중학교 남자 체육교사의 무용수업 실천경험에 관한 사례연구

다국어 초록 (Multilingual Abstract)

This study is for reflective research of dance class in school which is superficially operated. For this purpose, it exposes procedure dance class which is deployed by male sport teacher, and proposes a new possibility through educational meaning for dance class. As participants for this study, 4 PE teachers who are actively practicing dance class are selected. And as methods of study, qualitative research is used to contextually understand experiences of participants. Data collections are carried out by observation, in-depth interview and documents, and by analyzing existing researches. In addition, this study describes procedures of encountering and discord with dance class while participants are practicing dance classes, and it also describes each characteristic of teacher's roles and deployment of dance classes which participants perform. The meanings of dance classes which the participants experienced are following:
First, entertainment and beauty were regarded as important meaning which is exposed by dance classes. Second. it analyzed meaning of self-control and creative expression of human body. And third, this study analyzed the meaning of immerged experiences in dance classes which means that immersion is a procedure of learning and a power source leading to learning. Fourth, it analyzed the meaning of dance classes leading to harmonization in sport classes. As key issues which dance class will find, first, it is a 'change from formalized dance to various creative expression activities'. Second, in terms of equality in man and woman, it is for providing opportunities exposing benefits of both male and female through dance classes instead of counteractive relationship between man and woman. Third, for esthetic re-interpretation of dance classes, it explains that detailed cases for distinctive beauty which exists only with dance need to be suggested. Fourth, 'Reborn of dance in PE education', it stressed on view of educator which communicates with students and pays attention to changes in students although professionalism of dance is important for activating dance classes.

Key words : case study, dance class, expressive activity, experience, educational meaning

목차 (Table of Contents)

• I. 서 론1
• 1. 연구의 목적 및 필요성1
• 2. 연구 문제6
• 3. 연구의 제한점7
• 4. 용어의 정의7
• II. 이론적 배경8
• 1. 2007년 개정 체육과 교육과정8
• 2. 사례연구(Case Study)에 대한 이해16
• 3. 무용교육의 목적과 특성 및 가치19
• 4. 무용 교육의 실태35
• 5. 선행 연구 고찰38
• III. 연구방법43
• 1. 연구 설계43
• 2. 연구 참여자44
• 3. 자료 수집50
• 4. 자료 분석54
• IV. 남자 체육교사와 무용수업의 만남과 갈등59
• 1. 무용수업 실천의 계기59
• 1) 우연에서 필연으로59
• 2) 체육과 교육과정의 균형62
• 3) 스포츠 종목 중심에 대한 대안64
• 2. 무용수업 실천의 어려움66
• 1) 학생, 학부모의 거부감66
• 2) 타교과에 방해되는 수업69
• 3) 무용에 대한 자신감 부족70
• V. 남자 체육교사의 무용수업 실천과정72
• 1. 무용수업 실천을 위한 교사의 역할72
• 1) 무용수업을 위한 학교교육과정의 적극적 해석72
• 2) 체육수업 프로그램의 다양성 확보75
• 3) 과정중심의 평가77
• 2. 무용수업 전개과정의 특징80
• 1) 학생 중심적 운영80
• 2) 자발적 참여83
• 3) 학생과 소통하는 동기부여85
• VI. 남자 체육교사 무용수업의 의미87
• 1. 손을 들면 흥(興)이요 발을 들면 멋이라87
• 2. 자유로운 감성의 창의적 신체표현90
• 3. 나를 찾아 떠나는 여행: 몰입93
• 4. 경쟁중심에서 화합의 장으로95
• VII. 남자 체육교사 무용수업의 교육적 해석98
• 1. 정형화된 무용에서 다양한 창의적 표현활동으로의 변화99
• 2. 양성평등의 장101
• 3. 체육교과에서 심미성에 대한 재해석104
• 4. 체육교육에서 무용(無用)이 아닌 무용(舞踊)으로 거듭나기106
• 참 고 문 헌109