미성취 영재를 위한 인지？정서적 교육개입 프로그램 개발
The Development of a Intervention Program on Gifted Underachievers
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미성취 영재에 관한 선행연구 결과와 현재 미국에서 시행되고 있는 (Cupertino Project, Rimm(1986)의 3중 초점 모형(Trifocal approch), Renzulli의 심화 3단계 학습모형(Type III Enrichment Project) 등)을 토대로 우리나라 미성취 영재의 특성에 맞고, 현 우리나라 초등학교에서 실시 가능한 프로그램을 고안하였다. 본 프로그램의 개발 과정을 프로그램의 개발원리, 프로그램의 구성 및 목표, 프로그램의 내용 및 절차, 프로그램 평가로 나누어 제시하였다. 이 프로그램의 이론적 틀은 동기를 강조하며, 미성취 영재들의 기본적 욕구에 부응하도록 설계되었다. 개발된 개입전략 프로그램의 특성은 첫째, 학생중심의 융통성 있는 학급운영이다. 둘째, 학문적인 내용과 더불어 정서적인 지지가 될 수 있는 내용을 병행하였다. 셋째, 학생들의 학습방식과 욕구에 맞는 수업을 제공하였다. 넷째, 영재 미성취 문제의 해결을 위한 부모의 역할을 강조하였다. 다섯째, 융통성 있고 친근한 교사의 역할을 강조하였다. 여섯째, 자기평가를 통하여 잘못된 학습습관을 점검하고, 현실적인 목표를 세우며, 내재적 동기를 개발 할 수 있도록 하였다.
Abstract
The purpose of this study is to develop an intervention program as an educative tool. Based on existing research of gifted underachievers, as well as on the currently implemented Trifocal approach of gifted underachievers program of Cupertino Project (Rimm, 1986), Renzulli's Type III Enrichment Project and so forth, programs for gifted underachievers and related literature were studied, and thus a program was conceived which is suited to personal characteristics of Korea's gifted underachievers and that can be implemented in elementary schools in the country. The development process of this program was presented to include the development principle of the program, the composition and objective of the program, and the contents and procedure of the program. The theoretical framework of this program was designed to emphasize motivation and to correspond to basic needs of gifted underachievers. First, the developed involvement strategy program seeks to provide student-oriented flexible operation of class. Second, it provides emotional support contents together with academic contents. Third, it offers classes suited to students' learning method and needs. Fourth, it emphasizes parents' role in addressing problems of gifted children's underachievement. Fifth, it emphasizes the role of flexible, and friendly teachers. Sixth, it helps examine wrong learning habits through self-evaluation, establish realistic goals, and develop internal motivation.
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