폐동맥고혈압 진단에 있어 N-terminal Pro-brain Natriuretic Peptide 측정의 유용성

한창훈 ( Han Chang Hun ),강석민 ( Kang Seog Min ),문진욱 ( Mun Jin Ug ),조재희 ( Jo Jae Hui ),황상연 ( Hwang Sang Yeon ),이중민 ( Lee Jung Min ),박무석 ( Park Mu Seog ),정재호 ( Jeong Jae Ho ),김영삼 ( Kim Yeong Sam ),김세규 ( Kim 대한결핵 및 호흡기학회 2004 Tuberculosis and Respiratory Diseases Vol.56 No.1

근대 국어국문학자의 재조명 ; 조윤제 초기 시가 연구의 특징과 그 성격

한창훈 ( Chang Hun Han ) 우리어문학회 2004 우리어문연구 Vol.23 No.-

화청 (和請)의 문학적 성격에 대한 일고찰

한창훈(Chang Hun Han) 우리어문학회 2002 우리어문연구 Vol.18 No.-

N/A

한국어문학과 시각 매체 고전시가 교육과 시각 매체

한창훈 ( Chang Hun Han ) 우리어문학회 2010 우리어문연구 Vol.37 No.-

고전문학 교육 텍스트의 전문적 특성과 교양적 성격

한창훈(Chang Hun Han) 한국고전연구학회 2023 한국고전연구 Vol.- No.61

전통적으로 대학에서는 새로운 지식을 창출하는 전문화된 연구에 몰두하고, 여기서 정립된 교육 내용이 중등교육을 통해 확산된다는 인식이 보편화되어 왔다. 그런데 국어교육 자체가 학문 중심적 지식 교육에서 벗어나서 의사소통 중심의 기능 중심으로 이동하면서, 고전문학 교육도 기존의 문학이론과 문학사 중심의 교육 내용에서, 문학이 가지고 있는 언어적 속성을 중심에 둔 교육으로의 점진적 변화가 있었다. 고전문학은 두 가지의 교육적 속성을 갖는다. 하나는 오랜 시간을 걸쳐 전승해 오는 동안 끊임없이 향유되고 재해석되어 현재에도 일정한 정서적 영향력을 갖는 속성이다. 이를 교양적 성격으로 개념화할 수 있다. 다른 하나는 당대의 삶의 모습을 담지하는 자료로서 문화의 원형을 보여준다는 사실이다. 이는 고전 텍스트에 대한 문해력의 획득이라는 학문적 위상을 갖게 하였다. 이는 전문적 특성이라는 말로 개념화하고자 한다. 모든 고전문학 텍스트는 그 자체로 내재적인 가치를 가지고 있다. 그러나 원래의 텍스트가 가치 있다고 해서 그것이 곧바로 교육적 가치를 획득하는 것은 아니다. ‘교양’은 일정한 문화 이상을 체득하여 이를 통해 체화된 창조적인 이해력이나 지식을 의미하며, 그 내용은 시대나 민족의 문화 이념이 변함에 따라 달라진다. 고전문학의 교육철학으로 ‘문화’는 역사와 철학을 포괄한 의미를 가졌음을 강조한다. 여기서 문화에 잘 대응하는 개념을 교양이라고 본다. 이때 한국의 경우, 교육과정 구성에 ‘문화’라는 개념어가 주목된다. 일본의 경우, 교육과정 구성에 ‘교양’이라는 개념어가 중요하게 부각된다. 여기서는 이런 양국 간의 차이에 대한 가치론적 평가는 하지 않기로 한다. 양국의 인식 차이는 다 각자 나름의 역사적 배경과 이유가 있기 때문이다. 이런 경향이 한국의 대학 교육과정에까지 영향을 미치게 되어, 대학의 학부 전공 수업에서도 교육 방법을 새롭게 고민하는 상황이 되었다. 그 결과 기존의 전문적 특성에서 교양적 성격을 강화하는 쪽으로 흐르게 되는 특징을 보여준다. Traditionally, there has been a general perception that universities are immersed in specialized research that creates new knowledge, and the contents of education established hereby are spread through secondary education. However, as Korean language education itself moved away from academic-centered knowledge education and moved to a communication-centered function center, classical literature education also has had a gradual change from the education content focusing on the existing literature theory and history of literature to education centered on the linguistic attributes of literature. Classical literature has two educational properties. One is a property that is constantly enjoyed and reinterpreted while being handed down over a long time, which has a certain emotional influence even today. This can be conceptualized as a liberal arts character. The other is the fact that it shows the original form of culture as a material that contains the appearance of life at the time. This gave it an academic status of acquiring literacy for classical texts. I attempt to conceptualize this in terms of professional characteristics. Every classical literature text has its own inherent value. However, even if the original text is valuable, it does not immediately acquire educational value. ‘Liberal arts’ refers to creative understanding or knowledge that is embodied through acquiring a certain cultural ideal, and its content changes according to the changing times or the cultural ideology of a nation. As an educational philosophy of classical literature, I emphasize that ‘culture’ has a meaning encompassing history and philosophy. Here, the concept that responds well to culture is considered liberal arts. At this time, in the case of Korea, attention is paid to the concept term of ‘culture’ in the composition of the curriculum. In the case of Japan, the concept term of ‘liberal arts’ is highlighted as important in the composition of the curriculum. Here, I will not make a value-based evaluation of the difference between the two countries. The difference in perception between the two countries is because each has its own historical background and reason. This trend comes to affect the university curriculum in Korea, and even in undergraduate major classes at universities, there has been a situation where we are thinking about new teaching methods. As a result, it shows the characteristics that flow from the existing professional characteristics to the strengthening of liberal arts characteristics.

17세기 사대부의 제주 유배 체험과 그 문화적 성격

한창훈 ( Chang Hun Han ) 영주어문학회 2012 영주어문 Vol.23 No.-

The objectives of this study were to analyze historical records showing the gentry`s experience in exile to Jeju during the 17th century and, by doing so, to reveal the cultural meanings of such experiences. In the 17th century, strife among political factions of literati became serious and, as a result, exiles occurred frequently as a social phenomenon, which in turn exerted considerable influences on the community of the Jeju Island. Exile is a punishment for political felons who escaped death but were sent to a remote place and isolated there for the whole life. Those whose crime was particularly serious were sent to an island like Jeju. Records showing experiences in exile to Jeju are mostly prosaic materials. These materials are ethnographic by nature, describing the general features of Jeju in their own ways, while there are few official records on the island. In addition, they commonly look at Jeju from the viewpoint of aliens, namely, others. This means that their view lacks in identity, which may be expected from Jeju natives. What are considered noteworthy from this aspect are some exiles` devoted activities to educate and enlighten people using their talents despite the hard environment of the place of exile. Although exile deprived them of their political roles, it could not infringe their scholarly roles. Accordingly, those who reestablished their status as a scholar and educator without being daunted by the environment of exile left indescribable intellectual heritages in the place of exile. Of course, these heritages were based on Neo?Confucianism. Thus, Neo? Confucian heritages in Jeju are believed to be the sociological outcomes of Jeju exile culture.

제주도 무가에 형상화된 여성(신)의 성격

한창훈(Chang Hun Han) 제주학회 1998 濟州島硏究 Vol.15 No.-

고전시가 교육에 있어서 ‘해석’의 문제

한창훈(Han Chang-hun) 한국비평문학회 2009 批評文學 Vol.- No.32

The purpose of this study is to examine what is ‘interpretation’ in the education of classic poetry, and what we should keep in mind in order to apply it to the educational curriculum. Recently, the literary education attaches great importance to a learner’s cognitive process in the course of reading while it positively considers the interaction between individual learners at the same time. It is admitted that ‘interpretation’ as such is fulfilled at the step following ‘sympathy’ in literary reading. The status of the education of class poetry comes not from the past but from the present. For this reason, it is important to presentize the past texts, which is, that is to say, the ‘interpretation.’ In order to carry out this task effectively, it is necessary to prepare a process for adjusting the texts to the reader’s level, which in turn appears as the work of translation, annotation etc. Texts in the literary education should be used in the sense that it covers all the steps that occur just before the reader reaches the feeling or aesthetic responses after he/she has read a work. While the activities occurring here is said to be ‘interpretation,’ all of the educational activities occurring the step of the education of classic poetry should be regarded as activities of ‘interpretation.’

심화선택과목 문학 교육의 내재적 가치

한창훈 ( Chang Hun Han ) 청람어문교육학회 2006 청람어문교육 Vol.34 No.-

The curriculum of literature arts must express to be distinguished into two types of education; `General curriculum` and `Highschool Elective-centered curriculum`. Two types of curriculum are different each other. So there are each different subjects, contents, instruction methods. Students ability to read and comprehend a literature work differs from feel or to appreciate a literature work. In this point, this thesis proposes the two kinds of a point of view on the literature education. But, literature education should be focused on the work itself. The literature contains the essential and immanent values. It is an attitude to be important the literature and the education on the literature education. Also it is mentioned that the educational value is important. Literary education don`t consider literary practice as a simple skill and divided act. So the literary curriculum can demonstrate the understanding langage, arts, history. On this point, we must consider on the work`s context. Because I believe that Highschool Elective-centered curriculum must keeps a education of langage, arts, history.

한국 고전문학교육 연구 동향과 전망 - 1980년대 이후 박사학위 논문을 중심으로

한창훈 ( Han Chang-hun ) 한국고전문학교육학회 2013 고전문학과 교육 Vol.25 No.-

Doctoral dissertation papers related to the research on Korean classical literature education produced until now were reviewed in this paper. Then, if any issue was raised, the review was extended to special editions of academic journals or general research papers. On the basis of research trends so far, research on Korean classical literature education can be divided into two groups focusing on 'classic' and 'literature'. The final step of introducing the study of literature is education. Thus, an education in literature education is important for the completion of the study of literature. First, early classical literature education majors distinguish classical literature research from classical literature education research and evaluate the research papers, which explore the principals and have characteristics of generality and universality, as the results of classical literature education research. In addition, they mentioned 'classical literature as culture’and emphasized that the terms of literature which our ancestors used contain comprehensive historical and philosophical meanings in contrast to the terms of literature used today. Because of this, the purpose of the study of classical literature education is to extract universal principles from the systems of thinking and expression found in classical literature and to identify contemporary meanings and cultural effects. This position has developed from 'classics' to ' literature' and is becoming more 'literary' rather than 'literature' as time passes. In addition, it there has been a shift towards more emphasis of the nature of the text as an object of education rather than the excavation of new texts or new interpretations. These aspects, too, can be seen in the dissertation papers reviewed for the purposes of this study. Classical literature has an educational value or property which can be used for education in addition to its own ontological value. This is based on 'classics' and it should be noted that it shows the archetype of culture as a material impregnated with the appearances of the life of the times. It also demands that classical literature education should be performed based on historical facts; thus, it functions as one of the sources of educational material and studies of classical literature education aiming in different directions should therefore pay attention to this point. Next, there is actual research. The problem of 'How to teach' is related to actual teaching methods. There is a point where pedagogical perspective and actual experience in the field can be applied usefully. But, relatively speaking, there are not enough studies on research into 'Why? and what to teach?'. These two areas are interconnected because content can be selected depending on the purpose of the teaching. But, this essential part of the research contains weaker points than any other areas of the study results. In the future, it will be necessary to supplement with a study on the relatively weaker areas. It is expected that many studies will be conducted in accordance with the research methodology of new classical literature education including social scientific methodologies.