아주대학교

목차

목 차

Ⅰ. 서론 ·········································································································· 1
1. 연구의 필요성 및 목적 ··············································································· 1
2. 연구 과제 ································································································· 3
3. 연구의 제한점 ··························································································· 4

Ⅱ.이론적 배경 ································································································· 5
1. 창의성 ····································································································· 5
가. 창의성의 개념 ······················································································ 5
나. 창의성의 본질 ······················································································ 6
다. 창의적 사고의 구성요인 ········································································· 7
2. 수학적 창의성 ··························································································· 9
가. 수학적 창의성의 개념 ············································································ 9
나. 수학적 창의성의 구성요소 ······································································ 10
다. 수학적 창의성에 영향을 주는 요인들 ······················································· 12
라. 창의성 신장 방안 ·················································································· 15

Ⅲ. 개방형 문제의 활용 ····················································································· 23
1. 개방형 문제 ···························································································· 23
가. 개방형 문제의 개념 ··············································································· 23
나. 개방형 문제의 특징 ··············································································· 25
다. 개방형 문제의 유형 ··············································································· 26
라. 개방형 문제의 교육적 가치 ····································································· 30
2. 개방형 문제를 활용한 수학적 창의성 신장 ···················································· 31
가. 개방형 문제 개발의 관점 ········································································ 32
나. 수업지도안 개발 ·················································································· 32
3. 개방형 문제를 활용한 학습지도의 예 ··························································· 34
가. 디피 게임을 이용한 학습지도의 예 ·························································· 34
나. 디피 게임을 이용한 학습지도의 효과 분석 ················································ 69

Ⅳ. 결론 및 제언 ······························································································ 70
1. 개방형 문제의 교육적 효과 분석 ································································· 70
2. 결론 ········································································································ 71
3. 제언 ········································································································ 75

* 참고 문헌 ····································································································· 76
* <부록> 학습자 활동지 ···················································································· 78