CHOSUN

프로젝트 스펙트럼의 언어활동이 유아의 언어능력과 창의성에 미치는효과

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Author(s)
박윤
Issued Date
2007
Abstract
ABSTRACT

The Effect of Project Spectrum Linguistic Activities
on Young Children's Linguistic Ability and Creativity

Park, Yun
Advisor: Prof. Park, Joosung, Ph.D.
Department of Education
Graduate School
Chosun University

The purpose of this study is to examine the effect of the Project Spectrum linguistic activities based on Gardner's multiple intelligence theory on young children's linguistic ability and creativity.
Two research questions were established for this study. First, what is the effect of Project Spectrum linguistic activities on young children's language ability? Second, what is the effect of the Project Spectrum linguistic activities on young children's creativity?
The participants of this study were 80 of 5-year-old young children in two groups. They were divided and assigned equally into two groups, an experimental group(26 boys and 14 girls) and a control group(22 boys and 18 girls). While the experimental group was engaged in the Project Spectrums linguistic activities for 15 weeks, the control group was engaged in kindergarten curriculum linguistic activities.
The Figural forms(A type for pretest, B type for posttest) of TTCT were used to measure the creativity, and detailed evaluation criteria for linguistic activities were developed and used to measure the language ability.
SPSS statistical program was used to analyze collected data. Statistical methods used to analyze the data are as follows. First, t-test was used to see if two groups was homogeneous in pretest scores of language ability and creativity. Second, ANCOVA with pre-test controlled was conducted to see if post-test scores of language ability and creativity had differences between two groups. Significant probability used in this research was α=.05.
The results of this study are as follows. First, the mean differences of pre-test between two groups of Project Spectrum linguistic activities on young children's linguistic ability were .85, 1.35, .35, but the differences were not statistically significant. In post-test, after the result of analysis of covariance, pre-test does not affect post-test as a parameter on the effect of total listening between two groups. But there existed statistically significant difference (F=99.632, p<.001) on the effect of total listening between two groups with pre-test excluded, which means that Project Spectrum linguistic activities affect on young children's listening ability.
On the effect of total speaking, pre-test doesn't affect on post-test as a parameter. But there existed statistically significant difference (F=29.594, p<.001) in the on the effect of total speaking between two groups with pre-test excluded, which means that Project Spectrum linguistic activities affect on young children's speaking ability.
On the effect of total reading and writing, pre-test doesn't affect on post-test as a parameter. But there existed statistically significant difference (F=35.581, p<.001) in the on the effect of total speaking between two groups with pre-test excluded. Accordingly, Project Spectrum linguistic activities affect on young children's reading and writing ability (F=95.895, p<.001).
Second, on the result of Project Spectrum linguistic activities on young children between two groups, it was revealed that young children of control group with linguistic activity develop creativity more than young children of control group without linguistic activity. But it was revealed that it did not affect on improvement of abstraction of young children.
On the difference of two groups on fluency, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=100.25, SD=3.19) and control group (M=99.85, SD=3.05). But there were much difference between the pre-test of mean in experimental group (M=112.60, SD=7.31) and control group (M=101.00, SD=2.51), which means that Project Spectrum linguistic activities affect on the fluency. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significance (F=46.620, p<.001), which means that project spectrum linguistic activities affect on young children's fluency.
On the difference of two groups on ingenuity, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=90.35, SD=15.43) and control group (M=90.65, SD=13.29). But there were much difference between the post-test of mean in experimental group (M=122.00, SD=13.07) and control group (M=100.70, SD=11.19), which means that there were much improvement in the ingenuity. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significance (F=35.398, p<.001), which means that Project Spectrum affects linguistic activity young children's ingenuity.
On the difference of two groups on originality, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=78.35, SD=8.74) and control group (M=77.405, SD=8.80). But there were much difference between the post-test of mean in experimental group (M=83.25, SD=7.02) and control group (M=100.70, SD=11.19), which means that there were much improvement in the originality. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed statistically significant difference (F=23.309, p<.001), which means that Project Spectrum linguistic activities affect on young children's originality.
In the difference of two groups on abstraction, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=90.95, SD=9.58) and control group (M=91.65, SD=9.26). Also, there weren't much difference between the post-test of mean in experiment group (M=98.50, SD=10.47) and control group (M=94.80, SD=8.86), which means that there were much improvement in the abstraction. After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there existed no statistically significant difference (F=1.531, p>.05), which means that Project Spectrum linguistic activity doesn't affects young children's abstraction.
In the difference of two groups on resistance about hasty conclusion, in pre-test there weren't any difference between the pre-test of mean in experimental group (M=59.85, SD=10.90) and control group (M=60.15, SD=10.81). But, there were much difference between the post-test of mean in experimental group (M=86.80, SD=9.29) and control group (M=65.80, SD=9.63). After the analysis of covariance on pre-test and post-test with pre-test excluded to see the statistical significance, it was revealed that there was no statistical significance (F=61.319, p<.001), which means that Project Spectrum linguistic activities did not affect on young children's resistance to hasty conclusion.
Alternative Author(s)
park yun
Affiliation
교육학과
Department
교육대학원 교육학과
Awarded Date
2008. 2
Table Of Contents
목 차

ABSTRACT ⅶ

I. 서 론 1
A. 연구 필요성 및 목적 1
B. 연구문제 4
C. 용어 정의 5
D. 연구의 범위 및 제한점 6

II. 이론적 배경 8
A. 언어능력 8
1. 유아 언어능력의 특성 8
2. 언어능력의 구성요인 10
3. 유치원 교육과정과 언어능력 15
B. 창의성 17
1. 창의성의 특성 18
2. 창의성의 구성요소 22
3. 유치원 교육과정과 창의성 24
C. 프로젝트 스펙트럼의 언어활동과 언어능력 및 창의성 27
1. 프로젝트 스펙트럼 28
2. 프로젝트 스펙트럼의 언어활동과 언어능력 34
3. 프로젝트 스펙트럼의 언어활동과 창의성 37
D. 선행연구 고찰 39

III. 연구방법 43
A. 연구대상 43
B. 연구도구 44
1. 언어능력 검사도구 44
2. 창의성 측정도구 48
C. 연구설계 51
D. 연구절차 52
1. 예비검사 52
2. 교사 및 평가자 훈련 53
3. 사전검사 54
4. 본 실험 54
5. 사후검사 60
E. 자료처리 60

Ⅳ. 연구결과 및 해석 61
A. 집단간 언어능력과 창의성의 동질성 분석 61
B. 프로젝트 스펙트럼의 언어활동이 언어능력에 미치는 효과 61
1. 언어능력 전체에 대한 효과 검증 61
2. 듣기 영역의 하위 문항별 효과 검증 63
3. 말하기 영역의 하위 문항별 효과 검증 67
4. 읽기ㆍ쓰기 영역의 하위 문항별 효과 검증 70
C. 프로젝트 스펙트럼의 언어활동이 창의성에 미치는 효과 74
1. 창의성 전체에 대한 효과 검증 74
2. 유창성의 차이 검증 75
3. 정교성의 차이 검증 76
4. 독창성의 차이 검증 77
5. 제목의 추상성의 차이 검증 77
6. 성급한 종결에 대한 저항의 차이 검증 78
V. 논의 및 결론 80
A. 요약 80
B. 논의 및 결론 83
C. 제언 88

참고문헌 89
부록 108

표 목차

프로젝트 스펙트럼의 언어인지영역 및 활동내용 30
프로젝트 스펙트럼의 작업 유형 31
프로젝트 스펙트럼의 언어활동과 언어능력 연관성 36
프로젝트 스펙트럼의 언어활동 및 창의성범주와의 관계 38
연구대상 유아의 특성 43
집단별 교사의 특성 44
세부적인 유아 언어능력 평정척도 개발과정 45
유아 언어능력 평정척도(예시) 46
언어능력 평정척도의 문항구성 및 신뢰도 47
TTCT 도형검사의 내용 및 측정요인 49
창의성의 원점수에 대한 표준점수의 최하점과 최고점 50
TTCT 도형검사의 하위영역별 측정내용 50
연구 실험설계 51
연구절차 및 내용 52
실험집단과 통제집단의 일과 운영표 55
실험집단과 통제집단의 학습활동과 언어능력 및 창의성 범주 56
실험집단의 수업전개안(예시) 57
통제집단의 수업전개안(예시) 59
집단간 사전검사에서의 변인별 동질성 검증 61
언어능력에 대한 사전검사 분석 62
언어능력에 대한 사후검사 공변량 분석 63
말소리 듣기에 대한 사후검사 공변량 분석 64
낱말과 문장을 듣고 이해하기에 대한 사후검사 공변량 분석 64
이야기를 듣고 이해하기에 대한 사후검사 공변량 분석 65
동화ㆍ동요ㆍ동시 듣기에 대한 사후검사 공변량 분석 66
바른 태도로 듣기에 대한 사후검사 공변량 분석 66
바르게 발음하여 말하기에 대한 사후검사 공변량 분석 67
낱말과 문장을 말하기에 대한 사후검사 공변량 분석 68
경험ㆍ생각ㆍ느낌 말하기에 대한 사후검사 공변량 분석 68
상황에 맞게 말하기에 대한 사후검사 공변량 분석 69
바른 태도로 말하기에 대한 공변량 분석 70
말과 글의 관계 말하기에 대한 사후검사 공변량 분석 70
글자에 관심가지기에 대한 사후검사 공변량 분석 71
쓰기에 관심가지기에 대한 사후검사 공변량 분석 72
책에 관심가지기에 대한 사후검사 공변량 분석 72
읽어주는 글을 이해하기에 대한 사후검사 공변량 분석 73
창의성에 전체에 대한 사전검사 분석 74
창의성 전체에 대한 사후검사 공변량 분석 75
유창성에 대한 사후검사 공변량 분석 76
정교성에 대한 사후검사 공변량 분석 76
독창성에 대한 사후검사 공변량 분석 77
제목의 추상성에 대한 사후검사 공변량 분석 78
성급한 종결에 대한 저항의 사후검사 공변량 분석 78









그림 목차

[그림 Ⅱ-1] 다중지능과 프로젝트 스펙트럼 및 유치원 교육과정과의 관계 29
Degree
Doctor
Publisher
조선대학교
Citation
박윤. (2007). 프로젝트 스펙트럼의 언어활동이 유아의 언어능력과 창의성에 미치는효과
Type
Dissertation
URI
https://oak.chosun.ac.kr/handle/2020.oak/4831
http://chosun.dcollection.net/common/orgView/200000236401
Appears in Collections:
Education > Theses(Ph.D)(교육대학원)
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