초록 ▼

본 연구는 영재교육 체제 재구조화에 대한 요구에 부응하여, 그동안 교육공급자 시각에서 이루어져 온 기관 중심 논의에서 벗어나 교육수혜자인 영재들의 발달상의 특징과 교육적 요구를 분석하여, 이를 토대로 생애주기 관점의 영재교육 지원 체제를 구축하고자 하였다. 영재들의 발달상의 특징과 교육적 요구는 수학, 과학, 예술, 체육, 언어 등 영역의 특성에 따라 다르게 나타난다. 본 연구에서는 현재 영재교육진흥법에 의해 지정된 수학, 과학 분야의 영재인 과학영재학교(전환 이전 과학고) 졸업생을 대상으로 연구를 실시하고 과학영재에 초점을 맞추어

본 연구는 영재교육 체제 재구조화에 대한 요구에 부응하여, 그동안 교육공급자 시각에서 이루어져 온 기관 중심 논의에서 벗어나 교육수혜자인 영재들의 발달상의 특징과 교육적 요구를 분석하여, 이를 토대로 생애주기 관점의 영재교육 지원 체제를 구축하고자 하였다. 영재들의 발달상의 특징과 교육적 요구는 수학, 과학, 예술, 체육, 언어 등 영역의 특성에 따라 다르게 나타난다. 본 연구에서는 현재 영재교육진흥법에 의해 지정된 수학, 과학 분야의 영재인 과학영재학교(전환 이전 과학고) 졸업생을 대상으로 연구를 실시하고 과학영재에 초점을 맞추어 생애주기별 영재교육 지원 체제를 제안하고자 하였다.

영재들의 생애주기별 발달상의 특징과 교육적 요구를 분석하기 위해 졸업생 대상 심층면담과 설문조사를 실시하였다. 심층면담은 3개교 영재학교 졸업생 23명을 대상으로 부모의 양육방식과 교육적 지원, 학교생활 경험, 개인적 특성과 결정적인 사건, 사람, 성취에 대한 내용으로 이루어졌다. 또한 심층면담 결과의 타당성 확보를 위해, 면접 내용에서 도출된 영재들의 공통된 특성들을 중심으로 영재학교 동창회의 SNS를 통해 온라인 설문을 실시했다. 설문 내용은 가정의 심리적 환경, 영재성 분야, 개인적 특성, 가치관, 학교생활 경험, 학교활동 외 재능개발 기회,속진 경험, 성취 내용으로 구성하였다. 설문조사에는 영재학교(전환 이전 과학고) 졸업생 145명이 참여하였다.

심층면담을 통해 추출된 영재들의 특징과 교육적 요구는 다음과 같다. 첫째, 가정의 심리적 환경과 관련해서 부모들은 공부를 강요하지 않고 비교적 자율적으로 자녀가 선택할 수 있도록 자율권을 주었으며, 책을 가까이 할 수 있는 환경을 제공해 주었다. 또한 아버지들이 교육에 관심을 가지고 교육(양육)을 함께 하고 자녀들과 다양한 활동을 한 것도 가정 환경의 특징 중의 하나로 나타났다.

둘째, 어린 시절의 영재성 분야와 관련해서는 유아기 때부터 수학이나 과학에 관심이 있는 경우는 드물었으며, 그림그리기, 레고나 프라모델 만들기, 기계 뜯어보기 등 손으로 하는 작업에 관심이 있는 특징을 보였고 다양한 분야의 많은 책을 읽었다는 것이 공통된 경험으로 나타났다.

셋째, 학교생활 경험과 관련하여 학교급별 특징을 살펴보면, 초･중학교 시절에는 학교생활을 통해 자극을 받은 경우가 많지 않았으나, 경시대회나 영재교육원 경험을 통해 지적 자극과 도전을 받았던 것으로 나타났다. 반면 고등학교 시기에는 속진, 압도적인 학습량, 똑똑한 친구들, 치열한 경쟁, 심리적 부담감, 대학 입시 등이 공통된 경험으로 나타났다. 이 시기 영재학교 학생들은 큰 충격과 좌절을 경험하고‘지독한 노력가로의 변신’, ‘학문 분야가 아닌 다른 진로의 탐색’,‘하나의 현실로 받아들이기’ 등의 전략을 활용하여 극복하는 경우가 많았으나, 좌절을 극복하지 못하는 경우 부정적 자아 인식이 자리 잡게 되어 이후 진로에도 부정적인 영향을 미치는 사례들도 있었다. 이러한 어려움에도 불구하고 졸업생들은 입시 중심 교육 시간을 단축하고 입직 연령을 낮춘다는 면에서 조기졸업 등 속진제를 긍정적으로 평가하였다. 한편, 대학, 대학원 시기는 진로를 구체화하고 인생의 가치관을 형성해 가는 시기였다. 영재학교 졸업생들은 대학에 들어 와서 무엇을 하며 살 것인가, 어떤 가치를 위해 살 것인가를 고민하고 자신이 원하는 영역으로 진출하기 위해 다양한 시도들을 하면서 꾸준한 노력과 훈련을 통해 진로를 구체화시키는 것으로 분석되었다.

설문조사 결과에서도 심층면담 결과와 유사한 경향을 확인할 수 있었다. 첫째, 영재성 발현(발견) 시기는 유･초등 단계에 집중되어 있는 것으로 나타났으며, 예술은 유아기, 수학은 초등학교와 중학교, 과학은 중학교와 고등학교 시기에 영재성이 발견하였다고 인식하는 것으로 나타났다. 둘째, 가정의 심리적 환경은 부모의 자율성 부여와 지지, 지적 자극 정도가 다른 요인에 비해 상대적으로 높게 분석되었다. 셋째, 학교 생활 경험 만족도 측면에서는 초･중학교에서의 학교경험이 졸업생들에게 충분한 자극과 자양분을 제공하지 못한 것으로 나타난 반면,고등학교 수준의 전일제 정규 영재교육기관 재학 경험은 상대적으로 많은 도전과 자극을 제공한 것으로 분석되었다. 그러나 이러한 경향은 고등학교 단계에서 최고점을 기록한 이후, 대학,대학원 단계에서는 하락 국면을 보이는 것으로 나타났다. 넷째, 교육을 통해 길러진 능력과 관련하여, 수학, 과학의 기초 실력과 흥미 등 인지적 역량은 중･고등학교 단계에서 집중 계발되며,사회성, 윤리성, 목적의식 등의 비인지적 역량은 대학･대학원 단계에서 집중적으로 계발되는 것으로 나타났다. 또한 창의성은 고등학교 때 계발되기 시작하여 대학원 진학자의 경우 대학원 시기에 정점에 이르는 것으로 나타났다. 다섯째, 직업과 창의성 간의 관계에서 졸업생들은 직업에서 요구하는 창의성 정도와 본인의 창의성 정도 간에 차이가 있는 것으로 인식하는 것으로 나타났다. 이들은 자신의 창의성이 부족하다고 느끼며 특히 현상을 새로운 시각에서 보고 자신의 아이디어를 남에게 설득하는 능력이 부족하다고 느끼는 것으로 나타났다.

이상의 심층면담과 설문조사를 통해 과학영재들의 특성과 교육적 요구를 분석한 내용을 토대로하여 생애주기 관점에서 우리나라 영재교육 체제의 주요 쟁점 8가지를 도출하면 다음과 같다.
첫째, 영재성은 주로 유･초등단계에서 발견되는 것으로 나타났는데, 이러한 영재성 개발을 위해 언제, 누가, 어떻게 개입할 것인가의 문제이다. 둘째, 초･중학교 단계에서 학교교육 경험은 충분한 자극을 제공하지 못하고 있는 것으로 나타났는데, 이러한 상황에서 비정규과정으로 주어지는 영재교육기회는 충분한가라는 문제이다. 셋째, 그간 정부는 조기졸업 등 속진 교육과정을 제한해 온 반면 졸업생들은 속진이 효과가 있다고 언급하고 있는데, 이러한 속진을 어떻게 보아야 하는지의 문제이다. 넷째, 고등학교에서 경험하는 경쟁의 양면, 즉 이러한 경쟁이 효과적 인지, 아니면 오히려 성장과정에 부정적인 영향을 미치는지에 대한 문제이다. 다섯째, 학생들의 학교생활 만족도는 고등학교를 정점으로 대학에 와서 하락 국면을 맞이하는 것으로 나타났는데,영재교육에서 대학교육에서 제공해야 할 학교경험이 무엇이어야 하는지의 문제이다. 여섯째,대학이 고등학교만큼 학생들의 열정을 북돋지 못하는 것으로 나타났는데, 다섯 번째의 쟁점과 더불어 대학이 영재교육에서 가져야 할 역할에 대한 고민이 필요하다. 일곱째, 졸업생들은 학문과 산업 분야에서 일하면서 가장 중요한 역량을 창의성, 사회성, 설득능력 등과 같은 소프트 스킬을 꼽았는데, 이러한 사회적 역량을 어떻게 키워나갈 것인지의 문제이다. 여덟째, 영재학교 졸업생들의 진로를 이공계로 제한하는 정책과 이에 대한 졸업생들과의 입장 차가 나타나, 영재학교 졸업생들의 진로 제한과 다양성에 대한 쟁점이 제기되었다.

이상의 분석 결과를 토대로 하여, 본 연구에서는 생애주기별 영재교육 지원 체제를 다음과 같이 제안하였다. 유아 및 초등학교 저학년 단계에는 가정에서 자유로운 탐색환경 제공을 통한 지원이 이루어질 필요가 있다. 이때 지원 전략으로 다양한 환경과 활동에의 노출, 관심을 보이는 영역에 대한 관찰과 이에 대한 지원, 자율성의 존중 등을 제안하였고, 소외계층의 경우 국가의 조기개입 필요성을 강조하였다.

초등학교 고학년과 중학교 단계에서는 비정규교육과정으로서의 영재교육 체제를 유지하되 정규과정 안에서 풀아웃 프로그램이나 교실 내 개별화 학습을 통해 보다 적극적인 형태의 영재 학생들을 위한 맞춤형 교육이 이루어질 것을 제안하였다. 고도영재의 경우는 보다 급진적인형태의 과목별, 학년별 속진, 조기졸업 등의 속진제 적용을 제안하였다.

고등학교 단계에서는 영재학교의 정체성 확립을 주요 전략으로 제안하였다. 또 하나의 명문학교가 아니라 특정 분야에서 다른 학생들과 현저히 다른 특징과 교육적 요구를 보이는 학생들을 위해 맞춤형 교육을 제공하는 일반학교와 다른 형태의 학교로서의 정체성을 확립해 갈 것을 제안하였다. 이를 위해 교육과정의 개별화, 교육과정에서 전인성의 강조, 학교 안의 심리적 지원 강화 등을 제안하였다.

대학･대학원 단계는 영재들을 위한 개별화 지원 전략을 제안하였다. 고등학교에서 이루어진 속진과 심화과정의 연계성 강화, 창의적 성취의 동력이 되는 사회성, 끈기, 윤리의식, 목적의식 등 비인지능력의 계발 기회 제공, 다양한 진로 체험 기회 제공 등의 방안 등을 제시하였다.

끝으로, 이러한 생애주기 영재교육 지원 체제가 효과적으로 작동하기 위한 정책 방안을 제안하면 다음과 같다.

제안 1. 유아 및 초저학년 단계의 소외영재 및 고도영재 지원 방안 강화
유아 및 초등학교 저학년 단계의 영재교육은 공교육체제에서 기관이나 프로그래그림 형태로 제공되기 보다는 가정에서의 다양한 탐색 기회와 환경 제공을 통해 이루어질 것을 제안하였다.
특히 소외영재와 고도영재의 경우는 국가의 조기 개입 필요성이 있으므로, 소외영재의 경우에는‘소외영재 교육지원센터(가칭)’ 설치와 함께 소외영재의 특성을 고려한 독서와 예술분야에 특화된 프로그램을 제공하고, 고도영재의 경우에는‘고도영재(영재교육특례자) 지원센터’를 설치하여 국가수준에서 관리할 것을 제안하였다.

제안 2. 초･중･학교 단계 : 정규교육과정에서의 영재교육 강화- 풀아웃 프로그램 및 교실 내 차별화 학습 강화
초･중학교 단계는 재능이 발견되고 수･과학 분야의 흥미와 기초실력이 형성되는 시기임에도 불구하고 정규학교에서의 이들을 위한 교육활동은 이들에게 충분한 지적 자극과 도전을 제공하지 못하고 있는 것으로 나타났다. 이를 보완하기 위하여, 정규수업 대신 풀아웃 프로그램이나 도서관 등에서의 자율연구(학습), 관심분야의 체험학습 등에 참여할 수 있도록 선택지를 두고 이에 대한 이수 인정을 하는 등 정규교육과정 안에서 영재교육을 강화할 필요가 있다. 또한 학습분석(Learning Analytics)에 기반한 온라인 학습 형태의 학급 내에서의 개별화 학습 방안을 제안하였다.

제안 3. 고등학교 단계 : 영재학교 수와 정원의 조정/ 교육과정 차별화/ 진로의 경직성에 대한 재고
고등학교 단계의 영재교육기관인 영재학교가 명문학교와 특수학교 사이에서 자신의 정체성을 확립하기 위하여, 정책적으로 영재학교의 수와 정원 문제, 교육과정 차별화 문제가 함께 다루어져 함을 제안하였다. 또한 영재학교 졸업생 진로를 엄격하게 이공계 진학으로 협소하게 제한하는 것은 융･복합 시대변화 조류와 개인의 선택의 자유를 고려할 때 정책적 고려가 필요한 것으로 나타났다.

제안 4: 초-중-고-대로 이어지는 영재교육 시스템의 제도적 정착
대학단계에서 학생들의 학습경험 만족도가 하락하는 현상에 대해 고교-대학 간 연계 활성화를 위한 AP 과정의 학점 인정과 고교-대학 간 교육과정 연계 방안을 함께 고민할 수 있는 ‘고교(영재학교)-대학 간 교육과정 협의체’ 구성을 제안하였다.

제안 5: 대학 조기졸업, 대학단계 특별 연구 프로그램 강화, 학부-대학원 (학-석-박사) 연계 프로그램 강화 및 ‘자기설계’ 프로그램 확대
영재학교 졸업생들의 중복학습을 방지하기 위한 속진 정책으로 ‘대학에서의 조기졸업 활성화’,‘학부와 대학원 (학-석-박사) 연계프로그램 활성화’ 방안을 제안하고, 심화 학습을 위한 방안으로 ‘복수전공이나 부전공 이수’, ‘외국 교환 프로그램 참여’, ‘학부생들에게 학과를 초월하여 관심 분야 교수 지도하에 독창적인 연구 수행 경험 제공’ 등을 제안하였다. 또한 학생들이 자기의 관심과 흥미에 맞게 여러 전공을 융합하는 ‘자기 설계 전공’(예: 아주대 파란학기, 성균관대 자기설계 전공)을 제안하고, 이를 위해 대학 내의 자기 설계 전공 위원회가 이를 심의-관리해주는 제도를 마련하는 것도 하나의 지원책이 될 것으로 보았다.

제안 6. 세계적 수준의 전문가로서 창의성을 발휘할 수 있는 환경 조성- 실패를 수용하고 재기를 지원할 수 있는 제도적 기반 마련
영재교육의 최종적인 목적은 영재가 행복한 개인으로서 살아갈 뿐 아니라 새로운 학문, 산업분야를 개척하고 발견하는 등 인류를 윤택하게 할 수 있는 창의적 성취를 이루도록 하는 것이다.
따라서 새로운 아이디어와 시도들을 인큐베이팅하고 실패에 대한 안전망을 제공하는 시스템들이 창업 분야뿐만 아니라, 학문, 기술, 산업 등 사회 전반에 구축될 필요가 있다.

( 출처: 연구요약 6p )

Abstract ▼

This study analyzes the developmental traits of gifted students at different life stages and their educational needs from the perspective of gifted students who have graduated from full-time gifted educational institutions known as “gifted schools” (previously “science high schools’). Based on this

This study analyzes the developmental traits of gifted students at different life stages and their educational needs from the perspective of gifted students who have graduated from full-time gifted educational institutions known as “gifted schools” (previously “science high schools’). Based on this analysis, this study aims to devise a gifted education system based on life stages. The developmental traits and educational needs of gifted students varied depending on the characteristics of subjects such as math, science, art, physical education, and language. This study was conducted on students who are gifted in math and science and who graduated from “science gifted schools” (previously “science high schools”) designated by the current Gifted Education Promotion Act. The proposed gifted education support system based on life stages is centered on such students.

In order to analyze the developmental traits and educational needs of gifted students at different life stages, in-depth interviews and surveys were conducted on gifted school graduates. The in-depth interviews were conducted on 23 students who graduated from 3 gifted schools. The interviews covered topics including parenting methods, educational support, student experiences, personal traits,and important incidents, people, and achievements. Then, an online survey was conducted to support the validity of the interview results. The survey was based on the commonalities of gifted students that were found in the interviews and it was conducted through the social media platforms of the gifted schools’ alumni associations. The survey covered family psychological environment, gifted field, personal traits, value systems, student experiences, extracurricular opportunities to develop gifts, acceleration experience, and achievements. A total of 145 gifted school alumni participated in the survey.

The traits and educational needs of gifted students revealed by the in-depth interviews are as follows. With regard to the family’s psychological environment,parents did not force students to study but gave them the autonomy to choose what they wanted to do. Rather than impose a specific activity, parents created an environment for the students to freely explore fields they were interested in.
Then, if students asked to do a specific activity during this process, parents showed active support for the activity. One of the most important environments that parents created was a book-friendly environment. Their homes were found to have a wide variety of books, from biographies and history books to philosophical books and encyclopedias. Moreover, parents’ books and devices associated with their work and hobbies also became a part of the home environment. Another common characteristic was that fathers were also involved in child rearing and education, and did various activities with their children.

It was rare for gifted students to show interest in math or science from early childhood. Instead, they were interested in activities requiring the use of their hands, such as drawing pictures, building Legos or plastic models, and taking apart machinery. Reading a lot of books on various subjects was another common experience in early childhood.

In the elementary school stage, students tended not to be stimulated by school life. Instead, they were intellectually stimulated and challenged by experiences at competitions or gifted academies.

In the high school years, students shared the common experiences of accelerated studies, an overwhelming amount of learning, smart friends, intense competition,psychological stress, and college entrance examinations. While they had a hard time keeping up with the overwhelming amount and fast pace of studying, students also experienced great shock and frustration when they met other outstanding students and came to the realization that they were not necessarily the brightest anymore. To overcome this shock and frustration, some students chose to either‘transform themselves into extremely hardworking students,’ ‘explore non-academic career paths,’ or ‘come to terms with the reality.’ In some cases, however, students who failed to overcome the frustration developed a negative self-perception that negatively affected their academic career paths. Overall, despite such difficulties, gifted school alumni thought positively of accelerated programs and early graduation because they could spend less time studying for college entrance examinations and start working at a younger age.

The college and graduate school years served as a time for students to narrow down their career paths and formulate their life value systems. Up until high school, they walked along a path that had been decided by others. Now, it was time for them to make decisions for themselves and discover their strengths and what they found to be meaningful. In college, these students were contemplating what values they wanted to live for and they were making various attempts to enter their desired fields. This was the stage where they contemplated life and narrowed down their career paths through constant effort and training in their fields of choice.

The survey results were similar to the in-depth interview results. First, the stage of giftedness discovery was concentrated in the early childhood and elementary school stages (145 students total). Giftedness was discovered in early childhood for 88 students, in elementary school for 121 students, in middle school for 108 students, in high school for 74 students, in college for 58 students, and in graduate school for 29 students. Second, in terms of family psychological environment, the levels of autonomy granted to students by parents (4.076), parental support (4.264), and intellectual stimulation (4.047) were found to be quite high.

The study explored the psychological environment at school, including the appropriateness of learning content and class methods, intellectual stimulation, and teacher-student relations, and the student experience, including school facilities.
The results for all surveyed students were as follows: elementary school (2.521), middle school (2.500), high school (3.784), and college (3.559). The results for graduate school graduates were as follows: elementary (2.601), middle (2.522), high (3.621), college (3.515), graduate school (3.560). First, it was revealed that the school experience in elementary and middle school did not provide sufficient stimulation or enrichment for the gifted students. Second, attending a formal, full-time gifted institution at the high school level provided a lot of stimulation and challenged the students. The appropriateness of the educational experience at this stage was found to be higher than the other stages. Third, the level of educational appropriateness began to fall at the college and graduate school stage, after recording the highest level at the high school stage. Problems concerning the linkages between high school and college education and theappropriateness of college education were raised.

This study also analyzed the abilities cultivated by education. Middle school education cultivated ‘fun in math’ (all 3.803, graduate school graduates 3.908), and ‘basic math skills (all4.070, graduate school graduates4.200). High school education cultivated ‘fun in science’ (all 4.155, graduate school 4.031), and‘basic science skills’ (all 4.423, graduate schools4.400). In addition to cultivating fun and basic skills in math and science, high school was also an important stage for cultivating creativity (all 3.609, graduate school3.477). Overall, creativity was cultivated the most during high school. For the graduate school graduates, creativity was cultivated the most during graduate school. Along with creativity, many replied that college and graduate school cultivated noncognitive abilities such as sociability, perseverance, passion, ethicality (altruism, responsibility), and a sense of purpose to a higher extent than other stages. Thus, the following can be concluded in terms of stages of giftedness development for those gifted in math and science. Cognitive abilities such as basic skills and fun in math and science are mostly developed at the middle and high school stages, while sociability, ethicality, and purposefulness are mostly developed at the college and graduate school stage. Creativity begins to be cultivated during high school, and climaxes during graduate school for those who attend graduate school.

The level of creativity required at work (4.229) and the individual’s own level of creativity (3.848) were found to be different. Gifted school alumni felt that their creativity was lacking. In particular, they felt that they lacked the abilities to ‘see phenomena from new perspectives’ (3.641) and to ‘persuade others with their ideas’ (3.528).

This study conducted in-depth interviews and surveys on students gifted in science to analyze their developmental traits and educational needs. Based on this analysis, this study has come up with eight major issues with Korea’s gifted education system from the life stage perspective.

First, it was found that giftedness was discovered mostly in the early childhood and elementary school stages. In this regard, the issue that was raised was when,who, and how to intervene in giftedness development. This study suggests that during early childhood, it is better for parents to provide various sources of intellectual stimulation and diverse environments than intervention through programs at educational institutions. However, if the family does not function normally, the government needs to intervene from early childhood.

Second, it was found that the educational experience at the elementary and middle school levels were not providing the students with sufficient stimulation.
Under these circumstances, the issue lay in whether gifted education opportunities outside of school were sufficient or not. Attending gifted education academies after school and participating in competitions were sources of intellectual stimulation for these students. Their satisfaction with school life was very low (elementary2.56,middle 2.51), and, in many cases, they were distracted at school or slept during class because they already knew the learning material or it was not fun. Ironically, the survey results showed that middle school was the stage that cultivated the most fun in math (3.803) and basic math skills (4.070). This raises the need to provide more educational opportunities that are suited for gifted students during the normal school day, which occupies the majority of their time.

Third, accelerated learning was effective. Until now, the government had set restrictions on early graduation, citing problems that it raised such as heightening competition in college entrance exams, private education, and poor character education. However, this study found that acceleration (4.406) through early grade advancement and early graduation was more effective than intensive learning at gifted educational institutions (3.725). The in-depth interviews also revealed that acceleration was viewed positively because it reduced the amount of unnecessary time spent on preparing for college entrance exams and let them enter the workplace at an earlier age. The issue with early graduation and other forms of acceleration lay in universal application, and not the system itself. Instead of being restricted as a whole through policies,acceleration programs need to be operated flexibly according to individual needs and levels, so that acceleration can be a natural progression.


The fourth issue concerns the competition that students experience in high school. When students enter gifted school (science high school), the overwhelming amount of learning, its fast pace, and the presence of smart peers provide intellectual stimulation. At the same time, however, the students experience a lot of despair and frustration. The students need more psychological support to overcome the despair; some examples are fostering closer teacher-student relations and placing professional counselors in schools.

Fifth, student satisfaction with school life climaxes during high school and begins to fall in college. This raised the issue of educational linkage between high school and college as well as the issue of whether college education is sufficiently stimulating and challenging for gifted students.

Sixth, students responded that college did not cultivate their passions as much as high school. Why is it that college does not stimulate students’ passions as much as gifted school? Colleges need to provide sufficient stimulation and support for students so that the passions that were cultivated in high school can grow and flourish in college as well. Another aspect that needs to be considered is that gifted students are already exhausted when they enter college because of prerequisite studies and college entrance exams. As a result, college education may not be motivating for them.

Seventh, gifted school alumni selected soft skills like creativity, sociability, and persuasion skills as the most important skills needed when working in academia and industry. Applying thisto the school curriculum, this study proposes that curriculums should be designed to respect the autonomy of the student as much as possible. Instead of reducing gaps and differences between students, education should encourage differences. Also, group activities and education in humanities and social sciences should be expanded in order to foster skills in communication, cooperation, and persuasion.

Eighth, gifted school alumni chose a variety of career paths. The diversity of their career paths were attributed to factors like 1) limitations in faculty/research positions in the natural sciences, 2) values in the socio-environment, 3) choices based on personal values, and 4) individual environmental factors. Moreover,students who are trained in the science and technology field, which remains centered on thinking methods and how to view objects, can approach and conduct tasks in other fields differently from those from within the field. This serves as an advantage to the former. Thus, this study raises issues with the realistic feasibility and desirability of limiting career paths for gifted students to only science and technology fields.

Lastly, this study analyses the issues with the current gifted education system and proposes a support system for gifted education at each life stage.

In the early childhood and lower elementary school stages, the home needs to provide an environment that supports free exploration. Support strategies during these stages include exposure to a variety of environments and activities, observation of areas that students show interest in, support for such areas, and respect for student autonomy. For marginalized families, early government intervention is needed.

In the higher elementary school and middle school stages, the existing gifted education system outside of the regular, non-gifted school curriculum should be maintained, but schools need to provide more proactive education tailored to gifted students. This can take the form of pullout programs or individualized learning within the classroom. For the highly gifted, a more rapid application of acceleration programs such as subject and grade acceleration, and early graduation is proposed.

In the high school stage, establishing a sense of identity for gifted schools is proposed as a major strategy. Gifted schools should work on establishing their identity as not just another prestigious school, but as a school that provides customized education for students who have noticeably different traits and educational needs in specific areas. To this end, this study proposes that schools individualize educational curriculums, emphasize holistic education, and enhance psychological support in schools.

In the college and graduate school stages, this study proposes an individualization support strategy for gifted students. The following various measures are proposed:enhance linkages of acceleration and intensive programs that took place in high school, provide opportunities for noncognitive development such as sociability,perseverance, ethicality, and a sense of purpose—all of which drive creative achievement, and provide various opportunities to experience different career fields.

This study makes the following five policy proposals so that the aforementioned gifted education support system based on life stage can operate effectively.

Proposal 1. Enhance support measures for marginalized and highly gifted students at the early childhood and lower elementary school stages.
At the early childhood and lower elementary school stages, this study proposes that gifted education should take place in the home instead of at institutions or programs under the public education system. In the home, gifted education can be provided through various explorational opportunities and exposure to diverse environments. The area that does require government intervention, however, is early intervention for the marginalized and highly gifted students. For gifted students who are marginalized, so-called ‘education support centers for marginalized gifted students’ can be established with reading and art programs that are specifically designed for these students. For the highly gifted, so-called ‘support centers for the highly gifted (special recipients of gifted education)’ can be established and managed at the national level. If such students are not discovered early enough for appropriate educational measures to be taken, they can have difficulties with academic and societal adjustment.

Proposal 2. Elementary and middle school stages: Enhance gifted education in the regular school curriculum.- Enhance pullout programs and differentiated learning in the classroom
Despite the fact that elementary and middle school is the stage when giftedness is discovered and interest and basic skills in math and science are formed,educational activities offered in regular schools do not provide sufficient stimulation for gifted students and they are not challenging enough. Gifted education within the regular school curriculum needs to be enhanced. For example, students can be given the option to participate in pullout programs instead of regular classes,do autonomous research (learning) in the library, or do experiential learning in subjects that interest them. Completion of such programs and activities can count toward their grades. Another example of differentiated learning in the classroom that is proposed is online-learning based on learning analytics.

Proposal 3. High school stage: Adjust the number and enrollment of gifted schools / Differentiate curriculums / Reconsider career paths for the gifted
Gifted educational institutions in the high school stage take the form of gifted schools. Gifted schools need to establish a clear identity between that of a prestigious school and a special school. Along with establishing a clear identity, issues that need to be addressed include the number of gifted schools, student enrollment, and differentiation of their curriculums. Another issue that requires policy-level consideration concerns career paths for students who graduate from gifted schools. Strictly limiting their career paths to the natural sciences field is not appropriate considering the changes brought by the convergence era and individual freedom of choice.

Proposal 4: Establish the gifted education system institutionally so that it is continuous from elementary-middle-high-college.
In response to the falling level of satisfaction among gifted college students with their learning experience in college, this study proposes that a ‘consultative group for the high school (gifted school) - college curriculum’ be formed. This consultative group can come up with measures to strengthen the linkage between high school and college such as credit transfers for AP courses.

Proposal 5: Early college graduation, enhance special research programs at the college level, enhance undergraduate-graduate (B.A.-M.A.-Ph.D) linkage programs, and expand ‘self-designing’ programs.
In order to prevent redundant learning for college students who graduated from gifted schools, acceleration programs like ‘early graduation from college’ and‘linkage programs between undergraduate and graduate school (B.A.-M.A.-Ph.D)’are proposed. Also, colleges can offer intensive programs such as allowing multiple majors and minors, participating in foreign exchange programs, and conducting original research under faculty guidance in any field regardless of one’s major for undergraduate students. Moreover, colleges can offer a ‘self-designed major’ at the college level (e.g. the “Blue Semester” at Ajou University, the“Self-designed major” at Sungkyunkwan University) so that students can design their own combination major with subjects that interest them. A committee for the self-designed major in the college can manage the program.

Proposal 6: Create an environment for gifted students to exercise their creativity as world-class professionals.- Build an institutional foundation that allows failure and supports recovery
The ultimate objective of gifted education is for the gifted to live as happy individuals, as well as to enable them to make creative achievements that benefit humanity by pioneering and discovering new academic and industrial fields.
Therefore, there need to be systems that incubate new ideas and attempts and that provide safety nets for failures. These systems need to be built in not only the business sectors, but also academia, technology, industry, and across society.

( 출처: Abstract 200p )

목차 Contents

• 표지 ... 1
• 머리말 ... 4
• 연구요약 ... 6
• 목차 ... 12
• 표목차 ... 14
• 그림목차 ... 16
• Ⅰ. 서론 ... 18
• 1. 연구의 필요성 및 목적 ... 20
• 2. 연구 내용 ... 24
• 3. 연구 방법 ... 26
• Ⅱ. 국가수준의 영재교육 지원 체제 현황 분석 ... 28
• 1. 영재교육 체계 운영 현황 ... 30
• 2. 영재학교 졸업생의 영재교육 이력과 진학 현황 ... 33
• 3. 선행 연구를 통해 본 영재교육 지원 체제 SWOT 분석 ... 37
• Ⅲ. 생애주기별 영재교육 지원 체제 구축을 위한 이론적 탐색 ... 40
• 1. 생애주기별 영재교육 연구 ... 44
• 2. 영재성 발현에 영향을 미치는 요인 탐색 ... 49
• 3. 종합 및 시사점 ... 55
• Ⅳ. 생애주기별 영재들의 발달 특징 및 교육적 요구 분석 ... 58
• 1. 심층면담 결과 분석 ... 60
• 2. 설문조사 결과 분석 ... 101
• 3. 창의적 인물들이 보는 영재의 특징과 영재교육정책 제안 분석 ... 146
• 4. 종합 및 시사점 ... 149
• Ⅴ. 생애주기별 영재교육 지원 체제 구축 ... 152
• 1. 생애주기별 영재교육 지원 체제의 이론적 근거 ... 154
• 2. 조사 결과를 통해 도출된 생애주기별 영재교육 쟁점 ... 162
• 3. 생애주기 영재교육 지원 체제 구축 ... 170
• Ⅵ. 요약 및 제언 ... 176
• 1. 요약 ... 178
• 2. 정책 제언 ... 182
• 참고문헌 ... 190
• Abstract ... 200
• 부록 ... 212
• 부록1. 면담조사 질문지 ... 214
• 부록2. 면담조사를 위한 연구 참여자 설명서 및 동의서 ... 216
• 부록3. 설문조사 질문지 ... 223
• 부록4. 영재교육기관 졸업생의 면담 사례 분석 ... 245
• 끝페이지 ... 297