국어과 중등교사 임용시험(2002-2025) ‘고전 산문’ 영역의 분석 및 방향

초록

Objectives This study aims to analyze how the 'Classical Prose' section has been presented in the first-round Korean Language Secondary Teacher Recruitment Exam from the 2002 to 2025 academic years and to propose future directions for improvement. Methods First, to address the research question, "What are the trends in classical prose works presented in the Korean Language Secondary Teacher Recruitment Exam?", a content analysis was conducted on the genre, the matic categories, and frequency of the classical prose works included in the exam passages. Second, to examine the research question, "Have the evaluation items in the classical prose section of the Korean Language Secondary Teacher Recruitment Exam been appropriate?", the cognitive processes and knowledge dimensions in the exam questions were analyzed based on Anderson & Krathwohl's (2001) classification system. The combination of these dimensions and the specific question types were examined in detail. Lastly, based on the findings of the previous analyses, the study sought to answer the research question, "How should the classical prose section be structured in future Korean Language Secondary Teacher Recruitment Exams?" by identifying areas for improvement. Results An analysis of the genres of classical prose passages in the Korean Language Secondary Teacher Recruitment Exam (2002-2025) revealed that novels accounted for over 50%, making them the most frequently featured genre. In terms of thematic categories, romance novels and heroic/military tales were the most commonly included works. Additionally, certain previously featured works were reappearing. Furthermore, an analysis of the exam questions based on Anderson & Krathwohl’s (2001) Revised Taxonomy of Educational Objectives found that the combination of cognitive processes and knowledge dimensions was relatively limited. The most frequently tested combination was “Understanding” and “Conceptual Knowledge”. Within each evaluation category, the sub types of question formats exhibited diverse patterns and were generally appropriate in their application. Conclusions Based on the analysis results, three key areas for improvement in the future classical prose section of the teacher recruitment exam were proposed: First, a greater diversity of genres and thematic categories should be included. The current dominance of novels should be reduced by incorporating didactic prose and dra matic works, as well as questions featuring passages that combine multiple genres and thematic elements. Second, exam questions should reflect a wider range of cognitive processes and knowledge dimensions. While ensuring that clear and definitive answers can be established, the questions should also be designed to assess higher-order thinking skills and practical teaching competencies. Third, a portion of the exam should focus on fun damental theories and knowledge related to classical literature and literary history, which are essential for pre-service teachers. This emphasizes the need for exam content that aligns more closely with the core nature of classical literature.

키워드