좋은 체육수업에 대한 초등 교사들의 인식 분석 (An Analysis on Perception of Teachers about Best Practice in Elementary Physical Education)

서지정보

· 발행기관 : 한국체육교육학회
· 수록지 정보 : 한국체육교육학회지 / 13권 / 2호 / 1 ~ 19페이지
· 저자명 : 신광우, 김용환

초록

The purpose of this study is to perceive P.E. classes of elementary schools on the point of Traditional class and Best practice class and to know what level of the perception of traditional classes and Best practice stay and furthermore to take an important role to help the program which improves the failed P.E. classes. To accomplish the purpose I divided the actual P.E.classes into traditional classes and Best practice through descriptive and analytic study by thirteen traits of Best practice aspect and analyze and interview them throughly. In addition, I examined the teaching plans of a teacher who has the high frequency of Best practice and a teacher of traditional class.
The collection of the material for the accomplishment of this study was held through the
questionnaire of 30 elementary teachers, randomly chosen, who have taught P.E. classes in ChungchungBukdo.
The questionnaire was revised and supplemented, referred by the standard of Park, Jin-woo(2005) which was made through of thirteen traits of Traditional class and Best practice of Zemelman, Daniels and Hyde(1998) and the universality, compatibility and validity was raised, conferred with experts. I collected 30 copies of the questionnaire to analyze the perception on Good P.E. class of elementary school teachers and analyzed the frequency and took statistics using Excel.
The first analysis of the questionnaire was held in 3 items, sex distinction, career, academic background. The second analysis was held , specified 10 items through crossings of the items like the picture to find the relationship between the items. I reached the conclusion as follows.
First, the elementary school teachers set much value on democratic class, cooperative class, preceptive class, social class, authentic class, reflective class in the aspect of Best practice, teacher-dominated class and passive class in the aspect of Traditional class and constructive class/objective class, whole class/partial class, developmental class/ hierarchical class, language-psychological class/behavior-psychological class, empirical class/ imitation activity class in the aspect of the mixture of Traditional class and Best practice.
Second, male teachers have held perceptive class, cooperative class, reflective class, democratic class, authentic class, whole class and female teachers have held democratic class, social class, cooperative class, authentic class, empirical class in the aspect of Best practice, teacher-dominated class and passive class in the aspect of Traditional class and developmental class/ hierarchical class, constructive class/objective class, language-psychological class/behavior-psychological class, in the aspect of the mixture of Traditional class and Best practice. whole class
Third, the teachers under 5-year career have held democratic class, reflective class, whole class, cooperative class, developmental class. The teachers more than 5 under 10-year career have held cooperative class, democratic class, authentic class. The teachers more than 10-year career have held social class, cooperative class, democratic class, preceptive class, empirical class, reflective class, authentic class, language-psychological class. The teachers in the aspect of Traditional class have held teacher-dominated class and passive class irrespective of sex and career.
Fourth, the teachers who have just graduated from universities have held democratic class, cooperative class, developmental class, reflective class, authentic class, social class, preceptive class, constructive class, language-psychological class. The teachers who have just graduated from graduate schools have held democratic class, cooperative class, social class, preceptive class, authentic class. The teachers in the aspect of Traditional class have held teacher-dominated class and passive class commonly. Teachers have held empirical class/ imitation activity class, whole class/ partial class in the aspect of the mixture of Traditional class and Best practice.
※ A thesis submitted to the Committee of the Graduate School of Education, Chongju National University of Education in partial fulfillment of the requirement for the degree of Master of Education in February. 2007.

영어초록

The purpose of this study is to perceive P.E. classes of elementary schools on the point of Traditional class and Best practice class and to know what level of the perception of traditional classes and Best practice stay and furthermore to take an important role to help the program which improves the failed P.E. classes. To accomplish the purpose I divided the actual P.E.classes into traditional classes and Best practice through descriptive and analytic study by thirteen traits of Best practice aspect and analyze and interview them throughly. In addition, I examined the teaching plans of a teacher who has the high frequency of Best practice and a teacher of traditional class.
The collection of the material for the accomplishment of this study was held through the
questionnaire of 30 elementary teachers, randomly chosen, who have taught P.E. classes in ChungchungBukdo.
The questionnaire was revised and supplemented, referred by the standard of Park, Jin-woo(2005) which was made through of thirteen traits of Traditional class and Best practice of Zemelman, Daniels and Hyde(1998) and the universality, compatibility and validity was raised, conferred with experts. I collected 30 copies of the questionnaire to analyze the perception on Good P.E. class of elementary school teachers and analyzed the frequency and took statistics using Excel.
The first analysis of the questionnaire was held in 3 items, sex distinction, career, academic background. The second analysis was held , specified 10 items through crossings of the items like the picture to find the relationship between the items. I reached the conclusion as follows.
First, the elementary school teachers set much value on democratic class, cooperative class, preceptive class, social class, authentic class, reflective class in the aspect of Best practice, teacher-dominated class and passive class in the aspect of Traditional class and constructive class/objective class, whole class/partial class, developmental class/ hierarchical class, language-psychological class/behavior-psychological class, empirical class/ imitation activity class in the aspect of the mixture of Traditional class and Best practice.
Second, male teachers have held perceptive class, cooperative class, reflective class, democratic class, authentic class, whole class and female teachers have held democratic class, social class, cooperative class, authentic class, empirical class in the aspect of Best practice, teacher-dominated class and passive class in the aspect of Traditional class and developmental class/ hierarchical class, constructive class/objective class, language-psychological class/behavior-psychological class, in the aspect of the mixture of Traditional class and Best practice. whole class
Third, the teachers under 5-year career have held democratic class, reflective class, whole class, cooperative class, developmental class. The teachers more than 5 under 10-year career have held cooperative class, democratic class, authentic class. The teachers more than 10-year career have held social class, cooperative class, democratic class, preceptive class, empirical class, reflective class, authentic class, language-psychological class. The teachers in the aspect of Traditional class have held teacher-dominated class and passive class irrespective of sex and career.
Fourth, the teachers who have just graduated from universities have held democratic class, cooperative class, developmental class, reflective class, authentic class, social class, preceptive class, constructive class, language-psychological class. The teachers who have just graduated from graduate schools have held democratic class, cooperative class, social class, preceptive class, authentic class. The teachers in the aspect of Traditional class have held teacher-dominated class and passive class commonly. Teachers have held empirical class/ imitation activity class, whole class/ partial class in the aspect of the mixture of Traditional class and Best practice.
※ A thesis submitted to the Committee of the Graduate School of Education, Chongju National University of Education in partial fulfillment of the requirement for the degree of Master of Education in February. 2007.

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