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창의적 사고력 향상을 위한 중학교 영어 영재교육 프로그램 개발

The Development of the English Gifted Program at the Middle School Level for Creativity Enhancement

김정렬|이주영
외국학연구소 (FOREIGN STUDIES INSTITUTE)|2022.12|외국학연구 (The Journal of Foreign Studies)|제62호|pp. 11-52|DOI 10.15755/jfs.2022..62.11

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참고문헌

키워드

Narrative내러티브프로그램 개발영재 프로그램통합교육과정 모델영어 고능력 학습자삼부심화the Gifted Programthe Program DevelopmentICM(Integrated Curriculum Model)English High-ability LearnersTriad-enrichment
주제분류기타인문학

초록

The purpose of this study is to develop a program that focuses on student-tailored curricula with a linkage to the national gifted curriculum. To this end, literature related to gifted program models such as Integrated Curriculum Model(ICM) and the language arts curriculum in Korea for gifted education at the national level was reviewed. Furthermore, the results of the curriculum needs analysis for the English gifted program and the piloting and the interviews on the English gifted students, or English high-ability learners, were reflected in the first place. In this study, the contents were extracted for the narrative creative writing. The learning tasks were selected and modified to be suitable for targeting high-level thinking skills, offering ample opportunities to use English, boosting curiosity, cooperating with peers, producing products at a high level of quality, and encouraging discussion and debate. The contents and learning tasks were laid out in accordance with Triad Enrichment. This study will help lay the foundation for developing an English gifted program.

Abstract

The purpose of this study is to develop a program that focuses on student-tailored curricula with a linkage to the national gifted curriculum. To this end, literature related to gifted program models such as Integrated Curriculum Model(ICM) and the language arts curriculum in Korea for gifted education at the national level was reviewed. Furthermore, the results of the curriculum needs analysis for the English gifted program and the piloting and the interviews on the English gifted students, or English high-ability learners, were reflected in the first place. In this study, the contents were extracted for the narrative creative writing. The learning tasks were selected and modified to be suitable for targeting high-level thinking skills, offering ample opportunities to use English, boosting curiosity, cooperating with peers, producing products at a high level of quality, and encouraging discussion and debate. The contents and learning tasks were laid out in accordance with Triad Enrichment. This study will help lay the foundation for developing an English gifted program.

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