This thesis studied the questions using 〈Contents of Article〉 in the modern novel area of the National Language Section of College Scholastic Ability Test(CSAT), including preliminary examination and mock tests in June and September, from 1994 to 2019. The CSAT has been used as a core material to measure the scholastic ability required for college entrance for a long time. However, considering the socially influencing power of CSAT, the meaning of CSAT is not limited to the evaluation in the secondary education field or the assessment for the college scholastic ability.
This thesis has the purpose that the CSAT should not simply be a tool for evaluation to measure learners' literary knowledge, but an opportunity to improve learners' literary abilities. To this end, we analyzed the literary knowledge included in 〈Contents of Article〉, grasped problems, and sought improvement measures for them.
In the type of literary knowledge, it was categorized into 'knowledge of story components', 'knowledge of discourse elements', 'knowledge of the author's creative intention', 'knowledge of the genre of literature', 'knowledge of the social and cultural backgrounds of works', and 'intertextual text knowledge'.
As a result of analysis of literary knowledge of 〈Contents of Article〉, the proportion for 'knowledge of the inherent elements of a work' was the highest.
In other words, a tendency is found that the 〈Contents of Article〉 is weighted in providing a basic knowledge of literary works; the following three problems could be derived by departmentalizing them. First, the 〈Contents of Article〉 is used in the situation where it is unnecessary. Second, questions using 〈Contents of Article〉 was not actively reflected the curriculum related to the literary field. Third, There are too few questions using 〈Contents of Article〉 uses that provide pragmatic knowledge.
The methods to solve these problems are as follows: first, we make sure that the 〈Contents of Article〉 may not be used in unnecessary situations, providing literary knowledge that could enhance the learner's thinking ability. Second, questions using 〈Contents of Article〉 where the curriculum is actively reflected, should be set. Third, it is necessary to increase the proportion of the questions using 〈Contents of Article〉 which providing pragmatic knowledge.
Only when such an improvement plan is implemented, literacy education, which could grow the learner as a desirable reader with literary ability, might be realized. It's because when literature is perceived as an object of enjoyment, not as a tool for evaluation, literature could have a whole meaning in daily life as well as in the education field.