교육과정 개정에 따른 漢文科 評價의 변화와 시사점 - 2007 개정 교육과정 개정을 기점으로 -

Abstract

The influence of the educational curriculum on subject evaluation is very absolute. It's because the curriculum has something to do with the validity of evaluation. The 2007 Revised Classical Chinese Subject Curriculum resolutely reduced Sino-Korean words in order to re-establish the identity of Classical Chinese subject which was buried in the existing 'Sino-Korean words' and to change the Classical Chinese subject class. Such a change had a lot of influences on school Classical Chinese, its class and evaluation. The change aspects in Classical Chinese and evaluation, which varied from the previous ones through the 2007 revised educational curriculum, could be divided in two respects. First, various terms altered in evaluation contents, and there came into existence the contents that couldn't appear in evaluation anymore. If such contents should be evaluated as the existing ones by school authorities, there might arise an error of the failure to observe the educational curriculum. The 'Form' of a sentence gave way to 'Type', and 'Sino-Korean word' was replaced by 'Vocabulary', and further 'Huhja' turned into 'Huhsa'(formal morpheme). The 'Culture' area among the newly changed contents is the one which has been reinforced from the 2007 Revised Educational Curriculum. The content about traditional culture forms a mainstream, but in making it into an evaluation question, there comes about content redundancy with other subject related to traditional culture, causing a problem in identity of a question. Second, there was a change in evaluation type as well. Multiple-choice simple questions continue to exist by the nature of the Classical Chinese subject, but the number of descriptive type & essay-type questions also increased due to the general trend of the times. The teachers at a school field are in a welcoming atmosphere because descriptive type & essay- type question evaluation makes it possible for them to look for a spot where Classical Chinese-learning students' learning habit or miscon- ception forms. However, the evaluation type has become an operational problem due to the lack of professionalism of teachers in charge of the Classical Chinese subject and the excessive number of students in one teacher's charge. A new educational curriculum content area of the 2015 Classical Chinese subject is being prepared through the 2009 revised educational curriculum period. The existing educational curriculum should be revised from the aspect of remedying some points which occurred while going through the 2007 revised curriculum period; hereupon, this study made some suggestions about it.