창조교육 교수-학습의 발전단계에 관한 연구

이용길 ( Yong Gil Lee ) 창조교육학회 2015 창조교육논총 Vol.17 No.-

This study reflects the development stage of teaching and learning in creative education. Teaching and learning stages in creative education include 5 stages - Inspiration, Detection, Discovery, Revelation and Development. This theory formalizes the scope of logic and time that educationally introduces a thinking process to create human value and applies it to teaching and learning events for creative education. The development stage of creative teaching and learning creates a new value, which can completes teaching and learning objectives for teachers and learners and thereupon achieves a value of creative ability. This enables learners to solve a problem by using thinking skills through teaching and learning and eventually achieve the learning objectives by teacher``s scaffolding. This stage of development includes the problem solving capability for learners to find the ways to achieve learning objectives and a series of behaviors to find the solution for teaching and learning objectives. The tactics in the development stage of creative teaching and learning, therefore, put their emphasis on ``problem solving process``. This refers to the process where learners utilize the knowledge and functions within their schema in order to solve problems in an educational situation, and the problem solving process includes the tactics used to achieve learning objectives and creative values in the end. The development stage for problem solving covers ``detective skills``, which contain tasks, thinking process, suggestions, and questions. Thus, we should consider how to apply appropriate detective skills for teaching and learning tasks in terms of the development stage of creative teaching and learning. Meanwhile, teachers should not teach the detective skills themselves to learners but let them achieve the thinking capability to find the solution for the given task. Namely, problem solving as regard to this development stage should focus on problem solving process not on the solution itself, leading to creative development. The creative development stage which reveals creative values in achieving learning objectives makes it possible to achieve educational objectives through problem solving in teaching and learning process and create a new value. This development stage should be converted into the inspiration stage, which enables to display creativity and stimulates autonomous learning: It is a circulation process which continues the development of creative abilities and thus indicates infinite possibilities in developing human abilities.

창의성 증진을 위한 교과 교육과정 개발 기초로서의 수업 분석: 초등 국어과 5학년 사례

김경자 ( Kyung Ja Kim ),유은경 ( Eun Kyung Yoo ),송희승 ( Hee Sung Song ) 한국교육과정학회 2003 교육과정연구 Vol.21 No.2

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.

유아의 인지,언어발달과 가정환경 군집에 따른 창의성에 관한 연구

임현주 ( Hyun Ju Lim ) 한국유아교육학회 2016 유아교육연구 Vol.36 No.2

본 연구의 목적은 유아의 인지발달과 언어발달, 가정환경을 군집분석하여 각 변인이 나타내는 상위, 중위, 하위 집단의 특징을 살펴보고, 각 집단 간 유아의 창의성(유창성, 독창성,개방성, 민감성)의 차이를 보는데 있다. 이를 위해 육아정책연구소의 한국아동패널 5차년도 자료를 사용하였다. 연구대상은 49~55개월 월령의 유아 1,018명과 유아의 어머니를 대상으로 한다. 기술통계, 군집분석, 다변량분산분석(MANOVA)으로 통계적 검증과정을 거쳤다. 연구결과 유아의 인지발달이 높은 집단일수록 유아의 창의성(유창성, 독창성, 개방성)이 높은 것으로 나타났다. 또한, 유아의 언어발달이 좋을수록 창의성(유창성, 독창성, 개방성)도높았다. 가정환경이 우수할수록 유아의 창의성(유창성, 독창성, 개방성, 민감성) 발달이 높은것으로 나타났다. 이를 통해 유아의 인지발달과 언어발달, 가정환경은 유아의 창의성 발달의 긍정적 변인에 해당함을 알 수 있었다. This study aims to investigate the differences of child’s creativity by child’s cognitive development and language development and home environment variables cluster analysis. The data of 1,018 child 49∼55 months and their mothers were extracted from the 5th Panel Study on Korean Children by Korea Institute of Child Care and Education(2012). The analysis methods of descriptive statistics, MANOVA, clustering statistics. The more highly child’s cognitive development groups was excellent the child’s creativity development. And, the more highly child’s language development groups was excellent the child’s creativity development. Also, more highly home environment groups was excellent the child’s creativity groups. Child’s cognitive development and language development, family environment was found to be variable corresponding to the positive development of child’s creativity.

Research on the Innovative Development Model of the Chinese Museum Cultural Creative Industry in the New Media Era

Mingzhen Wang 동북아문화예술경영학회 2024 Journal of Northeast Asian Arts and Cultural Manag Vol.1 No.1

Purpose – The purpose of this study is to clarify the development status of museum cultural creative industry in the new media era, and make contributions to the development of museum cultural creative industry in the new media era. Use new media technology to enhance the innovation and development space of museum culture. Design/Methodology/Approach – This study uses the method of literature research and case study, combined with the Palace Museum, Suzhou Museum and other large museums for in-depth analysis. By combing national policies and industry norms, the development and sale of cultural and creative products, and the application of digital technology, the paper summarizes the problems in the development and sale of museum cultural and creative products. Findings – It is necessary to grasp the opportunities for the development of cultural and creative industries, innovate the development concept of museums, and implement industrial development policies. From the application of digital technology, market-oriented operation and other aspects to accelerate the pace of museum cultural and creative industry development. At the same time, establish brand awareness, multi-channel marketing, and promote the comprehensive development of museum cultural and creative industry. Research Implications – This study enriches the theoretical scope of new media development. In addition, through the analysis of the development status of the cultural and creative industry of museums, it more clearly indicates the practical difficulties faced by the development of the cultural and creative industry of museums, and points out the direction for the development of the cultural and creative industry of museums in the future.

프로그램 개발의 창의적 유형에 영향을 미치는 요인에 관한 연구

서인해 ( Seo In Hae ),공계순 ( Gong Gye Sun ) 한국사회복지연구회 2003 사회복지연구 Vol.22 No.-

창의력 개발을 위한 수업의 조건

양용칠,허소현 대한사고개발학회 2017 사고개발 Vol.13 No.4

학습자의 창의력은 구호나 논쟁만으로 결코 개발되지 않는다. 이제는 교육현장의 교수자가 창의력 개발을 위한 수업을 제대로 실천하도록 구체적으로 도와주어야 한다. 이 연구의 목적은 학습자의 창의력 개발을 위해서 교수자가 실천하는 데요구되는 수업의 조건을 탐구하는 데 있다. 구체적 연구내용은 김영채(2007a)가 제시한 창의력 개발을 위한 수업의 세 가지 방안을 교실수업에서 실제로 이룰 수있는 조건의 규명이다. 첫째는 학습자의 창의적 태도 형성에 영향을 주기 위해서 교수자가 수업을 창의적으로 계획하고 실행할 조건을 제시하였다. 둘째는 학습자의 창의적 사고와 행위의 유발에 도움을 주기 위하여 교수자가 수업에서 사고 도구를 활용할 조건을 제시하였다. 그리고 셋째는 학습자의 창의적 아이디어와 행위를 수용하고 인정하는 분위기 형성을 위한 조건을 제시하였다. 이러한 조건들을 충족하면서 교수자가 학습자의 창의력 개발을 돕는 수업기술을 연마할 수 있는 연수프로그램의 개발 필요성과, 학습자의 창의력 개발을 위한 교수자의 수업 창의 력을 높일 수 있는 창의수업경진대회가 다양한 차원에서 수시로 개최되기를 제안 하였다. The development of learners' creativity is no more than any issues or slogans for an educational policy. It is an emerging task to be actually implemented in the classroom setting. It is also the right time for a creative idea of how to be implemented in instruction to be required. The purpose of this study was to explore and present instructional conditions to be implemented for developing learners' creativity. The specific research contents were the exploration of instructional conditions in the classroom setting to come true Kim Yung Che's three instructional strategies(2007a) for developing creativity. Instructional conditions for his first instructional strategy for developing creativity were for classroom teachers to design and implement creatively the instructional plan-itself in order to have an effect on learners' creative attitude formation. Instructional conditions for his second instructional strategy for developing creativity were to let classroom teachers use thinking instruments to help learners with improving their creative thinking and action. And instructional conditions for his third instructional strategy for developing creativity were to make classroom atmosphere for learners' creative thinking and action to be accepted and encouraged in the classroom every time. In-service programs for improving instructional techniques to easily employ those instructional conditions every period in the classroom should be developed, and then creative instruction-competitive exhibitions might be held for improving teachers' competency in a variety of level in the nation wide.

인간 삶의 본질로서 창조성의 교육적 인식

이용길 ( Lee Yong-gil ) 창조교육학회 2020 창조교육논총 Vol.22 No.-

Human nature is creativity, and creativity as a unique characteristic of man characterizes human life appears. Human creativity plays a key role in determining how to educate and live in human life. Human creativity is a high-sanity function. The nature of human life has to do with how humans should live creatively. Therefore, the essence of human life is in the independent and active creative action of man as creative sincerity. Human beings have a desire to realize and realize potential creativity. Therefore, he has an educational self to be made through education. In the sense that education is ultimately oriented toward creative education, the question of how to educate is the question of the educational self. Because the value area of creativity is the domain of human life, creative values are formed according to the belief system of educational aspects by the educational self. Therefore, the reason for creative education in human life is to develop an educational self to form a creative human being and to embody the value of human life. In order to do so, it should be edging in mind what human creativity is as a function of higher mind, what creative education is aimed at fostering creativity according to, and how to relate to the stage of creative thinking of Idea-Discovery- Digging-Manifestation-Development as an education to foster and exert creativity to make human life more powerful. The meaning of the five stages of creative thinking in creative education is a method of education as a way of human life that respects well-being and freedom in human life and forms a practical and theoretical system of education that develops the creative abilities of human nature by changing the logical order of human thinking in a timely order to the process of the five phases of the creative thought process and its educational methods through the educational action of each other's love and encouragement.

창의성 중심의 국어과 교육과정 구성 방향

김창원 국어교육학회 2004 國語敎育學硏究 Vol.18 No.-

본고는 창의성 중심의 국어과 교육과정 구성에 필요한 전제 조건들을 탐색하고, 그를 바탕으로 하여 구체적인 교육과정의 개선 방안을 제시하고자 하였다. 그를 위하여 아래와 같은 여덟 가지 논제를 설정하고 그에 관한 연구자의 견해를 밝혔다. 1. 국어 능력과 창의성은 어떤 관계인가? 2. '국어적 창의성'이란 무엇이며, 그 개념을 교육과정에 어떻게 끌어들일 수 있나? 3. 학생들의 국어적 창의성을 계발하기 위해 어떠한 모델을 상정할 수 있나? 4. 국어적 창의성은 국어 활동의 어떤 영역에서, 어떻게 발현되나? 5. 교육과정 구성에 창의성을 어떤 방식으로 반영해야 하나? 6. 창의성 교육을 논의할 때에는 어떤 점에 주의해야 하나? 7. 7차 교육과정은 창의성은 어떻게 다루었나? 8. 창의성 계발을 위해 국어과 교육과정은 어떻게 바뀌어야 하나? 연구 결과 국어적 창의성과 창의성 중심 국어과 교육과정의 개념을 재점검하고, 국어교육에서 창의성을 어떻게 다루어야 할지에 관한 시사를 얻을 수 있었다. 본고의 연구 성과를 바탕으로 하여 원론 수준에서 논의되던 창의성 관련 논의가 한 단계 발전하기를 기대한다. I discussed on directions and criteria of creativity oriented curriculum development with Korean language teaching(KLT). For these purpose, I have suggested 8 topics relating to KLT, creativity, and curriculum development. i.e.: 1. Relationship between Korean language ability and mental creativity. 2. Concept of linguistic creativity within Korean language use. 3. Ideal models of linguistic creativity in KLT. 4. Operating mechanism of linguistic creativity in KLT. 5. Methods of creativity oriented curriculum development with KLT. 6. Discussive topics of creativity education and KLT. 7. Relationship between the 7th curriculum of KLT and creativity education. 8. Directions and criteria of creativity oriented curriculum development with KLT.

창의적 움직임이 아동의 신체, 인지, 정서적 성장에 미치는 효과

유은혜 ( Eun Hye Yoo ) (사)한국전시산업융합연구원 2015 한국과학예술융합학회 Vol.21 No.-

The purpose of this study is to investigate the effect of creative movement on the physical, cognitive, and emotional development in children· This study addresses the following questions: 1· Why is creativity so important to children? 2· Why should children learn creative movement? 3· Wow does creative movement affect physical, cognitive and emotional development in children? 4· What is the convergent effect of their collective development? It is known that, in terms of physical development, creative movement helps to understand the body and encourage physical movement, in cognitive development, concentration, problem-solving, and linguistic abilities, and in emotional development, limitless self-expression and awareness of self-concept· The significance of convergent validity of physical, cognitive and emotional developments can be established when these three constructs correspond with one another through creative movement· Taken together, the results suggest that participating in creative various movement programs can contribute to physical, cognitive, and emotional development for children· The ultimate goal of creative movement is to grow up to be healthier adults·

창의성 계발을 위한 국악 교수·학습에 관한 연구

강혜인 ( Hyein Kang ) 민족음악학회 2017 음악과 민족 Vol.0 No.53

Creativity can be developed through education. Creative learning through traditional Korean music encourages students to enhance their creativity by enhancing their creativity by enhancing their creative education activities. This study suggested a set of creative models that can apply to traditional Korean music education and develop innovative thinking skills to develop innovative thinking skills based on the steps of the class. The model of the lesson was designed to review the model of traditional creativity and music education model and to adopt a model model that can be applied to Korean traditional music education. Class models can be applied in both Listening to music classes and creative classes. Through class activities such as creativity, imagination, fluency, flexibility, creativity, creativity, etc, were developed. The use of creative methods enabled students to actively engage in disruptive thinking and convergent thinking. Let`s hope this study will lead to the creativity of education in the Korean traditional music education.