「농업 이해」 과목 교과서 학습 내용의 대학수학능력시험 출제 경향 및 주요 특성 분석

Abstract

The objectives of this study are to provide fundamental informations for the directions of developing question items and to diagnose the issues learning contents through analysis the tendency and the main characteristics of the CSAT on the learning contents of 「Understanding of Agriculture」 subject textbook. To achieve these purposes, I analyzed the 7th curriculum and the textbook contents of 「Understanding of Agriculture」 subject, 240 items of the preliminary CSAT and the main CSAT in the year 2004 to 2007. Also in an attempt to understand main characteristics of the learning contents of 「Understanding of Agriculture」 subject textbook based on the frequency of the test items, I selected and surveyed 18 test item developers through purposive sampling method. The results are as follows; First, there were too many overlapping learning contents among the chapters. Also, the range of learning contents mentioned in the 7th curriculum was partially diminished. And, the recent academic trends and related contents that correspond to the evaluation objectives were not reflected in the textbook appropriately. Second, among the total 133 learning contents of「Understanding of Agriculture」 subject textbook, 19 learning contents mentioned more than ten times were considered to be relatively important. However, other 30 learning contents were not mentioned at all and another 38 learning contents were presented not more than one to three times. Third, the learning contents presented frequently were mostly equipped with excellence in developing test items such as discovering test materials, integrating test contents as well as the characteristics of contents concerning the importance in curriculum, the content validity, the academic and theoretical objectivity. Fourth, the learning contents not mentioned at all or mentioned a few were low validity of test contents in terms of the issues without core concepts and contents, somewhat relatively less important learning contents in terms of the 7th curriculum, overlapping learning contents among the other subjects. Also, there were great deal of contents that could be ambiguous, subjective, academically biased when mentioned as test contents. Based on the results of the above research, it is suggested that designing future upgraded textbook needs to be considered. Furthermore, the directions of developing question items and selecting the test contents as well as teaching and learning methodologies in the school field should be considered systematically.