漢文科 語彙 領域의 評價 方向과 實際

Abstract

The purpose of this article is to present the direction of the development of questions based on the learning objective of the area of vocabulary in the revised curriculum. In the aspect of the evaluation of the vocabulary of the revised curriculum, it can be seen as the following; in terms of contents, the Sino-Korean word was the major area and the vocabulary was the mid area, and their range was reduced in terms of format. Some of the existing content factors of the Sino-Korean word were absorbed and integrated to the vocabulary of the Sino-Korean knowledge considering the current status and the condition of the Sino-Korean education given the nationwide formation of educational curriculum and the time assigned to the subject. In the aspect of contents, the 7th educational curriculum emphasized the practicality of the language use through the Sino-Korean word, whereas the revised curriculum put more stress on the grammatical area. The questions of the area of vocabulary take up about 30% in the nationwide evaluation questions. The evaluation questions related with ‘the composition of the words’, ‘the usages of the expletive’, and ‘the meanings of the idiomatic phrases' are also largely tested in the field school evaluation. Therefore, the importance of the evaluation of the vocabulary wouldn't seem to be reduced despite the revision of educational curriculum, and the nationwide tests wouldn't as well. Although it can't be considered as 1:1 relationship, because the area of the Sino-Korean word which used to be the major area in the 7th educational curriculum was altered into the mid area, they share common factors largely. The importance and the necessity of teaching the area of vocabulary in the Sino-Korean education is still valid though the status of the Sino-Korean word was reduced while the grammar was intensified in the 7th educational curriculum. In the area of vocabulary, the evaluation should be practiced based on the achievement and on the usage of the basic knowledge. Although the area of vocabulary takes large part, a thoughtful caution should be paid in order to avoid giving too much importance on the fragmentary, momentary knowledge or on the measurement of the basic grammar functions, and the categories of the 'Sino-Korean' and 'Sino-Korean knowledge' should be integrated and tested organically in order to evaluate the leaners' high mental abilities. In this thesis, some of the questions of the grammatical aspects are suggested as an example. However, that doesn't mean that the future questions of the area of vocabulary should be generally like this, otherwise, it is just to present characteristics of the revised curriculum. Instead, the questions asking ‘the types of the Sino-Korean vocabulary‘ or ’the meanings of the idiomatic phrases‘ should be actively developed.