[특집, 韓國文集(한국문집)과 漢學硏究(한학연구) : 韓中(한중) 文化(문화)의 교차적 이해 (1)] ; 滄江(창강) 金澤榮 壽序(수서) 연구 -韓(한),中(중) 知識人(지식인) 교류 연구의 반성적 검토를 겸하여-

김우정 ( Woo Jeong Kim ) 고려대학교 민족문화연구원 2013 민족문화연구 Vol.61 No.-

Changkang Kim Taek-young (1850~1927) chose asylum, leaving declining Joseon dynasty. After defecting to China, interacting with men of repute, he did writing work. So, he drew attention from both Korea and China. But, among studies on this activity, there is a case that this was prescribed as lopsided receiving relation in the style that he changed into a philosophe who tried to seek exit of modernization, getting a lesson from a Chinese literary man or uniting Western civilization and Confucian spirit. This writing was intended to show these suggestions are deflective through Su-seo written by Kim Taek-young. Kim left 24 pieces of Su-seo, and these are overwhelmingly lots of quantities among all writers in Joseon. Originally, Su-seo is a kind of colloquial writing which was popular in the Jiangnan Region in Ming China where commerce developed; however, overcoming the limit of Eungsu letters by Gui You-guang, it was given literary life. Since Kim was absorbed in Gui You-guang as much as he was called “son of Jincheon(震川)”, Kim was influenced a lot by Gui in creation of Su-seo. By the way, after looking into the features of Kim’s writing, though there are similar points with Su-seo of Gui You-guang like reflecting reality and inner consciousness of Kim’s time, showing a fond look on second-class citizens such as merchants, women, etc., and standing out characters and events through anecdotes; by collecting arguments centered on narration, like presenting his writing intention or containing serious and strict contents in his simple and natural writing style, his own features that were not found out in Su-seo of Gui You-guang could be checked. Also, Kim criticized strongly Zeng Guo-fan who denigrated Su-seo of Gui You-guang. In the basis of Kim’s logic, there were an attitude that literature is not subordinate to learning and a creation theory that made “superb spirit(神韻)” and “superb taste(神味)” of Shiji(史記) as a standard. In fact, these were things that Joseon’s literary circles brought up consecutively, so the fact that Kim Taek-young evaluated Gui You-guang highly can be understood in this traditional extension. Kim did not touch Gui You-guang by dividing time and space called 19th century Joseon dynasty, and also he was not a philosophe who got rid of feudal class concepts and went forward into modern era. Though he was influenced by Chinese free learning characteristics during his exile in China, he did not break off Confucianism and showed a look to deny Western new sciences. If we look at academic and literary features of Kim Taek-young objectively, it is suitable that all factors of both Korea and China which influenced the formation of his study and literature should be considered evenly.

16~17세기 근기(近畿) 지역 서인계 문인의 교류와 고문사(古文辭)

김우정 ( Woo Jeong Kim ) 한국한문학회 2014 한국한문학연구 Vol.0 No.56

Geungi(近畿) area in the 16~17th century showed complicated politicalinterests and rapidly responded to new academic knowledge or literary trend because the area is near the capital. It was natural that the area was flexible and had open academic traditions compared to other areas like Samnam(三南) regions etc. They distributed mainly in northern part of Han river in half-round shape, tied through a teacher and marriage, held power of political and literary realm, actively exchanged with literary writers with different party color. So they expanded their power towards southern part of Han river. Especially, such tendency was prominent in the Seoin group rather than the Dongin group(東人系). Forexample, there were Yoon Keun-soo(尹根壽) and Lee Hang-bok(李恒福) who were actual leaders of the Seoin in the middle stage from Yi I(李珥) to Kim Jang-saeng(金長生); some famous families such as Poongyang(豊 陽) Cho of Cho Ik(趙翼), Yeonil(延日) Jeong of Jeong Hong-myeong(鄭弘 溟), Yeonan(延安) Lee of Lee Jeong-gu(李廷龜), Hanyang(漢陽) Cho of Cho Wi-han(趙緯韓) and Cho Gyeong(趙絅). Unexpectedly, they have a common point that most of them had keen interest in ‘retro style writings’. This implies that besides taste for writing, region of Seoul and northern Gyeonggi worked as an important factor in start of ‘retro style writings’. This writing gave attention on issue of region which had been kept behind inner problems of literature like theory of external influence,theory of internal development etc. The westerners with interest in ``retro style writings`` in Geungi area in the 16~17th century were formed centered on Yoon Keun-soo and Lee Hang-bok who stayed north of Han river. The Seoin such as Kim Sang-heon(金尙憲), Jang Yoo(張維), Jeong Hong-myeong, Jeong Yeop(鄭曄), Cho Ik, Kim Yook(金堉) etc. were the examples - the period maintained to the reign of king Hyojong. They exchanged with other writers such as Choi Rip(崔立), Yoo Mong-in(柳夢 寅), Shin Heum(申欽), Heo Gyun(許筠) etc. who did not have clear party color or were in different party going beyond interests of a party. The Seoin did not have clear color like Giho Salrim(畿湖 山林), so, they are not classified to a certain party in thoughts history and political history. This is somewhat related to that Geungi area was open and flexible.

신흠의 시고수사(視古修辭) 와 이정구의 수의서사(隨意抒寫)에 관하여

김우정 ( Woo Jeong Kim ) 근역한문학회 2010 한문학논집 Vol.30 No.-

The purpose of this paper compare Shin Hum(申欽 1566~1628)`s recognition on the prose and its character with Lee Jung-gu(李廷龜 1564~1635), that become known to what is called the four eminent writer in mid-choson. I think it provided me with what is the trend of literary society in late 16th~early 17th century. The four eminent writer have a representative position because the writer affiliated with Kim Chang-hyup(金昌協) wield strong influenced to literary society. In Kim`s phrase, Shin`s prose which the bring it into line with old style writings is in striking contrast with Lee Jeong-gu(李廷龜)`s prose which the have a description his own way, because It is caused by Shin idolized Ming`s restorative authors who had an effect on Choson`s literary circles. And He argued that some writer who is aim at the beauty of form endorsed Shin, another writer who is aim at the sound thoughts endorsed Lee. I can come to a conclusion that Shin has the wood on Lee from late 16th to early 17th century, subsequently, Lee has the wood on Shin after mid 17th century, through the review of Shin and Lee`s works.

제주지역 암환자의 의료서비스 요구도 및 만족도 분석

김우정,김민영,장원영,최재혁,Kim, Woo-Jeong,Kim, Min-Young,Chang, Weon-Young,Choi, Jae-Hyuck 한국호스피스완화의료학회 2010 한국호스피스.완화의료학회지 Vol.13 No.3

Purpose: The purpose of the present study was to investigate needs and satisfaction on the medical services of cancer patients in Jeju Special Self-Governing Province. Methods: Total 174 cancer patients, who visited at the clinic of Jeju National University Hospital, submitted informed consent and participated in this study from July 13 to July 30, 2009. Self questionnaire was used and data were analyzed with Kolmogorov-Smirnov test, Mann-Whitney U test, ANOVA, and Kruskal-Wallis test. Results: Participants expressed the needs of most economical support (3.38 out of 4), followed by counseling of treatment plan (3.22), information of disease (3.07), and disease management except cancer (2.97). Participants were satisfied most with religious counseling (3.41), followed by nursing service support (3.39), employment counseling (3.26), and counseling for family or interpersonal relationships (3.26). The satisfaction of economical support was the lowest (1.98). Satisfaction of men was higher than women, and needs in patients who were living with children was the highest. Patients who were living alone or with children showed the lowest satisfaction about the medical services. There were no significant differences in the general characteristics, however, participants who were older than 60 years of age or had higher income showed lower needs and higher satisfaction. There were no significant differences in the medical characteristics, however, thyroid cancer patients and patients who were treated with radiation therapy or transarterial embolization showed low satisfaction. Conclusion: Cancer patients seemed to need more economical support, information of treatment or disease, and symptom management. Furthermore, there were various needs about the services, depending on family formation or economical support of patients. Therefore, it is certain that patients who were suffering from other cancers, except the 5 major cancers, needed more services. In conclusion, continuous and systemic policy to consider patient's characteristics and needs are needed in community as well as health care system.

기획주제(企劃主題) : 기조발표(基調發表) ; 한문과(漢文科) "문장" 영역의 평가 방향과 실제 -2007년 개정 교육과정을 중심으로-

김우정 ( Woo Jeong Kim ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.27 No.-

이 글은 2007년 개정 교육과정에 따라 편찬된 중학교 1·2학년 한문 교과서의 ``문장`` 영역 평가문항의 특징을 분석하고, 개정 교육과정의 취지에 부합하는 평가문항 개발 방안을 논의한 것이다. 현재 학교현장에서 사용하고 있는 교과서를 분석해본 결과, ``문장`` 영역은 다른 영역보다 평가문항의 비중이 낮았으며, 문항의 유형은 서답형이 대부분이었고, 형성평가나 수행평가에 활용할 수 있는 문항은 그다지 많지 않았다. 또한 잘못된 용어를 사용하거나 복답의 가능성이 있는 문항도 간혹 발견되었으며, 학년별 학습내용을 제대로 반영하지 못해 선수 학습 정도나 성취 수준을 진단하고 교수·학습 계획을 수립하는 데 기여할 수 없는 경우도 있었다. ``문장`` 영역의 평가문항은 교육과정의 성격과 목표, 학년별 학습내용을 올바로 반영하는 것이 가장 중요하다. 선행 단계에서 배운 내용이 고학년에도 적절히 피드백될 수 있도록 하되, 자기주도적 학습이 가능하도록 구성하여야 한다. 또한 다른 영역에 비해 다소 낮은 ``문장`` 영역 평가문항의 비중을 적절한 수준으로 높이고, 학년별로 균형 있게 배분하며, 평가 성격에 따라 서답형과 선택형 문항을 적절히 활용하여야 한다. 아울러 ``문장`` 영역 내에서도 문장 성분 및 구조에 집중되지 않고, 문장 유형과 수사에 대한 이해 및 적용 능력을 평가할 수 있도록 노력하여야 할 것이다. In this article, the features of the test questions with respect to the ``sentences`` section in chinese character Textbook published for the year 1 and year 2 middle school students, according to the revised curriculum in 2007, were analyzed and the development plan of the test questions suiting the purpose of the revised curriculum, was discussed. As a result of the analysis of the textbook used in schools, the test questions in ``sentences`` section was of little importance compared to other sections. Most of the questions were Supply Type Questions and not many questions could be used for the formative evaluation or accomplishment evaluation. Also the questions using incorrect terms and having the risk of multiple answers, were sometimes found. Some questions failed to reflect the content of learning by grade well, so they could not contribute to diagnosing the level of accomplishment or the level of prerequisite learning, or establishing the plans for teaching and learning. With respect to the test questions for ``sentences``, reflecting well the nature, the purpose of curriculum and the learning content by grade, is the most important. The contents learned through the precedent phase should be appropriately fed back into the upper grades and the questions should be configured in a way that enables the self-directed learning. Also, the proportion of the test questions for ``sentences`` section which is smaller than that in other sections should be appropriately increased and distributed in balance by grade, and Supply Type Questions and Selection Type Questions need to be used appropriately, according to the characteristics of the test. In addition to this, the questions should not focus too much on the components of the sentences and its structure in ``sentences`` section, and the efforts to test the understanding of the type of the sentences and the rhetoric and the ability of the application need to be made.

조선 전기 한문산문사 서술의 제문제

김우정 ( Kim Woo-jeong ) 한국한문학회 2017 韓國漢文學硏究 Vol.0 No.65

이 글은 조선 개국 이후 선조 연간까지를 대상으로 한 한문산문 연구 성과를 반성적으로 되돌아보고, 조선 전기 한문산문사를 보다 객관적이고 구체적으로 서술해내는 데 필요한 과제를 제시하는 것을 목적으로 한다. 조선 전기 산문 서술의 가장 큰 문제점은 조선 후기 고문가들에 의해 이루어진 조선전기에 대한 평가를 객관적 사실인 양 수용하는 데 있다. 비록 산문에 대한 이론적 천발과 비평적 인식이 결여되어 있다 할지라도 어떤 고정된 기준에 따라 재단하는 것은 발전론의 함정에 가두는 결과를 초래할 뿐이다. 그밖에도 연구 목록에 오른 작가가 제한적이고, 장르적 분포 현황 및 특징에 대한 전체적 조망도 미흡하며, 기호나 직관에 의존한 연구도 적지 않았다. 또한 내용·주제 중심 연구가 여전히 많은 것도 문제다. 작가주의적 접근을 목적으로 한다면 모르겠거니와 대부분의 작가들에게서 공통적으로 나타나는 학문관이나 경세관, 처세관, 자연관 따위를 확인하는 데서 그친다면 이는 산문을 보조적 자료로 쓴 것이지 산문 자체를 대상으로 한 연구라 할 수 없다. 한문산문에 대한 연구가 공소한 작법론으로 귀결되지 않으려면 산문사적 구도, 유파적 경향, 작가의 내면의식, 서술 배경과 전략 따위와 어떤 방식으로 맞닿고 있는지를 설명할 수 있어야 한다. 또한 연구 내용과 방법을 구체화, 다각화하는 것도 중요하다. 특정 문류를 대상으로 하는 것도 의미가 있지만 여성, 죽음, 귀신과 같은 특정 주제나 제재를 어떤 식으로 다루어지고 있는지 종단 연구를 통해 밝혀보고자 한다든지, 특정시기나 유파의 내부에 관류하는 망탈리테의 해명을 목적으로 한다든지, 또는 산문 창작의 이면에 작동하는 사회, 문화, 정치적 기제를 대상으로 삼는 등의 연구가 필요하다. The purpose of this paper is to review the results of Chinese prose studies from the beginning of the Joseon Dynasty to the Seonjo(宣祖) Reigning, also is to present the tasks needed to describe more objectively and concretely the Chinese texts of Joseon Dynasty. The biggest problem of the writing of prose in early Joseon is to accept the evaluation of the Joseon era made by the late Joseon writers as if it is an objective fact. Even if there is a lack of theory and critical awareness of prose, evaluating according to certain fixed criteria will be confined to the pitfalls of development. In addition, the number of written writers in the research list is limited, and the overall view of the status and characteristics of genre distribution is insufficient, and there are many studies that rely on taste or intuition. There is still a lot of content and subject-oriented research. Although it may not matter if it is aimed at the authoritarian approach, if it end up in identifying the academic, cultural, customs, and natural views common to most writers, this is only to use prose as auxiliary data, It can not be said that the prose itself is a study. If the study of Chinese writing prose does not result in a lack of comprehensible writing, it should be able to explain how it relates to prose composition, prosodic trend, writer`s inner consciousness, narrative background and strategy. It is also important to specify and diversify research content and methods. Although research on a specific genre is valuable, it is important to understand whether a specific topic or sanction is handled through a longitudinal study or to clarify a mentalites that flows into a specific period or within a certain period, or It is necessary to study social, cultural, and political mechanisms working behind the scenes.

주제 한문과(漢文科) 교육(敎育)에서 텍스트의 수준과 범위 한문과 교육에서 문학산문의 수준과 범위

김우정 ( Woo Jeong Kim ) 한국한문교육학회 2011 한문교육논집 Vol.36 No.-

This paper deals with the level and range of each grades and classes over the literature which has not been discussed openly in Chinese character education. Literature is the art that expresses of author`s thought and feeling with by the linguistic imagination. Literature is the process of understanding of human life and accepting literature means to experience aesthetic sense or appreciation of the beautiful. So literature education should be able to make students form the meaning of literature by themselves than providing already processed knowledge. Therefore the amount of education material or degree of language should not be the measure of literature education. The best fundamental and key principle of literature education is to optimize the amount of study and the level and the range of literature from the experience of students meanwhile the text book of literature should consider the continuity, integration of contents. In the aspect of perception, we need to guide students to study and access by stages literatures which are short and low level of grade and easy to read however we mainly need to choose literatures that are easy to understand and appreciate it through the it`s theme and content only. Also in the aspect of justice, we should select writings that help to build up healthy values and desirable personality and develop the attitude that enjoys literature aesthetically. Considering the content system of revised curriculum, the aspect of justice can be applied to ``Chinese character Ⅱ`` of high school from ``Chinese character`` of middle school commonly. However the aspect of perception should be applied to it in the view of the content system of revised curriculum by stages. In other words, we should pay attention to guide students to access from low level to the high level of writings gradually which are easy to read and capable to function of literature by the content or theme only till high school ``Chinese character Ⅱ``.

2015 개정 한문과 교육과정중 한자 어휘와 언어생활 의 내용 요소와 성취기준 분석

김우정 ( Woo Jeong Kim ) 한국한문교육학회 2016 한문교육논집 Vol.46 No.-

This study intended to be helpful for the understanding of the curriculum and its successfully application to the school field by analyzing content factors and achievement standard of ``Chinese character vocabulary and language life`` among ``Chinese character utilization`` area of ``2015 amended curriculum of Korean Classical Chinese Education``, which is to be applied since 2018. ``Chinese character vocabulary and language life`` was newly prepared as ``the ability of utilizing language life`` was established as a separate goal of ``2015 amended curriculum of Korean Classical Chinese Education’. That was to respond to social demand and apply to school field by separating ``language life``, which had been treated as a subordinate area of ``reading`` or ``culture`` in the previous curriculum. Content factor is composed of ``daily life words`` ``terms of study`` and ``idiom``. ``Terms of study`` is the content factor that had not been treated in the previous curriculum, however ``idiom`` was changed to ``Chinese vocabulary and language life`` considering that it is frequently utilized in lexical form nevertheless it had belonged to ``knowledge of Classical Chinese`` in 2009 curriculum. ‘Vocabulary’ indicates ``a group of words utilized within a regular scope``, however it sometimes indicates individual words. ``Phrase`` has indicated the idiom from old times that means a specific meaning by being widely used idiomatically, also, the phrase made of Chinese characters that come from old stories is called ‘Gosaseong-eo(Idiom originated in an ancient event)’. It belongs to phrases within the system of Classical Chinese, however belongs to vocabulary in respect that it functions as a word within Korean language system. Classical Chinese vocabulary is desirable to learn mainly with vocabulary that implies conceptual and abstract as well as profound ideology or culture, which corresponds to the character of the subject. There are lots of Classical Chinese vocabulary that are originated from special event, character, story, or Classical Chinese record in history. Such Classical Chinese vocabulary can be understood when the origin thereof should be comprehended along with the phonics and meaning of Chinese characters. Learning of vocabulary, this way, could be helpful to raise the level of language life. It is desirable to select Classical Chinese vocabulary for curriculum which is helpful to comprehend the meaning based on literatim explanation mainly with whether it could be usefully utilized for subject learning. However, it is also necessary to consider the frequency, coinage ability, and semantic transparency.

한문과(漢文科) 교육(敎育)의 성격과 목표

김우정 ( Kim Woo-jeong ) 한국한문교육학회 2018 한문교육논집 Vol.50 No.-

The purpose of this article is to review the characteristics and goals of Classical Chinese curriculum, and to suggest some points to consider when revising the curriculum in the future. The Classical Chinese subject was organized as an independent subject since the 3rd curriculum. However, ‘the relationship between Korean and Chinese characters’, ‘application to language life’, ‘understanding and inheritance of traditional culture’ and ‘exchange and communication within the Chinese character cultural sphere’, which are part of the current Classical Chinese curriculum, These are the ones that have been around since the first curriculum that a subordinate subject of the Korean language subject. Since then, the goals and characteristics have been distinguished, the terms and expressions have changed, and the slogans of the military regime have been reflected from the 2nd curriculum to the 2007 revision curriculum. Especially, in the 5th curriculum, the hierarchical structure of ‘Chinese character - Chinese character lexicon - Classical Chinese sentence’ was presented, and in the 6th curriculum, which was lowered as an optional subject, the instrumentality was emphasized. As a result of examining the characteristics and goals of the current 2007 revision Classical Chinese curriculum, the following problems were found. First, the trend of the times was not properly reflected and the feasibility of the education was not sufficiently considered. Second, there were concerns that each statement might appear to have a hierarchical structure. Third, there is a tendency to be content-oriented and academic-centered. This article suggests the following points to solve this problem. First, the goal of the curriculum should be described in such a way that it matches the learning experience rather than the learning content. Second, rather than assigning the objectives of the curriculum to the content system, reclassify them based on the qualitative changes expected from the learning and present them integrally. Third, the goal and content should be readjusted to maintain consistency.

한문 학습용 사전 수록 어휘의 선정과 체례

김우정 ( Woo Jeong Kim ),김용재 ( Yong Jae Kim ),김병철 ( Byeong Cheol Kim ),허연구 ( Yeon Gu Huh ),김동규 ( Dong Gyu Kim ) 한국한문교육학회 2014 한문교육논집 Vol.42 No.-

In this paper, the authors would like to show some research results on criteria for selecting and ways of arranging words as a preparation step to compile a school dictionary of classical Chinese (漢文) which can be used in elementary, secondary and high schools. Until now, in our country, there are many kinds of ‘dictionary’ published, but most of them are available for common use or experts, while almost none are brought out for special purposes such as education in school. Therefore this research focuses on some problems concerning the dictionaries used in schools nowadays and then seek possible ways to compile school dictionaries of classical Chinese. The authors hope that new dictionaries compiled based on those suggestions can help students in improving their proficiency in classical Chinese by themselves without the need for assistance from teachers or other reference books. Thus in this research the authors suggest ‘collection and focus’ and ‘expandability’ as some criteria of the compilation. ‘Collection and focus’ means collecting words mainly from lessons in school books and then, by explaining minutely the definitions of those words, their structures, grammatical functions and syntactic rules etc, trying to improve the reading apprehension of students. After illustrating with examples, the authors add some issues concerning ‘compilation of digital dictionary’. The reason is that problems of criteria and quantity etc of words mentioned above can be easily resolved by using a digital dictionary. Digital dictionaries are suitable as word searching instruments, they seem to easily overcome the limits of traditional paper dictionaries. Besides, in the latter half of the paper, the authors provide some examples of words in a school dictionary of classical Chinese. Different from a typical dictionary in which a word is defined by pronunciation, meaning, other related words, source and examples, the school dictionary, based on the real situation of classical Chinese education, explains words with structure, grammatical functions and usage in sentences, aiming at the improvement of the reading apprehension of students. Moreover, with the purpose of serving as a normal linguistic dictionary which can be used in other subjects, the authors think that it is necessary to attract a careful attention to the definition of words based on the word-by-word explanation.