초등학교 영어 영재 판별도구 개발에 대한 연구
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This study aims to develop an identification test for the gifted in English at the elementary school level. Before developing the tool, questionnaires for teachers' needs were collected from 150 primary school teachers. The results were used for setting the direction of developing the identification tool. In addition, a meta-analysis was conducted for the previous studies on gifted education, and an identification test was implemented for the verbally gifted. After these procedures, the first draft of an identification test for the gifted in English was developed, and it was revised and supplemented with the feedback received from five specialists who had extensive experiences in teaching English. From the study, the identification for the gifted consists of two tiers, one set for the subject’s English ability and one set for the subject’s latency for learning English. Suggestions were made as follows: First, the implementation of the test may vary according to the goals of the gifted curriculum and the institution. Second, to accomplish successful settlement of the test, it is important that both teachers and students understand goals and steps of the identification test before the implementation.
Abstract
This study aims to develop an identification test for the gifted in English at the elementary school level. Before developing the tool, questionnaires for teachers' needs were collected from 150 primary school teachers. The results were used for setting the direction of developing the identification tool. In addition, a meta-analysis was conducted for the previous studies on gifted education, and an identification test was implemented for the verbally gifted. After these procedures, the first draft of an identification test for the gifted in English was developed, and it was revised and supplemented with the feedback received from five specialists who had extensive experiences in teaching English. From the study, the identification for the gifted consists of two tiers, one set for the subject’s English ability and one set for the subject’s latency for learning English. Suggestions were made as follows: First, the implementation of the test may vary according to the goals of the gifted curriculum and the institution. Second, to accomplish successful settlement of the test, it is important that both teachers and students understand goals and steps of the identification test before the implementation.
참고문헌 (45)
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