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pISSN : 1975-521X / eISSN : 2765-3943

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2014, Vol.28, No.1

  • 1.

    Consideration on Correlation between the Chinese Subject and the Life Science Subject - Focused on the subject achievement and aspects of learning life science terms of students in the course of natural sciences at general high school -

    LEE SOUNG HYUNG | 2014, 28(1) | pp.7~44 | number of Cited : 1
    Abstract PDF
    This article considered correlation between the Chinese subject and the life science subject focusing on the subject achievement and aspects of learning life science terms of students in the course of natural sciences at general high school. According to the results of the survey, students in the course of natural sciences have a strong tendency to develop their aptitude and specialty and choose subjects that are interesting to them in terms of the importance and preference of subjects. Therefore, it is needed to enhance the degree of importance and interest of the Chinese subject by designing the class properly so that they can regard that the Chinese subject is helpful in cultivating their refinement and directly in learning other subjects, too. Correlation between the Chinese subject and the life science subject was considered by using a statistical analysis package, I-STATistic. Regarding their achievement between the Chinese subject and the life science subject, in the way of learning life science terms’ group, there was significant difference between Chinese characters’ group terms and Western words’ group terms. About Chinese characters’ group terms, the statistical analysis has shown that the way of learning was correlated with subject achievement while the achievement of Western words’ group terms is correlated with subject achievement. According to the results of analyzing the terms contained in life science textbooks in order to develop efficient teaching methods for Chinese characters’ group life science terms, Chinese characters showing high frequency of use include many Chinese characters for middle school education, and they consist of Chinese characters that can be learned relatively easily, and in the Chinese subject, they can be properly used as examples when teaching words related with prerequisite learning. As basic directions for teaching Chinese characters’ group life science terms, we should consider four things: first, when teaching academic terms for the life science subject, it is necessary to use mainly the Chinese characters highly transferable in learning as they show high frequency of use. Second, it is desirable not to analyze the meaning of words that have been included in Korean, highly abstruse words not included in 1800 Chinese characters for education, or proper nouns inefficient to be understood with Chinese characters. Third, in order to increase correlation between the Chinese subject and the life science subject, it is needed to examine positively the organization of the curriculum and textbooks that are helpful in enhancing Korean reading skills. Fourth, to make above suggestions produce actual results, it is necessary to revise ‘exclusive Hangul use’ policy institutionally so that we can establish an environment to write Hangul and Chinese characters together in textbooks or teaching materials.
  • 2.

    Study of Complementarity between Classical Chinese and Korean History Education

    Lee Don Suk | 2014, 28(1) | pp.45~63 | number of Cited : 0
    Abstract PDF
    The various theories related to Integration and Convergence are recently emerged. This theories is influencing to the educational arena as an integral class, integral essay and so on. This phenomenon seems to be resulted from the idea which the curriculum areas could not be organically connected with each other because the Korean secondary education is studied according to each subject areas. The horizontal formation for school subject in Korea has caused a problem that the students should connect with each learning contents of the curriculums organically by themselves. This problem causes the emergence of new formation of the teaching model like the complementarity or integral classes between each curriculums. The Classical Chinese works as the subject on “Chinese classical literature” curriculum are written by Chinese character and the contents are also various. In these works, historical records or true for deeds of the Lord is closely related to “Chinese classical” curriculum. The educational contents of “Korean History” before the 19th centuries are similar to the subject on “Chinese classical” curriculum as well as are the different curriculum area for each other. However, we can seek the complementarity between Chinese Character and Korean History Education because both of them are closely related and supportable to each other.
  • 3.

    Study on Complementary Background Between Chinese Character Subject and Korean Language Subject and Its Contents

    Heo, Yeoun-Gu | 2014, 28(1) | pp.65~110 | number of Cited : 0
    Abstract PDF
    When Chinese character was passed down in Korea, Chinese character has encroached on our national literacy life, also, literature, history and philosophy have been created and distributed by being centered with Chinese character or Chinese. However, while going through Gabogyeongjang, each fate of Chinese character and Korean character has reversed, so that the pivot of literacy life has changed to Korean alphabet centered. Later on, in the repeatedly changing language policy, Korean language class was created, which includes Korean alphabet and Chinese character, so that Chinese character and Chinese in Korean language subject has barely maintained viability and could keep itself in existence, though they have been weakened than former period. From the 3rd Curriculum, where Chinese character became the formal subject, it became an independent subject from Korean subject, from then on Chinese character subject and Korean language subject have been separated into two subjects which have different goals. However, though Chinese character subject and Korean language subject have different identity, they still have complementary role when looking into their subject content. When considering the content area of Chinese character and curriculum, Korean language subject has a close relation with Chinese character subject in the aspect of reading, grammar, and literature, which can form mutual background knowledge or schema in studying each subject. When seeing the textbooks which express the curriculum or evaluation questions, it appears more definitely. In the textbook of Korean language subject, explanation of Chinese character, explanation of phrases, Chinese character writing for difficult vocabulary, etc. can be said to be the complementarity with Chinese character subject. Also, Chinese reading ability, which is the core ability of Chinese character subject, cannot be performed without utilizing Korean grammar knowledge. This way, Chinese character subject and Korean language subject definitely can be recognized that they have a strong complementarity between them. The research on complementarity between Chinese character subject and Korean language subject, as this, can be the foundation of coexistence and development of the two subjects, and will prepare an opportunity of establishment of identity from the position of Chinese character subject.
  • 4.

    A Plan for Integrated Instruction between Chinese Characters & Other Subjects - Focusing on ‘Chinese Characters I’ & ‘Ethics and Thoughts’ -

    Kim, Byeong-cheol | 2014, 28(1) | pp.111~138 | number of Cited : 1
    Abstract PDF
    This study may be seen as reconstitution between subjects among curriculum reconstitution methods. For the education to improve creativity, which is future core educational ability, it is needed to design classes to increase creativity and comprehensive problem-solving capability through the integration of learners’ general experience and subjects, rather than delivering fragmentary knowledge of departmentalism. Students’ reaction to the integrated instruction is generally positive. There would be various methods such as vocabulary-, theme-, and core competence-centric as for the integrated instruction methods between subjects in Chinese character education, but this study is about the integration between ‘Chinese Characters I’ and ‘Ethics and Thoughts’ much overlapped with ‘Chinese Characters I’ and about the interdisciplinary integration method of integrating based on common learning contents within each subject standard of ‘Chinese Characters I’ and ‘Ethics and Thoughts’. To draw a teaching-process plan for integration instruction, first I found common elements to learn between two subjects by comparing purpose and content system of ‘Chinese Characters I’ and ‘Ethics and Thoughts’. And then I could identify the actual correlation between two subjects through analyzing ‘Ethics and Thoughts’ textbook content, among which I could identify a lot of contents of the finale ‘Significance of Ethical Thoughts and Social Thoughts’ and ‘The East and Korean Ethical Thoughts’ were directly correlated with ‘Chinese Characters I’. Making the teaching-process plan, I designed classes focused on the theme ‘an ideal world where a good king and good citizens live together’, by connecting ‘It’s six of one and half a dozen of the other’, among the idioms derived from ancient events that is the learning element of ‘Chinese Characters I’, with ‘rule by virtue and rule by force’ and ‘paradise’ that are the learning elements of ‘Ethics and Thoughts’. Instruction model was the JigsawⅡ model among cooperative instruction, which was designed to raise responsibility of group and individual by imposing 6 tasks to solve by expertise group.
  • 5.

    Eochon Sim, Eon-gwang’s history awareness and view of life showed in his historical poems

    Kang ji-hee | 2014, 28(1) | pp.139~167 | number of Cited : 2
    Abstract PDF
    Eochon Sim, Eon-gwang was a well-known statesman of Jungjong in the Joseon Dynasty. He was also good at poetry and prose. He wrote 850 poems and his historical poems run into 44 poems. After encountering discharge, he returned to his own old home and wrote these historical poems. We can understand Eochon’s history awareness, view of life and moral values through his historical poems. I analyzed his historical poems in this paper. We can find sorrow and regret in his poems which he wrote after he came back to his old home. He took time for self-examination because of the mistake he did and always thought of the good old days when he was in the court of King Jungjong. In his latter years, Eochon wrote all of historical poems and their materials were mostly loyalists in time of crisis. He wanted to be a loyalist like them. But loyalists in history did not always get some payment in return. Many loyalists died under a false accusation in spite of faithful mind. Eochon wrote poems about people who was righteous but died under a false accusation. I think that he wanted to dedicate a requiem for them and give words of comfort for himself. As for one’s course of action, he learned a lesson from a person who got in politics after seclusion but could not succeed eventually. He highly praised the life of a recluse. At that times he retired from politics and returned to his home, so he seemed to accept his realities positively. He disliked a opportunist in history. Eochon landed on a person who flattered power of injustice although he became a high official thanks to his outstanding talent. He mostly praised immediate vassals over death. I think that he wanted to be a loyalist whom he praised in his poems.
  • 6.

    A Study on Jijokdang(知足堂) Gwon yang(權讓)’s 《Yeongga-gahun(永嘉家訓)》

    JUNG,KYUNG HOON | 2014, 28(1) | pp.169~200 | number of Cited : 3
    Abstract PDF
    Jijokdang(知足堂) Gwon yang(權讓) is still not known in academic circles. And For his 《Yeongga-gahun(永嘉家訓)》, this book was to analyze the content and characteristics. This study is the discovery and analysis of new data, because very worth it. He was born in a good distinguished family. But his life was very difficult. He moved to Hanyang in the province was formed and a new good family. 《Yeongga-gahun(永嘉家訓)》, this book is made ​​for the purpose of teaching children to books. However, you should keep the children, as well as tutorials for all family members, respectively. Why he wrote this book, and the revival of family harmony and order of the locals. And a new hope for the revival of the family in this area because it. 《Yeongga-gahun(永嘉家訓)》 is by far there are three different edition. 《Yeongga-gahun(永嘉家訓)》 is similar to the other family precepts about difficult and did not quote. 《Yeongga-gahun(永嘉家訓)》 has been made ​​on the basis of Confucianism and philosophical thought little difficult. This book is about the most basic character education and culture will bring up. This book can be divided into three parts. First, your body and mind wipes. Second, the study. Third, the reigning house. Fourth, the conduct of life.
  • 7.

    Possession and Reproduction of Knowledge by Middle Class Intellectuals in the Eighteenth- and Nineteenth- Century - Escape from Epigones of Literati-Intellectuals by way of Experiences Abroad

    kimyoungjook | 2014, 28(1) | pp.201~230 | number of Cited : 3
    Abstract PDF
    The Joseon Dynasty period knowledge information was the exclusive property of Literati-Intellectuals(士大夫). On condition of this case, the literature of Middle Class Intellectuals in the Eighteenth- and Nineteenth- Century has depreciated sometimes. That was the reason they are treated as Epigones of Literati-Intellectuals. But now, we have to present a variety of views. For the new understanding of Middle Class Intellectuals(especially in the Eighteenth- and Nineteenth- Century), we should take notice to their knowledge-generating process. And to do that, first of all, we must grasp the importance of their way of Experiences Abroad. Middle Class Intellectuals combined professionalism with ability in administrative business area. Therefore, lf we want to analyze the merit of Middle Class Intellectuals effectually, we need an in-depth study about their documentation. It is a sort of back tracking. In this way, this study will focused on the recordings they left behind.
  • 8.

    The Modern calamity and Literary truth in Byeon Youngman’s “Sang-yibuansi”

    Jin-kyun Kim | 2014, 28(1) | pp.231~249 | number of Cited : 1
    Abstract PDF
    In the early colonial period Byeon Youngman had exiled and returned from China and the Philippines. Returned to Korea, in 1920’s Byeon Youngman, launched a vigorous literary activity. This paper studied the way that Byeon Youngman established the novelty in these days his Sino-Korean literature, “Sang-yibuansi”. The core of his novelty was capturing the inner surface of the human in various ways. Not only his novelty was different from the traditional way of Sino-Korean literature’s. But also his novelty was different from the tendency of modern Korean literature’s. In the “Sang-yibuansi”, Byeon Youngman descripted a calamity of modern working poor class, and a stroll through the modern city. These two constituent element constructed the sincerity of the modern Sino-Korean Literature. His approaches differentiated himself from those of the enlightenment discourses in modern times that imposed duties on the public as he imposed duties on themselves instead. Byeon Youngman strolled through the modern city, at the same time he walk around the modern times.
  • 9.

    Historical Transition of the theory of Cheon-gi(天機論) and Reargument about the concept of Simplicity(天眞) of NongAm(農巖)

    Lee Hoon | 2014, 28(1) | pp.251~278 | number of Cited : 6
    Abstract PDF
    This study examines the existing research and issues on the theory of Cheon-gi(天機), summarizes all the aspects of historical transition of that theory to the NongAm(農巖) Kim Chang-hyeop(金昌協), and reargues the origin and meaning of the term—simplicity(天眞)—appeared in NongAm’s Cheon-gi theory. As a result, it shows that had occurred three-stage transition in Cheon-gi theory, from Neo-Confucianists(性理學者) in the late Goryeo(高麗) and the early Chosun(朝鮮) dynasty to Heo Gyun(許筠) and Jang Yoo(張維), and to NongAm. It also reveals, NongAm’s simplicity was reconstructed on the basis of orthodox confucianism(儒家) rather than just accepting Jang Yoo’s ‘truthfulness(眞)’. It may be summarized as follows. First, Cheon-gi as ‘a pure-good human nature’, used by Neo-Confucianists in the late Goryeo and the early Chosun dynasty, is reinterpreted into Chuang-tzu(莊子)’s Cheon-gi as inaction nature(無爲自然) from a perspective of enlightenment theory(敎化論) of Zhu Xi’s thought(朱子主意). And it does not contain the concept of archaism(擬古) and anti-archaism(反擬古). So I denominate it as a ‘Neo-Confucianism Cheon-gi theory’. Second, the term ‘Cheon-gi’ established by Heo Gyun and Jang Yoo is close to inaction nature in Taoism(道家). In the Strict sense, two dimensional transition of that term might be returned to the original concept-Chuang-tzu’s one. In addition, inaction nature in their Cheon-gi theory could be regarded as anti-imitation(反模擬) but could not be set up as anti-archaism. I quote “Chuang-tzu’s Cheon-gi theory” derived from previous studies. Third, it is illuminating that the term of simplicity expressed by NongAm is parallel to the meaning of Li Bai(李白)’s 「GuFeng(古風)」, therefore, reasonable conclude that a structure is formed : Simplicity(天眞) = DaYa(大雅) = Rightness(正). So NongAm’s simplicity contains the meaning of Seongjeong-ji-jeong(性情之正) of Zhu Xi. And the base of NongAm’s poetics have a tendency to away from archaism prevailing in those days, and collect benefits of Tang Song’s Poetry(唐宋詩). In brief, this study reconfirms that NongAm’s Cheon-gi theory has an intention of anti-archaism, integrating Seongjeong-ji-jeong pursued by Zhu Xi’s enlightenment theory with Seongjeong-ji-jin(性情之眞) sought by Heo Gyun and Jang Yoo. In that respect, I denominate NongAm’s Cheon-gi theory as ‘Anti-archaisme Cheon-gi theory’.
  • 10.

    New pattern develop discussion of the 《Analects》

    천영미 | 2014, 28(1) | pp.279~312 | number of Cited : 1
    Abstract PDF
    Until now, the study of Confucius thought was accomplished through illuminating the meaning of benevolence and finding out the fruition method of benevolence. Almost researchers concluded that the benevolence is the perfect virtue and we should try to get to the benevolence constantly. That is to say, self-culture is recognized a concept of persistence such as a constant effort. However, when we look into the contents <The Analects of Confucius>, we can find out the new pattern of self-culture concept. In <The Analects of Confucius>, we can find out some phrases which Confucius only admitted Anyeoun(顔淵) among his disciples. Jakong(子貢), one of the Confucius disciples, said to his teacher that “Anyeoun(顔淵) is a smart person, because he realizes ten facts when he listens to one fact.” Confucius answered “he does.” Also king asked to Confucius, “Who enjoys your teaching among your disciples?”, Confucius answered, “Anyeoun(顔淵) enjoyed learning, but now he died and now there is no one who enjoys learning.” Lots of researchers have explained that Confucius admitted Anyeoun(顔淵) because of his constant effort and practice. But the reason Confucius admitted Anyeoun(顔淵) was not because his constant effort, but because his depth practice. He set up a clear goal and he tried not to make a mistake again. So the self-culture of new pattern which we can find from Anyeoun(顔淵) is calculated practice, intended practice, and depth practice. So the purpose of this study illuminates the meaning of the self-culture again.
  • 11.

    A Study of Sun-Ja’s Bu-Pyeon

    sungsu kim | 2014, 28(1) | pp.313~339 | number of Cited : 1
    Abstract PDF
    Bu-Pyeon is the only literary work of Sa-Bu which Sun-Ja left. Even though this literary work had been evaluated as the prototype of Han-Bu, the verification of appropriateness of the evaluation or profound research on Sun-Ja’s literary works hasn’t got much attention until now. Actually Sun-Ja’s talent as a poet seems to be overshadowed by his fame as one of the founders of Confucianism. Thus, researchers haven’t pay much attention to Bu-Pyeon. Actually Bu-Pyeon doesn’t contain profound philosophical thought like his theory that human nature is fundamentally evil, and also his literary talent didn’t draw much attention from others. However, Bu-Pyeon has surprisingly huge significance. This study aims to re-evaluate the value of Bu-Pyeon by verifying the fact that it is a complete masterpiece of Sa-Bu literature. In order to verify the fact, the general stylistic components of Sa-Bu such as literary formation, the use of rhyme, the usage of letters and phrases, rhetorics etc. were thoroughly examined. I try to summarize various opinions about Bu-Pyeon With this and to evaluate the value of the work while examining its significance in the history of literature. Bu-Pyeon’s significance in the history of literature is clearly shown in Gwan-Haeng of Cho-Sa in which some writer including Gul-Won and Song-Ok etc. discussed the origin of Sa-Bu. Thus, this study re-evaluated the influence of Sun-Ja as a Sa-Bu writer.
  • 12.

    The nature and aim of the classical Chinese education

    Junkyung Ryu | 2014, 28(1) | pp.341~373 | number of Cited : 8
    Abstract PDF
    Classical Chinese is a core element that constitutes us - cultural being, and classical Chinese education is the activity that makes us identify and use the element. In the historical development process of classical Chinese culture, Nations in East-Asia brought East Asian common norms of classical Chinese culture into existence by using classical Chinese and expanded the common norms to their own norms by strengthening and transformation of them for Middle Age. Although the official written language changed over from the classical Chinese to national written languages in each country in East Asia, the spirit and function of classical Chinese has still continued on without ceasing in each national language. So in classical Chinese education there are three things ; education to highlight East Asian common norms in classical Chinese culture, education to highlight each nation’s unique norms in the classical Chinese culture, and education to highlight the spirit and function of classical Chinese that still has continued on in each nation’s national language. Classical Chinese education must be conducted in direction of emphasis on East common norms as well as on each nation’s unique norms for overcoming ultra-nationalism in East Asia.
  • 13.

    Current status and problems in Chinese Characters Education as part of Korean Language Education for Foreigners - with focus on Chinese Characters education program at University of Hawaii

    SE JIN PARK | 2014, 28(1) | pp.375~405 | number of Cited : 2
    Abstract PDF
    The purpose of the present study is to examine the current status of teaching Chinese characters and Sino-Korean words to foreigners as part of Korean language education as it is practiced outside Korea, identify problems in such practices and suggest solutions. For this purpose, the paper discusses practices of teaching Chinese characters and Sino-Korean words at US universities with the focus on those instituted by the University of Hawaii at Manoa where the author taught related courses as a visiting scholar for two semesters. Demand for Korean language education and opportunities to study Korean culture is growing abroad as Korea’s international status keeps improving. Education in Chinese characters and Sino-Korean words is an integral part of Korean language education for foreigners as their knowledge is vital to understanding the Korean language and expanding one’s Korean vocabulary. Against this background, the paper first gives a general survey of US university programs that teach Chinese characters and Sino-Korean vocabulary. It, then, narrows the focus to the programs at the University of Hawaii for a detailed examination of the textbooks used, the objectives and designs of the courses offered and the pedagogical and evaluation methods used.