2009 한문과 교육과정 ‘읽기’ 領域 成就基準 및 成就水準 內容 分析

Abstract

This study analysed the achievement criteria and the achievement levels of the 'reading' part of Classical Chinese education curriculum. The description of the achievement criteria was focused on learning factors until it was superseded by the achievement levels in 2007 and 2009 revision. The achievement criteria for the reading part of Classical Chinese pertain to the following: academic year, parts, and learning factors in middle school and the type of schools, parts, and learning factors in high school, respectively. The achievement criteria for the reading part are more specific compared to that of the curriculum. In middle school Classical Chinese curriculum, the achievement criteria for <han(한)9112> ‘to read with appropriate intervals in order to clarify the meaning of text’ are depicted as <han(한)9112-1> ‘to read short sentences and prose with appropriate intervals in order to clarify the meaning of text’ and <han(한)9112-2> ‘to read poetry with appropriate intervals in order to clarify the meaning of text’. In high school curriculum, <han(한)Ⅰ111> ‘to read in accordance with the tune of speaker’ is segmented into 4 achievement criteria, while <han(한)Ⅱ111> ‘to recite fluently enriching the context’ in 5. The achievement criteria for the curriculum enclose most of the criteria for learning comprehensively. The achievement criteria stating the curriculum are actually the criteria for learning factors, which are for the assessment of the curriculum. Assessment factors are segmented in this manner. Therefore, the relationship between the curriculum and the achievement criteria can be inferred as the relationship between the achievement criteria for learning content and assessment of it. The achievement levels for reading part indicating how far the learner has accomplished are provided with three levels. These levels are presented by ‘learning content and execution'. One problem here reveals that it is difficult to develop a measure to evaluate the achievement criteria. Written test is not an appropriate assessment tool for criterion such as ‘to be aware of correct pronunciation of Chinese characters composing short sentences, prose and poetry and read them aloud’ since filling in correct pronunciations cannot reflect every aspect of reading. Besides, it was confirmed that execution test needs quite a large amount of time and does not guarantee fairness with respect to evaluation of reading aloud. In consequence, the achievement criteria for the reading part require an innovative tool in terms of assessment.