중다지능이론과 초등학교 통합 단원 구성 = A Study on Gardner's Theory of Multiple Intelligences and the Construction of the Integrated Unit for the Elementary School Students

국문 초록 (Abstract)

이 연구에서는 인간의 지능을 실생활과 관련된 일곱 가지 요소들로 구성되며, 사회문화적으로 상대적인 개념으로 정의하는 Gardner의 중다지능이론과 그의 이론이 통합 단원의 구성에 활용될 수 있는 가능성을 살펴보았다. 그의 이론은 인간의 지능관을 확대시켜을 뿐만 아니라, 개인 중심의 학교라는 새로운 학교관을 제시함으로써 기존 학교 교육의 개선까지 포함해서 다루는 광범위한 이론이다. 또 그의 이론은 여러 교과의 가치에 대해 다시 생각하게 하며, 통합 교과의 필요성을 뒷받침해준다. 그리고 중다지능들은 초등학교 통합 단원 구성을 위한 한 방법으로 활용될 수 있음을 살펴보았다.

다국어 초록 (Multilingual Abstract)

This study was to review Gardner's theory of Multiple Intelligence's(MI) and to see whether Gardner's theory of MI could be applied to the construction of the integrated unit for elementary school students.
First, through the review of literatures I came to the conclusion that Gardner's theory of MI extended the traditional viewpoints about human intelligences, 'g', to the 7 intelligences which were very close to the real life and changed the concept of human intelligence from the general ability through all the culture to the diverse abilities according each culture. Also, he provided a new images for the school, this school, the individual-centered school, will be an alternative school for the traditional uniform school,
Second, Gardner's theory of MI suggested the new viewpoints about all of the subject-matters taugh in elementary school. That is, as all kinds of the subject-matters in the school have a peculiar contribution effect for the education of the whole person, all of the subject-matters should be appreciated when constructing the integrated units or subject-matters.
Third, Gardner's theory of Multiple Intelligences could be used as one of the methods for the construction or reconstruction of the integrated units or subject-matters. Especially, when we admitt one of the problems in the integrated subject-matter used in Korean elementary school is the absence of the appropriate criterion for the integration, his theory of MI will be a very valuable method for the integration of the seperated subject-matters.
Finally, I suggested the needs for future research, including the very educational implications and how we can apply his theory to the entire reconstruction of the our school.