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金在玧 忠州大學校 1967 한국교통대학교 논문집 Vol.1 No.-
There has been a lot of conflict over the ㅎ declention up to now. In terms of the ㅎ declention. We can point three kinds of views of such as, the final sound of noun (included pronoun),auxiliary, declention. of course the title of ㅎ depends upon the various views of it many different views come out of the case of the origin. in this study I have attempted to analize the ㅎ decention in the fields of the meaning and the form. Above all I paid attention to the fact that most fo the ㅎ declention consist of monosyllable (about 70%) or two syllable (about 30%) while gave a careful consideration to the characteristics. After all the ㅎ sound has been used as the secondary sound which is intended to make clear of the listening image of monosyllable, but the sound value has been weakened between the voiced-sounds and gradually disappeared along with grammar sense of the later part of Lee Dynasty. Accordingly now the ㅎ declention can never be seen between noun (included pronoun) and case endiag only compound words have faint traces of several aspirated sounds.
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金在玧 忠州大學校 1968 한국교통대학교 논문집 Vol.2 No.-
The interchange and borrowing among languages largely depend upon the cultural background. Accordingly, Korean Language has borrowed more than half of its all vacaburaries (about 52%~54%) from China under the influence of Chinese and from 20 other Languages. But the objective condition distinguishing these exotics from the foreign Languages is so unreasonable after all, it seems as if there can be no other choice than deciding according to the extent of the subjective recognition of Korean society. These words derived from the foreign languages are affected by one another while they are used, in the proper-words, and two particularly remarkable facts appear. Firstly, initial sound, "R" and "L" of western European origin are freely pronounced as "ㄹ"and I think they will bring about profound influence upon the initial law as they are gradually increasing. Secondly, g.d.b.s(c)‥‥‥etc. of western European origin which come to the intial sound are turned into "kyong eum hwa" (hard soundization). I think this might be caused by the variability of phonograph under the background of kyong eum hwa (hard soundization) which appears in all aspects of Korean language. Lastly the study on the origin of the exotics in Korean Language should be done in parallel with that on Korean language, and also the method of inscribing them, the selection of standard words of them and many other problem should be solved.
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金在潤 건국대학교 1987 論文集 Vol.24 No.1
The aim of this study is to find out the patterns of Korean school system and the principles lying behind the system through looking into the various changes the Korean schools had to have undergone since the liberation in 1945. This study has come to the contusion that the patterns of Korean school system have following a single as well as double line in the light of its systemization and its steps from lower to higher schools, and that the Korean school system is so complicated as not to be classified into any one specific system in the light of student selection process. Furthermore, it is found in this study that the main principles considered in the process of forming the school system are as follows : the human development, education of equal opportunity and the talented, education as a duty and through financial aid, and the social adjustment education. Finally it should be understood that the patterns of school system and the principles supporting the school system found in this study are limited in that this study seems to be more of less generally done.
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김재윤,한원석,이순원 성균관대학교 기초과학연구소 1995 論文集 Vol.46 No.2
Reactions of SmCl_3 and YbCl_3 with LiNHAr (Ar = 2,6-diisopropylphenyl) in dimethoxyethane (DME) or tetrahydrofuran (THF) produced (ArNH)(DME)_xSm=NAr, A, (ArNH)(THF)_xSm=NHAr, ((Me_3Si)_2N)(THF)_xYb=NAr, C, respectively. These complexes were characterized by ^1H-NMR and FTIR spectroscopy.
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김재윤,임희준 이화여자대학교 사범대학 교과교육연구소 2011 교과교육학연구 Vol.15 No.2
본 연구는 초등학생이 수행하는 자유 탐구 활동에 대한 실태 파악을 위하여 초등학교 4, 5학년 32명이 수행한 자유 탐구에 대하여 탐구 주제의 특징, 탐구의 유형, 자유 탐구 수행의 특징 및 문제점을 분석하고, 자유 탐구에 관한 학생들의 인식을 조사하였다. 학생들이 수행한 자유 탐구의 주제를 분석한 결과, 화학 분야가 다른 분야보다 적었고, 탐구 수행 중 겪은 어려움이나 흥미의 변화로 인해 62.5%의 학생이 사전에 계획했던 주제를 다른 주제로 교체하였다. 주제 선정의 주된 배경은 일상생활 경험이나 독서활동으로 나타났다. 학생들이 수행한 탐구의 유형은 자료조사형 탐구가 75.0%, 실험실습형 탐구가 25.0%로 자료조사형의 분포가 높았다. 탐구 보고서의 분석을 통해 초등학생들이 수행한 자유 탐구 활동의 특징과 문제점을 살펴본 결과, 탐구 동기가 명확하지 않은 경우가 많았고, 탐구 문제를 구체화하는 데에도 문제점이 많았다. 이러한 탐구 문제의 모호성은 적절한 자료를 체계적으로 수집하는 것에서의 문제점으로 이어지는 경우가 많았으며, 타당한 실험 설계 및 통합적 탐구 능력의 부족으로 자료를 적절하게 수집하지 못하는 문제점들도 볼 수 있었다. 또한, 자료를 조직화하여 결과와 결론을 체계적으로 정리하여 기술하지 못하고 수집한 자료를 나열하는 것에 그치는 경우가 많았다. 자유 탐구 수행에 대한 학생들의 인식은 대체로 긍정적이었고, 자유 탐구 과정에서 탐구 주제 정하기, 실험 도구 마련, 탐구 결론 내리기 등에서 어려움을 겪고 있었으며 이에 대한 교사의 도움을 필요로 하고 있었다. The revised curriculum for science has newly involved 'open-inquiry'; but, with respect to open-inquiry, there is insufficient information concerning the performance and characteristics of elementary school students. Accordingly, this study attempted to analyze the subjects of inquiry, types of inquiry, and the characteristics and problems of elementary student performance during their open inquiries. The students' perceptions of open inquiry were also investigated. Thirty-two fourth and fifth graders were involved in this study. The results indicated that many students performed open inquiries in the fields of physics, biology, and earth science. Because of difficulties they encountered during inquiry or because of shifts in interests, 62.5% of the students changed their subjects. The motives for their subject selection were mainly from daily experiences or reading. Data-investigation types of inquiry prevailed over experiment-conducting types. The characteristics and problems that students experienced in their open inquiries appeared in several aspects: clear motives of inquiry, specific inquiry problems, systematic collection of appropriate data, and organization of the data. Students were satisfied with self-directed experiences in the inquiry, but had difficulty in the selection of the subject, the preparation of the experimental materials, and the forming of conclusions
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