창의성 증진을 위한 교과 교육과정 개발 기초로서의 수업 분석: 초등 국어과 5학년 사례 = Analysis of Classroom as a Basis for Curriculum Development Enhancing Creativity: A Case of 5th Grade Language Arts Classroom

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze a 5th grade Language Arts classroom how the teacher interpreted and enacted the 7th amended national curriculum, textbooks, and teacher`s manual in order to teach to enhance students` creativity. In doing so, psychologically grounded view of creativity was explored. Creativity was, then, defined as an ability to produce both novel and appropriate products. Philosophically grounded view of creativity was also explored since curriculum development is a task of determining what ought to do in order to achieve some goals like creativity. In this study, based on Dewey`s educational thoughts, the educative value and the meaning of the ideal of creative being was valued and justified as the educative ideal for today, not as a particular trait which met the particular socio-economic need, but as the characterizing integrated and coherent trait of human being. Then, creative being as the educative ideal was specified as particular goals: knowledgeable learners who use a substantial and organized body of knowledge fluently to make sense of the world, solve the problems, and produce both novel and appropriate products; self-directed learners who feel self-regulated and continually drive to acquire and use new knowledge and produce creative products; strategic learners who know and use a repertoire of thinking processes and strategies and who know when to use them; and empathetic learners who view themselves and the world from views of others, put views of others into their own, and feel empathy. These golas were justified in terms of Dewey`s educational thoughts and also found to be congruent with psychologically defined meaning of creativity. In this study, sociologically grounded view of creativity was also explored, but it could not directly divert into the educative being. With the above view of creative being as the educative ideal, this study explored how a 5th grade teacher enhanced creativity in students in elementary school Language Arts classroom. Csikszentmihalyi(1988) described where creativity was and explained that creativity could be observed only in the interrelations of a system made up of three main parts: the domain, field, and individual. Those three parts correspond to subject matter knowledge, evaluation or evaluator, and students. But we can not divert into the tool for the classroom analysis or curriculum development because curriculum development is not a matter of psychological explanation but a deliberative task to achieve what we desire, in this study, students` creativity. There-fore, we again had to develop each curricular elements such as subject knowledge, contents, evaluation, learning activities, and environment to enhance students` creativity. Then the classroom was observed and analyzed using the tool developed in this study. We researched the 5th grade Language Arts classroom specifically to study how student`s cognitive and affective characteristics worked to produce novel and appropriate products, how students experienced and learned Language Arts knowledge to use to produce creative products, how teacher evaluated students` creativity that is learned Language Arts in Classroom, how teacher taught to induce students` creativity, and how teacher made the climate to stimulate and support students` creativity. This study found that knowledge provided by formal curriculum and textbooks was not selected and organized in a manner of helping students to be knowlegeable learners. Students` cognitive and affective characteristics, evaluation processes and strategies, teaching and learning processes and strategies, and the classroom climate were found to be neither properly interrelated nor enacted in a way to enhance students` creativity.