발상지도가 유아의 창의적 그림표현에 미치는 효과 = (The) effect of teacher's idea-making teaching method about creative drawing expression of children

다국어 초록 (Multilingual Abstract)

The purpose of this experimental study is to verify that; under recognition of the necessity of teaching method development to improve the creative drawing expression of children, and the importance of idea-making teaching through the children's thoughtful stimulating by teacher's inquiry and fairy tales, how the children's idea-making through drawing and the stimulating questions by teacher, make an effect on the creative drawing expressions.
For the purpose of this study, experimental group and controlled group were divided. The experimental group performed the idea-making teaching through the fairy tales and question by teacher. The controlled group performed drawing expression on the given subject freely.
The date of this study were sampled from 5 years old children. Samples were made up sixty four persons in all, boys and girls from J kindergarten in Gunsan. In order to find common denominator between the experimental group and the controlled group. We performed the pre-test on the creative drawing expressions and the t-test on group differences by its age category. The result has shown that there were no differences between two the groups.
We designed the idea-making teaching methods which were composed of subjects interesting for children by suggesting pictures to the experimental group by the fairy tales and questions. The experiment consisted of 8 sessions one time a week for 8 weeks.
To find the effects of this experiment application, on November 5 after the experiment execution, the post-test on the creative drawing expressions were conducted.
The evaluation scale used in pre-test and post-test were based upon previous study which were adjusted to fit this study. The grading for the children with higher grades on evaluation scale were evaluated as superior than the children who received lower grades from the creative drawing expressions. T-test was conducted for data processing.
The results shown in this study are as follows :
First, the experimental group's children who were subjected to idea-making teaching through the fairy tales and stimulating process (clue, question, encouragement, etc) by the teachers, received higher grades in the creative category of creative drawing expression than the controlled groups who received no assistance.
Second, the experimental group's children who were subjected to idea-making teaching through the fairy tales and thought stimulating process by the teachers, received higher grades in the suitability category of creative drawing expression than the controlled groups who received no assistance.
Third, the experimental group's children who were subjected to idea-making teaching through the fairy tales and through stimulating process by the teachers, received hither grades in the diversity category of creative drawing expression than the controlled groups who received no assistance.
Fourth, the experimental group's children who were subjected to idea-making teaching through the fairy tales and through stimulating process by the teachers, received hither grades in the detailed description category of creative drawing expression than the controlled groups who received no assistance.
Fifth, the experimental group's children who were subjected to idea-making teaching through the fairy tales and thought stimulating process by the teachers, received higher grades in the harmonious composition of picture category on creative drawing expression than the controlled groups who received no assistance.

목차 (Table of Contents)

• 차례 = i
• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 용어의 정의 = 3
• II. 이론적 배경 = 5
• 1. 유아의 그리기 활동의 교육적 가치 = 5
• 2. 창의성과 미술교육 = 8
• 가. 창의성의 개념과 구성요소 = 8
• 나. 미술교육과 창의성의 관계 = 12
• 3. 미술교육과 발상 = 14
• 가. 발상의 개념 = 14
• 나. 발상과 창의성 = 16
• 다. 발상지도의 중요성 = 18
• 4. 교사의 창의성지도와 발상지도 = 21
• 가. 교사의 미술활동 지도방법 = 21
• 나. 창의성 지도방법 = 24
• 다. 발상지도 방법 = 25
• 5. 미술활동에 대한 평가 = 39
• III. 연구문제 및 가설 = 41
• IV. 연구 방법 = 42
• 1. 연구대상 = 42
• 2. 연구도구 = 43
• 3. 연구절차 = 44
• 4. 자료처리 = 50
• V. 결과 및 해석 = 52
• VI. 요약 및 결론 = 56
• 1. 요약 = 56
• 2. 논의 및 결론 = 57
• 3. 제언 = 61
• 참고문헌 = 63
• ABSTRACT = 68
• 부록 I. 창의적 그림 표현력 평가척도 = 71
• 부록 II. 주제별 그림표현의 예 = 72