대학수학능력시험에서의 한자 문항 연구 ― ‘2015 개정 교육과정 일본어Ⅰ’을 중심으로 ―

Abstract

(1) Based on the analysis of questions from the ‘College Scholastic Ability Test Japanese Language I’ conducted between 2001 and 2024, among the pronunciation and spelling questions (totaling 72), questions related to kanji reading and writing accounted for 25%, while questions related to kana reading and writing accounted for 52.8%. Therefore, there is a need to increase the number of questions on kanji reading and writing, and diverse questions that test multiple knowledge areas should be included. (2) Analysis of the questions from the ‘College Scholastic Ability Test Japanese Language I’ conducted between 2021 and 2024 shows that among the kanji presented in the ‘Basic Vocabulary List for Japanese I (Revised 2015 Curriculum),’ 66.7% were learning-oriented kanji, and 29.6% were notation-oriented kanji. Therefore, it is advisable not to distinguish between learning-oriented and notation-oriented kanji but to follow the approach of the 7th curriculum, which provides kanji separately as ‘Notation-oriented Kanji’ in ‘[Table III].’ (3) While it is necessary to examine the use of kanji in ‘High School Japanese I’ textbooks based on the curriculum, I leave it as a future research task.