초등학교 교사의 체육교수행동 기술분석연구

다국어 초록 (Multilingual Abstract)

The purpose of this study was to determine the current teaching behaviors in the elementary physical education classes. For the study, a functional relationship between teachers` behavior and children`s learning was premised within a $quot;process-product paradigm.$quot; A set of teaching behavior variables pertaining to the process aspect was correlated to another set of student`s academic learning time variables pertaining to the product aspect. Elementary school teachers` teaching behaviors in physical education classes were recorded with using video camera. The data for this study were collected in physical education classes of 50 elementary school teachers. Recorded data were analyzed using frameworks of 6-second-observation and 6-second-record system. The instrument is capable of subject matter context. The data of teaching behaviors were recoded by the observational recording system of physical educators teaching behavior instrument which has the capabilities of recording instructional climate, interaction, and teacher behavior. Those are main variables of physical education teaching activities. The instrument was revised specifically to fit into Korean school physical education settings. The instrument consisted of three main variables of classes climate, teaching behavior, and interaction. The class climate consisted of physical activity, waiting, instruction, management; teaching behavior. lecturing or orientation, monitoring, modeling, feedback, listening, question, answering, question, hustling, punishment, physical contact, teacher participation, threatening, and interaction; individual, group, class. The data were analyzed by using SPSS, specifically by dealing with mean, standard deviation. Significant findings of this research were as follows. First, teachers spent time on non-physical activity 53.8%, on the class climate, class management 35.7%, monitoring 18.3%, lecturing 16:0% on teaching behavior, class 56.6%, individual 26.5%. It was another reason that elementary school teachers` teaching behaviors consisted of classroom management, monitoring and instruction lecturing, and they spent time on giving negative feedback than providing positive feedback. In conclusion, it was suggested that teaching behaviors were described in terms of keeping pupils busy by active oriented learning task on improving the active learning time, providing an enjoyable experience with positive skill a feedback, positive behavior feedback, and minimizing students` misbehavior by collective skill feedback with clear, safe, and conscious interaction.