중등 음악과 임용시험 기출문항 분석 연구

Abstract

본 연구는 중등 음악과 임용시험을 서양음악 문항 중심으로 분석하여 출제방향을 설정하는데 기초자료로 활용되고, 기출문항과 교과서의 관련성을 분석함으로써 예비교사들이 실제 교육현장에서 해당 지식을 활용할 수 있도록 도움을 주는데 그 목적이 있다. 이를 위해 2009년도부터 2018년도까지 10년간 출제된 음악과 전공필기문항을 대상으로 문항내용과 배점비율을 분석하고, 문항유형(객관식, 주관식)에 따른 결과를 비교하였다. 또한 서양음악 출제악곡을 교과서에서 찾아 출제근거를 밝혔다. 서양음악 문항 분석도구는 한국교육과정평가원(2008)의 「중등 음악교과 임용시험 평가영역 및 평가내용요소」를 바탕으로 수정하였으며, 문항유형 분석도구는 블룸(Bloom)의 전통적 교육목표분류학을 개정한 앤더슨(Anderson)의 인지적 영역 분류체계표를 선정하였다. 본 연구의 결과는 다음과 같다. 첫째, 음악과 임용시험 영역 간 배점비율을 분석한 결과, 교과내용학 중 국악(34.6%)이 가장 높았으며 (음악)교과교육학(31.9%)이 가장 낮았다. 차시별로는 1차(전공A)에서 교과내용학이, 2차(전공B)에서는 교과교육학의 배점비율이 높은 것으로 나타났다. 둘째, 서양음악 문항을 세부영역별로 분석한 결과, 전 영역에서 고르게 출제되었음을 알 수 있었다. 그 중에서 가장 많이 출제된 영역은 ‘서양음악사(52회)’와 ‘화성법(49회)’이었으며, 매년 출제되는 세부평가영역은 ‘음악형식론-악곡형식’과 ‘화성법-화음’이었다. 배점비율은 ‘서양음악사(51.8%)’가 가장 높았고 ‘화성법(18.1%)’이 그 뒤를 이었다. 셋째, 블룸의 신(新)교육목표분류학(앤더슨의 인지적 영역 분류체계표)으로 문항유형을 분석한 결과, 객관식이 주관식보다 고차원적인 문항인 것으로 나타났다. 또한, 주관식을 기입형과 서술·논술형으로 나누어 분석한 결과로는 서술·논술형 문항이 기입형보다 다양한 지식과 인지과정을 요구하는 것으로 나타났다. 넷째, 서양음악 출제악곡의 시대별 문항 수는 ‘근·현대(9회)’, ‘낭만(8회)’ 순으로 많았으며, ‘고대·중세(2회)’가 가장 적었다. 배점비율은 ‘근·현대(50.1%)’, ‘고대·중세(18.4%)’ 순으로 높았으며, ‘고전(5.4%)’이 가장 낮았다. 다섯째, 악곡출처 분석결과, 전체 악곡 중 75.8%를 2009 개정 중·고등학교 교과서에서 찾을 수 있었고, 출처를 찾지 못한 악곡은 62곡 중 5곡(8.1%)이었다. 본 연구의 결과가 음악과 임용시험의 출제방향을 설정하는데 기초자료로 활용되고, 예비교사들이 실제 교육현장에서 임용시험의 지식을 활용할 수 있도록 개선되는데 일조하기를 기대한다.| The purpose of the present study is to utilize an analysis on secondary school music teacher recruitment examination focused on questions about Western music as a basic material to set the direction of examination, and to help pre-teachers to take advantage of the same knowledge in real situations by analyzing the relevance between past paper questions and textbooks. For this, the contents of exam questions and their mark distributions in the music major exam from years 2009 to 2018 (10 years) were analyzed. Also, the results according to the types (whether multiple choice or subjective) of questions were compared. Criteria for setting the questions were cited from textbooks that contain the Western music in the exam. The analytical tool was modified based on 「Secondary School Music Teacher Recruitment Examination Evaluation Territory and Evaluation Factor 」suggested by Korea Institute for Curriculum and Evaluation (KICE, 2008). A taxonomy for cognitive domain developed by Anderson, who modified the conventional Bloom’s taxonomy of educational objectives, was adopted as the analytical tool for question type. The result of the present study is as follows: First, in the result of the mark distributions in the different sections of the music major, the mark distribution of Korean Traditional Music was the highest (34.6%) and the mark distribution of Subject Matter Education was the lowest (31.9%). In the primary test (Major A), the mark distribution of Subject Matter Content was high, while the mark distribution of Subject Matter Education was high in the secondary test (Major B). Second, in an investigation for detailed domains of Western music questions, it was found that the questions were evenly cited from all domains. Most frequently cited domains were ‘History of Western Music (52 times)’ and ‘Law of Harmony (49 times).’ Detailed domains for evaluation which are cited every year were ‘Musical Formalism ? Format of Music’, and ‘Law of Harmony ? Chord.’ The mark distribution was the highest in ‘History of Western Music (51.8%)’, followed by ‘Law of Harmony (18.1%).’ Third, in the analysis of questions type using Bloom’s new taxonomy of educational objectives (Anderson’s taxonomy for cognitive domain), it was found that multiple choice questions were more sophisticated than the subjective questions. Also, the subjective questions were classified into short-answer questions and narrative·essay-type questions. The narrative·essay-type questions were found to have required more diverse knowledge and cognitive processes than did the short-answer questions. Fourth, the questions involving the Western music were cited from different era. There were 9 questions on Modern and Contemporary Music and 8 questions on Music of Romantic Age, which were the first and second most frequently cited. There were least citations (2 times) on questions on Music of Ancient and Middle Age. Mark distributions were the highest in Modern and Contemporary Music (50.1%), followed by Music of Ancient and Middle Age (18.4%). The lowest was the Classical Music (5.4%). Fifth, in the analysis on the source of music pieces, 75.8% of the entire music was from the year 2009 revised textbooks of middle and high schools. Those without sources were 5 pieces among 62 pieces (8.1%). The expected effect of the present study is to use the result in setting the direction of music teacher recruitment examination, and to help pre-teachers to utilize the knowledge in the field.