영재의 정의적 특성에 관한 이론적 고찰

• 영문명: A Theoretical Study on the Affective Characteristics of the Gifted.
• 발행기관: 성신여자대학교 교육문제연구소
• 저자명: 이옥형(Lee, Ock Hyung) 이현주(Yee, Hyun jou)
• 간행물 정보: 『교육연구』제35집, 27~56쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2001.02.28

국문 초록

본 연구에서는 먼저 영재교육을 이해하는데 근간이 되는 영재성의 개념과 영재의 판별법을 알아보고자 한다. 이어서 최근에 이루어진 정의적 특성에 대한 실증적 연구를 종합하여 영재의 잠재가능성 개발에 도움을 줄 수 있는 영재의 정의적 특성을 분석해 보고자 한다.

영문 초록

The purpose of education lies in helping the individual realize his potential and develop his ability as much as possible, and then improve the society through this procedure. So the school system must be operated flexibly by considering the individual differences. Renzulli noted that if a child had an IQ above average, he could be the gifted through the enhancement of creativity and task-commitment. Edison said that "the genius was cultivated with 1% inspiration and 99% efforts. This means the affective characteristic is not less important than the intellectual characteristic. The affective characteristic is the psychological factor that get the learner to participate in the learning activities. This characteristic has the great effects on the students' behaviors because it forms the psychological basis of human behavior and interacts closely with the intellectual characteristic. This article tried to collect the data and analyze the research currents about the self-concept, motivation and adjustment as the affective characteristics of the giftedness. The self-concept as a major determinant of human behavior has powerful force. the gifted can or cannot show the potential according to the level of self-concept. the recent relation studies about the self-concept and giftedness reported that the gifted showed the similar level or the more positive self-concept than the regular students. But there were no consistent results among the studies. Apparently this can be seen to support the Terman's study, but the gifted subjects may be changed based on the definitions of the gifted. Therefore the systematic identifications of the gifted are needed to compensate the problem. The motivation is the important expressive factor of the gifted features. The gifted who are highly motivated can make use of his potential to the full. The studies found that the intellectual gifted have the high internal motivation than the non-gifted. But sometimes the underachievers with high IQ were found to have the low motivation. Thus the way-search for stimulation the motivation is the important challenge for the researchers. Also the parents and the teachers must perceive and direct the achievement and the motivation level with the objective views. The adjustment for human suggests that an person can cope with the social norms or order adequately, form the interpersonal relationship, maintain the relationships and be satisfied with the normal and creative life. Terman studied the affective development and adjustment of the gifted and demonstrated that the healthy affective development and adjustment of the gifted are spontaneous and the gifted can do everything for themselves without the special help. The recent surveys tend to focus on the depressions of the gifted-adjustment. The gifted were found to be well-adjusted. This can be seen to have little problem for the gifted adjustment supporting the Terman study. However, the qualitative surveys such as the case study are needed to understand the internal adjustment difficulty. To sum up the multiple-phased supports and concerns are needed to make the gifted act to the best of their abilities. The support must include the following three requirements: First, the study must focus on the affective aspect as well as the intellectual aspect. The gifted who have the poor adjustment can not give full play to their giftedness. Especially the further and qualitative surveys on the gifted are needed in our country. Second, the reliability and validity must be increased through the various identification ways of the gifted so that many student may be included in the gifted group. Third, many opportunities to participate in the rich programs must be provided for the gifted in order not to receive the unqualified gifted education in the licenseless private academy.

목차

Ⅰ. 서론

Ⅱ. 영재성의 개념

Ⅲ. 영재의 판별

Ⅳ. 영재의 정의

Ⅴ. 결론

참고문헌

ABSTRACT