결합하여 ‘□’로 서사하고, 日을 독립 서사 한 것이(十 + 日 + 十) 곧 ‘□’이다. 여기에 깃대장식 ‘人(□)’을 오른쪽에 서사한 것이 간이다. □(韓), 翰, 斡, 한, 한 등은 聲符가 간의 형태로 구현되고 있다. □(韓)은 金文 단계에서는 간으로 쓰다가 소전 단계에서 □(□)으로 분화되어 古隸 단계까지 □(□)의 형태를 유지하였지만 今隸 단계에서 간의 오른쪽 필획을 생략하고 韓(□)으로 썼다. 韓(□)은 간이 성부, 韋가 義符인 형성자인데 자원이 명확치 않다. 『說文』은 본의가 ‘井橋’라고 하였는데, ‘井橋’의 ‘橋’에 대해 ‘두레박,’ ‘두레박을 걸어놓은 가로막대,’ ‘우물에 흙이 무너지지 않도록 댄 나무’ 등 釋讀이 분분하다. 段玉裁는 ‘井橋’는 우물에 둘러쳐진 나무(井□)에 ‘가로로 댄 횡목’을 가리킨다고 하였다. 이 횡목은 양쪽 기둥에 구멍을 뚫고 거기에 끼워서 돌아가게 만든 것이라고 한다. 현재 우물은 도르래를 횡목에 달아놓고 쓰는데(횡목은 고정), 고대에는 따로 도르래를 설치한 것이 아니라 양쪽 기둥 구멍에 끼운 횡목이 돌아가게 하였다. en(언) was written ‘□’ in gabgormun(甲骨文) as it displays feature of flags flapping . From gabgormun(甲骨文) to haeseo(楷書), en(언) have been changed in the order of ‘□-□-□-□-□- 언’. gan(간) which is divided into two parts - 旦(definition) and 언(sound) means ‘shine’. For more beautiful shape of the letters, they moved ‘□’ which is middle of a down a little (□), and wrote ‘(旦)’ that represents ‘definition’ in a blank. That is (간). gan(간) of han(韓. □), han(翰), al(斡), han(한), han(한) represents sound. Of these letters, han(□. 韓) was written as gan(간) at kyummun(金文) stage. Next it was written as han(□ . ) at sojen(小篆) stage, and finally written as han(韓. ) at kyumye(今隸) stage. han(韓. □) which is consist of two parts - wuy(韋. definition) and gan(간. sound) is the chinese meaning-sound connected letters(形聲字) It means ‘bucket,’ ‘a stick that hang a bucket’ and ‘an added tree to prevent a well from collapsing.’

교육용한자대표훈(敎育用漢字代表訓) 설정에 관한 -고(考)

韓延錫 ( Youn Suk Han ) 한국한문고전학회(구 성신한문학회) 2012 漢文古典硏究 Vol.24 No.1

(사) 한국어문회(韓國語文會)와 (사)전통문화연구회(傳統文化硏究會)의 대표훈(代表訓)설정은, 1자(字)1훈(訓) 제시로 학습자 혼란을 줄이고 전통적 한자(漢字) 교학(敎學) 방법을 保守하기 위함이었다. 한자학(漢字學)과 훈고학(訓高學)기반이 취약하였던 상황에서, 2000년 두 단체의 대표훈 설정은 최선으로 보여 진다. 하지만 대표훈 제정이후 대표훈의 수정, 단수훈(單數訓)과 복수훈(複數訓)의 설정, 다수훈(多數訓)허용, 서술형식 개선 등을 요구하는 논문이 발표되었는데, 이는 대표훈에 대한 정의, 설정원칙(設定原則) 제시가 한자학적(漢字學的)으로 미흡하였기 때문에 발생한 듯하다. 한자학(漢字學)에서 주장하는 자전(字典)의 의항(義項) 배열은 본의(本義), 인신의(引伸義), 가차의(假借義) 순이다. 대표훈(代表訓)은 이들 모두를 제시할 수 없어, 가장 대표성을 띤 훈(訓) 하나만을 선정하는 것이기 때문에 당연히 본의(本義)를 대표훈으로 선정해야 한다. 본의(本義)를 찾을 수 없거나 한용(罕用), 혹은 사멸(死滅)되었으면 기본의(基本義)를, 마찬가지로 여의치 않으면 인신의(引伸義)를, 이마저 곤란하면 상용(常用)의 가차의(假借義)를 대표훈으로 선정해야 한다. 한자는 義 운동에 의해 많은 것은 40여개의 意義를 具有하기도 하지만, 본의(本義)는 어떤 상황과 조건하에서도 가장 대표성을 띄고 모든 의(義)를 개괄(槪括)할 수 있어, 이를 바탕으로 다양한 한자어 혹은 문장을 해석할 때 응용(應用)할 수 있고 전이(轉移)가 용이하다. 1자(字)2, 3훈(訓)을 제시하면 대표 훈 제정(制定)의 원칙과 정신이 훼손(毁損)되고 굳이 이를 대표훈이라고 부를 필요도, 대표훈 제정의 이유도 없다. Daepyohun (representative rendering) of Chinese characters is established to decrease the confusion of learners by presenting one meaning for one character rather than multiple meanings. The purpose is to protect the traditional method to learn the Chinese characters. Under the condition where the academic background of exegetics was weak, the representative renderings that(incorporated association) Korean language literature council and(incorporated association) Institute of traditional Culture established in 2000 was the best. However, since representative rendering was established, some papers were published to demand that the representative renderings should be changed, single rendering(one meaning) and multiple rendering(two or more meaning) should be established, respectively and the narrative from should be changed. The reason is that the definition and the principle of establishment are insufficient in view of exegetics. The exegetics claimed that array of uihang(items presenting the meaning of Chinese character) in Chinese dictionary should have Bonui(the first meaning that Chinese character has), Inshinui(the meaning derived from the first meaning) and Gachaui(the meaning borrowing other character which has the same pronunciation regardless of Bonui or Inshinui) in orders. Since representative renderings cannot present them all and pick the most representative one, Bonui should be selected for representative rendering. If the Bonui cannot be found, is rarely used or becomes extinct, the basic meaning should be representative rendering. Likewise, if the basic meaning is not sufficient, Inshinui would be representative rendering. If Inshinui is not sufficient, Gachaui being universally used will become the representative rendering. Due to saui movement (other meaning is derived from the meaning of Chinese characters), one character may have up to 40 meanings. However, since Bonui has the most representative and summarizes every meaning under any situation and condition, it can be utilized upon interpreting various Chinese characters or sentences and the transition in learning can occur. If 2-3 meanings are given to one Chinese character, it would be the same as before when the meaning was given to publication by their own ways and would destroy the principle of representative renderings, Also there is no need to call it the representative rendering and no reason to establish the representative rendering.

단을 근원성부(根源聲符)로 한 형성자 고(考)

( Han Youn Suk ) 한국한문고전학회(구 성신한문학회) 2014 漢文古典硏究 Vol.29 No.1

단의 본의는 ‘시초’이다. 갑골문은 ‘□’로 썼다. 식물이 싹이 돋아난 모습을그린 것인데 上部‘□’는 새싹의 줄기[□]와 물[□]을, 下部‘□’는 땅[一]과 뿌리[□]를 그려, ‘시초’란 뜻을 나타내었다. 갑골문에서 해서까지의 字形演變은 ‘□[갑골문] - □[금문] -□[소전] -□[전국문자] -□[古隸] - ⓐ□ ⓑ□ ⓒ□ ⓓ□[今隸] - 단[楷書]’으로, 금문 ‘□’는 갑골문 ‘□’에 그려진 물[□]이 생략되었다. 이는 해서 ‘단’까지 그대로 이어져 왔다. ‘□’는 갑골문에서 줄기를 그린 ‘□’의 하부[□]가 생략되고, ‘□’의 상부[□]만 ‘□’로, 땅과 줄기를 그린 ‘□’는 ‘□’로 演變시킨 것이다. 소전 ‘□’는 금문 ‘□’와 기본적으로 같다. 금문의 하부 ‘□’를 ‘□’로 썼다. 전국문자 ‘□’는 소전 ‘□’를 더욱 간화시켜 하부 ‘□’를 ‘□’로 썼다. 古隸‘□’는 소전 ‘□’와 기본적으로 같다. 상부는 소전 ‘□’를 ‘□’로 뉘여 썼고, 하부 ‘□’는 소전 ‘□’의 ‘□’를 ‘□’로, ‘□’는 ‘□’로 演變되었다. 今隸ⓐ, ⓑ, ⓒ, ⓓ는 古隸‘□’를 계승한 것인데, 상부 ‘□’를, ‘□’는 방향을 바꿔 ‘□’로 세워 썼고, □는 ‘□’로 세워 썼으며 ‘□, □’는 ‘□, □’로 약간 세워썼다. 하부 ‘□’는 땅은 그대로 쓰고[一] 뿌리의 모습을 ‘□, □, □, □’로 平直化시켜 썼다. 단이 段의 構件으로 쓰일 때는 ‘□’으로 변형되었다. ‘□’의 금문에서 해서까지의 자형연변 ‘□[□] -□-□-□,□-□’는 左右結構의 한자에서 정형미를 추구하기 위한 불가피한 선택이었다. 이들은 단의 갑골에서 해서까지의, 하부의뿌리를 나타내는 부분을 생략하고, 상부만을 ‘□’로 세워 쓴 것이다. 단을 성부로 한 형성자는 端(단), 段(단), 천, 전, 瑞(서), 췌, 타 등이 있다. 이들 가운데 瑞는 단과 독음차이가 커 성부 認知가 어렵다. 하지만 瑞와 단은 對轉[歌韻과 元韻], 準旁紐[端, 禪紐]의 近音으로, 단이 瑞의 聲符임이 증명된다. 아울러 단과 段을 성부로 한 형성자들의 上古音은, 韻部는 疊韻혹은 對轉이며 聲紐는 雙聲, 準雙聲, 旁紐, 準旁紐, 隣紐의 近音이다. The basic meaning[bonui] of dan(단) is the beginning[sicho]. gabgormun(甲骨文) was written in . It was representing the scene of sprouting of a plant. The upper part represented the stem of a sprout[□] and water[□] and the lower part ‘□’ represented the meaning ‘beginning’ by drawing ground ‘一’ and root ‘□’. The changes of letter shape from gabgormun to haeseo have been ‘□- □- □- □- □- ⓐ□, ⓑ□, ⓒ□, ⓓ□- 단’. Geummun ‘□’omitted water[□] which was drawn in gabgormun. Dan(단) was written as ‘□’ when it was used as gugeon(構件) of dan(段). It was for the beauty of a shape of a character by changing the shape. The shapes of characters from geummun(金文) to haeseo(楷書) in ‘□’ were ‘□(□) -□-□-□, □-□’. Also when it comes to examining that ‘□’ is the changed form of dan ‘단’ in phonology, their sanggoeums are a close sound[近音] of cheopwun(疊韻), bangnyu(旁紐)(dan(端), jeongnyu(定紐)) so it is proved that these two letters are the same letters.

한국(韓國)한문학(漢文學)의 쟁점(爭點) 한자학(漢字學) 연구의 동향과 쟁점

( Youn Suk Han ) 동방한문학회 2014 東方漢文學 Vol.0 No.58

This paper researched ``doctorate thesis``, ``research essay`` and ``book`` related with 漢語文字學(hanyumunjahak) released in Korea. Those theses have been released by people engaged in various majors such as department of Korean language and literature, Chinese language and literature, department of Philosophy, department of Chinese character, etc. After research I found that there are few reports on 漢字學(hanjahak), 音韻學 (eumunhak), 訓□學(hungohak) released by practitioners working in the department of Chinese education or department of Chinese character. In other hands, reports on Chinese education have been mainly released by practitioners whose major are department of Chinese education or department of Chinese character. Using those studies I have arranged trends and issues in study of Chinese character. First, basic studies in hanomunjahak(hanjahak, unmunhak, hungohak, etc.) have barely established. Second, because of few studies on hanomunjahak fields, achievements in education of Chinese character are inefficient and it was neglectful of creating new methods in Chinese education. Third, studies on hanomunjahak in Chinese fields do not deal with traditional hanomunja and there is a bit gap in latest study trends of China. Fourth, By raising awareness of hanomunjahak fields, records found in excavation objects in the period of the Three States (金石文(keumsokmun), 簡 牘文(Gandokmun))have to be included to the new study fields of academic circles of Chinese character.

Randomized phase 2 study of subcutaneous amifostine versus epoetin-α given 3 times weekly during concurrent chemotherapy and hyperfractionated radiotherapy for limited-disease small cell lung cancer

Han, Hye-Suk,Han, Ji-Youn,Yu, Sun Young,Pyo, Hong Ryull,Kim, Hyae Young,Cho, Kwan Ho,Lee, Dae Ho,Kim, Heung Tae,Lee, Jin Soo Wiley Subscription Services, Inc., A Wiley Company 2008 Cancer Vol.113 No.7

<B>BACKGROUND.</B><P>The purpose of the current study was to investigate the role of amifostine and epoetin-α in reducing severe toxicities during concurrent chemo-hyperfractionated radiotherapy (CCRT) for limited disease small cell lung cancer (LD-SCLC).</P><B>METHODS.</B><P>Seventy-six patients with LD-SCLC were enrolled. The treatment schedule was consisted of two 28-day cycles of cisplatin at a dose of 30 mg/m<SUP>2</SUP> (Days 1 and 8) and irinotecan at a dose of 60 mg/m<SUP>2</SUP> (Days 1, 8, and 15) followed by two 21-day cycles of cisplatin at a dose of 60 mg/m<SUP>2</SUP> (Day 1) and etoposide at a dose of 100 mg/m<SUP>2</SUP> (Days 1-3) with concurrent twice-daily thoracic radiotherapy for a total of 45 grays. Patients were randomly assigned at registration to either amifostine at a dose of 500 mg or epoetin-α at a dose of 10,000 IU subcutaneously 3 times weekly (n = 36 patients and 40 patients, respectively). Fifteen of 36 patients assigned to the amifostine arm did not receive amifostine because of a lack of supply.</P><B>RESULTS.</B><P>Amifostine treatment was associated with higher febrile neutropenia (P = .003) and grade 2 or 3 nausea (according to the National Cancer Institute Common Toxicity Criteria [version 3.0]) (P = .03). It also demonstrated a trend toward higher grade 4 leukopenia (P = .05). Grade 3 esophagitis was reported in 30% of patients treated with amifostine and 9% of patients treated with epoetin-α (P = .059). Epoetin-α treatment was associated with less grade 2 or 3 anemia (P = .031) and lower decreases in hemoglobin level during CCRT (P = .016). The median survival times for both treatment arms were comparable (22.6 months in the amifostine arm vs 25.6 months in the epoetin-α arm; P = .447).</P><B>CONCLUSIONS.</B><P>Although amifostine administered 3 times weekly during CCRT did not significantly reduce severe toxicities, epoetin-α was effective in preventing severe anemia during CCRT in patients with LD-SCLC. Other radioprotective strategies to minimize severe toxicities should be investigated Cancer 2008. © 2008 American Cancer Society.</P>

고려(高麗)·조선(朝鮮)의 한자(漢字) 교육(敎育)의 방향(方向)과 현재적(現在的) 시사

한연석 ( Han Youn-suk ) 동방한문학회 2017 東方漢文學 Vol.0 No.70

China research a method of education of Chinese character based on Hanjahak(漢字學). so, various methods of education of Chinese character are developed. Korea, On the other hand, has not researched it variously from Joseon era form present day, because of neglecting of Hanjahak(漢字學). Application of radical, analysis of Gujo(構造) are all teaching methods that have been introdeuced to our curriculum. Some teachers developed methods using Paja(破字), riddle, and bingo, but there were no method using Hanjahak(漢字學), Hungohak(訓?學), Eumunhak (音韻學). Goguryeo and Goryeo, had studied books based on Hanjahak(漢字學), Hungohak(訓?學) of Okpyeon(玉篇) Jarim(字林) Jatong(字通) Seolmun(說文) Yia(爾雅). However, Joseon had neglected Hanjahak(漢字學), Hungohakseo(訓 ?學書) like Seolmun(說文) and Yia(爾雅). Because they accepted a Neo- Confucianism of chines origin unconditionally. Then or now, the problem of education of Chinese character is neglecting Hanjahak(漢字學). Beacuse we follow the same Hanjahak(漢字學)-neglecting methods as Joseon.

투고논문 : 중국(中國) 한자교육(漢字敎育) 연구(硏究)의 성과와 전망

한연석 ( Youn Suk Han ) 한국한문교육학회 2011 한문교육논집 Vol.37 No.-

중국의 識字敎學에 관한 연구는 대부분 국가 혹은 省, 市 차원의 연구과제로 수행되어 파급력과 공신력이 크다. 지금까지 이루어진 識字敎學法은 대략 ``注?提`` 識字敎學, 分散識字, 集中識字, 部件識字, 聽讀識字, 猜認識字, 字謎識字, 字理識字, 字根識字, 奇特聯想識字, 計算機輔助識字, 解形識字, 多媒體熟語識字, 字形識字敎學法(筆劃分析法, 偏旁分析法, 結構分析法, 歸類利用法, 演示識字法, 謎語法), 字義識字敎學法(造字分析法(六書)), ?幼兒科學漢字敎育法, 科學分類識字, 潛能識字, 電腦雙평識字, 雙腦識字, 電腦字根識字法, 大成序法識字, 字中字檢字法及識字敎學硏究 등이 연구되었다. 중국 학교의 語文교육은 국가에서 반포한 「語文敎學大綱」에 의해 이루어진다. 「語文敎學大綱」은 敎學目的, 敎學要求, 敎學內容, 課外活動, 敎學中의 주의 점, 학년별 교학주문이 제시되어 있다. 2001년 반포된 『語文課程標準』은 1, 2학년 1600?1800자, 3, 4학년 2500자(累積), 5, 6학년 3000자(累積) 교학을 요구하는데, 이는 전 단계 『語文敎學大綱』보다 識字量이 500자 더 증가한 것이고, 1, 2학년에서 집중식자를 요한다. 初等學校識字敎育은 어문교학대강을 충실히 따르고 있다. 識字敎學重點은 識字, 寫字, 평音, 閱讀, 寫話(받아쓰기), 口語交際, 語文綜合活動 등이고, 이를 실행하기 위해 寫字, 偏旁 익히기, 査字하기, 生字에 主音하기, 자형분석하기, 자음, 字義 장악하기 등을 실시하는데, 구체적으로 圖形識字, 聽讀識字, 朗讀法, 誦讀法, 육서원리, 편방결구, 한자쓰기, 종합적인 운용을 실시하여 성취한다. 최근 초등학교 識字敎學의 큰 틀이 변화하고 있다. 능동적 식자교육과 한자의 형, 음, 의를 통한 聯想 식자교학을 위해 지금까지 실시된 先평音識字를 先漢字識字로 바꾸었다. 중국은 간화로 인해 부수이용, 구조분석 등을 통한 전통 육서 교학 실시가 우리보다 불리한 반면, 생활언어나, 문장을 활용할 수 있어 우리보다는 식자 방법이 다양하다. 중국의 識字敎學法 중 謎語法, 컴퓨터를 활용한 ``字中字法,`` 破字 식자법 등은 우리가 관심을 가질만하다. 앞으로 중국의 식자교학 연구는 획기적이고 새로운 방법보다는 과학기기를 활용한 식자교학, 창의적, 능동적 식자교학법 연구를 지향할 것으로 보인다. Most studies of Chinese character education in China have great ripple effects and confidences because they are carried out as research projects by country, state, or city. Deliver high-level in two large and reputable. Those researches so far can be largely categorized as follows: First of all, researches on the characteristics of shape, sound, and meaning. Secondly, researches on the psychological characteristics of students. Lastly, researches utilizing modern science and civilization like computer. Recent researches are focused on learner`s interest, active participation, respect for learners, creative education, and independent learning. Language and literature education in Chinese school is carried out by the distributed ``the manual for teaching Language and literature``It presents the purpose of education, contents, extracurricular activities, focuses, and educational level per grade. ``The standard for Language and literature class`` published in 1993 requires to teach 1600 ~ 1800 characters in Grade 1&2, 2500 characters (cumulative) in Grade 3&4, 3,000 characters (cumulative) in Grade 5&6. 500 characters to be learned are increased more than Phase I, ``the manual for teaching Language and literature`` It requires teaching characters intensively in Grade 1&2. Memorizing characters, writing, mastering pronunciation and intonation, reading, dictation, and speaking are carried out in elementary school education. Mastering characters by figures, dictionary, and radicals are also carried out. Recently, the framework of elementary education for Chinese character is changing. The first thing to teach for the new students in elementary school was pronunciation and intonation prior to Chinese character. But, Chinese character is the first, pronunciation and intonation is the next at the moment because Chinese want to change the education from the passive way to active way.

논문(論文) : 표(票)를 근원성부(根源聲符)로 한 동원자(同源字) 고석(考釋)

한연석 ( Youn Suk Han ) 고려대학교 중국학연구소 2010 中國學論叢 Vol.27 No.-

Originating from the same origin, the isogenous words in Chinese represent a word family holding the same or similar sounds and meanings. Since these words have the same root, they indicate some notions that are close, related to each other. And the small differences in meanings are depending on how the words are stuck around the root. The original meaning of 표(票) is `spark.` As spark is going up when on fire, the diversified meanings such as light, to float, fast, to fly, to hurry, tornado, and to hold up had been derived from it. Then, the meanings were expressed by 표, 표, 표, 표, 漂, 瓢, 표, 飄, 표, 표, 표, 표, 표, 표, and 표. Therefore, those letters are the isogenous words that have the same or similar in sound and meaning to their root 票. Their distinctive feature are that they are the letters that are comprised of two parts possessing the same sound part inside the words. The sound parts of the isogenous that possess the same one surely are the crucial clue helpful in researching the etymologies.