평가 관련 연구 동향: 음악교육 분야 국제학술지를 중심으로 = Trends of Evaluation Research in International Music Education Journals

국문 초록 (Abstract)

본 연구의 목적은 최근 10년간 음악교육 분야의 국제 전문 학술지에서 발행한 음악 평가 관련 연구를 대상으로 다각적으로 고찰하는 것을 연구의 목적으로 한다. 설정한 분석 범주와 기준에 부합되는 연구들을 수집하여, 연구연도, 연구 주제, 연구방법, 연구대상, 연구 수행 국가로 나누어 탐색하였다. 연구 결과, 첫째, 평가에 관한 연구는 지난 10년간 꾸준히 수행되어왔고, 둘째, 연구 주제의 측면에서 평가를 활용한 조사 연구가 가장 많이 이루어졌고, 철학적 접근의 연구가 가장 적게 다루어졌다. 셋째, 연구 방법적 측면에서 양적 연구가 현저히 높은 비율을차지하는 가운데, 혼합연구, 질적 연구, 문헌 연구의 순서대로 높은 비율을 보였다. 넷째, 연구대상에 있어서 중고등학생을 대상으로 한 연구가 가장 많이 수행되었으며, 다섯째, 연구가 수행된 국가는 미국을 포함하여 17여 개국으로 나타났다. 이와 같이 해외의 연구들을 분석하는 과정을 통해 본 연구는 평가에 있어 균형적이고 객관적인접근을 강조하였다. 특히, 다양한 주제와 대상에 관한 연구가 필요하기에 특수교육 대상자에 대한 평가에 관한 연구가 더욱 활성화되어야 하고. 교수·학습 전략으로써의 평가에 대한 실천과 연구가 확대되어야 함을 제안하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to comprehensively examine research related to music evaluation pub- lished in international academic journals in the field of music education over the past ten years. Research articles that met the established analysis categories and criteria were collected and explored based on the year of research, research topics, methodologies, subjects, and countries where the studies were conducted. The results showed that, firstly, research on evaluation has been steadily conducted over the last decade. Secondly, from the perspective of research topics, survey studies uti- lizing evaluation were the most common, while philosophical approaches were least addressed. Thirdly, in terms of research methodology, quantitative studies significantly dominated, followed by mixed methods, qualitative studies, and literature reviews. As for the research subjects, studies focus- ing on middle and high school students were most prevalent. Fifthly, research was carried out in over 17 countries, including the United States. Through the process of analyzing overseas studies, this study emphasized a balanced and objective approach to evaluation. Therefore, research on various topics and objects is necessary, and in particular, evaluation research related to music education in special education must be more activated and the practice and study of evaluation as a teach- ing-learning strategy should be expanded.

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