현토 교육의 유용성과 토의 문법적 성격

송병열 한국한문교육학회 1999 한문교육논집 Vol.13 No.-

The subject of this study is an function and character of Hyunto(懸吐). The method of Hyunto(懸吐) is not a forced teaching of grammatical knowledge in Chinese writing. However, correct Hyunto(懸吐) makes the correct grammar in Chinese writing. There always seems to be lack of feelings in teaching grammar of Chinese writing. The reason is that the grammar and the Chinese writing do not accord with each other. During the fifth curriculum, all the sentences were explicated with an illustrated grammar in 5 different kinds of revised textbooks. At that time the teachers insisted on a bad effect and uselessness of the grammar in Chinese writing. It certainly showed that the grammar of Chinese writing is inadequate in both teaching and learning in Chinese writing. In chapter 2, the useful aspects of the learning using Hyunto(懸吐) are mentioned. The Chinese sentences using Hyunto(懸吐) are easy to understand and they are especially distinct in the light of combination of Chinese characters and Korean particles. In chapter 3, the grammatical functions of Chinese writing are discussed. To(吐) in nouns or noun phrases indicates the components of sentences such as the subjects, objects, and adverbs. The connecting To(吐) shows whether the context of the sentence is progressive or regressive. This means it distinguishes the conjunctional relations between clauses. To(吐) in the end of the sentence indicates the types of the sentences such as statements, interrogative sentences and exclamatory sentences. So, it distinguishes the types of the sentences. According to all of these, To(吐) doesn't have only one function. By Using Sunauhmalauhmi(先語末語尾), To(吐) adds the unique features of Korean to the Chinese writings that have no inflections or 어미. Everything above tells us that To(吐) functions as the synthetic grammar such as the components of the sentences, the conjunctional relations, the types of the sentences, and the honorary appellations(尊稱). Chinese writing is a medieval written language in East Asia. It differs from the sentence structure of our spoken language. It is an isolated language which does not have a particle. 어미, or inflection. Hyunto(懸吐) adds a particle and an inflectional ending of the word that are distinct feature of Korean to the Chinese writing. The sentence using Hyunto(懸吐), itself is already half translated so that beginners could easily approach to learning Chinese writing.

한문과 교과교육에 있어서 교과서 문제

송병열 한국한문교육학회 2000 한문교육논집 Vol.14 No.-

The 7th education process enables students to choose various subjects themselves. So it is regarded as the process which gives a lot of chances than previous ones. But I wonder if they can choose various textbooks, though they can choose various subjects outwardly. Authorization system contributed a lot to improving textbooks' quality as I look into the textbook screening system of present textbooks. In spite of this positive evaluation, however, present authorization system restricts the contents and editing of textbooks excessively, and it standardizes textbooks of most subjects. The cause of standardization of textbooks lies in a too much detailed education process. Particularly Chinese textbooks get more damage because of the limit of 'written language of classical literature(古典文語)'. 1 can find what causes standardization in Chinese education process. First one is the stipulation on ranks of textbooks contents. Ranks of Chinese textbooks are Chinese characters, words in Chinese characters, and Chinese writing. Second one is that number of Chinese characters available on books is restricted to '1,800 Basic Chinese Characters for Chinese Writing Education'. Fixing ranks of text Chinese characters, words in Chinese characters, and Chinese writing gave a great help on systemizing Chinese education. But applied too uniformly, various textbooks cannot be published. The Thousand Characters Text and 『Saja-Sohak(四字小學)』, the most basic books for learning Chinese, are not the ones for simple memorizing characters. The Thousand Characters Text is 『SAeun-Gosi(四言古詩)』 of 250 phrases. Each phrase is made up of 4 letters. 『Saja-Sohak(四字小學)』 is also made up of 320 4-letter-phrases. These two elementary books don't intend to learn Chinese characters and words. But nowadays Chinese education process puts an excessive stress on learning Chinese characters and words and makes both teachers and students bored. Evil influences of restriction to 1,800 are even greater. '1,800 Basic Chinese Characters for Chinese Writing Education' is the essential course in middle and high school. So 900 for Chinese writing education in middle school, and 900 for high school. This stipulation is the limit of Chinese characters when Chinese textbooks for middle and high schools are produced. Different from foreign languages such as English, Chinese Writing is not in a current use. Therefore material of contents should be taken from classics. That often makes contents of text go beyond '1,800 Basic Chinese Characters for Chinese Writing Education'. So expedients are called when textbooks are produced. For instance, <Further Study>, <Supplements>, <Getting to Know>, or <Chinese Words in Our Lives>, which were set for detailed explanation, sometimes don't have anything to do with the main contents. These were set only for the consumption of '1,800 Basic Chinese Characters for Chinese Writing Education'. So they interrupt progress of class and give a burden to students. This evil is no exception with eminent authors. They have difficulty editing textbooks owing to this stipulation. Emphasizing stipulation of Chinese characters, words in Chinese characters, and Chinese writing for hierarchy of Chinese writing education is not, a fallacy itself. But, if you want to carry out Chinese writing education smoothly, flexible guides are required in managing education process. Also, '1,800 Basic Chinese Characters for Chinese Writing Education' must be selected for Chinese writing education. But if it works as an element which restricts a form of desirable textbook, it should be applied flexibly. The goal of Chinese education process is carrying out Chinese writing education smoothly. In spite of that, if Chinese education process prevents Chinese education from improving, this problem must be reconsidered.

대학생의 체력에 대한 연구

송병열 忠北大學校 1969 論文集 Vol.3 No.-

학교운동부 집단의 특질에 관한 연구

송병열 忠北大學校 1979 論文集 Vol.18 No.-

SET 기반의 전자 지불 시스템과 보안 기술

송병열,조현규,송유진,이경호,함호상 한국정보보호학회 1997 情報保護學會誌 Vol.7 No.3

로봇 소프트웨어 플랫폼 상호 운용 기술 동향

송병열,장철수,정영숙,김성훈,최훈 한국로봇학회 2013 로봇과 인간 Vol.10 No.1

학교운동부 집단의 특질에 관한 연구

송병열 忠北大學 1979 論文集 - 忠北大學校 Vol.18 No.-

본문참고

이조 중기 의인체 산문의 변모 - 임제의 경우 -

송병열 우리한문학회 1999 漢文學報 Vol.1 No.-

韓國語 敎育에서의 漢字·漢字語 敎育의 位相 定立과 方案 硏究의 必要性

송병열 한국한자한문교육학회 2013 한국한자한문교육학회 학술대회 Vol.2013 No.1

한문교과교육에서「한자의 짜임」 지도 방법의 일고찰 : 상형자, 지사자를 중심으로

송병열 한국한문교육학회 2001 한문교육논집 Vol.16 No.-

In middle school education on Liu Shu(六書 : six writings), six types of characters in terms of their composition, has been focused on pictographs, indicatives, ideographs, and phonetic compounds. And its current concept and textbooks must include 'concept' for understanding the creation principle of Chinese characters and method of understanding the concept'. Current textbooks give a clear explanation of the concept. But it's a fallacy to explain the process of characters' change in style and creation principle of pictographs and indicatives at the same time. And current textbooks and curriculum manuals just arrange knowledge of Chinese characters in a row, only to make it insufficient to indicate principle for understanding the concept. Among six writings, pictographs and indicatives imply a principle of representing shape of signs around our daily lives. Technique and principle of representation as image cuta, and signs in common. Therefore, in spite of difference between characters and picture, image cuts are available for learning Chinese characters. As practical daily lives. By interpreting those image cuts and pictures on the signs, students easily realized the principle of representation as image, and I told them the principle is also applied to pictographs and indicatives. I confirmed that learning effect can be improved when principle of creation of Chinese characters is given definitely. And even more cleary when students learn by experience in their lives.