초등영재교육의 판별.교육프로그램과 운영에 관한 연구

다국어 초록 (Multilingual Abstract)

This study was carried out to understand problems of the elementary gifted education in korea and to suggest plans for its improvement. It was also performed to give a basic data for activation of the elementary gifted education.
The research method of this study was a literature review. Only written documents were collected and used in this study without an interview or a visit. Throughout this study, situations about the discrimination of the gifted, the programs for the gifted, and the types of the administration of elementary gifted education at home and abroad were presented. Moreover, the problems and plans for improvement about them were showed.
The research method of this study was a literature review. Only written documents were collected and used in this study without an interview or a visit. Throughout this study, situations about the discrimination of the gifted, the programs for the gifted, and the types of the administration of elementary gifted education at home and abroad were presented. Moreover, the problems and plans for improvement about them were showed.
The results analyzed in this study were as follows ;
1) In cases of abroad, committee for discrimination of the gifted join with levels from local school curriculums to national dimension and a variety of scales and tests are being used. On the other hand, in korea, general school hardly do not execute a professional discrimination of the gifted except schools for study.
2) In cases of abroad, acceleration and enrichment programs are being operated in all curriculums. Government also is involved in developing and supporting education program for the gifted. On the other hand, in korea, enrichment programs is limited to only language, mathematics and science for examples and education programs for the gifted is scarcely developed.
3) In cases of abroad, governments in most countries are administrating a sort of permanent classes and special classes for the gifted. On the other hand, in korea, only schools for study are operating a kind of enrichment education classes for examples.
On the basis of the above results, suggestions about plans for the improvement of the elementary gifted education in korea were as follows ;
1) On the discrimination of the gifted, a variety of instruments for discrimination have to be developed and applied to diverse areas. Also early discovery of the gifted need to be made and a professional school committee for discrimination need to be established.
2) On the programs for the gifted, teaching by experts every division of the gifted education, establishments of various gifted educations, reduction of the number of students in class, a broad application of the gifted education to students, and the provision of various teaching-learning methods are needed.
3) On the types of the administration of elementary gifted education, legal and institutional devices, administrative and financial supporting systems, development and application of high quality programs for the gifted are needed.
In conclusion, it can be suggested that if the administration of elementary gifted education in korea was improved on sites of discrimination of the gifted, programs for the gifted, and types of its administration, more effective and professional elementary gifted education would be settled down and conducted.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• 3. 연구 내용 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 영재와 영재교육 = 7
• 1. 영재 = 7
• 가. 영재의 정의 = 7
• 나. 영재의 특성 = 10
• 2. 영재교육 = 15
• 가. 영재교육의 개념 = 15
• 나. 영재교육의 필요성 = 16
• Ⅲ. 초등학교 영재 판별 = 18
• 1. 초등학교 영재 판별의 이론 = 18
• 가. 초등학교 영재 판별의 원칙 = 18
• 나. 초등학교 영재 판별 도구 = 23
• 다. 초등학교 영재 판별 절차 = 29
• 2. 초등학교 영재 판별의 실제 = 32
• 가. 외국의 영재 판별 고찰 = 32
• 나. 한국 영재교육 연구학교의 판별 고찰 = 39
• 다. 한국 지역공동 및 대학부설 영재반의 판별 고찰 = 44
• 라. 한국 일반 초등학교의 영재 판별 고찰 = 46
• 3. 요약 및 논의 = 47
• Ⅳ. 초등학교 영재교육 프로그램 = 54
• 1. 초등학교 영재교육 프로그램의 유형 = 54
• 가. 속진 프로그램 = 55
• 나. 심화학습 프로그램 = 59
• 2. 초등학교 영재교육 프로그램의 실제 = 62
• 가. 외국의 영재교육 프로그램 고찰 = 63
• 나. 한국 영재교육 연구학교의 프로그램 고찰 = 66
• 다. 한국 일반 초등학교 영재교육 프로그램 고찰 = 74
• 3. 요약 및 논의 = 79
• Ⅴ. 초등학교 영재교육 운영 형태 = 88
• 1. 초등학교 영재교육의 일반적 운영 형태 = 88
• 가. 상설 영재학급 = 89
• 나. 정규수업 내 시간제 영재학급 = 90
• 다. 특별활동 영재학급 = 91
• 라. 방과 후, 주말, 방학 영재학급 = 93
• 2. 초등학교 영재교육의 운영 형태의 실제 = 94
• 가. 외국의 영재교육 운영 형태 고찰 = 94
• 나. 한국 영재교육 연구학교의 운영 형태 고찰 = 100
• 다. 한국 일반 초등학교 영재교육 운영 형태 고찰 = 107
• 3. 요약 및 논의 = 113
• Ⅵ. 결론 및 제언 = 120
• 1. 결론 = 120
• 2. 제언 = 122
• 참고문헌 = 124
• 영문초록 = 129