초등학교 초임교사의 수업 반성을 통한 게임 교수 가치관 변화 = Changes in Game Teaching Perspectives of Elementary School Teacher through Reflection

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the perception and the change of a novice teacher's views on objective, content, method, and assessment through the reflection of game teaching.
To accomplish this purpose, action research methods were applied to a novice teacher who had less than one year elementary teaching experience in order to examine his teaching perspective for 15 weeks. The case record and inductive categorical analysis method were used to analyze the data obtained from the videotaping of the class, participant observation, in-depth interview, journals and documents. The trustworthiness of data was validated through triangulation.
The results of the study are as follows :
The view on teaching objectives : At the beginning, the teacher focused on the students' skill development and demand. He ran a game class without understanding of teaching objectives and the relationship between the teaching objectives and the teaching points.
As the study proceeded, his objective of a game changed into the synthetical and alternative one through the reflection. As he got some clear teaching objectives, he could conceive the relationship among the teaching content, teaching method, and assessment. As he understood the teaching objectives and the teaching points more synthetically, he could teach students the games more systematically.
The view on teaching contents : At the early stage, he depended on the P.E text about his game class. He ran the game classes in a teacher-centered way.
Reflecting the game teaching, he changed his thought on the focus of the game content from the skill-based game into the students' perception process. He tried to teach the students some insight based on the practical strategies to cope with the real game situation. To provide the students with the best game, he emphasized the game selection which corresponded with the students' needs and abilities.
The view on teaching method : Before reflection he just showed the students a stereotypical theme in the ground. As he reflected his own game teaching, he came to use multimedia(computer, projection T.V, O.H.P, videotapes, and so on) for the effective demonstration of the content(in the ground or classroom).
Considering the characteristics of the game content, students' developmental stages, individuality, he grouped the students into the small or middle size pack(group of 5∼ 10). He paid attention to considering the understanding of students' emotion, individuality, and the development level for grouping the students. He indicated that students' desire for victory was to be managed carefully during the game activity.
He said that P.E teacher's role should be a guide or a supporter in the game activity. He signified that P.E teacher should accumulate the pedagogical knowledge of game to use it timely at any circumstances. Also, he showed that P.E teacher's open mind was needed to promote the students' activity.
The view on assessment : Without considering the teaching objectives he applied the norm-referenced evaluation to the students before the reflection.
Reflecting upon the game teaching, he comprehended the correspondence between teaching objectives and assessment objectives. Te normalize the assessment system, he urged the P.E teacher to apply the corresponding objectives to the students in the real game situation.
To establish the right game teaching condition, he emphasized that the assessment system should be changed from the record for the achievement report into the individual assessment for the individual development. And he said that the improvement of teaching and learning method should be made for this. Also, he emphasized that the success of game teaching and the students' motivation should depend on the management of the assessment results.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.연구방법
• 1.연구설계
• 2.연구 참여자
• 3.자료 수집 및 분석
• Ⅲ.연구결과 및 논의
• Ⅳ.요약 및 제언
• ※ 참고문헌
• ※ Abstract