다중지능이론에 기초한 교육과정 통합 프로그램의 개발과 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to develop integrated curriculum based on multiple intelligence theory and verify the effectiveness of the program.
Following is the study subject 1 try to clarify in this study.
<subject 1> How will the integrated curriculum based on MI theory affect children's multiple intelligence development?
<subject 2> How will the curriculum integrated program based on MI theory affect children's internal behavioral change?
To accomplish this purpose, this study structured a program referring to previous study and bibliography based on Howard Gardner theory. The program applied 7 methods, which are helpful for increasing MI, include the whole child approach, specific intelligence centered-theme integration, superior intelligence centered approach, approach for helping inferior intelligence, program for early period activities, program for discretion period, program for learning through experience. This program has been carried out for 5 months from early April 2001 to late september 2001. The subjects for the program were 60 first grade elementary school students (30 in experimental group, 30 in comparative group). The program was put in practice with 80 hours of subject material, early period activities and discretion period activities, and empirical learning linked to home.
Shearer's “Ml development evaluation measurement” have been used for statistical analysis of experimental group and conditional group, qualitative analysis method such as survey, depth interview to verify the program developed in this study
First, integrated curriculum based on MI theory is more effective on children's MI development than traditional teaching program.
Second, integrated curriculum based on MI theory positively affected children's internal behavioral change. This program is presented to have more superior to traditional teaching program in terms of abilities of verbal and artistic expression. Children found their potential and positive self, and interests in learning of interaction with teacher. Furthermore, this program helped children to maintain coorperative friendships among children, and satisfy with their school lives.
Development and practice of program for increasing MI brought changing view about children and self-admiration and intellectual enthusiasm through having activities which take advantages of children. There are also required development of teaching-learning activities and study of its effectiveness through continuous systematic investigation on MI theory, improvement of school environment for application of MI teaching, preparation and production of materials used for school activities, development of evaluation criterion, practical use of several performance evaluation methods.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• 3. 연구의 제한점 = 5
• II. 이론적 배경 = 6
• 1. 다중지능 이론의 개념 = 6
• 2. 다중지능 이론의 교육과정에의 적용 = 10
• 3. 다중지능 이론에 기초한 교육과정 통합 = 24
• 4. 선행 연구의 고찰 = 27
• III. 교육과정 통합 프로그램 개발 = 30
• 1. 교수·학습 활동 개발 과정 = 30
• 2. 다중 지능을 증진시키기 위한 교수·학습 활동 = 32
• IV. 프로그램의 효과 검증 = 45
• 1. 연구 문제 및 가설 = 45
• 2. 연구 방법 = 46
• 3. 연구결과 = 55
• V. 논의 = 69
• VI. 결론 = 71
• 참고문헌 = 74
• 영문초록 = 76
• 부록 = 79