한국학교수학회논문집 (Journal of the Korean School Mathematics Society)

  • 제26권3호
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  • Pages.205-220
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  • 2023
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  • 1229-0890(pISSN)
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  • 2713-4350(eISSN)
한국학교수학회 (The Korean School Mathematics Society)
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고등학교 <수학> 과목 지필평가 문항의 선행교육 실태 분석

Analysis of preceding education for high school 〈Mathematics〉 subject paper-based assessment questions

  • 오서영 (인천과학예술영재학교 )
  • 투고 : 2023.07.28
  • 심사 : 2023.09.10
  • 발행 : 2023.09.30
⟨ 이전 논문 다음 논문 ⟩

초록

2014년 9월 12일에 첫 시행된 '공교육 정상화 촉진 및 선행교육 규제에 대한 특별법'에 의하여 교사는 교육과정의 성취기준과 학습 내용을 기반으로 문항을 출제해야 하며, 교육과정을 벗어난 범위와 수준의 문항 출제는 선행학습 및 선행교육을 유발할 수 있음을 간과하지 않아야 한다. 고등학교 <수학> 과목의 지필평가 문항 분석을 통하여 평가 관련 선행교육 실태를 분석함으로써, 수학 교사들의 2015 개정 수학과 교육과정에 대한 이해도와 단위학교 지필평가의 공교육정상화법 이행 정도를 살펴보고자 하였다. 이를 위하여 A시 소속 95개의 고등학교 <수학> 과목의 1학기 기말고사 문항(1,943개)을 분석하고 선행교육을 유발할 가능성이 있는 문항을 5가지 유형으로 분류하였다. 5가지 유형 중 교육과정 문서에 제시된 교수·학습 방법 및 유의 사항, 평가 방법 및 유의 사항을 준수하지 않은 유형과 이전 교육과정에서 사용하던 용어나 내용을 출제하는 유형의 빈도가 가장 많이 나타났다. 본 연구는 지필평가 문항의 선행교육 실태 분석 결과를 바탕으로 평가 관련 선행교육 방지를 위한 시사점을 도출하였으며, 평가 관련 교사 교육의 중요성에 대하여 논하였다.

According to the 「Special law for promotion on normalization of public education and regulation of preceding education」, which was first implemented on 12 September 2014, teachers are required to answer questions based on the achievement standards and learning content of the curriculum, and should not overlook that answering questions in a range and level outside the curriculum may cause preceding learning and preceding education. By analyzing the status of preceding education related to assessment through the analysis of paper-based assessment questions in the high school 〈Mathematics〉 subject, this study aimed to examine the understanding of mathematics teachers of the 2015 revised Mathematics Curriculum and the degree of implementation of the Special law for promotion on normalization of public education and regulation of preceding education in unit school paper-based assessments. To this end, we analyzed the first semester final examination questions of 95 high schools in City A in the subject of Mathematics, and classified the questions that may cause preceding education into five types. Among the five types, the most frequent types were those that did not comply with the teaching and learning methods and notes presented in the curriculum documents, the evaluation methods and notes, and the types that used terms or content from the previous curriculum. Based on the results of the analysis of the preceding education of paper-based assessment questions, this study derived implications for preventing preceding education related to assessment and discussed the importance of teacher education related to assessment.

키워드

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