창의적 문제해결과 읽기 교육

Abstract

Creativity in the education sector is being addressed due to theexpansion of information and democracy. Especially as problemsolving, creativity doesn't mean inherent special talent, but potentialability that can be expressed through education. Futhermore, Creativeproblem solving can be understood not only in terms of practicalutility, but also in terms of realization of desirable humanity in asociety. This recent awareness of problem can be applied to readingeducation. When reading goes beyond the dimensions of literacy andits meaning is expanded as the process of understanding andinterpretation of various texts in life, reading education and creativeproblem solving are bound to be associated closely. But the tendencyto regard creativity as ‘domain-specificity’ is very strong in koreanlangnuage courses until now. It results the position to emphasizecreativity more in writing than in reading. And this position is alsoreflected in the structure and content of current reading textbooks. Asa result, current reading textbooks can't properly reconcile twoelements of creativity, i.e. originality and appropriateness in terms ofproblem solving. In order to improve this problem, interdisciplinarytexts should be developed which goes beyond the limit of koreanlangnuage courses. And in terms of creative problem solving, teachingand learning in reading education should be replaced by collaborativelearning. Because active mutual exchange of ideas can be possilbeonly by collaborative learning, not by authoritarian and dogmaticapproach. Finally, wisdom should be emphasized instead of intelligenceor talent. If society is more expanded and more complex, attitudewhich will solve problems through rational communication with othersin comunity, is desperately needed. This is a good practical thinkingwhich reading education aims.