과학영재교육원을 통해서 본 영재교육의 가능성과 한계
On the possibility and limitation of gifted education at a science gifted education center
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본 연구는 한국이란 사회에서 다양한 모습과 형태로 펼쳐지고 있는 영재교육의 내부를 심층적으로 들여다봄으로써 과연 영재교육은 어떠한 의미를 가지고 있고 어떠한 모습과 형태로 차별화되고 있으며 그 가능성과 한계는 무엇인가를 알아보고자 하였다. 이 연구를 위해 영재교육이 가장 활발하게 이루어진다고 평가되는 A 영재교육기관을 6개월 동안 참여관찰하고 그 기간 중 10명의 영재교육원 참여 교수와 50명의 영재원생들을 심층 인터뷰했다. 연구결과 A 영재교육원에서의 교육은 차별화된 학습 환경과 수업방식으로 인지적인 측면에서는 사고력과 창의력 향상에 기여하며 비인지적인 측면에서도 영재원생들의 자신감 형성과 진로선택 및 지도에 바람직하게 영향을 미친다는 점에서 교육적 가능성을 엿볼 수 있었다. 이와 함께 영재교육원을 통한 인맥의 형성과 영재라는 라벨이 부여하는 특별한 의미, 그리고 영재를 가르치는 교사의 희열과 인격적 지식의 형성 등이 또 다른 측면의 가능성으로 인식되었다. 그러나 영재와 연구 사이에서 갈등하는 교수들의 참여 의지와 적극성의 한계, 개별화교육을 추구하면서도 이루어지지 못하고 있는 영재원생들의 개인차 고려의 문제, 평가를 위한 증거 찾기인 관료주의적 운영, 반복되는 공교육의 문제이기도한 원생들의 참여와 열의 부족 및 공부이외의 어울림의 부족 등이 A 영재교육원이 안고 있는 한계점으로 파악되었다. 제시된 가능성과 한계점을 바탕으로 현 영재교육의 방향설정을 위한 시사점이 모색되었다.
Abstract
Gifted education is certainly one of the hottest issues in Korea. Much money and effort are being invested in this area of education. The recent announcement of the Korean Ministry of Education does state that all children should be educated to the level at which they are capable, and the current gifted program should and will be extended. However, there is so little effort to peek into the inside of gifted education. What is happening in the name of gifted education? What is the meaning of giftedness and gifted education? How and in what aspects the gifted program is differentiated with general programs? What are the problems and concerns in serving gifted students? What are the effects of gifted programs? How the teachers and students feel and tell about gifted programs? These are the main questions of the present qualitative study. For this ethnographic study, A science gifted education center was observed for a six-month period, and 10 professors and 50 students were interviewed in depth. The result of the study is as follows. First of all, A science gifted education center provides differentiated learning environment and teaching method. Second, through the differentiated learning experience, students improve their thinking skills and creative problem-solving ability, as well as positive self-esteem. In addition, the formation of a human network, special meaning of "gifted" label, and the acquisition of personal knowledge were found as educative possibilities of the A gifted education center. However, some professors' low motivation, absence of individualized educational plan, bureaucratic management, weakened students' task commitment, and lack of opportunity for students' social activity were indicated as limitations of the A gifted education center. Based on the possibilities and limitations, implications for better gifted education experience were discussed.
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