언어 영재교육 프로그램의 개발과 적용
Gifted Education Program of Language Arts : Development and Application
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초록
최근 우리나라에는 영재교육에 대한 관심과 지원이 확산되고 있다. 그러나 지금의 영재교육은 여러 영역에서의 영재교육이라기 보다는 수학과 과학 분야를 중심으로 이루어지고 있는 실정이다. 특히 우리의 정서와 문화적 수준을 높여 문화발전에 기여하며 삶을 윤택하고 풍요롭게 만들기 위해서는 언어영재에 대한 교육이 필요하다. 따라서 본 연구에서는 언어영재의 개념을 확인하고 언어영재교육을 위한 고려점을 개괄하는 한편 국내외 언어영재교육프로그램을 소개한다. 다양한 영역의 영재를 위한 프로그램 중에서도 특히 언어영재를 위한 언어 영재교육 프로그램은 유치원에서 초등학교에 이르기까지 도전적인 교육과정으로서 기회를 제공해야 한다
Abstract
Gifted education in Korea has typically focused on science and mathematics. However Gifted education programs for language arts are needed for the promotion of our emotional and cultural level in order to contribute to development of culture and to improve life quality. Therefore, gifted education programs in diverse domains should be developed and put into practice as soon as possible. Linguistic characteristics are very important aspect of giftedness. Language arts programs for the gifted should present opportunities for challenging curriculum throughout K-12 continuum. One way to enhances such possibilities is to redirect and refocus the traditional language arts strands in such a way as to make them more compatible with the characteristics and needs of the gifted learner at the appropriate state of developmental readiness. Second, it is important to treat the strands of language, literature, writing, and oral discourse as separate domains of study as well as find suitable ways to interrelate them. Even gifted students need to feel they have gained some control over a tool skill such as writing or oral communication. The separate and integral study of language and literature again allows a level of competence to precede work in interdisciplinary areas. Third, educators in language arts programs for the gifted need to organize subject mater carefully over the years these students are in school so that needless repetition and redundancy is removed from their curriculum experience. Standards can be combined or truncated to allow for deeper exploration or accelerated opportunities. The results of such efforts would be to address the needs of the gifted population directly and find alternatives for advanced learners that truly challenge and enrich their earning in the verbal arts.
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