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김기곤 釜山大學校 1997 人文論叢 Vol.50 No.1
It is already well blown that the interpretation and valuation on the 「Conceptualism」(die Lehre vom Begriff), the third part of 「The Logic」 by Hegel, is not unanimous. This situation results from the particular characteristics of 「the Logic of Conception」. According to Hegel, 「Conceptualism」 treats the·materials included in 「Logic」, but doesn't repeat existing ones, completed and fixed, rather aims at using these materials and making effective use of conceptions in dead materials. Then, what does this metaphorical expression mean? How can we catch Hegel's original and particular 'conception'? I'll not make a general study of conceptualism in detail here. I will just organize its basic structure clearly and then look into it from a modern, social and philosophical respect.
金錡坤,柳光燦 전주교육대학교 1995 論文集 Vol.31 No.-
The curriclums of Extra-curricular activities should demonstrate that what activities are Extra-curricular activities in details and how the Extra-Curricular activities are different from other regular curriculums while equal educational values be given to both curriculums. It is noted that the above two main considerations are alive in the revision of curriculums of Extra-curricular activities for the 6th phase of curriculums. Basic direction of revision on to curriculums of Extra-curricular activities for the 5th phase of curriculums was designed to clarify what activities are Extra-curricular activities in a systematic way. When we look into the orientations announced by the Ministry of Education regarding basic directions of revision as to curriculums of Extra-curricular activities for the 5th curriculums of the elementary public schools, we can observe the following key points ; ① It is a partial revision in a principle. ② Lesson hours of 1st year and 2nd year for apecial activities are clearly delineated. ③ Fleixble administration is stressed. ④ Established is the activity of life application to be guided by teachers in charge of classes. It is noticeable that the 5th phase of curriculums in cussession of the 4th phase was directed in far more intensive way to listing activities falling into scope of Extra-curricular activities, related to. In the considerations of delineation of activities in details, the both of the 6th and the 5th was same in partial revision in a principle while including the entire revisions. A foremost feature of the 6th phase of curriculums is that it differs from curriculums of Extra-curricular activities but retains its educational importance equal to regular curriculums. It is pointed out that it was a first curriculum oriented to consider about what are categorical characteristics as Extra-curricular activities. In order that features of such Extra-curricular activities be administered in a normal way, it is needless to say that facilities and fund support should be increased up and departments of Extra-curricular activities should be organized in the consideration of talents, aptitude and interest of students and teacher.