최근 10년간 9급 공무원 국어시험 출제 경향과 개선 방안 모색

Abstract

The purpose of this article is to analyze the past 10 years of examination questions for the grade 9 public official Korean language examination and to explore the issues and directions for improvement based on this analysis. The specific analysis included a total of 460 questions from 23 past examinations from 2013 to 2022. The analysis of the past decade’sexamination questions involved reviewing the ratio between knowledge-based and reasoningbased questions and examining detailed subtypes within the reasoning-based questions, focusing on comprehension, inference, and critique areas. Furthermore, the content and types of passages and questions presented in the examination questions were also investigated. As a result, several issues were identified, stemming primarily from the inability of the grade 9 public official Korean language examination structure to fully encompass the changing trends in examination administration and societal demands. While there has been an increase in the proportion of reasoningbased questions since 2018 to accommodate societal demands, it signifies that concerns such as balancing comprehension, inference, and critique areas, diversifying passage content, and standardizing question formats were not adequately addressed. To address these issues, a transition from the existing structure of “speaking/listening/writing/reading” to “comprehension ability,” “inference ability,” and “critique ability” is necessary. This entails reconfiguring theexamination areas by setting thethree abilities that measure logical thinking as the main components of the structure. With this transition, it would be possible to stabilize adjustments in the proportions of questions per area, diversify passage content, and standardize questions. Particularly, since the identity of the grade 9 public official examination is closely linked to proficiency in “Korean,” measures should be devised to evaluate understanding of “basic Korean language ability” and “Korean literature” in a manner that assesses logical thinking rather than memorization.