대학 수학 능력 시험과 사고력 개발

College entrance aptitude test and the development of thinking skill

New college entrance system designed to be implemented from the selection of 1994 freshmen in Korea has three distinctive measures such as College Entrance Aptitude Test (CEAT, Dai-hak-su-hak-nung-ryuk-si-hum), the achievement record of high school, and individual college test. Each is expected to play specific and distinctive function for successful college selection. In this paper, the author reviewed the introduction background of CEAT and examined its conceptual understanding. Finally, it proposed an instruction-learning model could be in line with purpose and function of CEAT. CEAT, which is supposed not only to reflect the societal and future change but also to influence the secondary school education, came to be evolved after many years of study, discussion, and experimentation. It is expected. to play the intergrative function of development of critical thinking skills and high level of academic achievement of learner together. In other words, learners are hoped to understand the subject matter content deeply, think critically, and apply or combine the knowledge extensively and creatively. From there perspective, several criticisms were raised particulary about its conceptual description of National Bo교 of Educational Evaluation. The present study proposed an instruction-learning strategies which might be in service of and in consistent with CEAT. To achieve the integrative function of development of thinking skills through deep understanding of the content, an instruction-learning model to be implemented through three stages such as the basic training stage of learning strategies, the cultivation of learning strategies through use of the subject matter content, and the practical application in subject-specific instruction was proposed. The basic training stage and the cultivation of learning strategies through use of the subject matter content could be curriculum-independent and the last stage subject-dependent. In the basic or preliminary stage, learner needs to be taught and practiced several basic learning strategies such as management of time and attention, structuring, contexting, working question, multiple coding and critical thinking processes. In the second stage, learner intentionally practice with use of specific subject matter content. So he or she needs to practice some combination of strategies in accorance with specific learning task. Ultimately, learning strategies would be embedded in the traditional curriculum instruction. In this final stage, repertoire of learning expected that subject matter instruction proceed to deep understanding of content, to extensional meaingful learning, and to critical thinking learning consequently. However, how the model will work remains to be tested.