์ด ์ฐ๊ตฌ๋ ์ด๋ฑํ๊ต ๋ฐ๋ช
๊ต์ก์ ์ ํฉํ TRIZ ๋ฐ๋ช
์๋ฆฌ ๋ฐ ์ฐ์ ์์๋ฅผ ์ ์ ํ๊ณ ์ด ๋ฐ๋ช
์๋ฆฌ๋ค์ ํจ์จ์ ์ธ ๊ต์ก ๋ฐฉ์์ ์ ์ํ๊ธฐ ์ํ์ฌ ์ค์๋์๋ค. ์ด๋ฅผ ์ํด ์ด๋ฑํ๊ต ๊ต์ฌ ๋ฐ ํ์๋ค์ ๋์์ผ๋ก ์ค์๋ ๋ฐ ์ดํด๋ ๋ถ์์ ์ํํ์์ผ๋ฉฐ, MCB(๋ค์ค๋น๊ต) ๋ถ์์ ํตํด ์ด๋ฑํ๊ต ๋ฐ๋ช
๊ต์ก์ ์ ํฉํ TRIZ ๋ฐ๋ช
์๋ฆฌ๋ฅผ ์ ์ ํ๊ณ , ํจ์จ์ ์ธ ๊ต์ก์ ์ ๊ทผ๋ฐฉ์์ ๋์ถ์ ์ํด IPA ๊ธฐ๋ฒ์ ์ฌ์ฉํ์์ผ๋ฉฐ ๊ทธ ๊ฒฐ๊ณผ๋ ๋ค์๊ณผ ๊ฐ๋ค. ์ฒซ์งธ, TRIZ 40๊ฐ์ง ๋ฐ๋ช
์๋ฆฌ์ ์ค์๋์ ์ดํด๋์ ๋ํ ๊ต์ฌ์ ์ด๋ฑํ์์ ์ธ์์ ์กฐ์ฌํ ๊ฒฐ๊ณผ, ๊ต์ฌ๊ฐ ๊ฐ์ฅ ์ค์ํ๊ฒ ์ธ์ํ ๋ํ์ ์ธ ๋ฐ๋ช
์๋ฆฌ๋ 1. ๋ถํ ๊ณผ 5. ํตํฉ ์ด์์ผ๋ฉฐ, ์ด๋ฑํ์์ด ๊ฐ์ฅ ์ค์ํ๊ฒ ์ธ์ํ ๋ฐ๋ช
์๋ฆฌ๋ 6. ๋ค์ฉ๋ ์ 11. ์ฌ์ ์๋ฐฉ์กฐ์น ์๋ค. ๋ค์์ผ๋ก ๊ต์ฌ์ ์ดํด๋์ ๋ํ ํ๊ฐ ๊ฒฐ๊ณผ 1. ๋ถํ ๊ณผ 27. ์ผํ์ฉํ ํ์ฉ ์ด ๊ฐ์ฅ ๋์ ์ดํด๋๋ฅผ ๊ฐ์ง๋ ๋ฐ๋ช
์๋ฆฌ๋ก ํ์ธ๋์์ผ๋ฉฐ, ์ด๋ฑํ์์ด ๊ฐ์ฅ ์ดํดํ๊ธฐ ์ฌ์ด ๊ฒ์ผ๋ก ์ธ์ํ ๋ฐ๋ช
์๋ฆฌ๋ 26. ๋ณต์ ์ 1. ๋ถํ ๋ก ํ์ธ๋์๋ค. ๋์งธ, TRIZ 40๊ฐ์ง ๋ฐ๋ช
์๋ฆฌ ์ค MCB ๋ถ์์ ํตํ์ฌ ์ ์ ๋ ์ด๋ฑํ๊ต ๋ฐ๋ช
๊ต์ก์ ์ ํฉํ ๋ฐ๋ช
์๋ฆฌ๋ ์ด 9๊ฐ๋ก ์ฐ์ ์์์ ๋ฐ๋ผ 1. ๋ถํ , 5. ํตํฉ , 6. ๋ค์ฉ๋ , 2. ์ถ์ถ , 3. ๊ตญ๋ถ์ ํ์ง , 13. ๊ฑฐ๊พธ๋ก ํ๊ธฐ , 27. ์ผํ์ฉํ ํ์ฉ , 32. ์์ ๋ณ๊ฒฝ , 11. ์ฌ์ ์๋ฐฉ์กฐ์น ์์ผ๋ก ์ค์๋๊ฐ ๋์๋ค. ์
์งธ, ์ ์ ๋ 9๊ฐ์ ๋ฐ๋ช
์๋ฆฌ๋ก ๊ต์ฌ์ ์ค์๋์ ํ์์ ์ดํด๋ ์ธ์์ IPA ๊ธฐ๋ฒ์ ํตํ์ฌ ๋์๋น๊ตยท๋ถ์ํ ๊ฒฐ๊ณผ ํ์์ ์ง์์ญ์๋ 1. ๋ถํ , 5. ํตํฉ ์ด ํฌํจ๋์์ผ๋ฉฐ ํ์ฌ ๊ฐ๋ฐ๋์ด ์๋ ๊ต์ก ์๋ฃ์ ๋ฐฉ๋ฒ์ ํ์ฉํ์ฌ ํ์ฌ์ ์ค์๋์ ์ดํด๋๋ฅผ ์ ์งํ๋ ๋ฐฉ์์ด ํ์ํ ๊ฒ์ผ๋ก ๋ถ์๋์๋ค. ์ด๋ฑํ์์ ๋ฐ๋ฌ๋จ๊ณ์ ์ธ์์์ค์ ์ ํฉํ ์๋ฃ์ ๊ต์ก๋ฐฉ๋ฒ์ ๋ํ ์ฐ๊ตฌ๊ฐ ๊ฐ์ฅ ์ ์คํ ์์ญ์ธ ์ค์ ๊ด์ฌ์์ญ์๋ 2. ์ถ์ถ , 6. ๋ค์ฉ๋ ๊ฐ ํฌํจ๋์์ผ๋ฉฐ ์ฌ๊ธฐ์ ๊ต์ก์ ์ญ๋์ ์ง์ค์์ผ ๊ต์ก์ ํจ๊ณผ์ฑ์ ๋์ด๋ ๋ฐฉ์์ด ํ์ํ ๊ฒ์ผ๋ก ๋ถ์๋์๋ค. ์ ์ง๊ฐ์ ์์ญ์๋ 3. ๊ตญ๋ถ์ ํ์ง , 11. ์ฌ์ ์๋ฐฉ์กฐ์น ๊ฐ ํฌํจ๋์์ผ๋ฉฐ, ์ด๊ณผ๋ฌ์ฑ์์ญ์๋ 13. ๊ฑฐ๊พธ๋ก ํ๊ธฐ , 27. ์ผํ์ฉํํ์ฉ , 32. ์์๋ณ๊ฒฝ ์ด ํฌํจ๋์ด ํ์ฌ ๊ฐ๋ฐ๋์ด ์๋ ๊ต์ก ์๋ฃ์ ๋ฐฉ๋ฒ์ ์ถฉ๋ถํ ํ์ฉํ์ฌ ํ์ฌ์ ์ดํด๋๋ฅผ ์ ์งํ๋ ๊ต์ก์ ์ ๊ทผ ๋ฐฉ์์ด ํ์ํ ๊ฒ์ผ๋ก ๋ถ์๋์๋ค.The purposes of this study are to select appropriate inventive principles for invention education in elementary school among TRIZ 40 inventive principles and try to come up with the effective educational counterplan after setting educational priorities. To accomplish these purposes, the elementary school teachers and students were surveyed to find out the level of importance and the understanding level of TRIZ 40 inventive principles. The results analyzed in MCB and IPA are as follows. First, it demonstrates about the elementary school teachers and students cognition of the level of importance and understanding of TRIZ 40 inventive principles. First of all, the most important inventive principles the teachers evaluated are theใ1. Segmentationใand theใ5. Consolidationใand the students thought are theใ6. Universalityใand theใ11. Cushion in Advanceใ. Next, the highest understanding of inventive principles among teachers are theใ1. Segmentationใandใ27. Cheap Short Lifeใand among students, the easiest understanding of inventive principles are the ใ26. Copyingใ andใ1. Segmentationใ. Second, TRIZ inventive principles for elementary invention education selected a total of nine principles such asใ1. Segmentationใ,ใ5. Consolidationใ,ใ6. Universalityใ,ใ2. Extractionใ,ใ3. Local Qualityใ,ใ13. Do It in Reverseใ,ใ27. Cheap Short Lifeใ,ใ32. Color Changeใ, andใ11. Cushion in Advanceใaccording to the large average value order in MCB analyze. Third, nine selected principles have been analyzed by using IPA. The results are as follows. As theใ1. Segmentationใand theใ5. Consolidationใare in the quadrant I (it is in the status quo), it is considered that current educational methods can be maintained well. As theใ2. Extractionใand theใ6. Universalityใare in the quadrant II(it is in the prior interest area), it is considered that the study on the appropriate educational materials and methods according to the students development stages and understanding levels will be needed by priority. Theใ3. Local Qualityใand theใ11. Cushion in Advanceใare in the quadrant III(it is in the gradual improvement area). As theใ13. Do It in Reverseใ, theใ27. Cheap Short Lifeใ, and theใ32. Color Changeใare in the quadrant IV(it is in the possible overkill area), Therefore, it is analyzed that it will be needed to maintain the current educational approach to promote a higher level of understanding by fully using current developing educational materials and methods than making new materials and methods to increase students understanding.