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김태엽 대구대학교 사범대학 부설 교육연구소 2005 敎育硏究 Vol.1 No.1
The primary purpose of this paper is to describe the teaching method of korean mood. The korean mood is divided into five subcategories without an objective criterion in grammar textbook of highschool. These are declarative sentence, interrogative sentence, imperative sentence, propositive sentence and exclamatory sentence. It must be established an objective criterion for divide subcategory of korean mood. We set up the three criteria for divide subcategory of the korean mood in this paper. The first criterion is a semantic level, the second criterion is a syntactic level and the third criterion is a morphological level. The korean mood is divided into four subcategories by these three criteria that we set up. The korean mood is realized by the final-ending that have semantic level, syntactic level and morphological level. The declarative and exclamatory sentence have not any demand to the hearer by speaker in a discourse. When the final-ending '-guna', '-gun', '-gumeon' of exclamatory sentence is embedded in the indirective quotation sentence neutralize as a '-nda', '-da' of declarative sentence. And the final-ending of exclamatory sentence have not all morph for honorific category to hearer in korean discourse. The exclamatory sentence of korean mood included in the declarative sentence. For these two categories have an identical properties of mood by three criteria that we are established above. We set up four subcategories of the korean mood as declarative, interrogative, imperative and propositive sentence in this paper.
김태엽 대구대학교 2006 대구대학교 학술논문집 Vol.1 No.2
The primary purpose of this paper is to inquire the relation of ‘grammar’ and ‘a korean language’ in 7th curriculum. The categories of ‘grammar’ are phoneme, words, vocabulary, meaning, sentence, and discourse. These grammar is connected with a subordinate position of korean language. There are included listening, speaking, reading, composition, literature and korean knowledge in low rank of korean language. We checked up on the matter marks of these low ranks be connected with the subcategories in a subject of ‘grammar’. Therefore we insist on that ‘grammar’ is required subject in curriculum and the contents of discourse in a grammar textbook is expanded. 제7차 교육과정에서 '문법'은 형태와 통사에 국한하지 않고 음운, 낱말, 어휘, 의미, 문장, 담화 등을 모두 포괄하는 과목으로 설정하였다. 우리는 '문법'이 '국어' 교과의 6개 하위영역과 어떤 관련이 있는지를 확인하기 위해 듣기, 말하기, 읽기, 쓰기, 문학 영역 등의 10학년의 목표와 '문법'의 내용 체계를 비교 검토한 바, 모두 '문법'과 깊이 관련됨을 확인하였다. 따라서 이 글을 통해 '국어'교과의 하위영역의 학습 효과를 높이기 위해 '문법'을 필수화할 것을 주장하고, 그리고 교과과정의 '이야기'와 '문법'교과서의 '담화'를 하나의 용어로 통일하여 '담화'로 사용할 것과, '문법'교과서에 담화 내용을 확충할 것을 제안하였다.
The Crossover Region of the Zeeman and the Rashba Eects in HgCdTe
김태엽,Sungjung Joo,Jinseo Lee,Jong Hee Suh,조신행,김선웅,홍진기,이긍원,신경호 한국물리학회 2009 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.54 No.2
From Shubnikov-de Haas oscillations of a two-dimensional electron gas of HgCdTe, the crossover region of the Zeeman and the Rashba effects has been found. This crossover region is attributed to the inherently large Rashba and Zeeman effects in this system. The experimental data have been successfully simulated by calculations based on a non-parabolic two-band k·p theory. Using the experimentally obtained parameters, we calculate the spin-splitting energy and the spin-expectation value and quantitatively compare the Rashba and the Zeeman effects. When the magnetic field is perpendicular to the sample plane, the spin-splitting, caused by the Rashba effect, is reduced by the development of the Landau level, thereby making the Zeeman effect a relatively more dominant mechanism in the crossover region.