영재교육의 수직적 연계 현황 및 발전 방안

Abstract

Gifted Students should be able to make self-realization and grow into human resources who can contribute to the society through gifted education. To this end, these students should be able to receive continuous gifted education and vertical linkage between elementary, middle, and high schools should be established. However, now when 10 years has passed since gifted education started, whether gifted students were able to receive gifted education continuously through elementary, middle, and high schools and whether there was vertical linkage between elementary, middle, and high schools has not been clearly researched. Accordingly, this study intended to examine the current status of vertical linkage through a survey of students at science high schools and teachers in charge of gifted students, and to derive suggestive points. Vertical linkage is divided into an aspect of continuously receiving gifted education and an aspect of linkage between institutions for gifted education. According to the result, in terms of continuous reception of gifted education, about 80% who entered science high schools had received gifted education before. However, the rate of those who had continuously received gifted education was 36.2% and a majority of students had some periods when they did not receive such education. As for the current status of linkage between institutions for gifted students, there was almost no linkage but teachers thought that such linkage was necessary. The above result suggests that education for gifted students should become systematic through institutional tools such as management of students' history and provision of curriculum levels and standards on a national level so that such education can be helpful to those students' self-realization. This study is meaningful in that it looked at linkage between elementary, middle, and high schools for gifted students and will be a ground for establishing and developing policies for gifted students.