여섯 색깔 사고 모자 기법의 이론과 적용 = Six thinking hats : the theory and its application

다국어 초록 (Multilingual Abstract)

The saying, "Two heads are better than one." means better results are acheived when working together. Discussing opinions with others is an essential component of living and working together. Effective discussion is certainly a requirement for students who are growing to become leaders and members of community.
Thus, this thesis looks into how Edward de Bono's Six Thinking Hats makes it easy for students to participate in a variety of interesting discussions. Already, global companies and our major companies are using the Six Thinking Hats as an effective discussion method. After beginning in Oxford and Harvard through elementary, junior and senior high schools, it has been widely used as a discussion method. In Korea, Six Thinking Hats is used in kindergarten and elementary school as a method of creativity, but not as a method of discussion.
Therefore, the author tried using earlier discussion methods( a panel debate, a round-table discussion. a symposium. a forum and a buzz discussion) and the Six Thinking Hats discussion method with third grade middle school (ninth grade) students. The Following is the processes and results of the study.
Processes of the study
First, peculiarities and problems of previous discussion method were analyzed.
Second, the study explores the contents of Six Thinking Hats and demonstrates that Six Thinking Hats is an effective discussion method by analyzing the experimental results of various companies and government departments.
Third, using topics suitable for students, previous discussion method and Six Thinking Hats were applied.
Fourth, the results of each group were analyzed through participant observation to determine the appropriateness and effectiveness of Six Thinking Hats as a discussion method.
Results of the study
First, Six Thinking Hats is easy for students. Although for many students, as their first experience with the Six Thinking Hats, they were able to discuss many different things after only a single explanation and exercise.
Second, almost no participants were excluded from discussion. Even shy, low-grade learners actively participated, and it had a positive effect through improving confidence.
Third, brilliant ideas came out, especially when using the Green Hat. Extraordinary and mysterious thoughts were allowed, and expression was free to burst out without fear of critical opinions. This helped improve creative thinking, which led to unusual ideas.
Fourth, discussion was very efficient because participants were focused on the same thing at the same time, because each color of hat corresponded to a limited type of thinking. This led to much more being done in a much shorter time, compared to previous discussion methods.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 목적과 필요성 = 1
• 2. 연구의 대상과 방법 = 3
• Ⅱ. 여섯 색깔 사고 모자 기법 = 4
• 1. 기존 토의 기법의 특징과 그 문제점 = 4
• 2. 효과적인 토의 학습을 가능케 하는 여섯 색깔 사고 모자 기법 = 9
• 1) 여섯 색깔 사고 모자 기법의 이론적 배경 = 9
• 2) 여섯 가지 색깔의 의미와 그에 따른 규칙 = 10
• 3) 여섯 색깔 사고 모자 기법을 적용한 토의에서 증명된 효과들 = 18
• Ⅲ. 여섯 색깔 사고 모자 기법의 학습 단계 = 22
• 1. 여섯 색깔 사고 모자 기법을 적용한 일반적인 토의 단계 = 22
• 2. 여섯 색깔 사고 모자 기법을 적용한 본시에서의 토의 단계 = 24
• Ⅳ. 여섯 색깔 사고 모자 기법을 적용한 토의 수업의 실제와 분석 = 27
• 1. 여러 가지 토의 기법을 적용하기 위한 사전 준비 = 27
• 2. 여러 가지 토의 기법을 적용한 실제 = 28
• 3. 여러 가지 토의 기법의 적용 후 이에 대한 수업 관찰 비교 = 32
• 1) 질적 연구 분석이 왜 필요한가. = 32
• 2) 여러 가지 토의 기법의 적용 결과에 대한 질적 연구 분석 = 33
• 3) 여러 가지 토의 수업 후 학생들의 설문조사에 따른 반응 분석 = 43
• Ⅴ. 결론 = 47
• 참고문헌 = 49
• ABSTRACT = 50