운약역통(韻略易通)과 운약회통(韻略匯通)의 양성운(陽聲韻)비교고 : [동홍(東洪)] , [강양(江陽)] , [진심(眞尋)] 운(韻)을 중심으로 - 기일(其一)

안재철 한국중문학회 1987 中國文學硏究 Vol.5 No.1

現行 高等學校 漢文科 敎育課程의 變遷 硏究

안재철 한국한문교육학회 2005 한문교육논집 Vol.25 No.-

한자 , 한자어 , 한문 교육 관계 논저 목록 ( 한자한문교육 창간호 , 1994 )

안재철,배원용 한국한자한문교육학회 1994 漢字 漢文敎育 Vol.1 No.-

N/A

효경 어법 연구 : 인칭대명사와 지시대명사를 중심으로

안재철 근역한문학회 1986 한문학논집(漢文學論集) Vol.4 No.-

改定 漢文科 敎育課程의 性格, 目標, 內容의 問題點

안재철 한국한자한문교육학회 2010 漢字 漢文敎育 Vol.24 No.-

This is a thesis that roughly points out the problems that the 7th revised Chinese Education Course has into 'Character', 'Purpose', and Contents'. 1. The 'Character' of Chinese Education Course needs to develop and suggest a character which only Chinese Class has. 2. The 'Purpose' of Chinese Education Course needs to re-suggest about tightening up the usage of vocabulary of Chinese for communication. 3. Below is a matter of 'Contents' distinguished into 'Chinese' and 'knowledge of Chinese'1)In part of 'Chinese', there are matters of Name Calling, 'Reading and 'Comprehension', a character of 'Culture' and contents. 2)In part of 'Knowledge of Chinese', there are matters of 'Vocabulary' of terms and including contents, 'Complement', standard of setting up 'a Form of Sentence, classification of word class and contents, range of rhetoric and contents etc. If the problems mentioned above are reflexed to the education course - 1. by revising or supplementing and applied to the form of Chinese education 2. Also undergoing the process of being applied - the appropriate Chinese education course will be made. 이 논문은 우리가 지금 시행하고 있는 제7차 개정 한문과 교육과정이 안고 있는 문제점들을 ‘성격’, ‘목표’, ‘내용’ 등으로 나누어 개략적으로 지적한 논문이다. 1.교육과정의 ‘성격’은 한문 교과만이 고유하게 가지는 성격도 개발하여 제시할 필요가 있다. 2.교육과정의 ‘목표’는 한자 어휘의 언어생활의 활용에 관한 강화 문제도 다시 제시할 필요가 있다. 3.교육과정의 ‘내용’에 대한 문제는 ‘한문’과 ‘한문지식’영역으로 구분하여 제시하면 다음과 같다. 1) ‘한문’ 영역에서는 ‘한문’ 영역의 명칭문제, ‘읽기’와 ‘이해’의 포함문제, ‘문화’의 성격 및 내용문제 등이 있다. 2) ‘한문지식’ 영역에서는 ‘어휘’에 관한 용어 및 내용포함 문제, ‘보어’의 문제, ‘文形(Sentense Form)의 설정 기준 및 내용문제, ’품사‘의 분류 및 내용문제, ’수사법‘의 범위 및 내용 문제 등이 있다. 위에 제시되고 있는 문제점들이 수정‧보완되거나 해결되어 교육과정에 반영되고, 다시 다양한 한문교육의 양상에 적용되어 또 다시 교육과정에 투입되는 과정을 거치면 바람직한 한문과 교육과정이 만들어 질 것이다.

공통국부발진기를 갖는 두 채널 저잡음 주파수 변환기 ( Two Channel Low-Noiseblock with Common Local Oscillator )

안재철,채윤경,이종문,윤영근,최익권 한국통신학회 1998 한국통신학회 학술대회논문집 Vol.21 No.2

효경에 나타난 어기사 (語氣詞) 연구 (1)

안재철 근역한문학회 1988 한문학논집(漢文學論集) Vol.6 No.-

한선의 구조와 변천

안재철 한국고고학회 2002 한국고고학전국대회 발표문 Vol.- No.26

漢文科 敎育課程의 變遷 硏究

安載澈 한국한자한문교육학회 2003 漢字 漢文敎育 Vol.11 No.-

이 논문은 미군정시대의 교수요목기부터 제7차 교육과정기까지 초등·중학교 한문과 교육과정의 史的 변천과정을 연구하는 것에 목적을 두었다. 이 논문에서 주로 살펴 본 분야로는 교수요목기부터 7차 교육과정기까지 한문과 교육과정의 변천과정, 각 시기별 교육과정의 체제, 성격, 목표, 교과 지도 내용, 지도 방법 및 평가 항목의 비교 분석 검토, 한문과 교육과정의 문제점과 지향점 등을 밝히는 데 중점을 두었다. 초등·중학교 한문과 교육과정의 사적 변천과 바람직한 발전 방향을 요약 정리하면 다음과 같다. The major purpose of this thesis is to study historical transition of the curriculum for Chinese classic subject for elementary and middle school. In this thesis, I performed comparative analysis on the transition of Chinese classic subject, in order to cover systems, characteristics, objectives, contents, instruction method, and evaluation standards for each period from 'the Era of Teaching Guidelines' to the period of 7th National curriculum. In the course of this study, I emphasized on clarifying problems concerning the curriculums for each historical era, and directions against the problems. The contents of This thesis are summarized below. 1. System 1) Elementary School : Chinese classics curriculum began in 1995 of the period of 6th National curriculum, when Seoul Metropolitan Office of Education established 'School discretionary class' to allow elementary schools to teach Chinese classics. This was the first curriculum for Chinese classics education for elementary school, although this was not the curriculum applicable to the whole country. This curriculum contained 5 separate guidelines on items such as characteristics, objectives, contents, instruction method, and evaluation. In 1997, Seoul Metropolitan Office of Education made minor revision on this curriculum with remaining the basic education system same. 2) Middle School : the Chinese classics curriculum form 1sar to 7th National curriculum was based on the same formality for curriculum, such as objectives, contents, suggestions for teaching, etc., with minor differences in terminologies. 2. Characteristics 1) Elementary School : The Chinese classics curriculum of 6th Nation curriculum explained the characteristics of the curriculum by providing separate item of 'characteristics' The item 'characteristics' comprehended that the major purpose of the Chinese classics education for elementary school is to help students to learn Korean language an culture, and that the areas of the education is defined as 'Chinese character' 'Chinese words' and 'Chinese phrase'. 2) Middle School : The 'Characteristics' of Chinese classics curriculum was initiated in the curriculum of 6th National curriculum. The item 'Characteristics of Chinese classics subject' in the curriculum prescribed that the subject was made o became an instrument for other subjects, to provide students with knowledge to understand Chinese classical books, and to help students to understand wisdom, emotion, and ideas of our predecessors, and to establish a righteous sense of value. 3. The area of the curriculum 1) Elementary School : In the 6th National curriculum, the area of the curriculum are categorized in three, 'Chinese Character', 'Chinese Words' and 'Chinese phrases' Among there fields, 'Chinese phrase'is ambiguous in terms of its title and contents. 2) Middle School : The curriculum from 1st to 4th National curriculum did not specify the areas of curriculum. The classification of areas was initiated in 5th Education Reform, when the area was classified in 'Chinese Character', 'Chinese words' and 'Chinese classics'. The desirable classification of area for Chinese classics curriculum should be unique to enhance functions of 'reading' and 'writing' as the 'functions of understating(reading, listening)' and 'functions of expression(speaking, writing)' in the curriculum of Korean subject and English subject. 4. Contents of instruction 1) Elementary School : the curriculum of 6th National curriculum divides 'the Contents' into two categories, 'System of contents' and 'Contents by level'. The 'System of contents' is a table which specifies the contents to be studied by each level. The 'Table for system of contents' presented the contents to be instructed in each level and area of 'Chinese Character', 'Chinese Words' and 'Chinese Phrase'. 2) Middles School : In the 1st National curriculum, the 'contents of textbooks' and 'Contents of instruction' was presented in the 'Contents of Chinese classics and characters'. The 2nd National curriculum presents the 'Contents of instruction' by each school year. The 3rd National curriculum classify the 'Contents' into two categories of 'Instruction' and 'Main form', and presented the number of Chinese characters to instruct/study for each school year. The 4th National curriculum specify the 'Contents of instructions' with more specific expressions where using the phrase such as 'should know (or should do)'. In the 5th National curriculum, the 'Contents' was presented separately for each school year, and classified the area into three categories. 'Chinese Character, Chinese words, and Chinese phrase' for each school year. The classification of 'Contents' into three categories was first made in 5th Education Reform, and the classification gas been influenced the curricula up to 7th Education Reform. In curriculum of 5th National curriculum, the statements in the 'Contents' were made by using a noun phrase, e.g.'doing of …', rather than using the predicate, e.g, 'to do …' as used on the 4th National curriculum. In the curriculum of 6th National curriculum, the 'Contents' was cub-categorized into 'System of contents' and 'Contents by each school year' The 'System of contents' which was initiated in 6th National curriculum, was a table specifying the core subject to be studied in each school tear. The 'Table of system of contents' presented the core subject to be studied in each school year per the classified area of curriculum 'Chinese characters', 'Chinese words' and 'Chinese phrase'. The 'System of contents' and in the 6th National curriculum, was atavle specifying the core contents to be studied. The 'Table for system of contents' classified the area into three areas, 'Chinese characters', 'Chinese words', and 'Chinese phrase'. The table presented the core contents to be studied in each rear, and further fractionized contents to the each core contents. The curriculum of 7th National curriculum seems to be the most developmental curriculum. 5. Instruction Method 1) Elementary School : 'Instruction method' in curriculum of 6th National Curriculum prescribed 'planning for instruction', 'method of instruction', 'instruction materials' and 'notes for instructions' 2) Middles School : Instruction method was described in instruction techniques for Chinese characters and classics of the curriculum of 1st National curriculum, and in 'notes for instruction' of 2nd National curriculum. The curriculum of 3rd National curriculum presented 'standards for selection of theme' in order to guide teachers to select effective theme for instruction, and 'notes for instruction' to refer for the instruction of Chinese characters and classics. The 'notes for instruction' was presented also in the curriculum of 4th and 5th National curriculum. In the curriculum of 5th National curriculum, the item 'notes for instruction' comprised of 2 sub-items, 'instruction' and 'evaluation'. However, in the curriculum of 6th National curriculum, 'method' and 'evaluation' appeared as separate items. The item 'method' in 6th National curriculum described instruction methodologies such as planning for instruction, method for instruction, materials for study, notes for instructions and etc. In 7th National curriculum, 'notes for instructions' among the instruction methodologies in 6th National curriculum, was eliminated. The instruction methods have gradually been developed to use more generalized, modernized, and specific materials for the instruction. 6. Evaluation 1) Elementary School : The item 'Evaluation' in the curriculum includes specific contents regarding 'Guidelines for evaluation', 'Evaluation methods' and 'Application of the evaluation'. 2) Middle School : The curriculum from the 1st to 3rd National curriculum does not contain separate item of 'Evaluation'. The 'Evaluation' initiated in curriculum of 4th National curriculum as a sub-item under the 'notes for instruction and evaluation'. However, the 'Evaluation' in 4th National curriculum provides only general principle but not more than that. The 'Evaluation' in curriculum of 5th National curriculum was also sub-item under 'notes for instruction and evaluation'. As in the 4th National curriculum. The 'Evaluation' appeared as a separate item in the curriculum in 6th National curriculum for the first time, and was specifically described by several sub-categories such as 'Evaluation Guidelines'. 'Evaluation Method' and 'Application of evaluation'. The curriculum of 7th National curriculum did not make significant differences from that of the 6th, except for a minor change in its sub-category 'Evaluation Guideline' to 'Evaluation Planning', which made the statements in the item sound cooperative rather than imperative as was in the 6th. The curriculum is the basis for study/education planning and instruction for Chinese classics. The curriculum for Chinese calssics should be made to harmonize with other language subjects in terms of their systems and contents of education. In addition, it should be well-organized to accomplish the objectives of Chinese classics education., i.e. use of Chinese words, improvement of ability to read Chinese characters, settlement of sense of value, inheritance and development of our cultural heritage, and improvement of cultural exchange within oriental cultural area. I hope that the curriculum for Chinese classics in 8th National curriculum will reflect the above points for the effective Chinese classics education.

『三國史記』와『史記』의‘文末語助詞’義例 比較硏究

안재철 단국대학교 1998 論文集 Vol.32 No.-

This thesis is a summary of comparative analysis of the sentence-ending particles, or the grammatical particles in classical Chinese, that appeared in the Samguk-sagi, which are the historiography of Korea and China, respectively, in consideration of morpheme distribution. its tone, and sentence structure. 1. The characteristics of the particles in delivering meanings and its morpheme distribution. (1) The sentence-ending particles of the Samguk-sagi are '也, 乎, 矣, 焉, 而, 耶, 哉, 歟, 夫, 而已, 也哉, 也夫, 焉耳.' (2) The sentence-ending particles of the Sagi also include "與, 已, 矣哉, 已矣, 乎哉, 而已矣, 而已也', in addition to those of the Samguk-sagi, that is, those of (1). (3) The particle '也' delivers the meaning of, or its tone is, statement, order, exclamation, question, irony in both of the two references. (4) The tone of the particle, '乎' is, inference, exclamation, question, irony, choice in the both references. (5) The tone of the particle, '矣' is, statement, order, exclamation in both of the two references. (6) The tone of the particle, '焉' is, confirmation, question, irony in both of the two references. (7) The tone of the particle, '耳' is, confirmation (or determination), limitation in both of the two references. (8) The tone of the particle, '耶' is, inference, question, irony in both of the two references. (9) The tone of the particle, '哉' is, exclamation, petition, irony in both of the two reference. (10) The tone of the particle, '歟' is, inference, irony in both of the two reference. (11) The particle, '與' which appeared only in the Sagi delivers the meaning of exclamation, question, irony. (12) The tone of the particle, '夫' is, exclamation in both of the two references. (13) The particle, '已' which appeared only in the Sagi delivers the tone of judgement, alteration. (14) The tone of the particle, '而已' is, limitation in both of the two references. (15) The tone of the particle, '也哉' is, irony in both of the two references. (16) The tone of the particle, '也夫' is, exclamation in both of the two references. (17) The tone of the particle, '焉耳' is, limitation in both of the two references. (18) The particle, '矣哉' is, which appeared only in the Sagi delivers the tone of exclamation. (19) The particle, '已矣' is, which appeared only in the Sagi delivers the tone of alteration. (20) The particle, '乎哉' is, which appeared only in the Sagi delivers the tone of irony. (21) The particle, '而已矣' is, which appeared only in the Sagi delivers the tone of limitation. (22) The particle, '而已也' is, which appeared only in the Sagi delivers the tone of judgement. 2. The characteristics of the structure. (1) The most common structure of the grammatical particles that appeared in the Samguk-sagi and the Sagi is 'sentence + a particle (one of 也, 乎, 矣, 焉, 耳, 哉, 歟, 夫, 而已, 也哉, 也夫, 焉耳).' The structure of 'sentence + a particle, one of 與, 矣哉, 已矣, 而已矣' can be seen only in the Sagi. (2) The structure of 'an interrogative + sentence + a particle of 也, 乎, 矣, 焉, 耶' is shown in both of the two. The structure of 'an interrogative + sentence + the particle. 與' is seen only in the Sagi. (3) The structure of 'ironic sentence + a particle of 也, 乎, 焉, 耶, 哉, 歟, 也哉' is shown in both of the two. While the structure of 'ironic sentence + a particle of 與, 乎哉' is seen only in the Sagi. (4) The structure of 'negative sentence + a particle of 矣, 焉' is seen in both of the two, while the structure of 'negative sentence + a particle of 已, 而已也' is seen only in the Sagi. (5) In both of the two reference, only the particle, '也' is used for inversion of the sentence.