2022 개정 漢文科 敎育課程 ‘評價’의主眼點 및 特徵

Abstract

This study was conducted to help the field understand the revised curriculum by examining the direction and contents of the 2022 Classic Chinese Subject Curriculum Evaluation, which is about to be implemented in 2025. The biggest change in the evaluation of the 2022 revised curriculum is the ‘integration of the direction and method of evaluation’ stemming from the ‘change in the curriculum document system’. In the 2015 curriculum, ‘evaluation methods and considerations’, which were repeatedly presented for each area, were integrated into an independent chapter to connect and present ‘evaluation directions and methods’. This can be meaningful in that it simply presented the direction and method of evaluation suitable for the characteristics of the subject. In this study, [Classic Chinese Subject evaluation model] and [evaluation case] were proposed. In the [Classic Chinese Subject evaluation model], the nature and purpose of Classic Chinese Subject Assessment was put into the understanding, analysis, judgment, and synthesis of the Chinese language learning process and achievement level of Classic Chinese Subject learners. It emphasized the holistic perspective of the teacher's understanding, analysis, judgment, and synthesis of the Classic Chinese Subject learner's Classic Chinese Subject learning process, rather than the functional perspective of recording and grading of achievement results. On the other hand, while the evaluation of Classic Chinese Subject primarily focuses on Classic Chinese Subject learners, who are the subject of evaluation, it is also emphasized that Classic Chinese Subject teachers, who are the subject of evaluation, are important. In other words, Classic Chinese Subject evaluation aims to 'inspection and improvement of evaluation process, evaluation method, and evaluation tools' and 'inspection and improvement of teaching/learning methods and materials' of Classic Chinese Subject teachers. emphasized that evaluation is a feedback to teaching and learning methods. As for the [evaluation case], as part of a ‘project class in which learners investigate and present the origin, surface and inner meaning of Ancient Phrases themselves’, ‘Teach, learn and grow with one another project, becoming a teacher in Ancient Phrases’ was proposed. This aims to enable learners to reflect on their own learning process through the 'direct teaching process' and connects the entire class process to performance evaluation to implement process-oriented evaluation.