초등 체육수업에서의 교사의 피드백 분석

다국어 초록 (Multilingual Abstract)

This study is designed to present information necessary for the enhancement of efficiency of physical education through the analytic study of teachers` feedbacks in elementary schools` P.E. With this in mind, the researcher made an analysis of the relationship between feedbacks and ALT-PE, the cause of the time spent by feedback pattern, and the relationship between feedbacks and class flow as a vehicle for a statistical approach method, and at the same time put to use a qualitative approach method by working with two teachers with a high ratio of feedback and two teachers with a low ratio of feedback. In order to achieve the purpose of this study, the researcher worked with a total of 30 teachers in charge of the third and fourth graders at elementary schools at North Chungcheong Province, recording mat-based activities(the scene of students rolling back and forth on a mat) with the aid of a video camera. The researcher analyzed ALT-PE with the help of an interval observation record(six-second observation, six-second record), calculating the percentage of the variables of teaching behavior including feedback on the basis of five-second observation and five-second record with the help of SPSS Ver 10.0 and collecting materials based on class observation, in-depth interviews and descriptive statements by working with the four subjects. The researcher has come to the following conclusions based on the method and procedures of this study. First, the analysis of the correlation between feedbacks and ALT-PE shows that there was no significant correlation between each feedback pattern and ALT-PE. This resulted from the fact that feedbacks, which were required for the accomplishment of learning objectives for lack of contents-knowledge about class assignments, were not realized and that there was no proper feedback after supervision in consideration of a significant negative correlation between supervision and feedbacks. Second, the analysis of the cause of ALT-PE consumption by feedback pattern indicates that the ratio of feedbacks was lower than other teaching behavior and that static behavior feedbacks were more than other feedbacks. This result is attributable to the fact that teachers full or bereft of feedbacks were lacking in abilities to command linguistically and functionally proper feedbacks in the real situation of class for lack of previous training and field training and that their feedbacks were limited to only daily praises for lack of established teaching materials. Third, feedbacks were presented more at stages of unfoldment and settlement. Static behavior feedbacks in particular were more freely used at these stages and static skill feedbacks were least freely used. And negative feedbacks were relatively frequently used at these stages. These results were due to lack of knowledge about learning assignments on the part of teachers and passive supervision