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- W2597488342 abstract "본 연구는 인문사회 영재교육원을 연구현장으로 선정하여 인문사회 영재교육의 특징을 살펴봄으로써, 인문사회 영재교육의 가능성과 한계를 진단하고, 발전적인 방향성을 모색하고자 하였다. 인문사회 영재교육에서의 상호작용을 총체적으로, 또한 심층적으로 이해하고자 하므로, 본 연구는‘문화기술적 사례연구’를 통한 참여관찰과 면담을 연구방법으로 선정하였다. 이를 위하여, 인문사회 영재교육이 가장 활발하게 이루어진다고 평가받고 있는 국내 최초의 인문사회 영재교육원에서 2014학년도에 진행된 영재교육 프로그램을 참여관찰하였고, 인문사회 영재교육 대상자로 선발된 세 명의 학생, 수업을 담당한 한 명의 교사와 면담을 수행하였다. 본 연구는 첫째,‘인문사회 영재교육의 가르침과 배움은 어떻게 이루어지는가?’를 기술하고 분석함으로써, 둘째,‘인문사회 영재교육의 가능성과 한계는 무엇인가?’의 답을 찾고자 하였다. 그 결과, 인문사회 영재교육원에서의‘가르침’과‘배움’을 통해 파악한 새로운 교육의 가능성을 첫째, ‘창의적 사고’, 둘째, ‘자아 성장’, 셋째, ‘융합과 통합’, 넷째, ‘흥미와 열정을 함께 나누는 또 다른 나’, 다섯째, ‘사교육 풍토에서 자유로울 수 있는 인문사회 영재교육의 힘’이라는 다섯 가지 항목으로 나누어 살펴보았다. 또한, 인문사회 영재교육원이 안고 있는 한계와 과제를 첫째,‘넘치는 학생 중심 수업과 부족한 교사 중심 수업’, 둘째, ‘과정보다 결과를 중시하는 교육풍토’, 셋째, ‘인문사회 영재교육 담당교사의 부족’이라는 세 가지 항목으로 나누어 해석하였다.The present study sought to answer two research questions: Firstly, How do teaching and learning occur in gifted education in the humanities and social sciences? Secondly, What are the educational implications of gifted education in the humanities and social sciences? In order to answer this question, the study found that the potentials for new education examined at the gifted education center in the humanities and social sciences were classified into five categories and interpreted: (1) The students come to engage in creative thinking, whereby they see the world from uncommon perspectives. (2) Motivated, the students build their confidence and design their future selves, thus experiencing the growth of their own selves. (3) Through convergence and integration, the students learn to see an even bigger world. (4) The students encounter “alter egos” who share their interests and passion. (5) Gifted education in the humanities and social sciences demonstrates the power to be free from a climate that emphasizes private/extracurricular education. The limitations and educational implications of the tasks at the gifted education center in the humanities and social sciences were classified into three categories and examined: (1) As for the curricula, while student-centered classes abound, teacher-centered classes are deficient. (2) The gifted education center in the humanities and social sciences is situated in an educational climate that stresses results over processes. (3) There are not enough teachers in charge of gifted education in the humanities and social sciences." @default.
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- W2597488342 date "2017-02-28" @default.
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- W2597488342 title "An Ethnographic Case Study on Gifted Education in the Humanities and Social Sciences" @default.
- W2597488342 doi "https://doi.org/10.18230/tjye.2017.25.1.47" @default.
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