본 연구에서는 예비 유아 교사인 유아교육과 여학생 302명을 대상으로 자유반응식 설문지를 작성 배포하여 그들이 인식하고 있는 창의성 저해 요인을 알아보았다. 연구결과, 교육 저해요인으로는 암기 위주의 주입식 교육을 비롯한 획일적인 교수 학습방법, 가정 저해 요인으로는 가부장적인 유교문화에서 비롯되는 권위주위와 관련된 부모의 지나친 개입, 사회적인 요인으로는 시간의 부족과 획일적인 사고에 동조하는 경향, 개인의 능력 요인으로는 융통적인 사고, 경험 및 지식 부족, 개인의 성격 요인으로는 지나친 타인의 시선의식이 창의성을 저해하고 있다고 인식하는 것으로 밝혀졌다. 이러한 결과는 선행연구 결과와 유사한 점도 있지만. 한국 사회와 문화에서만 발생하는 저해요인도 있으므로 본 연구에서는 이에 대한 개선책과 시사점에 대해 논의하고 있다.
본 연구에서는 예비 유아 교사인 유아교육과 여학생 302명을 대상으로 자유반응식 설문지를 작성 배포하여 그들이 인식하고 있는 창의성 저해 요인을 알아보았다. 연구결과, 교육 저해요인으로는 암기 위주의 주입식 교육을 비롯한 획일적인 교수 학습방법, 가정 저해 요인으로는 가부장적인 유교문화에서 비롯되는 권위주위와 관련된 부모의 지나친 개입, 사회적인 요인으로는 시간의 부족과 획일적인 사고에 동조하는 경향, 개인의 능력 요인으로는 융통적인 사고, 경험 및 지식 부족, 개인의 성격 요인으로는 지나친 타인의 시선의식이 창의성을 저해하고 있다고 인식하는 것으로 밝혀졌다. 이러한 결과는 선행연구 결과와 유사한 점도 있지만. 한국 사회와 문화에서만 발생하는 저해요인도 있으므로 본 연구에서는 이에 대한 개선책과 시사점에 대해 논의하고 있다.
This study was conducted to find out the inhibiting factors (educational, home and family, social, and personal factors) of creativity from the 302 female students, who are the future teachers for the children, in the early childhood education department. The results are as follows: Firstly, the edu...
This study was conducted to find out the inhibiting factors (educational, home and family, social, and personal factors) of creativity from the 302 female students, who are the future teachers for the children, in the early childhood education department. The results are as follows: Firstly, the educational factors which inhibit creativity are excessive rote memorization, uniform teaching-learning style, and rigid class atmosphere, etc, secondly, home and family barriers are authoritarian parent-child relationship, too much parental involvement, and over protection, etc. thirdly, social barriers are lacking in time to think creatively, conformity, tendency to follow uniform thinking. Lastly, personal barriers in ability are lacking in flexible thinking, lacking in experience/knowledge/reading and personal barriers in characteristics are excessive awareness of others toward self and studying others" face and eye. It was concluded that we need to revise the teaching-learning methods and physical environment for facilitating creativity; and need to establish desirable and positive parent-child relationship in order to let the female students think freely; need not to conform and compromise in order to avoid conflict and maintain social harmony; need to develop creativity training program. In sum, the specially designed teacher"s, professors" and parents" educational programs are needed for encouraging creativity for female university students.
This study was conducted to find out the inhibiting factors (educational, home and family, social, and personal factors) of creativity from the 302 female students, who are the future teachers for the children, in the early childhood education department. The results are as follows: Firstly, the educational factors which inhibit creativity are excessive rote memorization, uniform teaching-learning style, and rigid class atmosphere, etc, secondly, home and family barriers are authoritarian parent-child relationship, too much parental involvement, and over protection, etc. thirdly, social barriers are lacking in time to think creatively, conformity, tendency to follow uniform thinking. Lastly, personal barriers in ability are lacking in flexible thinking, lacking in experience/knowledge/reading and personal barriers in characteristics are excessive awareness of others toward self and studying others" face and eye. It was concluded that we need to revise the teaching-learning methods and physical environment for facilitating creativity; and need to establish desirable and positive parent-child relationship in order to let the female students think freely; need not to conform and compromise in order to avoid conflict and maintain social harmony; need to develop creativity training program. In sum, the specially designed teacher"s, professors" and parents" educational programs are needed for encouraging creativity for female university students.
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