Analysis and Direction of the ‘classical poetry’ of the Korean language secondary school teacher appointment test(2002-2024)

Objectives The purpose of this study was to analyze the questions in the ‘classical poetry’ area in the Korean Language Department Secondary Teacher Appointment Test (2002-2024), and to suggest what direction to proceed in the future. Methods Questions in the classical poetry area were extracted from the Korean language department secondary teacher appointment test questionnaire and analyzed ‘tendency’ and ‘type of question’ based on the direction and principles of questions provided by the Korea Institute for Curriculum and Evaluation. Results The tendency of the questions could be divided into three main categories. First, there was a great tendency to consist of 2-3 passages only within the classical poem. Second, there was a bias in the classical poem section that is presented every year. Third, there were many cases where the works that were presented reappeared in different forms with similar content. The types of questions were analyzed by dividing them by period. First, in the 2000s, there was a great tendency to write questions by memorizing knowledge or content about the work. Second, questions before and after 2010 were presented focusing on knowledge of literary history and understanding and analysis of works. Third, the written questions from 2014 to the present are presented to allow objective evaluation as much as possible, and the narrative questions are presented in the direction of analysis, reasoning, synthesis, and evaluation based on data. Conclusions Based on the analysis results, four directions for the future classical poetry appointment test are proposed. First, it is necessary to expand the scope of complex passages in classical poetry. Second, reduce the deviation of the frequently asked branches, and evenly present the branches of oral literature, Korean literature, and Chinese literature. Third, develop questions to measure more diverse and higher-order thinking. Fourth, the questions are presented so that the essence of the classic poem, “a poem” and “a song (歌)” can be confirmed or realized.