중학교 『한문1』교과서 내용 영역별 평가문항 분석

Abstract

This study speculated on how changes in the content of the 2009 revised Chinese writing curriculum were reflected in academic evaluations using these textbooks for Grade 1 in middle school. The textbook reflected the changes in the curriculum faithfully as educational material which was published based on the basic ideas of the curriculum. Therefore, in order to understand how the educational policy realized and put forth in the curriculum is embodied in actual education, the textbooks should be analysed. Chapter Ⅱ examined the content systems of the 2007 and 2009 revised curricula and then the changes in their content were analysed. Furthermore, how changes in content and the standard of evaluation items in the 『Chinese Writing 1』 textbooks for middle school Grade 1 were reflected in the 2007 and 2009 revised curricula including the changes in the content system. Chapter Ⅲ explained the evaluation items involving 'reading' and 'understanding' in 'reading comprehension.' For the section of ‘Reading’ three standards were presented: 'students can read words, phrases and sentences out loud and correctly’, ‘Students can read with spacing so that the meaning is well-expressed’, and ‘Students can read with pauses attending suffixes.' In the area of ‘Understanding’, the following six standards were presented: ‘Students can understand the meanings of words, phrases and sentences considering the context.’, ‘Students can understand the core content of what they read.’, ‘Students can understand the intention of the authors after reading.’, ‘Students can understand the formal characteristics of Chinese poetry.’, ‘Students can understand how poetic ideas are developed after reading Chinese poetry.’, and ‘Students can understand and appreciate the effect of expression in what they read.’ Chapter Ⅳ examined evaluation items involved in ‘the culture of Chinese characters’ and ‘the language life and culture of Chinese characters’ in the area of culture. In the area of ‘the culture of Chinese characters,’ the following two standards were presented: ‘Students can understand the wisdom of the ancestors, have a healthy sense of values and desirable personalities, and have an attitude to inherit and develop traditional culture.’ and ‘By acquiring basic knowledge on the culture of the Sinosphere, students can have an attitude to contribute to mutual understanding and exchange within it.’ In the area of ‘language life and Chinese character culture’, the following standard was presented: ‘Students can understand Chinese vocabulary used in language and use it properly.’ Chapter Ⅴ examined evaluation items involving ‘Chinese characters’, ‘vocabulary’ and ‘sentences’ in the area of 'knowledge of Chinese characters.' For the area of ‘Chinese characters,’ the following six standards were presented: ‘Students know shape․sound․meaning.’, ‘students can learn Chinese characters with different sounds and meanings.’, ‘students can learn accompaniments of Chinese characters and search for them in a dictionary.’ ‘students can read Chinese characters according to the general principle of stroke order.’ ‘students can understand the structure of Chinese characters.’ and ‘students can understand the formative process of Chinese characters.’ In the area of ‘vocabulary’, the following three standards were presented: ‘students can understand the structure of words.’, ‘students can understand the kinds and characteristics of parts of speech.’, and ‘students can understand outward and inward meanings of idioms.’ Finally, in the area of ‘sentences’, the following two standards were presented: ‘students can understand the basic structure of sentences.’, and ‘students can understand the characteristics of declarative sentences ․interrogation sentences ․imperative sentences․ and exclamatory sentences.’ Chapter Ⅵ organized the discussion of the study and concluded how the curriculum was reflected in evaluation items of textbooks. This study has meaning in that it described the objectives and reality of evaluation in each textbook through comparative analysis of evaluation items, and presented proper directions for realization of educational goals.