童話 傳達 方法이 幼兒의 創意力 向上에 미치는 效果 = (THE) EFFECT OF STORY-TELLING METHODS ON THE IMPROVEMENT OF CREATIVITY IN PRESCHOOL CHILDREN

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effect of story-telling methods such as pictorial-fairly-tale, T.V-fairly-tale and pictorial-storybook on creativity in preschool children. The object of this study consist of 80 members at L kindergarten in Taegu, aged 4 to 5. Among them 80 children were divided into 4 groups. Each group (20 children) taken part in the training program of story-telling play was assigned to experimental groups such as pictorial-fairly-tale, T.V-fairly-tale and pictorial-storybook group, and control group. In the experimental groups, children took part in the training program with the same subject of fairly tale, 20 minutes per day during 2 months and analyzed the degree of creativity by pre-test and post-test. Data were analyzed by MANOVA, one-way ANOVA and HSD post-test procedures.
The major findings were summarized as follows:
First, fluency in early childhood was more higher score in three story telling group than in control group. And, the fluency in three groups except the control was more effective in pictorial-storybook group than in pictorial-fairly- tale and T.V-fairly-tale. On the other hand, there were no significant differences between pictorial-fairly tale group and T.V-fairly-tale and pictorial-storybook groups than in the control. There were no significant differences between T.V-fairly-tale.
Second, the flexibility was more higher score in pictorial-fairly-tale and pictorial-storybook groups than in the control. There were no significant differences between T.V-fairly-tale group and control.
Third, the originality was more higher score in three story telling groups than in the control. And, the originality of the three groups except the control was more effective in pictorial-storybook group than in Pictorial-fairly-tale and T.V-fairly-tale. There were no significant differences between pictorial-fairly-tale group and T.V-fairly tale.
Fourth, the imagination was more higher score in three story telling groups than in the control. And, the imagination in three groups except the control was more effective in pictorial-fairly-tale group than in T.V-fairly-tale and pictorial-storybook. There were no significant differences between T.V-fairly-tale group and pictorial-storybook.

목차 (Table of Contents)

• 목차 = ⅰ
• Abstract = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구문제의 진술 = 1
• 2. 연구의 중요성 = 4
• 3. 용어의 정의 = 7
• 4. 연구의 제한점 = 10
• 5. 연구의 기본 가정 = 10
• Ⅱ. 이론적 배경 및 선행연구의 고찰 = 11
• 1. 창의성 = 11
• 1) 창의성의 개념 및 특성 = 11
• 2) 창의성의 증진 가능성 = 20
• 2. 동화 = 24
• 1) 동화의 개념 및 교육적 가치 = 24
• 2) 동화와 창의성 = 27
• 3. 동화 전달 방법과 창의성 = 28
• 1) 그림동화와 창의성 = 29
• 2) TV를 통한 동화 전달과 창의성 = 31
• 3) 유아 그림 이야기책과 창의성 = 34
• 4. 연구 가설 = 36
• Ⅲ. 연구 방법 = 37
• 1. 연구 대상 = 37
• 2. 측정 도구 = 37
• 1) 척도별 창의성 = 38
• 2) 영역별 창의성 = 40
• 3. 실험절차 = 41
• 4. 통계 분석 = 43
• Ⅳ. 결과 = 44
• Ⅴ. 논의 = 51
• Ⅵ. 결론 및 제언 = 54
• 참고문헌 = 56
• 부록 = 64