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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국문학교육학회 문학교육학 문학교육학 제27호
발행연도
2008.1
수록면
187 - 230 (44page)

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The ‘verbal-literary giftedness’ is an alternative concept for a gifted child who has excellence in language performance. It can be defined as ‘the ingenious and integrated thinking ability and disposition that contributes to one's ability of producting a creative discourse based on humanistic values’. In this study I suggested a quantitative distinguishable testing tool(DTT) to diagnose the verbal-literary giftedness. This tool has four main standards(verbal thinking, use of thought device, expression, linguistic convention) each from the four element of creativity(mental -, functional -, substantial, and experiential element). In this tool these standards take concrete shape as six sub-standards. The index of the sub-standards has the plural hierarchy. I examined this testing tool on free literary responses of 580 students from Grade 3 to Grade 9, and the specialists of education for the verbally gifted verified the suitability as DTT. As a result, some interpretations as follows were obtained; - potentiality in verbal thinking and use of thought device is prominent disposition to be diagnosed in DTT. - an achieved verbal product has to be interpreted whether it was mainly begun from learning when it is valuated. - DTT has to carry out its role to discover children's various potentiality not only in specific literary discourse but also in universal humanistic discourse. 1.

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