http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
『한서(漢書)ㆍ오행지(五行志)』를 통해 본 반고(班固)의 재이관(災異觀)
權珉均 ( Kwon Min Gyun ) 중국사학회 2020 中國史硏究 Vol.0 No.125
It was not until the Early Han Dynasty era that the Five Elements theory, which was popular in the Warring States Period had a complete structure and logic. Confucian scholars sought to expand their political position by emphasizing ‘Virtue [德]’ instead of honoring ‘Law[法]’. Such attempts began in earnest from the Wen-Di[文帝] period. In this social atmosphere, Dong Zhongshu[董仲舒] has begun to systematize and theoreticalize this theory. The Wu-hsing Chih[五行志] organized by the Pan-Ku[班固] includes discussions on Dong Zhongshu[董仲舒], Liu Xiang[劉向], and Liu Hsin[劉歆] about the occurrence of natural disasters caused by errors in ‘Wu-hsing[五行]’, ‘Wu-shi[五事]’, ‘Huang-ji [皇極]’. Looking at the structure, it seems that ‘control the emperor’ was not the only purpose, like the theory of Dong Zhongshu. In the ‘Wu-hsing’ stage, the government tried to restrict the behavior of officials, High-ranking officials, and out-relatives, and in the ‘Wu-shi’ stage, it is clear that it was intended to control Vassal King[諸侯王] as the will of heaven. In the Huang-ji phase, there is a calamity[災異] that could happen if emperor misled politics. Here, we can roughly guess the intention of the Pan-Ku to the emperor by writing Wu-hsing Chih.
권민균(Kwon Min Gyun) 한국아동학회 2004 아동학회지 Vol.25 No.1
This study of 322 elementary school children examined the interrelatedness of internet preference, frequencies of internet activities, usage of children`s popular internet sites, knowledge of internet sites, and children`s reading abilities. Usage of children`s popular internet sites and knowledge of internet sites are interrelated with decoding and comprehension. Age, knowledge of internet sites, and sex predicted children`s reading abilities. The extent of exposure to various internet activities differentiated children`s reading comprehension. Results show that processes of reading text information and multimedia materials through the internet involve not only the skills of reading traditional printed texts but also new reading strategies.
권민균(Min Gyun Kwon) 한국아동학회 2002 아동학회지 Vol.23 No.3
This study analyzed various factors of reading motivation and motivational differences between grades and gender. An urban sample of first-, third- and fifth- grade children completed the Motivation for Reading Questionnaire (MRQ; Wigfield & Guthrie, 1997). The MRQ assesses such possible factors of reading motivation as self-efficacy, intrinsic-extrinsic reading motives, and social aspects of reading. Factor analyses and cronbach`s a demonstrated that 10 factors of children`s reading motivation could be identified and measured reliably. Mean scores on most of the factors differed by grade and gender, with girls and lower grades reporting stronger motivation. This study found that children`s reading motivation is various and decreases as children mature. Various efforts to encourage children`s motivation for reading are suggested in this study.
권민균(Kwon Min-gyun) 중국고중세사학회 2018 중국고중세사연구 Vol.50 No.-
〈Zhangyu"s inscriptions〉 is one of the relatively high-level tombstones found so far. The inscription is largely consistent with the text of 〈Book of the Later Han〉 Zhangyu"s story. However, this 〈Zhangyu"s inscriptions〉 contains important information on the origin of the rainfall not listed in “Book of the Later Han.” In addition, also provides more detailed information about Zhangyanu"s lifetime achievement. We also expect to find the social meaning in the form and style of 〈Zhangyu"s inscriptions〉.
유치원 대집단 읽기 활동과 자유 놀이 시간에서의 이야기 책에 대한 접근 관점과 그 반응에 대한 질적 연구
권민균(Myn Gyun Kwon) 한국아동학회 1997 아동학회지 Vol.18 No.1
This qualitative study explores the development of young Korean children`s reading stances and responses to children`s books and discusses their literacy development in relation to school reading experiences. Rosenblatt`s theory (1978) of aesthetic and efferent stances is used to characterize the relationship between the reader and the text. A teacher`s reading stances in the official school world are analyzed and their relationships to children`s stances and responses are discussed. The teacher s efferent stance encouraged her children`s responses to he efferent as well. It also influenced children`s assumptions and expectations about the teacher`s reading activities, so that the children came to view these activities only as ways of obtaining factual knowledge and practicing literacy skills. The children`s own interests and intentions during free play time are described in order to understand children`s reading stances in the unofficial school world. The children showed various types of stances during free play time even though they were encouraged to take only one type of stance, i.e., an efferent stance, in the official school world. The findings are discussed in terms of their implications for classroom practice and literacy research.