초등교사의 체육교육 가치정향 차이에 따른 교수행동 분석

서지정보

ㆍ발행기관 : 한국초등체육학회 ㆍ수록지정보 : 한국초등체육학회지 / 13권 / 2호
ㆍ저자명 : 안양옥, 백인선

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과 및 논의
Ⅳ. 결론 및 제언
참고문헌
ABSTRACT

한국어 초록

일반적으로 학교에서의 교육과정은 넓은 의미에서 볼 때 ‘학교의 후원 아래 행해지는 모든 경험’으로 정의될 수 있으나 좁은 의미로는 ‘교사들이 체계적으로 계획해 놓은 공식적인 경험’이라 할 수 있다(강신복, 1994). 이러한 교육과정은 시대적, 사회적 요구와 교육의 사회적 가치에 의해 강조점과 초점, 실천적 합의에 의해 변화해왔다.
체육에서의 교육 과정은 크게 이념적 수준, 문서적 수준, 실천적 수준으로 나눌 수 있는데 첫째, 이념적 수준은 올바른 체육교육의 모습을 규정하고 목적 달성을 위한 내용과 방법, 평가를 이론적이고 논리적 수준에서 체계화한 것으로 ‘체육교육과정 모형’으로 집약

영어 초록

The purpose of this study was to investigate what kind of difference there would be in elementary school teachers' actual teaching behavior according to their value orientation in physical education. For that purpose, BEST(Behavior Evaluation Strategies Taxonomy) computer software program was used.
Firstly, (1) The mean basic statistics of the observation behavior variables for physical education classes were analyzed. As a result, there was difference in their duration as the teacher with value orientation in disciplinary mastery adopted instructions the most and the teacher with value orientation in social responsibility did explanations/demonstrations, observation the most.
(2) There was difference in the types of their teaching behavior in introduction, development and conclusion of a lesson in the profile charts of physical education. While the teacher with value orientation in disciplinary mastery focused on instructions and explanations/demonstrations, the teachers with value orientation in social responsibility focused on observations, explanations/demonstrations, and instructions during the class.
(3) The Sequential Behavior Analysis(SBA) Z-Scores indicated that the teacher with value orientation in disciplinary mastery showed positive significance in instructions and negative significance in participation and feedback in the lesson-related behavior. The teacher with value orientation in social responsibility showed positive significance in instructions and observations and negative significance in participation in the lesson-related behavior.
(4) The graphs of frequency revealed that instructions and explanations/demonstrations were high in frequency in the teacher with value orientation in disciplinary mastery and that observations, feedback, management, behavior management, and punishment were high in frequency in the teacher with value orientation in social responsibility.
Secondly, (1) The teacher with value orientation in disciplinary mastery showed the value orientation in his teaching behavior in that he usually employed detailed explanations, demonstrations, and practices during class to help the students understand the task contents and that he designed and taught the curriculum in a way that could maximize the students' technique acquirement.
(2) The teacher with value orientation in social responsibility didn't show the value orientation in his teaching behavior in that he made active use of explanations, demonstrations, and practices in addition to observations and that he focused on the delivery of the contents based on observations, practices, and demonstrations almost like the teacher with value orientation in disciplinary mastery rather than emphasizing cooperation.

※ Key Words : Value Orientation, Disciplinary Mastery, Social Responsibility

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