中學校 國史科 學習評價의 妥當性에 관한 分析硏究 : 首都圈地域 所在學校의 學習評價를 중심으로

다국어 초록 (Multilingual Abstract)

This study has been carried by the purpose to know that middle school history and study evaluation which is practicing in school place is reflected and evaluated appropriately the aim which present in education curriculum. It is tried to do the analysis in two dimension the materials on paper test and performance assessment method.
One is that the evaluation tendency which abstracted and analyzed study subject item content and action domain aim on analysis subject unit is studied to examine the validity of evaluation about evaluation object.
Another is that on paper test, the evaluation forms are divided like the following in order to examine the validity of evaluation about evaluation method.
① Evaluation rate of Subjective test and Objective test
② Analysis about form and knowledge progress step of Objective test
③ Analysis about evaluation form of Subjective test
In the performance assesment the realities and content about evaluation method was analyzed concentrically.
Also the analysis unit was limited to "The formation of centralized authoritarian rule nation," and "The completion of unified nation" of Middle school National History(A first volume)
For this study, after collecting paper test question items and performance assessment, which were used in a regular examination 1999 in return for ten Middle schools that is the National Capital region, these are main materials, teaching contents and action aims of analysis unit that present in 「History Teaching - Learning object detail - Second, Third grade」(1991) in Middle school of Central Education Evaluation Academy and「Middle school National History Teacher's Guide」(1996) and「Middle school Social Education Curriculum Explanation」(1994) of Ministry of Education was abstracted and was based on the judgement of the validity of evaluation and the tendency about evaluation problems.
The analysis result that was showed in these courses is the following.
In the analysis result about Evaluation object
First, on evaluation tendency about study subject content, in the formation unit of centralized authoritarian rule nation, the evaluation(about 35%) about the establishment subject of royal authority is being evaluating very much in comparison with other study subject and it can proper when the formation of centralized authoritarian rule nation is connected directly with the establishment of royal authority. Also in the completion unit of unified nation, the evaluation about the development subject of unified Shin-la(about 45%) is evaluated a lot in comparison with other subject but the evaluation tendency can pertinent when it is regarded as dealing the kernel of unit.
Second, in the evaluation of content fields(policy, social, economy, culture), when the established teaching-learning objects are compared with paper test question items as the content fields it can proper relatively because they are some differences but almost harmonize. But policy field is being evaluating a lot in comparison with social, economy, culture field, because it Middle school education curriculum is edited policy history importantly.
Third, in the evaluation of action object, when the established teaching-learning objects are compared with paper test question items as the action domain. it is showed some differences in the areas or units
but the evaluation tendency can proper because it harmonize as a whole.
But the evaluation of skill , research domain and value, attitude domain isn't almost performed , mostly the evaluation of knowledge, understanding domain is performed. Also although paper test is restriction but the evaluation question items about value, attitude domain isn't in the whole schools at all.
Next on the analysis result about Evaluation method
First, the evaluation rate of subjective and objective question items is the ratio of 3 to 7 and it is very proper in the evaluation tendency.
Second, when the objective question item is analyzed as the knowledge progress step, the simple knowledge form and the conceptual or generally form have 90% of it. And study evaluation can be evaluating
the knowledge of some concept and generalization step with priority given to a historical simple knowledge.
Third, also in the form analysis of subjective question item , simple form and complete form have 90% of it. But it has restriction in evaluating a higher spirit ability like historical thinking power.
Fourth, in the reflected rate of the analysis result of performance assessment, the big city areas reflect about 20% but the small and medium areas reflect about 10% and the performance assessment isn't founded yet. In addition the execution method and realities about the performance assessment is notebook adjustment , textbook preparation, handing in homework, field investigation report etc. So the development of various evaluation methods , the concrete execution plan, and the systematism of evaluation standard need .
As a whole the evaluation standard of technical dimension and the application of method have appropriateness or propriety , but the concrete evaluation contents and standard don't nearly deal with skill, research domain like historical thinking power and emotion domain like interest, attitude about the history. So we can know the study evaluation is attached to the evaluation like simple historical knowledge.

목차 (Table of Contents)

• I. 서론
• 1. 연구목적 = 1
• 2. 선행연구고찰 = 2
• 3. 연구방법 및 절차 = 3
• 1) 연구방법 = 3
• 2) 연구절차 = 4
• 3) 연구의 한계점 = 5
• II. 이론적 배경
• 1. 역사교육의 목적 = 7
• 2. 역사과 교육목표 체계와 국사과 교육목표 = 8
• 1) 역사과 교육목표 체계 = 8
• 2) 국사과 교육목표 = 13
• 3. 국사과의 학습평가 = 16
• 1) 국사과 학습평가의 대상 = 16
• 2) 국사과 학습평가의 방법 = 17
• 가) 기능적 면에서의 평가 = 17
• (1) 진단평가 = 17
• (2) 형성평가 = 18
• (3) 총괄평가 = 19
• 나) 방법적인 면에서의 평가 = 19
• (1) 주관식 평가 = 19
• (2) 객관식 평가 = 20
• 다) 행동목표 영역별 평가 = 21
• (1) 지식ㆍ이해 영역의 평가 = 22
• (2) 기능ㆍ탐구 영역의 평가 = 22
• (3) 가치ㆍ태도 영역의 평가 = 23
• 라) 수행평가 = 24
• (1) 수행평가의 개념 = 24
• (2) 수행평가의 방법 = 26
• (3) 수행평가 실시방법 및 절차 = 28
• III. 국사과 학습평가에 관한 분석
• 1. 분석단원의 교육목표와 학습평가 = 30
• 2. 평가 대상에 대한 분석 = 33
• 1) 평가 내용 대한 분석 = 33
• 2) 행동목표 평가에 대한 분석 = 37
• 3. 평가방법에 대한 분석 = 39
• 1) 평가형태에 대한 분석 = 39
• 2) 수행평가에 대한 분석 = 43
• IV. 결론 및 제언
• 1. 결론 = 46
• 2. 학습평가 방법 개선을 위한 발전적 제언 = 48
• 참고문헌 = 50
• ABSTRACT = 52
• 부록 = 56