중학교 3학년 음악과 지필평가 분석 : 강릉 지역을 중심으로
An analysis on paper tests for music of the 3rd grade Junior High school : in Gangneung
- 발행기관 강릉대학교 교육대학원
- 지도교수 김종진
- 발행년도 2007
- 학위수여년월 2007. 2
- 학위명 석사
- 학과 및 전공 음악교육전공
- 원문페이지 39 p.
- 본문언어 한국어
초록/요약
Generally the assessment means that it judges value or quality of a certain subject. This assessment is one of basic behaviors whether being conscious or unconscious constantly in the middle of making of human life. That concept is applied to the field of education in Korea. In the field of education that caries out teaching-learning activity was performed various assessing activities in accordance with the goal of education, subjects, fields and so on. This assessment needs objective and systematic assessing methods because of behavior that judges a certain subject. The assessing methods in music education such as practical assessments, awritten assessments, and a variety of performance assessments apply to the assessments. Among them, especially a written assessment method is one of the mostly popular and used assessment methods by teachers as it can assess the basic concept of music objectively and efficiently. This study found that the basic concept of music which is suggested the comprehension field of the 7th curriculum by these questions of written assessments and classifications of cognitive behavior which are suggested by Bloom's taxology of educational goal were reflected to the written assessments well. The method of this study was to analyze 371 questions of 14 copies of written assessments that were presented to the mid-term and the final whose seniors took a test in seven high schools in Gang-neung in 2005 by the table of dualistic classification. The table of dualistic classification is made of musical basic concept of comprehensive field suggested in the 7th curriculum and Bloom's classificational system of cognitive behavior's features as a criterion. The result of this study as follows. First, the questions about western music occupied 76.8% of total questions.: 294 questions of total 317 questions, while Korean classical music occupied 23.1% of total questions.: 77 questions of total 317 questions. Even though Korean classical music in the 7th curriculum is emphasized, we easily recognized the fact of that percentage of Korean classical music is just around 20% of total questions. Second, to search facts about western music with a point of view by conceptism, questions about rhythm, melody, extra components were showed high rate of presenting questions on the other hand, questions about rhythm, tone, extra components in Korean classical music were showed high rate of presenting questions. Meanwhile, questions about harmony were presented lower rate than rhythm, tone, extra components of those. Namely, we can notice that the musical basic concept suggested comprehensive field of the 7th curriculum did not evaluate equally. Third, to search this study with a cognitive behavior's feature point of view, the tendency of presenting questions showed order of understanding, knowledge, application, and understanding systematically but questions of analysis and synthesis were not presented any musical exams. Questions requiring the degree of knowledge that is a behavior classification of inferiority mind ability were presented a lot both western music and Korean classical music. As we see above, the written assessments of music in the middle schools have a lot of insufficient respects According to the result of this study, the written assessments were short of balancing western music and Korean classical music, musical basic concept, classificational system of cognitive behavior and so on. Consequently, this study is to suggest as follows We have to assess more Korean classical music. When we present questions, we should consider various musical concept as features of cognitive behavior. Also, we have to avoid simple-rote learning questions such as asking rhythm, tonality without presenting music or recording partial music develop questions and to apply them through understanding several concepts and present questions. And the written assessments in musical education will have to develop various questions in order to assesses practical questions. Through this study, we recognized that the necessity of various written assessments which are more objective in musical education. Finally, I expect this study to be used materials which operate systematic and valid written assessments.
more목차
Ⅰ. 서론 = 1
1. 연구의 필요성 및 목적 = 1
2. 연구의 방법 = 3
3. 연구의 제한점 = 3
Ⅱ.이론적 배경 = 4
1. 교육평가 = 4
2. 음악 교육의 평가 = 9
Ⅲ. 연구의 방법 및 절차 = 13
1. 연구의 대상 및 절차 = 13
2. 연구 도구 및 방법 = 13
Ⅳ. 중학교 음악과 지필평가 문항 분석 = 22
1. 서양음악과 전통음악 문항의 출제 비율 분석 = 22
2. 이해 영역에 제시된 개념별 분석 = 23
Ⅴ. 결론 및 제언 = 33
참고 문헌 = 35
ABSTRACT = 37
