지능은 인간의 정신능력을 대표하는 구성개념으로, 연구하는 학자에 따라, 시대에 따라, 또한 사회와 문화에 따라 서로 다르게 정의된다. 이러한 인간 정신능력의 포괄성과 지능 정의의 다양성에도 불구하고 그 동안 지능은 심리측정학적 접근 방식의 표준화 지능검사 결과를 토대로 설명되어져 왔다. 이러한 전통적 지능은 학습잠재력에 대한 적절한 지표가 되지 못할 뿐만 아니라(강영심, 1998). 학업성취 외의 실생활이나 직무수행 능력을 잘 예측하지 못하고 있다(Sternberg, 1985, 1997a).
The purposes of this study were to analyse the construct in the practical intelligence of children and teachers in elementary school and to identify structural differences of practical intelligence for both groups. This study was performed the following three steps: 1) The inventory for the practical intelligence was established. Subjects(214 children and 90teachers) were asked to list typical behavior characteristics of children who perform well in school. 2) Subjects(567 children and 489 teachers) were asked to rate how much children who perform well in school agree to each item of the inventory. 3) From the data, practical intelligence factors for children and teachers were extracted using exploratory factor analysis. The results are 1) for children, the practical intelligence was composed of four factors: learning attitudes and sincerity, self-esteem, interpersonal relationship ability, versatility. 2) For teachers, the practical intelligence was composed of five factors: interpersonal relationship ability, learning ability, social norm conformity, positiveness, and sincerity.
1. 서 론 Ⅱ. 연구 방법 Ⅲ. 연구 결과 Ⅳ. 논의 및 결론 참고 문헌 Abstract
