國民學校 體育科 授業過程 模型의 定立을 爲한 一硏究

Abstract

本硏究의 目的은 國民學敎 체육과 敎援-學習의 효율화를 위한 水準의 授業過程 模型을 槪念化하는데 있었다. 위와 같은 目的을 달성하기 위하여 우선 國民學校 체육과 敎育課程에 나타난 目標와 內容을 分析, 考察하였고, 確認된 目標와 內容을 기초로하여 보다 효율적인 敎援-學習活動을 유발하기 위한 수업체제를 考究하여 그 체제에 부합되는 授業過程 模型을 構案하였다. 授業過程 模型 構案의 理論的 根據로 체육교육의 一般的 特性과 國民學敎 체육과 敎育課程의 性格이 提示되었고 또한 敎授-學習 一般模型에 관한 여러 理論과 스포오츠技能의 學習原理가 提示되었다. 本硏究에서 提案된 國民學敎 체육과 授業過程은 크게 4個의 段階로 구분된다. 第I段階는 敎師가 어떤 學習課題를 위해 授業을 計劃하는 段階이며, 第Ⅱ段階는 學生들이 그 學習課題에 들어가는데 필요한 準備가 되어 있느냐를 診斷하고 그에 따라 필요한 矯正措置를 취하는 段階, 第Ⅲ段階는 本授業이 이루어지는 指導 및 發展段階, 第Ⅳ段階는 學習結果 그 成就度를 평가하는 평가수단이다. 本模型의 가장 核心的인 部分인 指導 및 發展段階는 스포오츠領域과 保健 安全領域으로 區分되어 다시 몇개의 下位段階로 細分되었다. 스포오츠領域에 있어서는 우선 競拔의 槪要를 把握하고, 基本動作의 示範을 보고 基本動作의 模倣 및 自發的인 探索活動, 反複練習 및 자기평가의 過程을 거쳐 敎援-學習 活動이 展開된다. 保健 安全領域에 있어서는 生活習慣의 認識, 問題의 發見, 解決方案의 探索, 態度形成의 段階를 거쳐 敎授-學習 活動이 展開되며 전체과정에서 保健 安全에 관한 知識이 수시로 投入된다;The purpose of this study was to conceptualize a hypothetical model of teaching for the purpose of improving the effectiveness of the teaching-learning activities in the elementary school physical education. In order to achieve the goals mentioned above, firstly, the objectives and content represented in the curriculum of the elementary school physical education were analized. And, an instructional system was studied on the bases of the identified objectives and content, aimed at the improvement of the elementary physical education. Finally, a model of instructional process was constructed. The general characteristicts of physical education and those of the curriculum of the elementary school physical education were presented as the theoretical bases for the construction of the model. General models of teaching-learning and the learning theories of sport skills were reviewed for the same purposes. The instructional process model of the elementary school physical education suggested in this study has four stages. At the first stage, the instructor is to make an instructional planning for a unit of learning task. At the second stage, a diagnostic test is administered in order to test the learner's entering behavior, and remedial learning is presented. The third stage involves the teaching-learning activities and extended learning. The forth is the stage of evaluation. The teaching-learning and extended learning stage, which has the most important meaning in the suggested model, was classified into four or five sub-stages. In the domain of sports, students are to review the knowledge of the sports, to see the demonstration of the basic skills, to immitate and inquiry of them, and finally the repeated practices and self-evaluation are to be administered. In the domain of health and safety education, teaching-learning activities include the processes of studying the health habits, identifying the problems, inquirying the solutions, establishing the desirable health attitudes. Each process should be supported by, the information of health and safety.;영문초록 수록