고등학생의 문항 풀이 과정으로 본 수능 필수 한국사의 출제 방향

Abstract

The purpose of this study is to explore a reasonable question direction for compulsory Korean history section of the CSAT(College Scholastic Ability Test) in order to monitor the basic literacy of high school students about Korean history. We interviewed 10 students about the way to solve the problems in Korean history section of the CSAT and had questions about the direction for good exam. We divided students’ responses into 3 types to know high school students’s historical understanding about Korean history which were implemented on a national scale in 2016. Three types are Chronological understandings, linguistic inferences․historical inferences, the uses of specific clues. We obtained the following implication through analyzing students’ historical understandings about Korean history items which were implemented on a national scale in 2016. The first, most of students solve the problems using the specific clues. But they solved the problems using the various ways such as chronological understanding, linguistic inferences․historical inferences, the uses of specific clues in order to solve the same item according to students’ private characters and study styles. Seconds, students thought chronological understanding important to study history. But they tried to solve items which were estimated chronological understanding using their memorized knowledge. Third, when they had no prior knowledge, students solved the items using linguistic inference or historical inferences. They did not like the item which solved easily using the specific clues. They would like to be presented the items which provoke the their thought and judgement.