고등학생의 문장 중요도 평정의 특징 분석

Abstract

Purpose: This study aimed to discuss the educational implications for reading education and evaluation using sentence importance ratings by analyzing the characteristics of high school students' sentence importance ratings. Methods: After examining the sentence importance ratings by both Korean teachers and high school students, the students' ratings were scored based on the teachers' ratings as a standard. The overall characteristics of sentence importance ratings, as well as differences by gender and level, were analyzed using a one sample t-test. Additionally, the response frequencies of Korean teachers and high school students were compared according to the importance of the sentences. Results: First, the level of high school students' sentence importance ratings was generally low. Second, there was no difference in the level of sentence importance ratings among high school students by gender or level. Finally, unlike Korean teachers, high school students struggled to differentiate between sentences of high or low importance. Conclusion: The use of sentence importance ratings is required in reading education, and integrated instruction is needed rather than guidance differentiated by gender or level. In reading education, there is a need to strengthen direct instruction on distinguishing between important and unimportant information.