문학중심의 통합적 수업이 유아의 창의성에 미치는 영향 = Effects of literature-centered integrated instruction on young children's creativity

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the effects of literature-centered integrated instruction on young children's creativity. In order to achieve the goal, this study proposed the following research questions.
A. Do the group that had literature-centered integrated instruction (Experimental group) and the group that had the traditional instruction (Comparison group) show any difference in their creativity?
1) What effects do the literature-centered integrated instruction have on the young children's divergent thinking?
2) What effects do the literature-centered integrated instruction have on the young-children's verbal creativity?
B. What correlation do the divergent thinking test and the verbal creativity test have?
The study was done 52 4-year-old children (28 males and 24 females) at Y Daycare Center located in Namgu, Incheon. 26 of them were divided as the experimental group and the other 26 were divided as the comparison group. The experiment was held for 8 weeks from May 30 to July 24, 2004 and the study was carried out in the order to discussion with the teachers, pre-test, experiment and post-test.
As for the test tools, the study used TCT-DP creativity test made by Jellen and Urban (1986) along with the picture books (A boy, a Dog, a Frog, and a Friend) of Amabile (1983) that were approved for its validity and reliability after several researches.
In order to analyze the data, the study used the t-test and the empirical analysis was verified with the significance level of a-05. The correlation was examined with the Pearson Correlation Analysis and the statistical analysis was done with SPSSWIN 11.0.
The followings show the summarized results of the study.
1) Effects of literature-centered integrated instruction on young children's divergent thinking
The study looked into the effects of literature-centered integrated instruction on young children's creativity and according to the TCT-DP criterion of quantity analysis, the comparison group that had the traditional instruction showed improvement of 3.89 after the experiment but the experimental group that had the literature-centered integrated instruction showed improvement of 7.66 showing that they doubled the improvement score of the comparison group. Also, there was statistically significant result in the difference of post-tests of the two groups (t=2.70＊, p＜.05).
According to the TCT-DP criterion of quality analysis, the comparison group showed improvement of 0.17 in the comparison of pre-test and post-test. The experimental group showed improvement of 0.80 in the comparison of pre-test and post-test. Also, there was statistically significant result in the difference of post-tests of the two groups (t=2.40＊, p＜.05).
2) Effects of literature-centered integrated instruction on young children's verbal creativity
The study looked into the effects of the literature-centered integrated instruction on young children's verbal creativity and we could see that there was statistically significant difference between comparison group (2.67) and test group (2.92) (t=11.53＊＊＊, p＜.001).
3) Correlation between divergent thinking and verbal creativity The literature-centered integrated instruction showed very signification correction for divergent thinking and verbal creativity of the young children. The results of TCT-DP criterion of quantity and TCT-DP criterion of quality showed significant correlation with r=.215. Also, TCT-DP criterion of quantity and the verbal creativity showed significant correlation with r=.232. The verbal creativity and TCT-DP criterion of quality also showed significant correlation with r=.221. Both test tools are all correlated so the test result can be exact data for reasonableness but the test tools are different from the research on domain-specificity and domain-generality.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 5
• 3. 연구문제 = 5
• 4. 용어의 정의 = 5
• Ⅱ. 이론적 배경 = 8
• 1. 문학중심 의 통합적 접근 = 8
• 2. 창의성 = 15
• 3. 창의성과 문학 = 19
• 4. 선행연구 고찰 = 30
• Ⅲ. 연구방법 = 32
• 1. 연구대상 = 32
• 2. 연구도구 = 32
• 3. 연구의 설계 = 35
• 4. 연구의 절차 = 36
• 5. 자료처리 = 47
• Ⅳ. 연구결과 및 해석 = 48
• 1. 유아의 창의성에 미치는 영향 = 48
• 2. 확산적 사고와 언어창의성의 상관관계 = 56
• Ⅴ. 논의 = 58
• 1. 문학중심의 통합적 수업을 통한 확산적 사고 = 58
• 2. 문학중심의 통합적 수업을 통한 유아의 언어창의성 = 59
• 3. 유아의 확산적 사고와 언어창의성의 상관관계 = 59
• Ⅵ. 요약 및 결론 = 61
• 1. 요약 = 61
• 2. 결론 및 제언 = 63
• 참고문헌 = 65
• 부록 = 70
• ABSTRACT = 76