사고력 교육의 내실화를 위한 평가 방안 탐색
Exploration of Assessment Method for Thinking Education
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본 연구는 한국의 초․중등학교에서 이루어지고 있는 사고력 교육의 내실화를 위하여 평가 방식이 어떻게 개선되어야 할 것인가라는 문제에 대한 답을 탐색하기 위한 목적으로 수행되었다. 사고력 교육에 대한 평가가 제대로 이루어지기 위해서는 우선 평가의 대상이 되는 사고력의 의미가 명료해야 함을 주장하고 이를 위하여 기존의 개념들을 검토하였으며 동시에 사고력이라는 개념과 혼란스럽게 쓰이고 있는 역량이라는 개념과 비교 분석하였다. 또한 학교에서의 사고력 평가는 교과 내에서 이루어지기 때문에 교과 내에서 사고력 교육 및 평가가 제대로 이루어지기 위한 조건을 역사 교과를 사례로 제시하였다. 마지막으로 사고력 교육에 기여하기 위하여 평가 방식이 어떻게 개선되어야할 지를 제안하였다.
Abstract
The purpose of this study was to explore the assessment method contributing to a more effective thinking abilities education in school situation. For an assessment to contribute to the thinking education, it was asserted, clarification of the concept of thinking ability is necessary. Along with this, it was more strongly proposed that developmental processes of thinking abilities in the core domains of school subjects need to be investigated. To make a meaning of thinking ability more clear, the conceptual models of thinking of Bloom and Anderson was compared and analyzed especially in terms of their strongness and weakness. In addition, in order to show what is meant by the term of a conceptual model of the developmental processes of thinking abilities in the core domains of school subjects, an example of History Subject was presented. As a conclusion of this study, three suggestions were made for more effective assessment for the teaching for thinking abilities: firstly, more sophisticate conceptual model of thinking needs to be developed; secondly, instructional objectives in school subjects must be stated more appropriately for the thinking education; and lastly, models of the developmental process of thinking abilities in core domains of school subjects should be made.
참고문헌 (13)
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