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        • KCI등재

          어문 민족주의와 미래 한국어의 정체성

          민현식(Min, Hyun-sik) 우리말글학회 2020 우리말 글 Vol.87 No.-

          어문민족주의는 개화기에 우리 말글에 대한 자주의식과 나라의 자주독립운동에서 본격적으로 촉발되었다. 주시경의 정신을 이은 조선어학회가 어문민족주의 운동의 중심에서 어문규범 정비와 사전 편찬의 대업을 이루었다. 그러나 1930년대에는 실용적 학문에 대한 반발로 언어자료에 대한 ‘실증적' 연구를 추구하는 경향도 나타났다. 어문민족주의는 분단 후 남북한에서 체제의 차이로 달리 전개되었다. 북한에서는 한글전용정책과 국어순화운동을 정부가 강제하였다. 남한에서는 정부의 한글전용정책에 대해 민간 일부에서 반발하는 양상이 오래 지속되었으나, 국어순화운동은 민관 합동으로 전개되었다. 외국인이 인구의 5%를 차지하고 세계화, 다문화 시대가 도래하여 어문민족주의는 다언어·다민족사회에 걸맞게 어문국가주의로 승화되어야 한다. 한국언어문화를 위한 7대 정체성의 내용도 재개념화하여야 한다. 탈민족주의, 세계화, 다문화, 국민 통합을 지향하는 국가주의로 전환하여야 한다. 이를 위해 ①건국정신에 따른 자유·민주·공화주의 언어 정체성, ② 통일 대비 남북 통합주의 언어 정체성, ③다문화 통합주의 언어 정체성을 구체적으로 확립하여 어문국가주의에 맞는 정체성 교육을 강화해야 한다. The purpose of this paper is to study the linguistic ethno-nationalism of the Korean language. Linguistic ethno-nationalism was triggered by a sense of autonomy and independence about our language, alphabet, and nation in the time of enlightenment. The Choseon Language Society, which succeeded Ju Sigyung's spirit, achieved the great job of improving orthography and lexicography at the center of the movement. Linguistic ethno-nationalism developed differently in South and North Korea after the division due to differences in regime. In the era of globalization and multiculturalism, linguistic ethno-nationalism must be sublimated into linguistically-integrated-nationalism in a multicultural society with foreigners accounting for 5% of the population. The contents of the seven identities for Korean language culture should also be reconceptualized. In particular, it should be converted to linguistically-integrated- nationalism that aims for post-nationalism, globalization, multiculturalism, and national integration.

        • KCI등재
        • KCI등재
        • KCI등재

          연구 논문 : 공액구조 전도성 올리고머 자기조립단분자막의 제작 및 전기화학적 특성

          민현식 ( Hyun Sik Min ), 이태연 ( Tae Yeon Lee ), 오세용 ( Se Young Oh ) 한국공업화학회 2011 공업화학 Vol.22 No.5

          바이오 분자의 고정 링커로 전기전도도가 높은 방향족 공액구조의 4-(2-(4-(acetylthio)phenyl)ethynyl)benzoic acid (APBA) 분자를 합성한 후, APBA 자기조립 단분자막을 제작하였다. 제작한 APBA 자기조립 단분자막의 구조를 분석하였고, 페로센으로 고정화시킨 APBA의 자기조립 단분자막의 전기화학적 특성을 조사하였다. 부탄티올 단분자막에 APBA를 삽입시켜 혼합 단분자막을 제조하여 XPS로 금 기판에 대한 혼합 단분자막의 수직 배향성을 조사하였다. 또한, APBA 혼합 시간에 따른 APBA와 부탄티올(BT) 혼합 단분자막에 페로센을 고정화하여 전기화학적 산화·환원 특성을 조사 하였다. 혼합 단분자막의 전기화학적 활성은 혼합 시간의 증가에 따라 증가하였고, 부탄티올 단분자막 기판을 APBA 용액에 36 h 침지시켰을 때 가장 높은 페로센 분자의 산화·환원 전류값을 얻었다. We have synthesized a high electrically conductive 4-(2-(4-(acetylthio)phenyl)ethynyl)benzoic acid (APBA) with a conjugated aromatic structure as a bio fix linker, and then fabricated APBA self-assembled monolayer (SAM) with a self-assembly technique. The structure of the prepared APBA SAM was studied and electrochemical properties of APBA SAM immobilized with a ferrocene molecule were investigated. Also, we have examined the molecular orientation and oxidation-reduction redox characteristics of the mixed SAM consisting of APBA and butanethiol (BT) with a X-ray photo electron spectroscopy (XPS) and cyclicvoltammetry, respectively. Electrochemical activity of the mixed SAM was increased with increasing the mixed time. Especially, the maximum redox current was obtained at a mixed time of 36 hrs.

        • 속담에 나타난 전통 인문학적 사유

          閔賢植(Min Hyun-sik) 한국어의미학회 2002 한국어 의미학 Vol.11 No.-

          There are many traditional and popular expressions in Korean language. They include idioms, cants, proverbs(old sayings), greetings, compliments, abusive language(slanders, curses), riddles and tales, etc. These expressions reflect the spirits of times or popular voices. Korean traditional proverbs also reflect the traditional Korean spirits. Firstly, they are divided into proverbs of teachings, proverbs of parable, and proverbs of fortune. Secondly, the proverbs of fortune are divided into proverbs of taboo, proverbs of solicitation, proverbs of sign, and proverbs of dream reading. Ten thousands of Korean proverbs show the wisdom of life, and reflect the consciousness of Korean people. For example, they show teaching of diligence, conduct of life, promoting virtue and reproving vice, preponderance of official power, male chauvinism, fatalism, superstition, moralism, satire, pragmatism, and criticism to the aristocratic class, etc. Especially Korean people respect and value the humanism influenced by the confucianism. Traditional humanism is constituted of literary arts, history and philosophy. Korean proverbs also show the traditional humanism as follows. Firstly, traditional humanism of literary arts shows pursuing the policy of literary arts, respecting of teachers, dignity, appearance, honour of family and discretion. They demanded the prudent life to Korean people. Secondly, traditional humanism of history shows the consciousness of reward in accordance with a deed and the corollary affirmatively. But negatively that shows the fatalism, acceptance of one's fate, desire for power and bitter feelings. Thirdly, traditional humanism of philosophy shows the three fundamental principles and five moral disciplines in human relations, that is, loyalty, filial piety, and virtuousness of woman.

        • KCI등재
        • KCI등재후보
        • KCI등재

          진로 교육의 관점에서 본 국어과 교육

          민현식 ( Hyun Sik Min ) 한국어교육학회(구 한국국어교육연구학회) 2012 국어교육 Vol.0 No.138

          The school curriculum consists of education that builds students` character, learning knowledge, socialization, and career education. The career education, which is called vocationㄴal education with a narrow focus, is to help adolescent students in particular to find their career suited to individual aptitude and talent and to develop their ability suitable to the career. Career education includes education about self, exploring careers, and practical business of a job, which all are implemented through career guides in each curriculum subject, integrated curriculum subjects, and extracurricular activities; curriculum-integrated career education is to integrate curriculum subjects and career education. Korean language curriculum describes stepwise Korean language ability which fosters elementary (1-2 grades), basic (3-4 grades), fundamental (5-6 grades), integrated (7-9 grades), and general and technical Korean language ability (10-12 grades). Such Korean language education needs to be a career-content-based curriculum for career education. Experience of exploring self-identity and a world view is what the Korean subject can fundamentally contribute to the career education. It is important that Korean language education should be balanced between education for humanities and education for career-related knowledge and skills, as well as career-specific literacy education and literacy of Chinese characters. Korean language education for specific purposes should be developed in relation to career education, with a consideration of career-specific assessment tools.

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