체육과 사회·정서 유능감(SEC)요인 탐색 및 협동학습 전략을 통한 사회·정서학습(SEL)의 효과 = (An) investigation for exploring the factors of the social and emotional competence(SEC) in physical education and proving the effect of the social and emotional learning(SEL) through the cooperative learning strategy

다국어 초록 (Multilingual Abstract)

The purpose of this research is to explore the factors of the social and emotional competence and prove the effect of the social and emotional learning through the cooperative learning strategy. In order to achieve the object, the philosophical background, theory and meaning of social and emotional learning was reviewed, the physical educational curriculum and the related documents were extensively examined. Also, the articles about domestic K-12 physical education and the survey of physical educators were analyzed. Moreover, the physical educational curricula on which focus is emphasized social and emotional development. Consequently, the social and emotional competence of physical education was categorized into the followings: self-awareness, self-management, decision-making, self-motivation, social awareness and social skill. In addition, subdivisions for each competence factor was set.
Cooperative learning is an effective strategy that expands social and emotional competence, and it is readily applicable to the physical education. Especially, cooperative learning strategy was chosen since it is proposed as a learning strategy that enables balanced development of psycho-motor, cognitive, and affective domains. The experiment was designed to find the effect of cooperative learning strategy on the social and emotional competence of elementary school students. The subjects are 30 volunteers (boys: 6, girls: 24) of S elementary school students, of which average age were 9.5. In the experiment, a dancesport class was performed, of which Coop play, Think-Share-Perform, Pair-Check-Perform, Jigsaw Perform of structure of cooperative learning was applied and it was done by control group pre-post design. Teacher’s participation, observation was employed to further strengthen the research. In order to ensure the validity of the research, triangulation was performed after recording the class. Correlation analysis and repeated-measured ANOVA was used to analyze the data with SPSS 12.0.
The results of the study were as follows. First, the experimental group showed statistically significant differences in confidence and perseverance compared with the control group. Second, the experimental group also showed statistically significant differences in the fun, catharsis, achievement, and pride factors, and became to behave more positively. These result from the major characteristics of cooperative learning strategy—the development of social and emotional competence by the grouping with peers and discussion among them, which provides feedback like praising each other and expressing each other’s merits and deficits to themselves.
Therefore, These results suggest that the aims of the 7th revised bill of the domestic physical educational curricula is to nurture the knowledge and capability that is needed to an active and sound life, the challenging ability that is required to develop one’s future, the creativity, the competitive power and cooperative attitude for the community life. So, a variety of social and emotional competence, yet developing these social and emotional competences further is required for systematic pedagogy and education.
Second, a systematic evaluation of social and emotional learning is desirable. Assessing the social and emotional competence not only is a challenging task but also could raise fierce argument in the scientific aspect. However, appropriate measures for social and emotional competence that is pertinent to the physical education should be developed and continuously improved. Specifically, a systematic guideline is needed to development and execution of the programs that are suitable for the domestic condition, and the management after the development of the program should be equally emphasized as the development itself.
Lastly, the modification in the education is required to create the educational environment in order for the optimization of the children’s social, emotional, physical, cognitive, and ethical development. it is needed to establish advanced policy and enlarge educational technology that will support educators to successfully execute and institutionalize the fine programs for social and emotional development.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구목적 4
• 3. 연구문제 5
• 4. 연구의 제한점 5
• 5. 용어의 정의 6
• Ⅱ. 이론적 배경 9
• 1. 사회․정서학습의 이론적 관점 9
• 2. 사회․정서학습의 발달학적 관점 12
• 3. 사회․정서학습의 교수․학습과정 19
• 4. 협동학습 전략의 이론과 적용관점 42
• Ⅲ. 연구방법 49
• 연구 1: 체육과 사회․정서 유능감 요인 탐색 49
• 1. 국내․외 사회․정서학습의 문헌분석 51
• 2. 국내 체육교사 인식조사 71
• 연구 2: 협동학습 전략을 통한 사회․정서학습의 효과 73
• 1. 연구대상 73
• 2. 실험절차 74
• 3. 측정도구 76
• 4. 연구의 신뢰도 77
• Ⅳ. 결과 및 논의 78
• 연구 1: 체육과 사회․정서 유능감 요인 탐색 78
• 1. 국내․외 사회정서학습의 문헌분석 78
• 2. 국내 체육교사 인식조사 87
• 3. 체육과 사회․정서 유능감 89
• 연구 2: 협동학습 전략을 통한 사회․정서학습의 효과 103
• 1. 자신감, 끈기 유능감과 운동정서의 상관관계 103
• 2. 집단의 자신감요인, 끈기요인, 운동정서의 변화 104
• 3. 그룹과정과 교사관찰지 분석 112
• Ⅴ. 결론 및 제언 117
• 1. 결론 117
• 2. 제언 118
• 참고문헌 120
• 부록 133