교수매체적용에 따른 유아의 창의적 사고력 발달 효과 = (The) Effects of Applying Instruction Media on the Development of Creative Thinking in Childred

다국어 초록 (Multilingual Abstract)

The purpose of this study is to examine if the application of instructional media can affect the development of creative thinking in children and to analyze the development effect of creative thinking through experiment and deep investigation of instructional media theory.
The hypothesis of this theory are as follows:
1st, children of experimental group who use audio-visual media (instructional media) will have much score than children of control group with traditional class in creativity.
2nd, children of experimental group who use audio-visual media (instructional media) will have much score than children of control group with traditional class in the four lower sphere of creativity.
The 36 young children, aged5, in M kindergarten and P kindergarten in Gwangju Metropolitan City, were selected as subjects and were divided into two groups: experimental group and comparative group.
TTCT(Torrance Test of Creative Thinking) by Torrance was used as a research method. Type A was used in pretest and type B was used in posttest, and they were the same standardized test form.
The experiment was conducted for 8 weeks from Sep. 4th, 2006 to Sep. 27th, 2006 with the following procedure-pretest, experiment, posttest.
The results of this research are as follows:
1st, 1st, children of experimental group who use audio-visual media (instructional media) had much score than children of control group with traditional class in creativity.
2nd, children of experimental group who use audio-visual media (instructional media) had much score than children of control group with traditional class among the four lower sphere of creativity (flexibility, originality, ingenuity) except fluency.

목차 (Table of Contents)

• 목차 = ⅰ
• ABSTRACT = ⅴ
• Ⅰ. 서론 = 1
• 1. 연구문제의 제기 = 1
• 2. 용어의 정의 = 2
• 2.1. 교수매체 = 2
• 2.2. 창의적 사고력 = 2
• 3. 연구의 제한점 = 3
• Ⅱ. 교수매체의 이론과 활용 = 4
• 1. 교수매체 이론과 모형 = 4
• 1.1. Hoban의 시각교재의 분류 = 4
• 1.2. Dale의 경험의 원추 모형 = 5
• 1.3. ASSURE 모형 = 7
• 2. 매체의 유형 = 8
• 2.1. 시각매체 = 8
• 2.2. 시청각매체 = 9
• 2.3. 매체와 테크놀로지 = 10
• 2.4. 커뮤니케이션 = 13
• 3. 교수매체의 활용 = 16
• 3.1. 사전준비와 계획 = 16
• 3.2. 학습자 참여유도 = 17
• 3.3. 프레젠테이션 = 18
• 3.4. 인쇄교재의 활용 = 19
• 3.5. 투시물 자료의 활용 = 20
• 3.6. 슬라이드의 활용 = 21
• Ⅲ. 창의적 사고력 고찰 = 23
• 1. 창의력의 정의 = 23
• 1.1. 전통적인 세 가지 정의 = 23
• 1.2. Torrance의 세 가지 정의 = 26
• 2. 창의성의 성격 = 30
• 3. 창의적 사고 기능 = 34
• 3.1. 유창성 = 34
• 3.2. 융통성(flexiblity) = 35
• 3.3. 독창성 = 35
• 3.4. 정교성 = 36
• 4. 창의적인 지도 방법 = 37
• 5. 창의성 지도를 위한 교사의 역할 = 40
• 6. 연구문제의 가설 = 41
• Ⅳ. 연구방법 = 43
• 1. 연구 대상 = 43
• 2. 연구 도구 = 44
• 2.1. TTCT(도형) B형 검사의 구성 = 44
• 2.2. 검사자 훈련 = 45
• 2.3. 채점의 요령 = 46
• 3. 연구 절차 = 49
• 3.1. 사전검사 = 49
• 3.2. 실험처치 = 50
• 3.3. 사후검사 = 51
• 4. 자료처리 = 52
• Ⅴ. 결과 및 해석 = 53
• 1. 창의성 발달 분석 = 53
• 2. 창의성의 하위요소 분석 = 54
• Ⅵ. 요약 및 결론 = 57
• 1. 요약 = 57
• 2. 결론 = 59
• 참고문헌 = 61