한문과 창의․인성 교수․학습 방법

Abstract

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’.