Earticle

초록

영어

This study examines critical thinking in Korea’s 2022 Revised National Curriculum for high school Korean Language Arts and English and proposes restructuring directions for the generative AI era. Using a qualitative document analysis of 125 achievement standards, it applies an Ennis-Freire matrix that classifies critical thinking into three levels (functional literacy, logical critique, social critique) across six functions. Results show strong concentration at Level 1 (73.6%), with Level 2 at 24.8% and Level 3 at 1.6%. Korean is distributed across Levels 1 and 2 (52.5%, 44.1%), whereas English is concentrated at Level 1 (92.4%) with no Level 3 standards, revealing a substantial gap between the two subjects. These patterns suggest current standards emphasize skills increasingly replicable by AI while underrepresenting socially grounded critical literacy for interrogating assumptions, bias, and power. The study proposes four restructuring directions: resistant reading, personal knowledge and reflective meaning-making, social-emotional learning integration, and process-oriented assessment including AI-critical evaluation practices. It also discusses implications for teacher capacity building and classroom implementation, while noting the limits of standards-based document analysis.

목차

I. 서론
II. 이론적 배경
1. Ennis의 비판적 사고 이론
2. Freire의 비판적 사고 이론
3. Ennis-Freire 통합 모델
III. 연구 방법
1. 연구 설계
2. 분석 대상
3. Ennis-Freire 통합 매트릭스
4. 분석 절차
IV. 연구 결과 및 문제점
1. 전체 데이터 요약
2. 국어과 성취기준
3. 영어과 성취기준
4. 통합적 관점
V. 개선 논의
1. 저항하는 읽기로의 인식론적 전환
2. 인격적 지식과 성찰로의 존재론적 전환
3. 사회 정서 학습으로의 전환
VI. 결론
Works Cited
Abstract

키워드

저자

• 이정훈 [ Lee, Jeong-hun | 고운고등학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [The Jungang Journal of English Language and Literature]

• 간기

  계간

• pISSN

  1598-3293

• 수록기간

  1968~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 810