본 연구는 미술과의 대표적인 네 가지 수업모형 중에서 창의적 문제 해결법과 창의 성 기법과의 관계에 대한 연구이다.이 연구의 필요성은 크게 두 가지로 제시할 수 있다.첫째 당면한 문제로 ‘2007년 개정 미술과 교육과정’이 2007년 고시된 이후,2009 년부터 ‘2007년 개정 미술과 교과서’와 ‘2007년 개정 교육과정’이 현장에서 사용되고 적용될 것이기 때문이다(교육인적자원부,2007a:2).‘2007년 개정 미술과 교육과정’에 서는 초등뿐만 아니라 중등에서도 다양한 교수?학습 방법을 사용하도록 제시하고 있 으며 구체적으로 직접 교수법,반응 중심 학습법,창의적 문제 해결법,귀납적 사고법 을 제시하고 있다(교육인적자원부,2007c:219-222).하지만 큰 방향만을 제시하였지 현장에서 적용하는 데는 필요한 정교한 모형은 미흡한 것이 사실이다.둘째 이유는 21세기가 시작하는 시점에서 맥락적인 지식과 창의적인 사고가 중시되기 때문이다. 맥락적인 지식과 창의적인 사고가 중시되면서 교육에서도 이러한 사고를 향상시킬 수 있는 방법이 많이 연구되었다.
This research focuses on the relationship between the Creative Problem Solving Methods and Development Techniques of Creativity among the four ideal forms of studying in art education, The necessities of this research can be indicated largely into two parts, As the first confronted problem, after the announcing of the 2007 Reformed National Art Curriculum in 2007, the revised art textbooks and curriculums of 2007 will be useel and applied starting in 2009, The second cause is due to the great importance is being placed on the contextual knowledge and creative thoughts at this time when the 21st century has begun, As contextual knowledge and thoughts of creativity were put to serious consideration, many methods were researched to improve these ways of thinking within eelucation, Hence, the purpose of this research was placed on examining the relationship between the Creative Problem Solving Methods and Development Techniques of Creativity amongst the various instruction methods, which are mentioned in the 2007 Reformed National Art Curriculum and also to present a more delicate model that possible for usage in the field, As a result, the solutions to the problems of creativity were as follows. First, creativity is the thinking process of the solution and consequential thinking that derives new ideas. Secondly, the basic elements of creativity are divergent thinking, convergent thinking, practical thinking and creative attitudes. Thirdly, the activities of art hold an intimate relation with the development of creativity. Lastly, among teaching activity models of art education for the development of creativity, the aesthetic experience and expression as well as appreciation all have relations but have greater relations with expression and the Creative Problem Solving Methods, the instruction·leanring model, relateel to expression holds the most relation.