한국학교수학회논문집 (Journal of the Korean School Mathematics Society)

  • 제27권2호
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  • Pages.177-196
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  • 2024
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  • 1229-0890(pISSN)
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  • 2713-4350(eISSN)
한국학교수학회 (The Korean School Mathematics Society)
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2015⋅2022 개정 중학교 수학과 교육과정 성취기준 비교 분석을 통한 평가 문항 방향 탐색

Exploring the direction of evaluation questions through comparative analysis of the 2015⋅2022 revised middle school mathematics curriculum achievement standards

  • 투고 : 2024.03.11
  • 심사 : 2024.04.28
  • 발행 : 2024.06.30
⟨ 이전 논문 다음 논문 ⟩

초록

교사의 교육과정에 대한 이해도는 평가를 포함한 교수⋅학습에 가장 큰 영향을 미치는 요소 중 하나이다. 교육과정에 대한 교사들의 차별적 해석은 오히려 학생들의 학습량을 증대시킬 수도 있으므로 교육과정 개정 시 변화된 내용 요소와 성취기준에 대하여 보다 상세한 가이드라인 제시가 요구된다. 본고는 2015⋅2022 개정 중학교 수학과 교육과정을 내용 요소와 성취기준 변화 중심으로 분석하여 학교 현장에서 교사가 평가 문항제작 시 유의할 사항을 정리하고 이를 토대로 변화된 성취기준 관련 예시 문항을 제시하였다. 본고의 연구 결과는 2022 개정 중학교 수학과 교육과정에 기반한 평가 문항 제작을 위한 교사 연수 자료로 활용이 가능할 뿐만 아니라 중학교 수학 교과서 집필에 대한 시사점을 제공할 수 있을 것이다.

A teacher's understanding of the curriculum is one of the factors that has the greatest influence on teaching and learning, including evaluation. Teachers' differential interpretation of the curriculum may actually increase students' learning burden, so more detailed guidelines are required for changed content elements and achievement standards when revising the curriculum. This paper analyzed the 2015⋅2022 revised middle school mathematics curriculum focusing on changes in content elements and achievement standards, summarized matters for teachers to keep in mind when creating assessment questions at school, and presented example questions related to the changed achievement standards based on this. The research results of this paper can not only be used as teacher training materials to create assessment questions based on the 2022 revised middle school mathematics curriculum, but can also provide implications for writing middle school mathematics textbooks.

키워드

참고문헌

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