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This paper examines question types used during courtroom examinations and how they are rendered by interpreters in interpreter-mediated courtroom examinations. This study, which draws on the naturalistic data of courtroom examinations, corroborates earlier findings that closed questions are predominant in Korean courtroom examinations and that different question types are used in examination-in-chief and cross-examination. The analysis of interpreted questions reveals that interpreters deviate from original questions, frequently failing to preserve the pragmatic meaning of the original question and asking more questions than originally asked in order to obtain substantive responses. This paper points out two additional issues in courtroom examination which may influence interpreting, namely indirect questioning and multiple questions. Examiners frequently ask questions indirectly, not addressing the witness in the first person. Examiners ask multiple questions, which makes it difficult for lay witnesses to rebut or respond to propositions and questions contained therein. These phenomena tend to lead interpreters to modify original questions. This paper concludes that court interpreters should be aware of questioning strategies of examiners and the importance of preserving the pragmatic meaning of questions during the examination, and finally calls for legal professionals to reflect on their questioning practices and cooperate with interpreters for better communication in the courtroom.

The purpose of this study is to seek directions in Korean listening education for foreigners through analyzing the effects of question types and listening strategy use on listening comprehension of Korean. This study investigated three subjects: the effect of question types on listening comprehension of Korean; the difference between high-level students and low-level students according to three classified question types; the effect of listening strategy on listening comprehension of Korean. The data was collected from 45 students learning Korean in Korea University Language Center, and it was analyzed through multiple regression analysis and analysis of variance. The results of the research are as follows. First, the difference between high-level students and low-level students was significant depending on the question types in listening comprehension. High-level students received better scores than low-level students in all three types. The score of intensive listening was the highest, and the score of response listening was the lowest in every level. Second, listening strategies did not affect listening grades greatly, but effects of some listening strategies were significant on listening comprehension. This study provides important implications needed for Korean listening education for foreigners.

The purpose of this study was to analyze teacher questions in five 5th and five 6th-grade English teachers’ guidebooks from the perspective of creative-thinking competence. The teacher questions were analyzed in terms of frequency and types(question form, content, and purpose). Referential questions were also analyzed and described further in order to investigate how students’ creative-thinking competence can be enhanced through the manipulation of teacher questions. The findings are as follows. First, a total of 849 teacher questions were identified, but there was a significant variation in the number of questions among different teachers’ guidebooks. In addition, most teacher questions were drawn from the 4th and 1st periods of lessons. Second, the most frequent types were Wh- questions in form, textbook-related questions in content, and display questions in purpose. Third, a total of 130 referential questions were most frequently found in the 4th and 5th periods, in the Introduction part, and in activities such as Motivation, Let’s Read, and Think and Write. These questions often had the Wh- form and personal-related content. However, some examples of referential questions have shown that teacher questions with the Yes/No form and textbook-related content should also be considered for enhancing students’ creative-thinking competence.

본 연구의 목적은 한국과 미국의 초등학교 수학교과서의 도형 영역 발문을 분석하 여 제시한 발문 유형의 특징을 비교 분석하여 시사점을 알아보기 위한 것이다. 본 연구는 한국의 2015 개정 교육과정에 의한 초등학교 1~6학년 수학교과서와 미국 CCSSM에 의해 개발된 Go-Math K~5학년 수학교과서를 연구 대상으로 선정하였다. 이 중 도형 영역의 발문들을 분석틀에 의해 분류하여 발문 유형과 특징을 분석하 였다. 본 연구에서 사용한 분석틀은 Blosser(1973)의 사고 유형에 의한 분류 체계를 기반으로 여러 선행 연구들의 분석틀을 참고하여 수정하였다. 발문의 유형은 재생 적 발문, 제안적 발문, 분류적 발문, 적용적 발문, 종합적 발문, 예상적 발문, 판단 적 발문, 확산적 사고 발문, 평가적 사고 발문으로 설정하였다. 연구 결과, 한국 수 학교과서 발문은 학생들에게 학습 활동의 방향을 안내하고 개념 학습과 관련된 구 체적 조작 활동을 제시하는 발문의 비중이 높았다. 미국 Go-Math 교과서는 학생들 이 개념을 적용할 다양한 문제 상황이나 경험을 반복적으로 제시하는 발문의 비중 이 높았다. 또한 한국과 미국교과서 모두 주로 인지·기억적 사고와 수렴적 사고를 이끌어 내기 위한 폐쇄적 발문이 개방적 발문보다 더 많았지만, 한국 수학교과서는 미국 수학교과서에 비해 확산적 사고와 평가적 사고를 다루는 발문이 더 많이 제 시하고 있었다. 제언으로, 한국 수학교과서 도형 영역에서 판단적 발문의 비중을 늘릴 필요가 있으며, 다른 영역에 대한 후속 연구도 필요함을 주장하였다.

The purpose of this study is to compare and analyze the features of the types of geometry questions in Korean and American elementary mathematics textbooks to find out the implications. The researchers selected elementary mathematics textbooks grades 1-6 developed under the 2015 revised curriculum in Korea and Go-Math K-5 developed under the CCSSM in the U.S. The types and characteristics of the questions were analyzed by classifying them by the analysis framework. The analysis framework used in this study was modified by referring to the analysis framework of several prior studies based on Blosser (1973)'s classification criteria. We set the types of questions as regenerative, suggestive, categorical, applicable, comprehensive, predictive, judgmental, diffuse thought, evaluation thought. As a result of the study, the Korean mathematics textbooks had a high proportion of those that guided students to the direction of learning activities and presented concrete manipulation activities related to conceptual learning. The U.S. Go-Math textbooks had a high proportion of expressions that repeatedly presented various problem situations and experiences for students to apply concepts. In addition, both Korean and U.S. textbooks had more closed doors to induce cognitive and memory and convergent thinking than open thinking, but Korean mathematics textbooks had more open questions to deal with divergent and evaluative thinking than American textbooks. As a suggestion, it is necessary to increase the proportion of judgemental questions in geometry in Korean mathematics textbooks, and to follow-up research on other areas.

This study intends to examine the types and functions of interrogative sentences used in the interpreting of police-suspect interview discourse in Korea. The findings of this analysis are as follows: First, the Korean police usually employed wh-interrogative sentences to ask for information from foreign suspects while using negative yes-no questions or declarative questions to refute the statements of foreign suspects. This attests to the fact that police officers use different types of interrogative sentences based on their investigation strategies. Second, foreign suspects made a number of questions about the intention of police officers’ questions or others. In particular, they asked questions the most when they were read their Miranda rights. This was mainly caused by the imbalance of knowledge between the two sides, which is one of the features found in institutional discourse. In the end, foreign suspects use a question as a means to protect their rights and make a statement favorable to themselves. Third, interpreters asked questions mainly about the case under examination to foreign suspects and police officers. This was also attributable to the imbalance of information and knowledge between the parties involved. In addition, interpreters sometimes asked additional questions to foreign suspects to get exact answers to the questions asked by police officers. This shows that interpreters use questions to confirm the accuracy of their interpretation or lead foreign suspects to provide answers appropriate to the questions police officers ask.

이 연구의 목적은 유아 - 어머니 상호 작용에서 모성 언어 입력의 변이를 조사하는 것이었다. 이 연구의 대상 자는 중국 연길에서 1세에서 2세 사이의 영아를 돌보는 22명의 양육자였다. 연구자들은 약 1년 간격으로 이 어머니의 말을 두 번 모았다. 각각의 시간에, 영아와의 상호작용 동안 각 어머니의 자발적인 자연발화가 약 35 분 동안 비디오테 이프로 녹화 된 다음 기록되었다. 어머니의 발언은 KCLA를 사용하여 분석되었으며 담화 기능을 설명했다 : 설명, 표 시, 질문 및 질문 유형 : 예 - 아니오 질문, 질문 - 질문, 공개 질문. 그 결과, 모계 언어 입력은 어휘 범주와 문법에서 복잡하게 변했으며, 영아가 나이가 들수록 공개 문항에서 유의하게 증가했다.

The purpose of this study was to investigate variations of maternal linguistic input in infant-mother interactions. The subjects of this study were 22 care givers of children speaking Korean from 1 to 2 years of age in Yanji, China. We collected these mothers' utterances for two times with about one year interval. In Each time, each mother's spontaneous natural speech during interaction with her infant was videotaped for about 35 minutes, and then transcribed. Mothers' utterances were analysed by using KCLA and coded for discourse functions: explanation, indication, question, and question types: yes-no question, wh-question, open question. The result showed that maternal linguistic input did vary complexly in lexical categories and gramma, and was significantly increased in open-question as her infant get older.

This study examined the effects of question types and several individual differences on children’s remembering of a stressful experience. 63 children ranging in age from 4 to 10 years who had visited a private dental clinic and undergone a minor operative dental procedure were evaluated through hierarchically structured interview protocol. Overall, older children showed superior total recall and provided more information than younger children particularly in response to general probes. More interestingly, some individual characteristics specific to each child, namely negative dental history, parents preparation for the event and children’s social emotional behavior characteristics were strongly associated with children’s recall by open-ended questions much more than closed and yes-no questions both for older and younger children. Finally, the importance of questions types and individual differences for further understanding of children's reliable testimony in forensic context were discussed in depth.

The purpose of this study is to compare questions types of Korean EFL textbooks of the seventh national curriculum (current textbooks) with those of the sixth national curriculum (previous textbooks). This study found that there were significant differences in question types of receptive skills, listening (monologues, dialogues), and reading (narrative, pragmatic) between current and previous textbooks in terms of the level of comprehension. There was no significant difference in question types of expository reading passages between current and previous textbooks. Although higher-order questions are also important to make language class more interactive and communicative, this study as well as previous ones shows that questions of literal comprehension were heavily used in current textbooks, especially in listening. Although current textbooks presented more questions of inference and personal response than previous textbooks, those questions were minimally used. Both reorganizatinal and evaluative questions were rarely used in current and previous textbooks. In short, because current textbooks still rely on lower-order memory questions, they do not require substantive thought from students. Thus, this study suggest that EFL textbooks use less literal comprehension questions and more communicative questions such as reorganization, inference, evaluative and personal response.

Despite the importance of interaction and teacher questions in academic Korean classes, systematic questions based on learners' cognitive and definitive aspects are not being accomplished in real classroom classes, and thus learners' responses are not occurring properly. Therefore, this study aimed to typify, categorize, and analyze various questions of Korean teachers currently being accomplished in the field of Korean language education. Furthermore, I tried to compare and analyze teacher questions in liberal arts and major Korean classes and draw implications for effective questioning strategies by linking them with learners' characteristics and responses. Accordingly, I proposed an effective strategy that can help teachers plan questions in the classroom appropriately for easy application in the on-site Korean language classes, promoting classroom interaction, and improving academic communication skills.

This study explores the relationships between reading a passage and writing a summary. Summary writing has two processes: (1) reading comprehension of texts and (2) writing a summary following the instructions in the question. There are three types of summary questions for Japanese learners: (1) reading an English passage and writing a summary in Japanese (EJ type), (2) reading a Japanese passage and writing a summary in English (JE type), and (3) reading an English passage and writing a summary in English (EE type). This study investigates how these summary question types affect Japanese learners in writing a summary. 51 Japanese high school students participated. First, they all took a common reading comprehension test and were then randomly divided into three groups of 17 students each (Group A, B, and C). Group A, B, C took EJ, JE, and EE type summary questions, respectively. The scoring rate of the common reading comprehension test was 89.69%, indicating all the participants’ reading comprehension was generally good. However, the results of summary questions were different. The scoring rate was 46.47%, 40.00%, and 20.00% for EJ, JE, and EE, respectively. These results revealed there was still a significant gap between reading comprehension and writing a summary.

本研究は読解力と要約作成力の関係を検討した。要約作成には（１）テキストの読解と（２）問題の指示に従い要約を書く、という２つの過程がある。日本人学習者には（１）英語を読み日本語で要約を書く（EJタイプ）、（２）日本語を読んで英語で要約を書く（JEタイプ）、ならびに（３）英語を読んで英語を書く（EEタイプ）という３種類が存在する。本研究では、この３種類の問題が日本人学習者の要約作成にどのような影響を及ぼすかを調べた。実験には51名の日本人高校生が参加した。まず、彼らに共通の読解力テストを課し、17名ずつ３つのグループA, B, Cに分ける。グループA, B, CはそれぞれEJ, JE,EEの要約テストを解く。共通の読解力テストの得点率は89.69%であり、参加者全員の読解力は総じて優れていることが分かった。しかし、要約テストの結果には差が生じた。EJテスト、JEテスト、EEテストの順に得点率はそれぞれ46.47%、40.00%、ならびに20.00%であった。この実験結果が明らかにしたことは、読解力と要約作成力の間には大きな差が存在するということだった。

The interaction between the teacher and learner is most important in Korean class. A key element in the interaction is the teachers’ ‘question’. In particular, there are many studies being conducted in Korean language elective courses and general Korean language courses however research on questions in Korean language major courses are very rare. As a result, this study tried to categorize, classify, and analyze teachers’ questions in the Korean language education major courses with a high proportion of international students to derive future plans for question strategies. If strategies to promote interaction in major courses are prepared, teachers will be able to properly plan questions and promote interaction between students in the classroom.

The purpose of this study is to analyze confirmation hearings for Prime Minister Nominees from the perspective of institutional conversation analysis, to identify what types of questions politicians use and their effectiveness related to the institutional context. The data consist of confirmation hearings for the 45th former Prime Minister Lee Nak-yon and the 46th former Prime Minister Chung Sye-kyun, and were transcribed and analyzed based on the transcription system suggested by Gail Jefferson. The findings show that a confirmation hearing is a highly institutionalized conversation that has legal regulations on the turn-taking system and time limit for speaking with a clear purpose of verifying the qualification of bureaucrat nominees. Questioners set topical agenda and strategically used questions in the form of polar, alternative, and close-ended with prefaced statements implying specific presuppositions to limit the nominees' answers. Questioners recognized and performed their role under the institutional context, and at the same time played the role of an intermediary relaying the answer to the listener outside the conversation situation. Questions have significance in that they are being used as an effective means to achieve the institutional purpose of the confirmation hearing system.

본 연구의 목적은 과학독서지도에서 질문유형을 통해 독서과정에서 나타나는 질문의 양상을 분석하고, 효과 적인 교육 방향을 모색하는 것이다. 이를 위해 초등 영재 학생들의 과학 관련 도서에 대한 독서록을 질문중심으로 분석하였다. 서울교육대학교 영재원에 재학 중인 학생들에게 과학 관련 도서를 읽고 독서록을 제출하도록 과제를 내준 후, 가장 많이 읽은 책 중 2권을 선정하여 이 책들을 모두 읽은 학생 60명의 독서록, 총 120편을 분석 대상으로 하였다. 독서록의 양식에 따라 학생들이 읽은 도서에 관련된 질문을 작성하도록 하였고, 학생들이 적은 질문들을 3가지 유형의 질문(수렴적 질문, 생산적 질문, 평가적 질문)으로 나누어 분석하였다. 그리고 독서록은 내용이해, 사고 의 깊이, 논리성, 독창성을 토대로 독서록을 평가하였으며, 평가점수별로 상중하로 분류하였다. 그 결과, 영재 학생들 이 생성한 질문의 유형 중 가장 많은 것은 생산적 질문으로 나타났다. 이것은 독서록 평가점수별로 나뉜 상중하 3개 의 그룹에서도 동일한 결과로 나타났다. 또한, 독서록 평가에서 높은 점수를 받은 그룹일수록 생산적 질문의 비율이 높았으며, 하위 그룹일수록 생산적 질문의 비율이 낮았다. 이는 과학독서를 통한 질문의 유형과 학생들의 과학적 능력 간의 상관관계가 있음을 시사하며, 향후 독서록에 좋은 수준의 과학적 질문을 적고, 효과적인 독서교육이 이루 어지도록 독서록을 개선 및 개발하는 데에 토대가 될 것이다.

The purpose of this study was to explore the question types of reading process in science reading instruction, and find effective education direction. For this purpose, elementary school gifted students’ science book reports were analyzed in focusing questions. 60 students in Seoul National University of Education Gifted Education Center submitted the book reports after reading science books. Researchers selected 2 books and 120 book reports which were the most read. In the format of book report, students make questions about the book, and the questions were categorized in 3 types (convergent question, productive question, evaluative question). Also the book reports were evaluated in 4 criteria (contents understanding, depth of thinking, logicality, creativity), and divided in good, average, poor. As a result, productive questions were the most and it was the same result in the group of good, average, poor. Moreover, the higher score group in evaluating the book reports, the more ratio of productive question. In contrast, the lower score group in evaluating the book reports, the less ratio of productive question. It shows that the question types are related to students’ science abilities, and will be base to improve making better questions and develop effective reading education.

본 연구는 ChatGPT를 활용한 질문 기반 글쓰기 수업에서 학습자의 질문 유형 변화와 ChatGPT 피드백 활용 인식을 분석하는 것을 목적으로 하였다. 연구 대상은 전문대학 1학년 학생 29명이었으며, 15주 수업 중 중간·기말고사 주차를 제외한 13주 동안 수집된 질문과 피드백 자료에 질적 내용분석 방법을 적용하였다. 분석 결과, 학습자의 질문은 초기 단계에는 단순 수정 요청이나 형식 확인 중심의 질문이 주로 나타났으나, 수업이 진행됨에 따라 논리·구조 점검, 내용 보완, 독자·맥락 고려, AI 통제 및 메타인지적 질문으로 확장되는 경향을 보였다. 또한 학습자가 가장 도움이 되었다고 인식한 ChatGPT 피드백의 특성은 명료성과 간결성 제고, 구체성 강조, 구조·구성에 대한 안내 순으로 나타났다. 이는 학습자가 ChatGPT를 단순한 문장 수정 도구로만 활용한 것이 아니라 글의 구조와 논리 전개를 점검하는 학습 지원 도구로 인식하고 있음을 보여준다. 이러한 결과는 생성형 AI가 글쓰기 과정에서 학습자의 사고 확장과 자기 점검을 지원하는 학습 지원 도구로 활용될 수 있음을 시사하며, 생성형 AI 기반 글쓰기 수업 설계에 함의를 제공한다

This study aimed to analyze changes in learners’ question types and their perceptions of ChatGPT feedback use in a question-based writing class using ChatGPT. The participants were 29 first-year students at a junior college, and qualitative content analysis was conducted on question and feedback data collected over 13 weeks, excluding the midterm and final examination weeks from a 15-week course. The findings showed that, in the early stage, learners’ questions were mainly focused on simple revision requests and format checking. As the course progressed, however, their questions expanded to include checking logic and structure, supplementing content, considering audience and context, and regulating AI through metacognitive questioning. In addition, the types of ChatGPT feedback perceived as most helpful were, in order, improving clarity and conciseness, emphasizing specificity, and providing guidance on structure and organization. These findings suggest that learners perceived ChatGPT not merely as a sentence-level editing tool, but as a learning support tool for examining the structure and logical development of their writing. The results further indicate that generative AI can support the expansion of learners’ thinking and self-monitoring in the writing process, offering implications for the design of generative AI-based writing instruction.

한글능력검정시험은 일본에서 실시되는 한국어 숙달도를 평가하는 시험으로 일본어 모어 화자를 대상으로 한다. 1993년 6월에 제1회 시 험이 실시된 이후에 수험자 수는 매년 증가하는 추세이며, 2006년에 는 한국어 학습자들의 실전적인 커뮤니케이션 능력을 높이기 위하여 새롭게 출제기준과 출제형식도 개정되었다. 그러나 아직까지 한글능 력검정시험에 관한 연구는 그다지 이루어지지 않은 상태라 할 수 있 다. 본 논문은 한글능력검정시험(제41회) 3급의 필기시험 문제의 평가 항목을 유형별로 [음운현상], [단어와 관용표현], [한자어 읽기], [동사 와 형용사의 활용형], [대화문 완성], [번역], [조사], [장문독해]의 총 8 부문으로 분류하고, 한글능력검정시험에서 중급레벨에 해당하는 3급 을 응시한 일본 대학생들의 시험결과를 통하여 중급 학습자의 한국어 숙달도에 관하여 고찰하였다.

Journal of the International Network for Korean Language and Culture 12-1, 53-77. The Korean Language Proficiency Test is a test of Korean language proficiency organized by the Korean Language Proficiency Association in Japan for people with the Japanese language as their mother tongue. The number of examinees has increased since the first test was held in June of 1993. Qualification items and methods were newly revised in 2006 to upgrade practical communication among Korean language learners. However, it may be said that there are not many studies on question types or learning phases of the Korean Language Proficiency Test, even though it examines Korean language proficiency. The purpose of this study is to consider the contents and types of questions in the Korean Language Proficiency Test (grade 3), which objectively assesses Korean language proficiency, and investigate which parts are difficult for Japanese learners through test results. Grade 3 of the Korean Language Proficiency Test is for intermediate level learners with questions consisting of understanding Korean phonological phenomena, words and common expressions at the intermediate level, how to write Chinese characters with Korean letters, completing conversations, translating Korean to Japanese and vice versa, selecting markers and predicate application at the intermediate level, reading long sentences and understanding meaning. In addition, the study analyzes the percentage of correct answers for each question and type in reference to the test results of Japanese students who took level 3 of the 41st Korean Language Proficiency Test to assess the learning capability of students who took Korean language classes in colleges and universities and investigates the Korean language proficiency of Japanese learners at the intermediate level. (Tohoku Gakuin University)

본고는 한국어능력시험의 문법 문항 분석을 통하여 한국어능력시험의 문법 평가 영역를 살펴보았다. 이를 통해 현재의 한국어능력시험이 문법 항목을 평가하기에 적절한지 여부 를 살폈고, 새로운 출제 기준 마련으로 이전 시험보다 더 체계적인 문법 내용 범주의 위 계화가 이루어졌는지를 문법 문항을 중심으로 살펴보았다. 전체적인 분석 결과로는 한국 어능력시험의 문법 문항이 내용 범주의 위계화와 더불어 평가 유형이 함께 위계화 되었다 고는 볼 수 없었다. 또한 개선이 된 후에도 유형의 다양성 문제는 아직 해결되어야 할 과 제로 남겨져 있다. 한국어능력시험이 숙달도 평가로서 한국어 의사소통적 능력을 제대로 평가하기 위해서는 문법적 중요도와 사용빈도에 따라 교육 문법 범주를 정하는 것도 중요 하지만 이들 문법 항목의 언어 능력에 따른 다양화된 문제 유형의 제시와 위계 정리도 중 요하게 다루어져야 할 것이다.

This study examined grammar test of Test of Proficiency in Korean (TOPIK) by investigating grammar questions of the 22nd term TOPIK. The study investigated properness of grammar test of TOPIK and examined hierarchy of current grammar questions comparing with previous tests. The findings were: TOPIK grammar questions did not make hierarchy of contents and test types. Variety of types should be solved even after reformation. Grammar category should be decided depending upon grammar values as well as use frequency to test communication ability in the Korean language, and various kinds of question types and hierarchy should be made depending upon linguistic ability of grammar questions.

In the study of second language acquisition, examining the acquisition order of the learners' target language is critical to understanding their interlanguage characteristics. The order of ZAI by Korean learners was studied in this paper. First, the grammatical point of ZAI was divided into four parts: verbs, prepositions as adverbs, prepositions as complement, and adverbs. Next, the required Chinese sentences from the questions of the HSK Level 4 mock test were selected and adapted into three types: choice, judgement, and translation. The Korean learners were asked to answer the questions, and their data were analyzed then. The main points to consider in this study were (1) does the Korean learners acquire ZAI with the same order of the grammar points presented in their textbook? (2) Is the language acquisition order of ZAI affected by the question types? The results showed that, the sequence of ZAI presented in the textbook is essentially consistent with the language acquisition order of the learners, and their language acquisition order varies with the question types.

역사 교육에서 중요한 역사적 사실을 가르쳐야 하는 것은 당연하다. 그러 나 중요한 사실이 무엇인가를 정의하기는 어렵다. 최근 고등학교 한국사에 대해서는 역사 내용 자체의 중요성에 대한 고민보다는 역사의 주제나 소재를 선택하는 것에 힘을 쏟는 듯하다. 이러한 경향은 한국사 교육과정에까지 영 향을 미쳤으며, 학교급별 한국사 학습의 시기가 전근대사와 근현대사로 확연 하게 구분되었다. 적절한 결과인가에 대해서는 역사 내용요소에 대한 심도 있는 연구가 필요하다. 한편 한국사는 절대평가 체제에 따른 수능 필수 과목으로 지정되어 운영되 고 있다. 더구나 2015 개정 한국사 교육과정에 따른 2023학년도 한국사 대학수 학능력시험이 처음 치러질 예정이다. 중요한 역사 내용에 대한 연구도 필요하 지만 수능 한국사 시험 출제를 앞두고 핵심 내용 및 핵심 내용요소의 재선정 이 시급하다. 본고에서는 현행 한국사 9종 교과서의 핵심 내용 및 핵심 내용요 소를 추출하였다. 이를 토대로 수능 한국사 시험 문항의 새로운 유형을 제안 하였다. 목적은 첫째, 수능 한국사 시험 문항이 단순하고 객관적인 역사 지식 으로 구성되는 경향이 높았기 때문이다. 둘째, 이 때문에 역사학습에서는 역 사적 사실에 대한 다양한 해석이 중시되면서도 평가에서는 다각적 관점이 개 입되기 어려웠다. 셋째, 그 결과 다양한 의견이나 가치가 내재된 문항을 구성 하기는 어려웠다. 지금과 같은 상황에서는 해석이나 탐구 설계 능력, 상상 및 판단 능력과 같은 평가 요소를 측정하는 것이 어렵다. 더욱이 고교학점제 및 서·논술형 평가 체제로 전환하고 있는 추세도 고려해야 하는 시점이다. 이에 최근 역사학습의 이해방식으로서 변화개념을 분석한 연구를 토대로 수능 한국사 시험 문항의 새로운 유형을 구성하고자 하였다. 변화개념은 실 질개념과 메타개념으로 구분할 수 있다. 전자의 개념이 역사적 현상의 표면 을 묻는 것이라면 후자의 개념은 역사적 현상의 복잡한 이면을 묻는 이해방 식이다. 문항 시안의 한 가지는 ‘역사 자료의 분석 및 해석’ 능력을 측정하기 위한 것으로 제시문의 내용을 분석하여 이를 근거로 정답을 도출하도록 고안 하였다. 다른 한 가지는 ‘역사 상황 및 쟁점의 인식’ 능력을 측정하기 위한 문 항으로 역사적 사건 이면의 역사적 의미에 대해 파악하는 능력을 측정하기 위한 것이다. 두 문항을 현실화하기 위해서는 개선해야 할 사항이 많지만 역 사 영역에 특정적인 변화개념을 적용하고자 하였다는 점에서 의미를 찾을 수 있다. 변화개념을 활용한 새로운 평가 문항 유형을 개발함으로써 평가에서도 역사 사실에 대한 다양한 해석이 가능할 수 있을 것이다.

It is undoubtedly natural to teach important historical facts to students. However, it is difficult to define what important facts are. Recently, experts on high school Korean history seem to be making their efforts on choosing the content elements or subject matters of history. In doing so, they tend to consider the modern and contemporary periods most important. Their argument is well reflected even in the secondary level Korean history curriculum, which is composed of a relatively reduced pre-modern period and a much-strengthened modern history. An in-depth study on the elements of historical content is needed to evaluate whether it is an appropriate composition of the Korean history curriculum Meanwhile, Korean history is a required subject for the CSAT (College Scholastic Ability Test) and the 2023 CSAT for Korean History will be held for the first time according to the 2015 Revised Korean History Curriculum. It is urgent to re-select key contents and the associated elements ahead of the CSAT Korean history test. In this study, the core contents and elements associated with core contents were extracted from the currently used nine Korean history textbooks. Based on this, a new type of Korean history test questions for the CSAT was proposed for the following reasons. First, questions on the CSAT Korean history test tended to consist of simple and objective historical knowledge. Second, various interpretations of historical facts have been emphasized in history learning, but it was difficult to evaluate multiple perspectives. Third, questions dealing with diverse interpretations or values have been excluded. By analyzing the concept of change as a method of understanding history, this paper tried to construct a new type of Korean history test questions for the CSAT. The concept of change can be divided into substantive concepts and meta concepts. While the former asks about the surface of historical phenomena, the latter is a way of understanding the structure of historical knowledge. For developing this type of test question, there are many things to be improved. This paper only suggested examples of applying the concept of change. Diverse interpretations of historical facts will be possible by developing new types using the concept of change.

본 연구는 국내외에서 배심원들에게 제시되는 ‘합리적 의심 없는 증명의 원칙’ 지시문을 심리 언어적 요인과 내용을 기준으로 세 유형으로 분류하였다. 또한 형사법상의 법적 원칙의 이해를 도와주는 시각적인 보조도구의 제시 여부에 따라 역시 두 집단으로 분류한 3 × 2의 피험자 간 설계이다. 403명의 참가자는 재판 내용을 요약한 스크립트를 보고 피고인의 유무죄와 본 원칙의 전반적인 이해도, 각 지시문이 요구하는 최소한의 입증요구 정도와 각 지시문의 초점에 대한 문항에 응답하였다. 연구 결과, 심리 언어적 구조가 단순한 지시문이 제시된 경우 회상점수가 유의미하게 높았고, 시각적 보조도구가 제시된 경우 이해 점수가 유의미하게 더 높게 나타났다. 또한 무죄 추정의 원칙과 검사의 입증책임이 포함된 지시문을 읽은 참가자들이 다른 조건에서보다 지시문이 피고인의 무죄에 중점을 두고 있다고 응답하였고, 이는 유무죄 평결에 유의미한 예측변인이었다. 회상 점수와 이해 점수도 피고인이 유죄일 확률에 대해 유의미한 예측 변인인 것으로 나타났다. 본 연구는 지시문의 패턴화 필요성을 제기하고, 시각적 보조도구의 긍정적 효과를 확인한 데 의의가 있다.

In this research, three different ‘Beyond a Reasonable Doubt’ instruction types are sorted by psycholinguistic factors and contents, which are previously provided forms in actual process. Presentation of visual aid for better comprehension of legal principles is another variable. To sum, this study is 3 x 2 between-subjects design. 403 people participated in this survey, they responded to the questions regarding guilty judgements and degree of understanding after reviewing summary on the dramatized actual criminal cases. They were also required to consider the minimum prerequisite for deciding ‘guilty’ or ‘not guilty’, as well as on which side of the judgements the instructions were focused. As results, recall scores are appeared relevantly higher with simpler instruction than other types, for understanding scores, with visual aid than without it. Also, instruction containing presumption of innocence and prosecutor’s burden of proof is considered to be more emphasized on the ‘Not guilty’ side than ‘Guilty’ one. Unexpectedly, emphasis on the ‘Not guilty’ side in instruction, recall scores and understanding scores are rather clearly appeared as a significant preestimated variable on the percentage of ‘Guilty’ judgement. This research raised the necessity for standardization of the jury instructions in the korean court, accompanying with the positive effect on the understanding with use of visual aid.