다중지능이론에 기초한 교수-학습 활동이 아동의 창의성에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to know the effect of teaching and learning activities based on Multiple Intelligence(Ml) theory on children's creativity The subjects of this study are:
<Subject 1> Will teaching .1nd teaming activities based on Hll theory affect children's creativity?
<Subject 2> Will teaching and learning activities based on Ml theory affect fluency, self-possession, originality, accuracy which are lower parts of creativity?
To accomplish this purpose, the subjects for the program were 40 first grade students of elementary school in Daegu. They were chosen between two classes randomly ( 20 in experimental group, 20 in control group).
The students in the experimental group were supposed to study with a teaching and teaming program for integrated curriculum. The students in the control group, on the other hand, were supposed to study with a traditional teaching and learning program.
The creativity test raper for lower grades students of elementary school, which was formalized by Kim chun-il and Mun tae-hyeong, was used as a measuring Instrumeilt.
To develop the curriculum integrated program based on the Howard Gardner theory, teaching and teaming methods for theme-centered integration were applied after collecting various data and reconstructing them based on 7th curriculum. This
program applied 2 methods, which are helpful for increasing superior intelligence and helpinB inferior intelligence. Tt has been carried out from July 1st, 2002 to November lIth, 2002. The program was put in practice with 110 hours of subject material, early period activities, and discretion period activities.
T-test using SAS program has been used for statistical analysis of experimental group and conditional group.
The results of this study are:
First, the teaching and teaming activity based on Ml theory was more effective than the traditional teaching and learning program on children's creativity.
Second, This program is presented to be superior to a traditional teaching in terms of fluency, self-possession, originality, accuracy which are lower parts of creativity as well.
Therefore, it was concluded that teaching and learning activities based on Ml theory affected student's creativity positively

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 4
• 3. 연구의 제한점 = 4
• II. 이론적 배경 = 6
• 1. 다중지능 이론 = 6
• 2. 창의성 이론 = 20
• 3. 다중지능 이론을 적용한 교수-학습 활동 = 29
• III. 가설 = 38
• IV. 연구 방법 = 39
• 1. 연구 대상 = 39
• 2. 실험 설계 = 39
• 3. 측정 도구 = 40
• 4. 자료 처리 = 41
• V. 실험 처리 : 프로그램 개발과 적용 = 43
• 1 실험 절차 = 43
• 2. 교실 환경 구성 = 44
• 3. 프로그램 적용의 실제 = 46
• VI. 연구 결과 및 해석 = 57
• 1. 다중지능 이론에 기초한 교수-학습 활동이 창의성에 미치는 효과 = 57
• 2. 다중지능 이론에 기초한 교수-학습 환동이 창의성 하위 요소에 미치는 효과 = 58
• 가. 다중지능 이론에 기초한 교수-학습 활동이 유창성에 미치는 효과 = 58
• 나. 다중지능 이론에 기초한 교수-학습 활동이 유연성에 미치는 효과 = 59
• 다. 다중지능 이론에 기초한 교수-학습 활동이 독창성에 미치는 효과 = 60
• 라. 다중지능 이론에 기초한 교수-학습 활동이 정교성에 미치는 효과 = 60
• VII. 논의 및 결론 = 62
• 1. 논의 = 62
• 2. 결론 및 제언 = 63
• 참고문헌 = 65
• 영문초록 = 69