주관식 문항 평가·학습지도와 역사적 사고력의 신장 효과 = About the Improvement of Study Method and Extension of Thinking Power throuh the Subjective Evaluation

다국어 초록 (Multilingual Abstract)

The propose in historical education is not only simple transmission of the past facts but also the extension historical wisdom which enable students to grasp straightly and settle the present problem. If the basic object of historical education is the extension in the settling power present problem which enable a student to undergo actively a sudden changes in present, society, the direction of test is supposed to be applied in this point of view.
The object of this study is not pursuing the testing method to test the simple memorizing power, but contribution of finding and application good testing method in order to enhance the higher mind power such as reasoning power, appling power, thinking power and generaizing power. Therefore, I will compare and analyze the effect of subjective and object testing methods that is used in present most education institution.
In order to find the relation between subjective and object testing methods and the effect of historical education through second grade students in middle school I setted up the questions like next part.
1. Is there any difference between subjective testing methods and objective testing methods in aspect of the study method? And, Is there any difference between higher, middle, lower groups in experiment groups and comparison groups in aspect of the study methods?
2. Is there any difference subjective testing methods and objective testing methods in aspect of historical thinking methods? Also Is there any difference between higher, middle, lower groups in experiment groups and comparison groups in aspect of historical thinking power?
3. Is there any difference between the students' study methods and the historical thinking power?
For inspection upper question I divided second grade students in middle school into experiment groups and comparison groups, carried out the same lecture. After that I carried out the test with subjective question into experiment groups, and with objective question into comparison groups. And through the post-inspection I compared and analyzed each effects.
The result is like this;
1. There is important difference about 10% between subjective testing methods and objective testing methods in aspect of the historical study methods -subjective testing methods are superior. When I divide the research object group into higher, middle, lower groups, I found difference about 10% between higher groups and lower groups.
About constructive knowledge the group that responded to objective test, and about generalization the group that was carried out subjective test realised importances of each aspects.
2. There is important difference about 10% between subjective testing methods and objective testing methods in aspect of the historical thinking power. When I divide the research object groups unto higher, middle, lower groups, I found difference about 10% between higher groups and lower groups.
3. There is important difference about 10% between students' study methods and the historical thinking power. There is negative relation between constructive knowledge and historical thinking power, and positive relation between generalization and historical thinking method.
The conclusion of the research is that the subjective test enable a student to improve the historical study attitude, and is useful in study effect and exension of historical thinking power.
Because subjective testing method and objective testing method have each merit and demerit, It is difficult to conclude that there is any superiority between that.
It is important to select proper method along the purpose of testing.
But because extremely objective test is used, student's study attitude and study context is affected negatively.
Now I conclude that the present education institution have to recognize the peculiar role and feature of the subjective testing methods and concern about and try to apply that.

목차 (Table of Contents)

• 목차
• Ⅰ.서론 = 1
• Ⅱ.주관식 평가 문항과 역사적 사고력 = 4
• 1.주관식 평가 문항의 제요소 = 4
• 2.사고력의 의미 = 16
• 3.주관식 문항 평가와 역사적 사고력의 관계 = 21
• Ⅲ.연구방법 대상과 검사도구 및 적용 = 24
• 1.연구의 방법 = 24
• 2.연구대상 및 집단 분류 = 24
• 3.검사도구 개발 및 연구적용 = 26
• Ⅳ.실험집단의 역사적 사고력의 신장 효과 = 34
• 1.학습 방법의 변화 = 34
• 2.역사적 사고력의 신장 효과 = 36
• 3.주관식 문항 평가?학습지도와 역사적 사고력과의 상관관계 = 40
• Ⅴ.결론 = 42
• 참고문헌 = 46
• Abstract = 49
• 부록 = 52