고등학교 문학교육의 수행평가에 관한 연구
(The) Study of Performance Assessment in Literature Courses at Highschool
고등학교 문학교육 수행평가;
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This Performance Assessment model for a literature course is designed to help students understand and appreciate literature, and hopefully trigger students' interest in it. Grading is a great part in literature courses, as it can influence the success or failure of a students' education itself. The aim of a literature course is to build their readers' humanity, to allow for an active understanding of the original text and to internalization of it. Assessment in a literature course, therefore, should focus on the students' individual's. The receptive capacity and the degree of internalization. Until now, however, assessment in literature courses has just been based on knowledge of discrete points. This study suggests ways to improve students' understanding and appreciate on of literature, and to make them more interested in it. This study also aims to show and analyze a practicable way of assessment. Chapter Ⅰ is the introduction. It explains the objective, necessity, presents an examination of earlier studies, and the extend and methods of this study. Chapter Ⅱ, presents a models of teaching and learning based on the theories and distinctive features, and methods of evaluation in a literature course. Chapter Ⅲ consists of actual application cases in class. In this chapter, students' comprehension of and response to literature is analyzed. In addition, an overview of evaluation styles and class activities like "writing imitative poetry" based on and "making a literary newspaper" using is given. These show how some assignments can both provide performance assignments and help students to understand as well become more interested in the material. To do this, a questionnaire on literature education was given to the students. The result raised several points, for which some ways are offered to them. Performance assessment is very necessary in literature class for it teaches students the value of literary works, and leads them to then emotions of their predecessors. Two salient conclusion were reached. First, the tasks that the performance assessment gave to the students help them to understand and enjoy the literary work. Students replied that the tasks fostered a good grasp of the literary works. This suggests that the assignments have a positive influence on the students' understanding of the literature. Second, the tasks of performance assessment encourage students to have interest in literature. Students learn that appreciating the works is not that difficult, and this means the tasks were a great help for the students - for themselves - to internalize the meanings which literature has. If the direction in evaluation integrates models of teaching and learning, every original literary text can be used as a useful example to create real achievement in literature education. In reality, however, it's difficult to override the focus on the students' result. Even so, teachers should try to the performance assessment. To do this and make it stand firm, there are two tasks which remain. Those are; making a standard which is objective, authentic and highly divisible, and presents new and educationally effective models to each literary work. In spite of the positive results of this form of literature education, this performance assessment model faces difficulties when applied to academic high schools as students' main goal is to enter high-ranked universities. Therefore, to solve the problems there should be continued studies on performance assessment in the literature field.