Bloom의 신 교육목표분류학에 근거한 지리 수업 목표 진술 및 평가 문항 작성 = The Statement of Geography Instruction Objectives and the Creation

다국어 초록 (Multilingual Abstract)

Revision of Bloom's Taxonomy of educational objectives is constituted with two dimensional structures. That is, one is dimension of knowledge(factual knowledge, conceptual knowledge, procedural knowledge, meta-cognitive knowledge) made of noun and the other is dimension of cognitive processing(remember, understand, apply, analyze, evaluate, create) made of verb. This study draws a conclusion by stating the objective of instruction based on revision of Bloom's Taxonomy, making testing questions that are proper to conceptional knowledge among stated objectives into multiple choice and subjective questions and implementing the actual assessment with unit 5 'resource development and industrial development' in geography domain of social studies at the 3rd grade of middle school.

By stating the objectives of instruction based on revision of Bloom's Taxonomy, the result was that hierarchy of content and behaviour gets more definite and clearer. But, some problems emerged in applying revision of Bloom's Taxonomy to the subject. In the processing of stating the objectives of instruction according to all items, there were some cases that dimension of knowledge and cognitive processing such as stated objective 6(creation of factual knowledge) and 12(creation of conceptual knowledge) connected unnaturally. Also, there were statements of objective that were fell into detailed content of items; 3(application of factual knowledge), 5( assessment of factual knowledge).

In addition to, I wrote out multiple choices and subjective questions respectively according to conceptual knowledge among four kinds of knowledge, chose four classes with the similar average of middle exam and implemented the assessment. As a result of this research the percentage of correct answer on the multiple choice questions was estimated as 73%, 63%, 70%, 93%, 73% by turns from remember to evaluate. It is thought that the difference with the percentage of correct answer resulted from degree of difficulty rather than the correlation with the percentage of correct answer between items. There was gap of degree in the case of the percentage of correct answer both in multiple choice and subjective questions but, in all questions, the percentage of correct answer in multiple choice questions was estimated high. Especially, in the case of subjective questions, degree of that tendency emerged remarkably which is thought because the students were not accustomed to subjective questions.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 내용과 연구 방법 = 3
• 3. 선행 연구 = 4
• Ⅱ. 교육목표 분류학에 따른 수업목표 = 6
• 1. Bloom의 교육목표분류학의 특성과 문제점 = 6
• 1) 교육목표분류학의 필요성과 특징 = 6
• 2) 교육목표분류학의 이론적․현실적 문제점 = 9
• 2. Bloom의 신 교육목표분류학 이론 = 14
• Ⅲ. 평가목표로서의 수업목표의 의미와 평가문항 작성의 원리 = 20
• 1. 평가목표로서의 수업목표의 의미 = 20
• 2. 선다형 문항 작성의 원리와 절차 = 21
• 3. 서답형 문항 작성의 원리와 절차 = 23
• Ⅳ. 지리 수업목표의 진술 및 평가문항 작성의 실제 = 27
• 1. 신 교육목표분류학에 근거한 지리 수업목표 진술의 실제 = 27
• 2. 신 교육목표분류학에 근거한 평가문항 작성과 평가결과 = 33
• 3. 토론: 신 교육목표분류학 적용의 의의와 한계 = 54
• Ⅴ. 요약 및 결론 = 59