CAJ | 학술논문

自1952年建立统一高考制度以来,高考科目设置经历了文理分科模式的确立、“文六理七”模式的形成与发展、会考基础上高考“3＋2”模式的形成与实施、“3＋X”模式的探索、新课程改革基础上的高考科目多元化发展五个时期.60年间,科目设置的每一次变革都在着力解决高考的负向功能,但是均收效甚微.高考科目变革需要从基础教育导向转变为高等教育导向、从刚性二分模式转变柔性多元组合模式.
자1952년건립통일고고제도이래,고고과목설치경력료문리분과모식적학립、“문륙리칠”모식적형성여발전、회고기출상고고“3＋2”모식적형성여실시、“3＋X”모식적탐색、신과정개혁기출상적고고과목다원화발전오개시기.60년간,과목설치적매일차변혁도재착력해결고고적부향공능,단시균수효심미.고고과목변혁수요종기출교육도향전변위고등교육도향、종강성이분모식전변유성다원조합모식.
College entrance examinations that are uniformly executed since 1952 nationwide have seen five phases, namely, separation of sciences from arts, six art and seven science subjects, unified exam plus 3＋2 model, 3＋X model, and new curriculum-based diversified model. Each of them is intended to lessen the negative impacts, with little success. This paper, therefore, argues for higher education oriented, and flexible diversification models.