영재교육에 대한 초등학교 학부모의 인식과 요구
(The) Recognition and Demands of Parents of Elementary School Students on Gifted Education
영재교육 초등학교 학부모 인식;
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This study is aimed to understand the recognition and demands of parents of elementary school students on the gifted education and to search for desirable ways to the education. Questionnaires were distributed to 700 parents of elementary school students in some areas of Kyung-Nam, Busan and Ulsan, who were unintentionally selected for this research. Among collected questionnaires, I made 323 copies an object of this statistical analysis with the exception of those containing uncompleted answer or unreliable content. Based on those procedures, the results are as follows : First, observing the general recognition of parents regarding the gifted education at elementary school, I noticed that many of them were aware of it and considered the gifted child as a student who had talent on specific fields. Creativity was regarded as the most important feature of the gifted child. They also thought that the goal of the gifted education should be set for educating the talented students. Second, over 80% parents recognized the need of the gifted education. They said that self-realization would be the ultimate goal by developing student's potentiality. Third, they were not content with operation and conditions of current gifted education at elementary schools. They made no use of a test for the gifted or the specialized education for gifted at home. Fourth, parents demands on the gifted education appeared in various aspects. They requested that the gifted education should be activated and diversified for the future and the teachers in charge also should be equipped with academically technical knowledge. Here are the conclusions from this research. Firstly, parents relatively well understood both the conception and distinctive qualities regarding the gifted and the education in spite of limited access to information. Secondly, they were aware that the gifted education was required to develop potential for the self-realization. Thirdly, they were not pleased with the current gifted education system at elementary schools. It was not properly given to the gifted children at home. Finally, they demanded that the gifted education be activated and diversified for the future. They were also in need of accurate discrimination on the talented children, foundation of specialized education centers and teachers with technical knowledge for the education.