사회과 창의적 문제해결력 신장을 위한 트리즈 교수설계모형(TIDM) 개발

다국어 초록 (Multilingual Abstract)

The purpose of this research is development of the TRIZ based instructional design model to improve creative problem solving ability in social study. The developed model was modified to apply and use TRIZ theory originated from engineering areas to humane studies for solving the problems of social creative problem solving program, and through this a model was constructed to improve social problem solving and decision making ability together. Also, According to this model the learner would be able to acquire authentic creative problem solving ability in social study and the instructor could assist and facilitate the learner's activities in social study.
For achieving the purpose of this research the tasks were first to construct the draft of TIDM to improve creative problem solving ability in social study, and next to revise and complement it and then develop a complete form of the model.
To construct the draft model, first of all, the key value of TIDM was derived with literature and examples on social study and TRIZ theory, the design strategy was drawn to realize its key value and the supporting components by its key process were identified.
The derived key value determined that as a value of TIDM, key value of social study included "understanding real social problems", "exploring creative alternatives for social problems", and "making reasonable decisions", and that the key value of TRIZ as an enabling goal for achieving the key goal in social study included "identifying conflict factors between ideal final result and current social problems with tools such as time, space, the whole and part, etc.", "finding key contradiction of conflict social problems with tools for classifying the types of problems", "establishing the creative alternatives for solving the social problems by seventh method of inventive principle idea, fifth step of standard solution idea, etc.", and " drawing reasonable decisions from society members surrounding problems by the key process of TIDM for solving problems.
To realize the key value of TIDM as the above, strategies for the model design could be drawn by the gap between the problems of creative problem solving program in social study and the alternatives to solve these problems. Specific strategies included to process the model for realizing the key value of social study, enable to use the supporting components of TRIZ as modifying them adjusting to the process of creative problem solving in social study, develop the supporting components by TRIZ process, and so on.
Accordingly the key process for realizing the value of TIDM derived from literature and case study was discovered as ‘analysis of problem situation'-'resource analysis(for defining problem situation)'-'defining problem situation'-'establishing ideal final result'-'resource analysis(for solving problem situation)'-'establishing and applying the final result'- and 'reflecting the whole process'.
On the other hand, based on the performance supporting system as a supporting component for achieving the goal and realizing the process simultaneously, the supporting components by key process were determined with infobase, instruction, and tools. Precisely infobase included 'understanding the structure of a model', 'understanding the activities by steps', 'learning materials for performance guideline', and 'performance supporting materials by steps', instruction included 'courseware', 'usage for tools', 'solution for conflict situation', 'guideline', and 'outline', and tools included 'finding contradiction‘, ’creating conflict ideas', 'solving and collecting conflict ideas', and 'learning product'.
The second task for achieving the purpose of this research was to develop a complete from of the model whose draft constructed throughout the steps following the above was revised and complemented. For this the draft was revised and complemented by expert's formative evaluation. The contents of experts formative evaluation were identified focused on the strength and improvement of the draft model. The strengths of the model draft were that first the value of TIDM satisfied the value of both social study and TRIZ simultaneously as bridging the decision making and problem solving ability in social study, second the key process generally accorded with problem solving process and properly incorporated the key problem situation of social study and TRIZ, third there were supporting components grouping with something like seventh method of inventive principal idea, etc. and practical tools, forth it was much more likely to apply to on the job practices, and fifth it was the first research to apply TRIZ to formal curriculum.
On the other hand, the improvements of the draft model were shown first to construct the hierarchy of the value of the model by goals, second to incorporate and reassign a part of the process to preserve the universality as well as uniqueness of TRIZ in the key process, third to make out the tools and scenario representing the features of TRIZ, and so on.
In conclusion, the hierarchy of the revised model was constructed by the core value of the model and the goals for achieving this, and the key process for this was revised as 'analyzing and defining conflict situation',-'analyzing resource(for defining conflict situation)',-'finding ideal final result',-'determining solutions', -'applying and assessing solutions',- and 'reflecting the whole process'. Also, among supporting components the specific items for seventh method of inventive principal idea was revised adjusting to areas of social study, especially to humane study.

목차 (Table of Contents)

• I. 서 론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구과제 = 6
• 3. 용어의 정의 = 7
• 4. 연구의 제한점 = 8
• II. 이론적 배경 = 10
• 1. 사회과 교육 = 10
• 2. 사회과 창의적 문제해결력 = 15
• 3. 사회과 창의적 문제해결의 보완으로서의 트리즈 = 28
• III. 연구방법 및 절차 = 60
• 1. 연구절차 = 61
• 2. 문헌연구 = 64
• 3. 사례연구 = 68
• 4. 전문가 형성평가 = 69
• 5. 타당도 확보방안 = 75
• Ⅳ. 사회과 창의적 문제해결력 신장을 위한 TIDM의 초안 = 76
• 1. 사회과 TIDM의 핵심 가치 = 76
• 2. 사회과 TIDM의 설계 전략 도출 = 84
• 3. 사회과 TIDM의 핵심활동 프로세스 = 90
• 4. 사회과 TIDM의 지원 요소 = 95
• 5. 사회과 TIDM 초안 개발 = 98
• V. 개선된 형태의 모형 = 108
• 1. 전문가 형성평가 결과 = 108
• 2. 수정·보완사항 = 123
• 3. 모형의 최종안 = 131
• VI. 요약 및 결론 = 147
• 1. 요약 = 147
• 2. 논의 = 149
• 3. 결론 = 151
• 4. 제언 = 154
• 참고문헌 = 155
• <부록 1> 40개 트리즈 원칙과 경영혁신 개념의 사례 = 167
• <부록 2> 도구모음 = 169
• <부록 3> 형성평가를 위한 전문가 인터뷰 안내서 = 171
• <부록 4> 형성평가 참여자 프로필 = 188
• <부록 5> 형성평가 녹취내용 전사 샘플링 = 203
• Abstract = 205