초등체육교육에서 다문화에 관한 예비교사 및 초등교사의 인식 분석

다국어 초록 (Multilingual Abstract)

This research is designed to plan a curriculum of physical education. To offer basic data for applying it to the elementary school by comparing the elementary school teacher and preliminary teacher's recognition in regards to multi-cultural education and researching a process of improvement. The instrument used in this study was a questionnaire. The subjects of this research were 80 'D' university's preliminary teachers in 'D' city and 80 elementary school teachers in 'D' city. This research and it's findings were analyzed in a statistical way.

These are results of this research:
First: The difference between elementary school teachers and preliminary teachers' recognition in regards to experiences of multi-cultural families, elementary school teachers had more experience than preliminary teachers.
Second: The difference between elementary school teachers and preliminary teachers' recognition of the importance of cultural differences, both of them had positive attitude towards this.
Third: The difference between elementary school teachers and preliminary teachers' recognition in regards to knowledge for multi-cultural education, elementary school teachers level was higher than preliminary teachers level.
Fourth: The difference between elementary school teachers and preliminary teachers' thoughts in regards to physical education curriculum for multi-cultural both of them were positive in nature.
Fifth: The difference between elementary school teachers and preliminary teachers' in regards to teaching methods of physical education were no existent.
Sixth: There was no difference in the point of view between elementary school teachers and preliminary teachers' in regards to the goal of multi-cultural physical education, both of them think they should support the subject in a positive manner.
Seventh: A remedy for multi-cultural education:
First, a remedy for textbooks-there were many opinions that we should improve textbooks wrote in a racially homogeneous view. Second, a remedy for teachers-there were many opinions that teachers should have a uninhibited thought. Third, as for political measures in schools, there should be a positive push for a section of the budget to be distinguished for multi-cultural studies.

In conclusion, it is the most important thing to raise the recognition of multicultural education in elementary school. As a method for this, teachers training, facilities and advertising for multi-cultural education are needed. Immediate development of a textbook concerning multi-cultural education, positive publicity activities, and making a course for multi-cultural studies in universities are needed promptly

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구의 문제 2
• 3. 연구의 제한점 3
• Ⅱ. 이론적 배경 4
• 1. 다문화교육의 개념과 배경 4
• 2. 다문화가정 교육의 의미 7
• 3. 다문화 사회 이해와 초등교육 9
• 4. 다문화 교육의 교사 태도와 역할 14
• 5. 선행 연구 고찰 16
• Ⅲ. 연구 방법 18
• 1. 연구 대상 18
• 2. 연구 기간 18
• 3. 조사 도구 19
• 4. 자료 수집 21
• 5. 자료 처리 22
• Ⅳ. 결과 및 논의 23
• 1. 조사대상자의 배경정보 23
• 2. 다문화가정․교육에 관련된 교사의 경험에 대한 인식 25
• 3. 문화의 다양성 가치에 대한 인식 28
• 4. 다문화 교육 지식에 대한 인식 33
• 5. 다문화 체육과교육과정에 대한 인식 37
• 6. 다문화 체육 교수법에 대한 인식 44
• 7. 다문화 초등체육교육 목표의 관점에 대한 인식 49
• 8. 다문화 교육을 위한 개선 방향에 대한 인식 53
• Ⅴ. 요약 및 제언 55
• 1. 요 약 55
• 2. 제 언 57
• 참고 문헌 58
• 영문 초록 61
• 부 록 63