뇌의 성차와 다중지능

다국어 초록 (Multilingual Abstract)

Individual students are learning in the education community to help prepare students for the interests and preferences, depending on the community. Depending on the diversity of sex, learners could do it a little easier learners will be able to design personalized learning environment.
People's intelligence are all different. It is different from the way intelligence is different brain works. Learning is based on all of the human brain functions carried out. Especially in school learning is made to save the brain to process information and knowledge. So learning is occurring, how the brain, depending on the level of academic achievement for studies on how sensitive the brain activity is needed.
And the functioning of our brain, accident and the results of that study to explore the main target is very broad. Such subjects are mostly takes place around the classroom learning process and the results are very closely related to bears. The results are in the field of research lessons of science and education activities, including the effectiveness of the overall height gives it a very big help. Educators brain research results are applied to the classroom.
The purpose of this article, sex differences and multiple-intelligence based on eight areas of the brain to look at education that will be applied. The difference between men and women focus on innate biological differences; biological sex differences in brain structure, chemistry and function not gender. Men and Women have different brain structure and chemical composition and functions. Men and women are thinking and acting development and speed the development of a different order. These variations occur throughout the brain, in regions involved in language, memory, emotion, vision, hearing and navigation. Changes in brain neurotransmitters and hormones are putting men and women's ability to import the difference.
According to man and woman sex excellency does from in 8 territories of multiplex intelligence or there is an intelligence which is inferior. This is consistent with the Brain Science be looked at the results of the men and women. Biologically, men and women with other intelligence in the brain, depending on sex strengths that match the degree of intelligence. She is the language intelligence, musical intelligence, interpersonal relationships than men intelligence prevails. Men than women in physical exercise intelligence prevails.
Nowadays, most students have problems with male students at the school. Gardner is a student's education by taking advantage of dominant intelligence suggested. This is primarily as a confidence to have children. Incidentally areas of weaknesses and shortcomings how education can provide. How to evaluate intelligence-driven approach or weakness of damages to see if the student is surely exist. Schools are intelligence-driven education to female students focusing on language education. This is disadvantageous to boys. Therefore, the school's strengths in the field area boys also benefit from learning how to balance needs.
Teacher must grasp the individual differences of brain advancement well. The curriculum which establishes in brain functional characteristic of studying voluntary each person and study strategy are necessary. The instructional strategy which considers the ability of the man and woman is necessary. The schoolgirl's language ability, sentimental disposal ability and auditory ability is superior. The school boy's space-time ability, the faculty of sight and exercise of the whole body ability is superior. The method will be able to complement the hearing and a language ability of the school boy is many visual aid and liveliness professor method moving.
Does the difference of the brain which follows in sex the man and woman affect about research recently is launching phase how in conduct and accident process. The research is necessary about the difference of brain scientific sex is expressed in future how. Considers sex differences and application remains the work which tries from the classroom.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• Ⅱ. 뇌의 성차 3
• 1. 뇌의 구조적·기능적 차이 4
• 2. 화학성분으로 인한 차이 8
• Ⅲ. 다중지능의 성차 11
• 1. 다중지능의 개념 및 특성 11
• 2. 다중지능의 주요 뇌 부위와 발달과정 15
• 3. 다중지능의 성차 21
• Ⅳ. 뇌와 다중지능의 성차가 주는 교육적 시사점 27
• 1. 시각적 교수학습 자료 활용 27
• 2. 언어 교수학습 전략 28
• 3. 움직임을 강조하는 교육내용 29
• 4. 다양한 영역의 평가로의 전환 30
• 5. 성차를 고려한 교육제도 31
• Ⅴ. 요약 및 결론 35
• 참고 문헌 38
• 영문 초록 42