기능중심 수업모형과 이해중심 게임 수업모형이 정신지체 중학생의 농구 기술과 게임수행능력에 미치는 영향 = Effects of technical model (TM) and teaching games for understanding (TGfU) model on basketball techniques and game performance abilities of middle school students with mental retardation

다국어 초록 (Multilingual Abstract)

The objective of this study was to compare and analyze the effects of the Technical Model(TM) and the Teaching Games for Understanding(TGfU) on the basketball techniques and game performance abilities of middle school students with mental retardation. A total of 16 middle school students with mental retardation in a special education class were selected. The subjects were divided into two groups: 8 for the TM and 8 for the TGfU. Pre-tests and post-tests were implemented for both groups before and after 8 weeks of intervention. Comparisons and analyses of changes in their basketball techniques and game performance abilities were conducted. Basketball techniques were measured by adopting personal skill events in the Special Olympics and game performance abilities were evaluated by the Game Performance Assessment Instrument (GPAI). The data was analysed by the paired and independent sample t-tests and the analysis of covariance (ANCOVA) test. In conclusion, it was found that the TM was more effective in developing basketball techniques while the TGfU Model was more successful in improving game performance abilities. This study suggests that an adequate combination of both models is needed to maximize the intended effects, depending on the learning objectives.

국문 초록 (Abstract)

본 연구는 기능중심 수업모형과 이해중심 게임 수업모형을 정신지체 중학생의 농구 수업에 적용하여 농구 기술과 게임수행능력 변화에 미치는 영향을 비교․분석 하는데 목적이 있다.
이 연구의 목적을 달성하기 위해 특수학급에 재학 중인 정신지체 중학생 16명을 대상으로 기능중심 수업모형을 적용한 집단 8명과 이해중심 게임 수업모형을 적용한 집단 8명으로 구분하였다. 두 집단을 8주간에 걸쳐 각 수업모형을 적용하여 사전․사후 검사를 실시하였고, 자료를 통하여 두 집단 간과 집단 내의 농구 기술과 게임수행능력 변화를 비교․분석 하였다.
농구 기술 측정은 특수올림픽 농구 종목에 제시된 공식 종목 중 개인 스킬 경기에 사용되는 종목을 채택하여 실시하였고, 게임수행능력 검사는 Oslin 등이 개발한 게임수행력 평가도구(GPAI)를 사용하였으며 자료 처리는 독립 t-검증과 대응 t-검증, 공변량 분석을 실시하였다.
결론적으로 농구 기술을 발달시키고자 할 때는 기능중심 수업모형이 더 효과적이고, 게임수행능력을 향상시키고자 할 때는 이해중심 게임 수업모형을 적용하는 것이 더 효과적이라 할 수 있다. 따라서 학습 목표에 따라 두 수업모형을 적절히 활용하는 것이 가장 효과적이라 할 수 있다.

목차 (Table of Contents)

• Ⅰ. 서 론 ···············································1
• 1. 연구의 필요성 ······················································1
• 2. 연구 목적 ···························································4
• 3. 연구 문제 ···························································4
• 4. 연구의 제한점 ······················································5
• 5. 용어의 정의 ························································5
• Ⅱ. 이론적 배경 ········································6
• 1. 수업모형 ·············································6
• 2. 기능중심 수업모형 ·············································11
• 3. 이해중심 게임 수업모형 ········································16
• 4. 기능중심 수업모형과 이해중심 게임 수업모형의 적용 효과
• ·············································································23
• Ⅲ. 연구 방법 ·········································27
• 1. 연구 대상 ·························································27
• 2. 연구 절차 ························································37
• 3. 측정 도구 ························································42
• 4. 자료 처리 ························································47
• Ⅳ. 연구 결과 ·········································48
• 1. 농구 기술의 변화··················································48
• 2. 농구 게임수행능력의 변화······································51
• Ⅴ. 논 의 ·············································57
• 1. 농구 기술의 변화··················································57
• 2. 농구 게임수행능력의 변화·······································59
• Ⅵ. 결 론 및 제 언································61
• 참고문헌 ··············································64
• 부 록 ···············································69
• ABSTRACT··········································72