JOURNAL BROWSE
Search
Advanced SearchSearch Tips
A Study on After-Reading Activity by Types of Multiple Intelligences
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
A Study on After-Reading Activity by Types of Multiple Intelligences
Lim, Seong-Gwan;
  PDF(new window)
 Abstract
This study tries to discuss the problems of reading education based on the theory of multiple intelligences and after reading activity. For the theory of multiple intelligences, Dr. Howard Gardner asserted eight types of multiple intelligences under the presupposition the anyone had infinite ability. He analyzed and applied reading education by types of multiple intelligences and proposed a new program for the reading education aiming to evenly promote children's various intelligences and heighten their creativities. The purpose of the new program is to have children throw away the idea that they should perfect their resultants in reading education time, develop their own strong intelligences through various experiences and processes and complement their lacking abilities. To prove the validity of the program I made FGI (Focus Group Interview) to the sample group consisting of child reading education experts. Analyzing the interview showed that the general idea of the group corresponded to the researcher's expectation effect. I see that reading education has one-dimensionally developed significance if it enables all the children of the present and the future not to have the oppressive feeling that they should produce masterpieces in reading education but to take pleasure in the activities and improve their own abilities.
 Keywords
Multiple Intelligences;Types of Multiple Intelligences;Reading Education;Reading Guidance;After-Reading Activity;
 Language
Korean
 Cited by
 References
1.
김효경. 2009. 다중지능 유형별 퍼포먼스 미술활동 연구. 석사학위논문. 한세대학교 친환경디자인대학원, 아동미술디자인전공.(Kim, Hyo-gyung. 2009. A Study on Performance Art Activity by Types of Multiple Intelligences.M.A. thesis. Majoring in Child Art Design Graduate School of Green Design HanseiUniversity.)

2.
송기호. 2009. 통합 정보활용교육과정론. 서울: 오롬디엘스.(Song, Gi-Ho. 2009. Integration Educational Process of Use about Information. Seoul: OromDLS.)

3.
정기원. 2012. 다양한 독후 활동에 관한 연구. 디지틀도서관, 2012년 여름호(통권 제66호): 23-44.(Chung, Ki-Won. 2012. "A Study on Various After-Reading Activities." Digital Library, 66(Summerof 2012): 23-44.)

4.
중앙일보. 2015. IQ가 다는 아니다 사람들은 여러 방식으로 똑똑하다. 10월 17일.(Joongangilbo. 2015. [online]. [cited 2015.11.7]. .)

5.
최영임, 한복희. 2009. 다중지능이 도서 선호 양상에 미치는 영향 분석. 한국문헌정보학회지, 43(4): 101-115.(Choi, Young-Im and Bock-Hee Hahn. 2009. "An Analysis of Multiple Intelligence' Effect onBook Selection Preferences." Journal of the Korean Society for Library and InformationSciences, 43(4): 101-115.)

6.
최용훈, 조현양. 2015. 독후활동으로써 북트레일러의 효과 연구. 한국문헌정보학회지, 49(3): 15-36.(Choi, Yong-Hoon and Hyun-Yang Cho. 2015. "A Study on the Effect of Book-Trailers Asa After Reading Activity." Journal of the Korean Society for Library and InformationSciences, 49(3): 15-36.)

7.
하워드 가드너. 2015. 인간은 어떻게 배우는가?. 류숙희 옮김. 서울: 사회평론.(Gardner, Howard. 2015. The Disciplined Mind. translation by Ryu Sook Hee. Seoul: Sapyoung.)

8.
한기현. 2006. 다중지능 독서 프로그램이 독서 능력 신장에 미치는 효과. 석사학위논문. 한국교원대학교대학원, 국어교육학과 초등국어교육전공.(Han, Gi-Hyeon. 2006. The Effects of Multiple Intelligence Reading Program on the Improvementof Reading Ability. M.A. thesis. Elementary Korean Education Graduate School KoreaNational University of Education.)

9.
EBS 제작팀. 2009. 아이의 사생활/다중지능, 나만의 프로파일을 찾아서. 서울: 지식채널.(EBS Production. 2009. Private life of Children/Multiple Intelligences, find a pro-file of me.Seoul: Knowledge Channel.)

10.
Armstrong, T. 1994. Multiple intelligences in the classroom. Alexandria: ASCD.

11.
Campbell, L., B. Campbell, and D. Dickinson. 2004. Teaching and Learning Through Multiple Intelligences. (3rd ed). Alexandria: Pearson.

12.
Jeon, S. S. 2001. "A Study on multiple intelligence theory and art educational implications." Journal of Sa Yang Art Education, 9: 73-112.