수능 국어 영역에 대한 비판적 점검과발전적 방향 모색－수능 평가의 본질 회복을 향하여－

초록

Purpose：This article is intended to present the direction in which the Subject of Korean language should go as a more favorable assessment tool through a critical examination of the current Korean language area in College Scholastic Ability Test(CSAT). Methods：For this purpose, the check was based on the competition relationship between various variables intervening in the CSAT problem making. The competition between the high school curriculum and college scholastic ability, between thinking ability and knowledge, between the virtues and limitations of multiple-choice questions. Results：The items necessary for a thinking ability test are summarized as follows ; ① The section of listening and speaking, writing must be excluded. ② Persuasive text should be stored in reading section. ③ Questions that directly ask knowledge of grammar must be eliminated. ④ Questions that require excessive time should be eliminated in reading section. ⑤ Questions that require deep interpretation should be given in literature section. ⑥ Regular questions must be eliminated at literature section. Conclusion：It is predictable that there will be opposition to these claims. However, the tension between the various voices that will emerge in the process of policy judgment on the status of the CSAT test and the convergence of social demands for language education is expected to contribute to a healthier ecosystem of Korean language education.

키워드