창의ㆍ인성 모델학교 운영에 따른 학생, 학부모, 교사의 창의ㆍ인성교육에 대한 인식 변화

강버들(Beo-Deul KANG),박종운(Jong-Un PARK) 한국수산해양교육학회 2014 水産海洋敎育硏究 Vol.26 No.2

The purpose of this study was to investigate the change of perceptions of students’, parents’, teachers’ on creativity and character education at the model school for creativity and character education. This study used pre and post tests to examine the effects of creativity and character education on students, parents, and teachers. The results were as follows. Firstly, operating model school for creativity and character education brought about the statistically meaningful changes of students’ perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average is about 3.5 point. Secondly, operating model school for creativity and character education brought about the statistically meaningful changes of parents’ perception on creativity and character education. However, the changes seemed that the level of their perception on creativity and character education was not rational as the average was about 3.5 point like their children. thirdly, operating model school for creativity and character education brought about the statistically meaningful changes of teachers’ perception on creativity and character education. The changes seemed that the level of their perception on creativity and character education was rational as the average was about 4.5 point unlike their students and school parents. Fourthly, it seemed that the perception on creativity and character education showed a difference among students, school parents, and teachers.

창의·인성 의생활교육프로그램이 초등학생의 창의성과 인성에 미치는 효과

김정은,이윤정 한국실과교육학회 2014 한국실과교육학회지 Vol.27 No.3

본 연구는 창의․인성 의생활교육프로그램이 초등학생의 창의성과 인성에 미치는 효과를 검증하기 위해 시행하였다. 창의․인성교육과 초등 의생활교육, 창의성과 인성에 대한 이론적 고찰 후 창의․인성 의생활교육프로그램을 6주제 13차시로 편성하였고, 2014년 3월부터 4월까지 7주간에 걸쳐 초등학교 2학년 학생에게 프로그램을 적용하였다. 효과를 검증하기 위해 SPSSWIN 21.0 통계프로그램을 이용하여 t검증을 실시하였으며 유의수준은 5%로 설정하였고, 학생들의 행동 변화 관찰과 소감문을 통해 정성적 분석도 하였다. 이 연구를 통하여 밝혀진 결과는 다음과 같다. 첫째, 실험집단과 비교집단의 창의성 점수, 인성 점수를 비교하여 검증한 결과 5% 수준에서 창의성과 창의성의 4개 하위 영역, 인성과 인성의 6개 하위 영역에서 모두 유의차가 있었다. 둘째, 실험집단의 프로그램 적용 후의 창의성 점수와 인성 점수를 검증한 결과 창의성과 창의성의 4개 하위영역, 인성과 인성의 6개 하위영역 모두 5% 수준에서 유의차가 있었다. 셋째, 프로그램 적용 전후 학생들의 행동 관찰, 소감문 작성을 분석한 결과 의생활교육프로그램이 초등학생의 융통성, 독창성, 정교성과 같은 창의성과 활동성, 사회성, 사려성, 협동심과 같은 인성의 함양에 긍정적인 영향을 미침을 알 수 있었다. 이 연구의 결과에 기초하여 학교급별로 연구대상을 달리하여 창의성과 인성 함양을 위한 창의․인성 의생활교육프로그램의 개발이 이루어지기를 제안하며, 현장에서 손쉽게 활용할 수 있는 매뉴얼북의 개발 등 창의성과 인성의 개발하기 위한 후속 연구가 지속되기를 제언한다. The purpose of this study is to verify the effect of creativity and character clothing education program on creativity and character of elementary school students. In order to achieve the goal of the research, a hypothesis was set that there will be no difference in before/after and left/right creativity and character scores between the experimental group who receive creativity and character clothing education program and the comparative group who did not. For the experimental group, the creativity and character clothing education program was conducted for about 7 weeks from the second week of March to the third week of April, 2014, while the comparative group had creativity activities according to the school curriculum. Creativity and character clothing education program was applied to the experimental group before performing a posttest to verify the effect. And then, t-test was conducted by using SPSSWIN 21.0 with the significance level at 5%. Also, change of behavior among students in the experimental group was observed, and change of their thought, feeling, and behavior was analyzed based on the essay they wrote after finishing the program. The study showed the following results:First, comparison of creativity and character scores between the experimental group and comparative group showed that, on the 5% level, there was a significant difference in all areas including four subdomains in creativity, fluency, flexibility, originality, and sophistication, and six subdomains in character, activity, dominance, impulsivity, consideration, and sociability. This implies that creativity and character clothing education program has a positive effect on improving creativity ad character. Second, verification of creativity and character scores of the experimental group that received creativity and character clothing education program, showed that, on the 5% level, there was a significant difference in all areas including four subdomains in creativity, fluency, flexibility, originality, and sophistication, and six subdomains in character, activity, dominance, impulsivity, consideration, and sociability. This implies that creativity and character clothing education program has a positive effect on improving creativity ad character of elementary school students. Third, the analysis of behavioral observation and students’ essays after the program showed that creativity and character clothing education program has a positive effect on improving creativity ad character. Based on these results, the following are proposed as research subjects for future studies. First, this study was conducted with second grade students of an elementary school. Future research will need to involve creativity and character clothing education program for other grades. Second, effort should be made to distribute the creativity and character clothing education program for general schools.

초등 의생활영역에서의 창의·인성교육을 위한 교사연수 교육과정 개발

이윤정 한국실과교육학회 2013 한국실과교육학회지 Vol.26 No.4

본 연구는 2009개정교육과정의 핵심인 창의·인성교육의 활성화에 기여하고자 의생활영역에서의 창의·인성교육을 위한 교사연수 프로그램을 개발하였다. 연구방법은 문헌연구와 개발연구이며, 개발단계는 요구분석, 프로그램개발, 타당도검증을 거쳐, 교사연수 교육과정을 제시하였다. 연구결과는 첫째, 요구분석에서 교사들은 의생활영역에서의 창의·인성교육 시행의 어려운 점으로 초등의생활 교육 자료와 창의·인성 교육 자료의 부족을 꼽았는데, 이를 보완하기 위한 방법으로 의생활영역에서의 창의·인성교육자료 개발과 교사연수실시를 필요로 하였다. 또한 교사연수 교육과정을 개발할 때에는 의생활영역에서의 창의·인성 교육내용개발과 수업기법에 대한 요구도가 높았으며, 학교 현장에서 즉시 활용할 수 있는 교수·학습 자료와 수업과정안, 참고자료를 필요로 하였다. 교육전문가들도 의생활교과목의 특성을 살린 교사연수 프로그램의 필요성을 강조하였다. 둘째, 의생활영역에서의 창의·인성 교사연수의 교육목표는 '교사들의 의생활을 활용한 창의·인성 수업능력의 향상'이며, 목표 달성을 위해 교사들은 창의·인성이론에 대한 지식 획득, 초등 의생활교육에 대한 이해, 의생활영역에서 함양시킬 수 있는 창의·인성 요소파악, 2011개정교육과정 내에서 의생활영역 창의·인성교육 내용 개발, 수업방법과 수업기법의 개발, 수업장학을 통한 수업의 피드백제공과 학습자의 창의·인성 결과물 평가 능력을 기르는 것이다. 셋째, 의생활영역에서의 창의·인성 교사연수의 교육내용 및 조직은 일반영역과 의생활영역으로 나누어 구성하였고, 일반영역에서는 '창의·인성교육의 이해'를, 의생활 영역에는 '의생활교육과 창의·인성 교육', '의생활 영역별 창의·인성 교육의 실제', '창의·인성 평가의 전략'에 대한 내용을 다루었다. '의생활영역에서의 창의·인성교육의 실제'에는 정규교과 과정과 창의적 체험활동에 적용할 의생활영역에서의 창의·인성함양을 위한 교육내용, 수업모형, 수업기법, 수업장학의 활동을 중심으로 구성되었으며, 연수방법은 강의 및 토의, 비디오 관찰, 연습, 마이크로티칭으로 이루어졌다. 이상 본 연구에서는 의생활영역에서의 창의·인성 교사연수 교육과정을 의생활영역의 특성에 맞게 개괄적으로 방안을 제시하였으므로, 추후 연구에서는 교수․학습 과정안, 활동지 및 교수․수업자료 등을 포함하는 학습 자료의 개발과 같은 구체적인 학습방안의 제시와 수업장학의 과정을 통하여 교육적 효과를 검증할 수 있는 연구가 지속적으로 이루어져야 할 것이다. This research aims to develop a teacher development program for creativity and character education in clothing and textile area contributing to promoting the education centering the 2009 revised curriculum. Literature survey and development research are the main methods for this research, in particular based upon need analysis, program development, validity examination, for development of teacher training program. The research findings are as follows;First of all, the need analysis presents lack of education material on clothing & textile and on creativity & character as challenge for the education, leading to necessity of new materials and teacher development program. In addition, the teacher development program should include both education contents and teaching skills for the creativity and character education. According to education experts, the contents are comprised of handy materials, curriculum, and references, while the skills can be obtained through teacher development program reflecting the characteristics of clothing and textile discipline. Second, the development project of the research results in such an education objective as 'enhancement of instruction capacity of teachers in creativity and character area through clothing life'. The objective is divided into further specific goals such as acquisition of knowledge on creativity and character, understanding of clothing life in elementary school, identification of factors to promote creativity and character in clothing and textile area, development of a variety of instructional methods and skills, provision of course feedback through scholarship and capacity build-up to self-evaluate creativity and character. Third, educational contents and organization are classified into general area and clothing & textile area, of which the former covers only 'understanding of creativity and character education' while the latter does 'creativity and character education & clothing life education', 'practice of creativity and character education for every area of clothing life', 'Evaluation strategy of creativity and character'. The focal course among them is the 'practice of creativity and character education for every area of clothing life', which is composed of curriculum contents, instruction model, instruction techniques, instruction scholarship, notwithstanding regular program, to build up creativity and character in clothing & textile education. Teacher development skills include lecture, discussion, video observation, exercise, micro teaching,This research presents an introductory scheme for teacher development program in clothing & textile area for creativity and character enhancement, leaving further works in the future for continuing progress in development of teachers, curriculum, teaching materials, scholarship and in means to examine education effects of those developments.

과학과 관련된 사회,윤리적 문제(SSI)의 도입을 통한 창의,인성 교육 가능성에 대한 과학교사들의 인식

양정은 ( Jung Eun Yang ),김현정 ( Hyun Jeong Kim ),( Lei Gao ),김은진 ( Eun Jin Kim ),김성원 ( Sung Won Kim ),이현주 ( Hyun Ju Lee ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.1

This study explored to what extent Korean science teachers perceived socioscientific issues (SSI) as an effective instructional tool for creativity and character (CreActer) education; which was recently announced as a main goal for the Korean National Science Curriculum 2009. The guiding research questions were as follows. (1)How do science teachers conceptualize the relationship between creativity and character in the context of science classes? (2) What do science teachers think about the possibility of CreActer education through SSI in science classrooms? Thirty science teachers participated in individual interviews (each lasted 20-90 minutes). In the results, the teachers` perceptions on CreActer education and SSI for CreActer education were categorized into four profiles. Eleven teachers in Profile A thought that creativity was positively correlated with character education because their understanding of creativity and character embraced a very broad range of elements. They mentioned that addressing SSI in the science classes would be satisfactory to cover those elements of CreActer education. Six teachers in Profile B mentioned similar elements of creativity and character of Profile A, but reported that, in their experience, creativity was often inversely correlated with character. However, they responded that addressing SSI would be a good way to integrate creativity and character in the science classes. Ten teachers in Profile C believed there was no relationship between creativity and character, but took a positive stance on CreActer education through SSI. Unlike Profile A and Profile B, they tended to regard character as only an interpersonal virtue. And three teachers in Profile D had narrow perspective on CreActer education. Not only did they think creativity had no relationship with character, but also disagreed that CreActer education would be activated by addressing SSI in science classrooms. The results imply that SSI could be used as an effective instructional tool for CreActer education, but this can be possible when science teachers expand their view on CreActer education.

예술교육을 통한 창의·인성교육

김형숙 한국초등미술교육학회 2012 미술교육연구논총 Vol.32 No.-

Is it possible to realize creativity and character education through arts education? This study examines the value and importance of art education through a discussion on theories and case studies of aesthetic experience. It asks the question of what the implications of aesthetic experience in arts education can be by examining of cases and theories of arts-based creativity and character education. Discussion on ‘creativity education’ and ‘character education’ has stirred up some controversy. However, this paper maintains that creativity education and character education do not exist separately,but are integrated organically. This study investigates creativity and character education, which is currently a popular topic of discussion in Korea, in relation to the capacities for learning programs and aesthetic experience education in the Lincoln Center Institute in the United States. Finally, this study concludes with the implications of aesthetic experience in arts education as serving as creativity and character education, focusing on daily life, an integrated education program, aesthetic experience in the school environment, and community-based art education through partnerships. Therefore, creativity and character education through aesthetic experience provides a new paradigm and teaching and learning methods for arts-based creativity and character education. Additionally, this study maintains that aesthetic experience in arts education can contribute to enhance adolescents’creativity and solve the problem of adolescents’ character which arises from a lack of aesthetic experience in their daily lives. 예술교육을 통해서 창의·인성교육을 함양할 수 있는가? 본 연구에서는 미적 체험에 대한 이론적 논의와 사례연구를 통해서 창의·인성교육에 대한 시사점을 도출하여 예술교육의 가치와 중요성을 밝혀내는데 그 목적이 있다. 최근 정부에서부터 교육현장에 이르기까지 활발하게 논의되고 있는 창의성교육과 인성교육은 각각 독자적으로 존재하는 것이 아니라, 유기적으로 결합된 영역이다. 따라서 본 연구에서는 국내에서 논의되고 있는 창의·인성교육을 링컨센터 교육원의 미적체험교육과 관련하여 논의하면서, 상상력교육을 위한 역량 함양에 관해 특별히 조명하고자 한다. 링컨센터 교육원에서 실습하고 있는 일상과 삶을 통한 미적체험교육, 통합교육 프로그램, 학교현장에서 예술교육, 파트너십을 통한 지역사회 미술교육에 대한 논의를 통해서 국내 창의·인성교육의 시사점을 도출하고자 한다. 미적체험을 통한 창의·인성교육은 예술교육 기반창의·인성교육에 대한 새로운 패러다임과 교수-학습 방법을 제공하고, 청소년의 창의성과 예술교육의 체험 부족으로 야기되는 인성문제를 해결하는데 기여 할 수 있다.

손바느질을 활용한 창의·인성 교육 프로그램 개발 및 효과 분석

서은비,이성숙 한국실과교육학회 2013 한국실과교육학회지 Vol.26 No.2

This study was carried out to develop a creativity and character education program using needlework and by applying it to look into the effect of the program on the change of creativity and character in elementary school students. The program was a total of 26 session hours with a plan of 2 or 4 session hours by 6 subjects, characteristically of practice. The results are as follows: As a result of checking through the test paper after applying the creativity and character education program using needlework, both creativity and character increased significantly after class compared to before. By elements of creativity, fluency, originality, flexibility and delicacy all increased significantly regardless of the gender. By elements of character, stability, impulsivity, reflectivity and sociality increased significantly after class compared to before, while activeness and dominance showed no significant difference. By gender, male students increased in activeness, stability, impulsivity, dominance and sociality, while female students showed increase in reflectivity, significantly. After applying the creativity and character education program using needlework, as a result of observing from observations during class and from class outputs and content prepared in activity diary, it was verified that the creativity and character education program had a positive effect on building creativity and character in the students. While devising and creating a needlework through the learning process, the students increased in elements of creativity, that is, originality, fluency, flexibility, delicacy, and problem-solving. For character, attitude of mutual cooperation and consideration and ownership were observed through the process of group activity for creating works. Besides, it was found through the content prepared by the students in an activity diary by subject that their diversity, stability and sense of human rights came to the fore. From the results above, it was found that the creativity and character education program in application of the developed needlework was effective in increasing creativity and character. It is considered necessary through further studies to continually develop and apply the creativity and character education program for nurturing creative persons who could adapt to social change and able ones who would practice consideration and sharing. 이 연구는 손바느질을 활용한 창의․인성 교육 프로그램을 개발하고 이를 초등학생에게 적용하여 창의성과 인성의 변화에 미치는 효과를 알아보기 위해 수행되었다. 선행 연구 분석을 통하여 창의․인성 요소와 내용을 추출하였으며, 학생들의 수준과 발달 단계를 고려하고, 손바느질을 통해 직접 체험하는 활동 중심으로 주제와 학습 목표를 설정하여 프로그램을 개발하였고, 개발된 프로그램을 적용하였다. 개발한 프로그램의 주제는 6가지이었으며 각 주제별로 문제점이나 주제에 대해 인식하고, 이를 해결하기 위해서 아이디어 생성하기, 디자인하기, 손바느질하기로 이루어졌으며, 실습의 특성 상 한 주제에 대해 2차시 또는 4차시로 총 26차시(13주)로 구성하였다. 개발된 프로그램의 적용 효과를 분석하기 위하여 실험연구와 관찰연구를 병행하였으며 이를 위해 수업 전후 창의성과 인성에 대한 검사지를 활용하여 조사하였고, 수업 관련 활동지 작성 내용, 수업 결과 작품, 수업 태도 및 행동 등을 관찰 기록하여 수업 주제별로 조사하여 창의성과 인성 변화 정도를 관찰하였다. 검사지를 통해 조사한 결과 창의성과 인성 모두 수업 전에 비해 수업 후에 유의적으로 증가하였다. 창의성 요소별로 보면 유창성, 독창성, 융통성, 정교성 모두 유의적으로 증가하였으며, 남녀 모두 유의적으로 증가하였다. 인성 요소별로 보면 안정성, 충동성, 사려성, 사회성이 수업 전에 비해 수업 후 유의적으로 증가하였다. 남학생은 활동성, 안정성, 충동성, 지배성, 사회성이, 여학생은 사려성이 유의적으로 증가하였다. 관찰 결과에서도 개발된 프로그램은 창의성과 인성의 형성에 긍정적인 영향을 주었음을 확인할 수 있었다. 학습 과정을 통해 손바느질 작품을 구상하고 만드는 과정에서 창의성 요소인 독창성, 유창성, 융통성, 정교성, 문제해결력이 향상되었다. 작품을 만드는 모둠 활동 과정을 통해 서로 협동하고 배려하는 태도와 소유를 관찰하였고, 활동지 작성 내용을 통해 다양성, 안정성, 인권의식이 나타남을 알 수 있었다. 이상의 결과로 보아 개발한 손바느질을 적용한 창의․인성 교육 프로그램은 창의성과 인성의 향상에 효과가 있었음을 알 수 있었다. 후속적인 연구를 통해 사회의 변화에 적응하는 창의적인 인재이면서, 배려와 나눔을 실천하는 인재를 기르는 창의․인성 교육 프로그램의 지속적인 개발과 적용이 필요하다.

국어 교사의 창의 인성 수업 경험 연구

남지애,최영인,우신영,박혜진,조고은 한국어교육학회 2013 국어교육 Vol.0 No.140

This study deals with the latest issue "Korean creativity and character education". Korean creativity and character education has been newly focused in the field of Korean Education. Creativity and character education policy that forces all school and members to get a new angle and to change completely has been implementing since 2012. Therefore Korean education is seeking new ways of accepting or integrating of creativity and character education into Korean education. The study consider "teachers' experience" an important factor in performing a desirable "Korean creativity and character education". So to examine their recognitions, teaching experiences, difficulties is the most basic task. With these task, the study have conducted interviews with three Korean teachers, analyzed them, and described the meaning of the experience of Korean creativity and character education. After interview, data is classified into three categories-recognitions, teaching methods or cases, obstruction of practicing Korean creativity and character education-.Korean teachers altogether feel the necessity to practice Korean creativity and character education, but they have an antipathy to unilaterally pushing policies. All of them describe their own teaching techniques or methods to work toward a goal. Paying attention this qualitative classroom cases, some efforts are needed for theorizing a vivid and meaningful experiences. On realistic constraints, teachers note that evaluation is the most difficult problem to achieve aims of creativity and character education. And another barriers are classroom size, lack of time, textbook being standardized so on.

한문과 창의,인성 교수,학습 방법

김병철 ( Byeong Cheol Kim ) 한국한문교육학회 2013 한문교육논집 Vol.40 No.-

2009 교육과정의 핵심은 창의성과 인성을 고루 갖춘 인재를 양성하는 것이다. 이를 위해 교과별로 교육 내용을 감축하고 교수·학습 방법을 다양화하며 창의적 체험활동을 활성화하고, 서술형 및 논술형 평가를 확대하는 등 다양한 프로그램이 진행되고 있다. 본 논문은 새로운 지식과 가치를 창출해내는 창의적 인재를 육성하기 위한 다양한 시도 중 교과 활동 중심이 가장 효과적이라는 인식아래 한문과의 수업 장면을 통하여 창의·인성을 고양할 수 있는 방법들을 알아보았다. 이를 위해 먼저 한문과 교사들이 창의·인성 교육에 중심이 되어야 하는 당위성을 살펴보았고, 한문 교사들을 대상으로 한 설문 조사를 통하여 한문 교사들의 창의·인성 교육 인식에 대한 대강을 알 수 있었다. 한문 교사들은 대부분 창의·인성 학습과 한문과의 목표가 관련성이 있다고 여기고 있으며 창의·인성을 위한 교수·학습 방법이나 교재의 개발이 필요하다고 인식하고 있었다. 이후 2009 한문과 교육과정 분석을 통하여 한문과에서의 창의·인성 교육의 위상을 점검하고, 학교급별, 학년별 교육과정 내용 체계에 따른 창의·인성 교수 학습 방법과 한문과 수업에서의 창의·인성 교수·학습을 위한 절차를 알아보았다. 또한 창의성 요소별 교육 방법과 인성 교육 요소별 교육 방법 및 한문과에서 적용 가능한 창의성 기법 요소 적용 방안을 예시를 들어가며 검토하였다. 이미 학교현장에서 자주 사용하고 있는 브레인스토밍, 마인드 맵, 등의 창의성 기법 요소들도 있지만 스캠퍼(SCAMPER), 시네스틱(Synetic), 육색사고모 기법, PMI 등의 기법도 현장에서 쉽게 활용할 수 있을 것이다. 또한 한문과에서 창의·인성 교육을 활성화하기 위해서는 서술형 평가의 확대 및 수행 평가의 확대를 통해 과정 중심 평가, 학생 활동 중심 평가가 선행될 필요가 있음을 강조하였다. 한문과의 창의·인성 교수·학습 방법은 ‘주입식 교육’에서 ‘끄집어내는 교육’으로, ‘교수자 중심’에서 ‘학습자 중심’으로, ‘결과 중심’에서, ‘과정 중심, 활동 중심’의 변화를 모색하여야 개인의 가치를 실현할 뿐 아니라 배움의 즐거움을 통하여 전인적 학력을 증진할 수 있을 것이다. The core of 2009 educational curriculum is to nurture human resources equipped with creativity and personality. To achieve the goal of the curriculum, various programs were being introduced such as subject contents were reduced, teaching-learning methods were diversified, creative experiential activities were facilitated and descriptive essay evaluation method was expanded. Under the perception that subject activities should be in the center of the efforts to cultivate creative resources creating new knowledge and values, this study tried to identify the methods to improve creativity and personality through classes of Chinese Character subject. First of all, the justifiability why Chinese Character subject teachers should be in the middle of creativity and personality education was reviewed. Through survey the perception of Chinese Character subject teachers on creativity and personality education were roughly identified. Most of Chinese Character subject teachers recognized the relationship between creativity and personality education and the goals of Chinese Character subject and perceived the necessity of teaching-learning methods for creativity and personality education and textbook development. Through the analysis of 2009 educational curriculum of Chinese Character subject, it was tried to identify the status of creativity and personality education was reviewed, creativity and personality education methods according to curriculum by school and by grade and the procedure for creativity and personality education in Chinese Character subject. Finally, how to apply applicable creativity techniques to Chinese Character subject was reviewed with examples. Although creativity technique such as brainstorming and mind map have already been frequently used in schools, there are other techniques such as SCAMPER, Synetic, six thinking hat technique and PMI that can be easily applied to the educational field. Additionally, it was emphasized that course centered evaluation and student activity centered evaluation should be introduced first through expansion of descriptive evaluation and performance assessment to activate creativity and personality education in Chinese Character Subject. Creativity and personality education in Chinese Character subject will improve academic ability as a whole person through joy of learning as well as realize individual values by searching for changes from ‘teaching by rote’ to ‘education of development,’ from ‘teacher-centered’ to ‘learner -centered,’ and from ‘result centered’ to ‘course centered’ and ‘activity-centered’.

도덕과교육에서 창의,인성 교육의 의미와 방향

이정렬 ( Jeong Ryeol Lee ) 한국윤리학회 2014 倫理硏究 Vol.99 No.1

창의력 계발과 인성 함양을 위한 전인 교육을 추구하는 것은 교육 그 자체의 내재적 목적이며 학교의 의무이다. 최근 고조되고 있는 창의성에 대한 관심은 단지 경제적 부를 축적하기 위한 도구적 창의성 함양을 넘어 인간 고유의 특성을 발휘할 수 있도록 이끌어야 한다는 교육의 본질적 목적에 대한 요구일 것이다. 본 연구는 한국 교육과정의 역사에서 창의성과 인성이 지속적으로 추구되어 왔다는 것을 확인하고, 2009개정 교육과정을 기반으로 제시된 ‘창의ㆍ인성교육 기본 방안’을 비판적으로 고찰하면서 도덕과교육에서 창의ㆍ인성 교육의 의미와 방향을 제시하였다. 도덕과교육에서 창의ㆍ인성 교육은 창의성과 도덕성의 관계에 따라 ‘도덕적 창의성’과 ‘창의적 도덕성’을 함양하는 것으로 나타난다. 도덕적 창의성과 창의적 도덕성은 개념적으로는 구분될 수 있지만, 실제 도덕과교육내용에서는 중첩되어 제시되며, 인지ㆍ정서ㆍ실천적 측면까지 포함하는 통합적 접근을 요구한다. 도덕과에서 ‘창의ㆍ인성 교육’은 도덕성의 본질적 의미를 실현할 수 있는 방법을 모색하기 위해 열린 사고와 도덕적 탐구 등과 같은 창의적 사고를 발휘할 수 있도록 이끌어야 할 것이다. 또한, ‘창의ㆍ인성’에 영향을 미치는 환경적 요인과 사회문화적 요소를 고려해야 하며, 개인의 창의성뿐만 아니라 집단의 창의성 계발을 위한 교육적 접근이 요구된다. It is the internal goal of education itself and the mission of schools to pursue whole person education for developing creativity and cultivating character. There is more and more emphasis on creativity lately, and it can be interpreted as demand on attaining the basic goal of education to lead students to exhibit their true nature as a human being, not just limited in improving instrumental creativity simply for accumulating wealth. This study has found that in the history of the Korean national curriculum, both creativity and character have been continuously emphasized. And critically considering ‘The Basic Plan for Education for Creativity and Character’ suggested with the 2009 revised national curriculum as its ground, the study has presented the meaning and direction of Education for Creativity and Character in the moral subject education. In the moral subject education, ‘Education for Creativity and Character’ appears as what cultivates ‘moral creativity’ and ‘creative morality’ according to the relationship between creativity and morality. Moral creativity and creative morality can be distinguished conceptually; however, the actual contents of morality education are overlapped, and it requires an integrated approach that can embrace cognitive.affective.practical aspects. ‘Education for creativity and character’ in the moral subject education should lead students to exhibit their creative thinking such as open-ended thinking and moral exploration to seek for ways to actualize the true meaning of morality. Also, it is needed to consider environmental and socio-cultural factors that can influence creativity and character and apply educational approaches suitable for developing not only an individual`s but a we-creativity, too.

초등학교 교육과정의 간학문적 통합을 통한 창의·인성교육 프로그램 설계 모형 탐색

정진영(Jeong Jin Young),강충열(Kang Choong youl) 학습자중심교과교육학회 2011 학습자중심교과교육연구 Vol.11 No.4

본 연구는 2009개정 교육과정의 핵심 목표인 창의·인성교육을 학교 현장에서 활성화시키기 위하여 창의·인성교육의 개념을 명확히 하고, 창의성교육과 인성교육의 가장 적절한 관계 형태를 도식화하였으며, 창의·인성교육을 할 수 있는 적절한 방법으로 교육과정의 간학문적 통합을 선택하였다. 교육과정 통합은 개념을 정의하기가 어렵지만, 교과의 경험세계와 학습자의 경험세계를 통합하여 그 경계가 허물어지는 정도에 따라 다양한 유형으로 분류하고, 학습자의 발달 단계에 따라 적절한 통합의 유형을 사용하여야 한다. 유치원과 초등학교 저학년 학생들은 탈학문적 통합을, 고학년 학생들은 간학문적 통합을, 중등학교 이상 성인들에게는 다학문적 통합이 적절하다. 이에 본 연구는 초등학교 고학년 학생들에게 적용할 수 있는 간학문적 통합의 의의 및 간학문적 통합과 창의·인성교육의 관계를 살펴보고, 교육과정의 간학문적 통합을 통한 창의·인성교육 프로그램 설계모형을 제시하였다. This study is clear up the concept of creativity and character education, display in diagram connection of creativity education and character education, for revitalization of creativity and character education of core object of 2009 Curriculum. And interdisciplinary integration is the best way of creativity and character education. Creativity and character education is education philosophy and education strategy, emphasis a skill and a role each of creativity education and character education, for rearing creative person of upright character and moral judgment through combination both education. If one of both overstress, it make not good result of collision of individual ambition and national profit. Therefore, creativity and character education is very important. Curriculum integration is variety of type, we can use proper type of development stage of learner. Extradisciplinary integration is proper a kindergarten or a lower grade of elementary school student, interdisciplinary integration is proper a higher grade of elementary school student, and multidisciplinary integration is proper a middle school student or adult. This study is searched meaning of interdisciplinary integration and connection of creativity and character education, and is presented creativity and character education plan model through interdisciplinary integration of curriculum.