불확실성을 갖는 단일 링크 탄성 Arm의 슬라이딩 모드 제어

신호철(Ho-Cheol Shin),김정식(Jung-Sik Kim),최승복(Seung-Bok Choi),정재천(Chae-Cheon Cheong) 제어로봇시스템학회 1993 제어로봇시스템학회 국내학술대회 논문집 Vol.1 No.1

3차원 스크램제트 흡입구 난류 천이 영향성 분석

신호철(Ho Cheol Shin),박수형(Soo Hyung Park) 한국항공우주학회 2016 한국항공우주학회 학술발표회 논문집 Vol.2016 No.4

교사 문법과 학습자 문법의 비교 연구

신호철 ( Shin Ho-cheol ) 한말연구학회 2018 한말연구 Vol.- No.47

This study discussed that teacher’s grammar and learner’s grammar can be distinguished from some grammar which we used. Also, we discussed the concepts and scope of teacher’s grammar and learner’s grammar. First, this study summarized the various terms and concepts related to grammar that we use, focusing on previous research. As a result, we can classify into 8 major grammatical terms and three major categories. And it is discussed that teacher’s grammar and learne’sr grammar can be set separately by these grammar. We proposed the structure of ‘Transformation of grammatical knowledge' and ‘Cycling process of grammar learning’ as reasons. Therefore, the teacher's grammar is conceptualized as ‘Grammar that can be directly or indirectly internalized to teachers or externalized by teachers', and the learner's grammar is conceptualized as ’Grammar that can be directly or indirectly internalized to learners or externalized by learners'. Also, as the conceptual scope of teacher’s grammar and learner’s grammar, teacher’s grammar is included in academic grammar, learner’s grammar is included in school grammar. And this study discussed the development of academic grammar to school grammar, school grammar to teacher’s grammar and teacher’s grammar to learner’s grammar.

2015 개정 교육과정과 『언어와 매체』의 담화 교육 내용 비교 분석

신호철 ( Shin Ho-cheol ) 한말연구학회 2021 한말연구 Vol.- No.61

This paper analyzed the discourse of the 2015 revised education and 5 ‘Language and Media’ textbooks. First, the content was analyzed focusing on the discourse achievement standards of the 2015 revised curriculum. Unlike the previous curriculum, the educational contents about coherence was deleted. So there was a concern that the extension of discourse education in the grammar education could be reduced. In addition, the acceptance patterns of the 2015 revised curriculum in ‘Discourse unit’ and ‘Discourse-related unit’ of 5 ‘Language and Media’ textbooks were analyzed. Although cohesion and coherence were deleted from the curriculum, 3 ‘Language and Media’ textbooks contained those contents. However, ‘Referring, Substitution and conjunction expression’ were consisted of different learning contents. Also, in the discourse-related unit, the Korean language materials were grouped to form the learning contents of one unit. If the Korean language history material is converted into the function as a Korean language material in the historical context rather than in the level of grammatical knowledge, discourse education based on authenticity can be expected.

개화기(開化期) 문법(文法) 교과서(敎科書)의 교수학적(敎授學的) 연구(硏究)

신호철(申昊澈) ( Shin¸ Ho-cheol ) 한국어문교육연구회 2020 어문연구(語文硏究) Vol.48 No.4

본고는 개화기에 간행된 문법서를 대상으로 교수학적 접근을 시도하였다. 이 문법서들은 대체로 문법 연구서로서의 기능과 문법 교과서로서의 기능을 겸하고 있지만, 주로 문법 연구서로서의 기능에 초점을 두고 연구가 수행되어 왔다. 따라서 본고에서는 교수학적 접근을 위해 개화기 문법 교과서 6개를 선정하여, 교육 목표의 선정, 교육 대상 설정, 교육 내용 위계화라는 기준으로 분석해 보았다. 교육 목표의 선정에서는 ①리봉운의 경우만 명백하게 드러나고 있고, ⑥주시경의 경우는 국문의 중요성과 국문 사용의 필요성에 대하여 언급하고 있었다. 교육 대상 설정에서는 ①리봉운과 ③김희상은 신문의 광고문을 통해, ④유길준과 ⑥주시경은 자서(自序)를 통해 교육대상을 추론할 수 있었으며, ③김희상과 ⑤주시경의 경우 교과서 제목을 통해 확인할 수 있었다. 교육 내용 위계화에서는 훈민정음을 포함한 문자론 내용, 음운론, 품사 분류를 포함한 단어론, 문장의 성분과 종류를 포함한 문장론의 내용을 공통적으로 다루고 있었고, 교육 내용의 배열 분석 결과, ③김희상과 ⑤주시경은 ‘과(課)’ 단위를 두고 있었다. This study attempts korean educational approach about grammar textbooks which are published during the enlightenment period(1895~1910). Grammar books during the enlightenment period are known as taking two roles, grammar studies and grammar textbooks which contains education contents for grammar education. However, looking at the results of research on grammar books during the period of over a century, it can be seen that the studies were focused on the function of grammar studies. Therefore, this paper attempted to grasp the characteristics of grammar education in grammar textbooks during the enlightenment period and to seek the didactical meaning. For this, 6 out of 22 grammar textbooks were selected. And the criteria, subjects of education selection, objectives of education setting, and hierarchical differentiation of education contents, were set for didactical approach to the textbooks. In the objectives of education selection, only the case of ①Lee Bongwoon was clearly revealed, and the case of ⑥Ju Sigyeong was referring to the importance of Korean and the necessity of using Korean. In the subjects of education setting, ①Lee Bongwoon and ③ Kim Huisang could be inferred through advertisements in newspapers. ④Yu Guljun and ⑥Ju Sigyeong were able to infer the subjects of education through the author’s preface. In the case of ③Kim Huisang and ⑤Ju Sigyeong, the subjects of education was confirmed by explicitly revealing the school level in the textbook title. In the hierarchical differentiation of education contents, the contents of the study of writ ing including Hunminjeongeum, phonology, morphology including part-of-speech classification, and syntax including the sentence constituents and type of sentences were dealt with in common. And, as a result of examining the hierarchical differentiation of educational contents, ③Kim Huisang and ⑤Ju Sigyeong have a unit of ‘department’ that is different from the general table of contents.

한국어 수량 구성의 유형과 특성

신호철 ( Ho Cheol Shin ),이현희 ( Hyun Hee Lee ) 한국문법교육학회 2009 문법 교육 Vol.11 No.-

The purpose of this paper is considering types and features of Quantified Construction in Korean. For this purpose, we studied about a fundamental notions and scope of Quantifier. Quantifier is a language form expressed number or quantity of a thing as language. Then, We restricted Quantifier within numerals and Korean pre-noun. There are two types in Quantified Construction. One is a noun-numerals type, another is numerals-noun type. A noun-numerals type includes `Noun + Quantifier` structure and `Noun + Quantifier + (Classifier)` structure. A numerals-noun type includes `Quantifier + Noun` structure and `Quantifier + (Classifier+`ui`) + Noun` structure. Quantified Construction have three features. First feature is a structural difference, namely, noun-numerals type is complex construction(`[[여자] [셋]]`), and numerals-noun type is prenominal construction(`[[세] 여자]`). Second feature is double case phenomenon. That is, noun-numerals type permits that it is added subject marker and object marker to noun and quantifier. But, numerals-noun type permits that it is added cases maker to the latter noun only. Final feature is an difference of indicating object. `The three of women(`여자 셋`)` indicates the latter Quantifier, namely `three number(`셋`)`. But, `Three women(`세 여자`)` indicates the latter noun, namely `woman(`여자`)`.

후백제의 역사적 성격

신호철(Shin Ho-cheol) 한국고대사학회 2014 韓國古代史硏究 Vol.0 No.74

견훤은 신라 말의 혼란 속에서 단순히 반란을 일으키는데 그치지 않고, 새로운 사회건설을 목표로 내세웠다. 그는 민심의 수습과 호족세력의 통합에 성공하여 후백제를 건국하였고, 한 걸음 더 나아가 후삼국통일과 고구려의 옛 영토 수복을 꿈꾸었다. 견훤의 후백제 건국은 궁예의 후고구려 건국의 모델이 되었다. 견훤의 후삼국통일과 고구려 구토 회복의 꿈은 왕건의 고구려 계승과 西京중시 등 북방정책에 영향을 주었다. 후백제를 건국한 견훤은 그에 맞는 새로운 이데올로기를 수립하였다. 그 하나가 백제계승의식이고, 다른 하나는 미륵신앙을 통한 이상 사회의 실현이었다. 이 둘은 불가분의 관계를 가지고 있었으며, 현실사회에 불만을 가지고 있던 민심을 끌어들이는 정치이념으로 작용하였다. 특히 당시 호남지역 주민의 정서에 맞는 새로운 정치이념이었다. 견훤은 외교에도 민첩하였다. 대외관계의 중요성을 인식하였고, 상황에 따라 명분과 실리를 추구하는 등 적극적인 대외관계를 실현하였다. 그리하여 새로운 국제질서에 발 빠르게 대응하는 등 그 선구적 역할을 하였다. 그러나 후백제는 여러 가지 한계도 있었다. 견훤은 우선 구체제를 극복하는데 실패하였다. 그 중요한 요인 중의 하나는 견훤의 역사인식의 이중성에 있었다. 자신이 백제계승자로서 백제부흥과 삼한 통합을 내세우면서도 다른 한편으로는 신라 왕실에 대한 ‘尊王의 義’를 강조하였다. 견훤은 자신의 출생설화를 통해 백제 계승자임을 정당화하면서도, 반면에 자신의 先代를 신라 왕실과 연결시키고자 했다. 즉 자신의 계보를 진흥왕의 5대 손으로 신라왕족의 직계 후손에 연결시킨 것은 백제계승자임을 표방했던 정치이념과는 이율배반적인 것이라고 할 수 있다. 견훤의 역사인식의 이중성은 신라와의 대외관계에서도 나타난다. 즉 견훤은 한편으로는 후백제왕을 칭하면서도, 다른 한편으로는 신라의 군신임을 자임하고 있었다. 견훤은 미륵신앙을 통해 민심을 수습하고 호족세력과 결합하는데 어느 정도 성공하였지만, 호족세력들 간의 갈등을 해소하는 데는 실패하였다. 그는 자신의 초기 세력기반인 광주 호족과 천도 후 등장한 전주 호족 간의 대립을 막지 못하였다. 특히 나주를 비롯한 서남해 일대의 해상세력이 견훤에게 등을 돌린 것은 후백제 성장의 결정적 약점이었다. 후백제의 한계는 對중국?일본외교에서도 나타난다. 후백제는 吳越과 後唐과의 외교에 앞장서서 후삼국 중 우월적 지위를 차지하게 되었지만, 그들로부터 받은 직함에는 ‘百濟王’과 함께 ‘신라서면도통’이라는 명칭이 함께 나온다. 일본과의 외교에서도 비슷하였다. 일본 측 기록에 의하면, 후백제 사신을 ‘新羅人’이라고 하였고, 견훤을 가리켜 ‘新羅 陪臣’이라고 표현하고 있다. 이는 당시 일본에서는 후백제를 독립된 국가로 인식하지 않았음을 반증하는 것이다. 후백제의 관부나 관직 등의 내용에서도 그 성격 및 한계를 찾을 수 있다. 즉 후백제는 백제의 정치제도를 계승하지 않고 오히려 신라의 그것을 그대로 차용하였다. 후고구려가 독자적인 행정체계를 갖고 있었던 것과 비교하면 후백제의 성격을 더욱 분명하게 알 수 있다. Gyeonhweon did not stop at simply revolting in the midst of a chaos at the end of Silla Dynasty, but came up with a goal of constructing new society. Successfully settling the public and combining the powerful clans, he found Hubaekje (Later Baekje), and furthermore dreamed of the unification of Later Three Kingdoms and recovery of old territory of Goguryeo. Gyeonhweon’s foundation of Hubaekje became the model of the foundation of Hugoguryeo (Later Goguryeo) by Gung Ye. Gyeonhweon’s unification of Later Three Kingdoms and recovery of Goguryeo territory influenced the Nothern Policy, such as Wang Geon’s succession to the throne and emphasis on Seogyeong. Gyeonhweon, who established Hubaekje, established a new ideology accordingly. One of them was the consciousness of Baekje succession, and the other was realization of ideal society through Maitreya faith. These two had the indivisible relationship, and acted as the political belief to draw discontent public. It was a new political concept that suited especially the residents of Honam area at the time. Gyeonhweon was quick in diplomacy also. He acknowledged the importance of international relations, and realized active international relationships such as seeking justification and benefit based on the situation. Therefore, he played a leading role by rapidly responding to the new international order. However, Hubaekje had many limitations also. First, Gyeonhweon failed in overcoming the old system. One of the important reasons lied within the dualism on Gyeonhweon’s historical recognition. While he claimed Baekje’s revival and unification of the Three Kingdoms as a successor of Baekje, on the other hand, he emphasized the ‘rightness of honoring the King’ towards the Royal Family of Silla. Gyeonhweon justified his position as Baekje successor through his birth story, but on the other hand, tried to connect his ancestors to the Royal Family of Silla. In other words, connecting his pedigree directly to 5th generation descent of Silla Royal Family is contradictory to his political ideology that claimed he was the successor of Baekje. The dualism of Gyeonhweon’s historical recognition shows in the international relations with Silla. That is, while he called himself the King of Hubaekje, he was posing as the ruler and the ruled of Silla. Gyeonhweon was somewhat successful in settling the public and uniting with the powerful clans, but failed in resolving the conflicts among the clams. He could not prevent conflict between his initial power base, Gwangju Clan, and Jeonju Clan, which appeared after moving the capital. Especially, the southwestern seashore clans, including Naju, turning their backs on Gyeonhweon were a crucial disadvantage in the growth of Hubaekje. Limitations of Hubaekje also appear in the diplomatic relations with China and Japan. Hubaekje held a prominent position among the Later Three Kingdoms by leading the diplomacy withWuyue and Later Tang, but the title received from them includes ‘King of Baekje’ along with ‘Southern Silla Military Governor’. It was similar in the diplomacy with Japan. According to Japan’s record, Hubaekje ambassador was called ‘person of Silla’, and Gyeonhweon was described as ‘retainer of feudal lord of Silla’. This proves that Japan at the time did not recognize Hubaekje as an independent country. Information on Hubaekje’s government or office positions shows its nature and limitations. Rather than inheriting Baekje’s political system, Hubaekje borrowed that of Silla. Comparing with Hugoguryeo’s independent administration more clearly shows Hubaekje’s characteristics.

고려시대 청주 지방 세력의 중앙 진출과 그 세력변화

신호철(Shin, Ho-cheol) 忠北大學校 中原文化硏究所 2013 중원문화연구 Vol.21 No.-

문법 교과서에서 매체의 활용 유형 연구

신호철 ( Ho Cheol Shin ) 한말연구학회 2016 한말연구 Vol.- No.39

The purpose of this study is analyzing how to utilize media in grammar textbooks and discussing categories divided by application functions. The researcher divides various media those are used in grammar textbooks into 6 categories and analyzes how they are utilized and type of application function. Media is divided by form of delivery function ; they are photo media, picture media, text media, animation media, video media and mixed media. These 6 media forms have 14 application functions. And these 14 application functions are classified into 5 forms ; they are Thinking Function, Sensitive Function, Material Function, Margin Function and Mixed Function. Thinking Function performs thinking process. It includes comment function, interest function, deductive function, diffusional function, and revelatory function. Sensitive Function stimulate function of learners. It includes design function, visual function, playing function, and spirited function. Material function performs as study materials. It includes material function, content function and positive function. Margin function is an additional function. It includes selectively showing function. selectively showing Mixed function appear when over 2 media are integrated. Each media has different characteristic and functions by its attribute. When the media is utilized under its function and characteristic textbooks by materials or tools properly, it can be focussed on its function and role, correspond with purpose of use. Furthermore, we can expect synergistic effect.

문장 부호 규정의 수정과 앞으로의 방향

신호철(Ho Cheol Shin) 한국어학회 2015 한국어학 Vol.67 No.-

In this paper, we summarized feature of the punctuation rules as amended, and proposed a vision for future directions for use of the punctuation rules. An amendment to the punctuation rules in critical of punctuation marks weren``t in the definition included on the opening. Although it was incomplete, they are meaningful that they offered us a punctuation mark starting point. There are horizontal writing of punctuation marks 24 species only in punctuation mark as amended. ‘The arrow parenthesis’ and ‘underline’ punctuation is newly registered. Used in vertical writing ‘Gorijeom, Mojeom’ were deleted, while ‘Natpyo’ is modified a horizontal writing punctuation usage. In amendment to the punctuation rules so far that has been confusion of directions for many problems, it emphasized a practical part for user. Punctuation mark, name of ‘a period : Onjeom’, ‘a comma : Banjeom’ with confusion has decided and ‘a period’ and ‘a comma’, also allowed the use of ‘Onjeom’, ‘Banjeom’. An ellipsis in the case of six points that have been recognized only to take over the center also was allowed to use scored 3 or 6 below, center. Also, the punctuation’s spacing rule relevant provisions are added. So the user had to make it easy to write. The provisions also enjoyed on him. But punctuation mark, Regulation as amended, was attaching narrative to be able to resolve these difficulties were.