Kirton의 순응-혁신 학습양식에 따른 창의적 문제해결모형의 적용

The Application of Creative Problem Solving Model by Kirton\ s Adaption-Innovation Learning Style.

1950년 미국의 심리학회에서 Guilford의 SI(Structure of Intelligence)모형이 발표된 이후 지난 반세기동안 창의성은 그 개념과 구성요소에 대한 연구, 창의성의 교육가능성에 대한 연구, 창의적 문제해결과정 모델을 개발하고 훈련하는 연구, 창의적 과정과 개인간의 상호작용에 대한 연구, 상황적인 입장에 대한 연구 등 다양한 접근이 이루어지고 있다(Isaksen, Puccio & Treffinger, 1993). 국내의 경우, 교육과정이 추구하는 인간상에 창조적 인간, 창의적인 인간 육성을 교육과정의 기본방향으로 명시하고, 21세기 지식기반사회의 국가 경쟁력 기반으로 창의적 인적자원을 개발하는 것을 공공연한 목표로 제시하는 등 창의성 교육의 필요성이 사회 각 부문으로 확산되고 있음을 알 수 있다(교육부, 1998; 서혜애, 조석희, 박성익, 2001).

This study aims at inquiry was to search for the application of creative problem solving(CPS) model to adaption-innovation learning style. For this purpose, the literature review on CPS model and pattern of learning style were performed. The result of this study were summarized as follows. Learners might have different characteristics by learning style. CPS model was composed of 3 components, 6 stages. 3 components are understanding the problem, generating ideas, planning for action. In understanding the problem, adapters prefer being very structured and identify important data and carefully state problems. In contrast, innovators are likely to generate lots of possible problem statement from many different perspectives. In generating ideas, adapters will generate a variety of practical and useful ideas. Innovators will generate many novel and unusual ideas. In planning for action, adaptors will generate many criteria with which to analyze new ideas and patient in working out the details of a plan of action. In contrast, innovators likely to maintain the presence of novelty when generating criteria and preparing to gain acceptance. Therefore, teacher should dispose CPS model in consistence with learning style. On the basis of this study it can be suggested: For innovative learner, at the start of teaching, it was primarily concerned with learner-directed. And it gradually shifted to teacher-directed. For adaptive learner, at the start of teaching, it was primarily concerned with teacher-directed. And it gradually shifted to learner-directed.