초등 체육 교과「표현 활동」영역의 내용 체계 = A Study on the Contents System for the Domain of 「Expression Activities」in Elementary Physical Education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the content system of the 「expression activity」domain of elementary physical education. Four research questions were posed to answer the questions asked in this study:
First, how are the contents of Movement Expression activities in elementary physical education organized?
Second, how are the contents of Rhythmic Expression activities in elementary physical education organized?
Third, how are the contents of Folk Expression activities in elementary physical education organized?
Fourth, how are the contents of Thematic expression activities in elementary physical education organized?
The literature used in this study to address the research questions included the No. 2007-79 elementary and secondary curriculums(the Ministry of Education & Human Resources Development, 2007a), the elementary school curriculum(the Ministry of Education & Human Resources Development, 2007b), the physical education curriculum(the Ministry of Education & Human Resources development, 2007c), the elementary school curriculum manual V(the Ministry of Education, Science & Technology, 2008), four physical education teacher's guides for grades 3 to 6, and four physical education textbooks for grades 3 to 6.
As found in the study, the expression activities of elementary physical education may be categorized as follows: Movement Expression, Rhythmic Expression, Folk Expression and Thematic Expression.
Movement Expressions are physical expression activities that are appropriate at a third-grade level. In this category, students should learn to understand the movement language and its expression elements, to acquire the method of movement expression, to perform movement expression individually and in groups, to appreciate others' movement expression, and to practice the concept of awareness of the body to movement expression and appreciation activities. It should be noted here that they should be able to represent the unique characteristics of particular phenomena or objects through natural expression, to move their body by changing the expression elements involving speed, height, size and weight, to appreciate the movement expression of others and other groups, to compare their own movement expression with that of others and to be aware of each part of the body by regulating the movement of the body.
Rhythmic expressions are physical expression activities that are appropriate at a fourth-grade level. In this category, students should learn to understand the form and elements of rhythmic expression, to acquire the method of rhythmic expression by utilizing music or required tools, to fulfill rhythmic expression individually or in group, to appreciate others' rhythmic expression, and to practice the concept of adaptation to rhythmic expression and appreciation activities. It should be noted that they should be able to move their body different beats, and timing, and at a different speed, and by regulating strength, to move their body in consideration of the characteristics of music and tools in use, to appreciate others' rhythmic expression, to consider whether others and other groups make the right choice of tools and music, and to move their body to the changing rhythm.
Folk expressions are physical expression activities that are appropriate at a fifth-grade level. In this category, students should learn to understand the types and features of folk expression, to acquire the method of folk expression, to perform folk expression individually or in group, to appreciate others' folk expression, and to apply the concept of self-assurance to folk expression and appreciation activities. It should be noted that they should be able to grasp the origin, meaning and characteristics of Korean and foreign folk dances, to perform a folk dance to music in folk costume, to appreciate Korean and foreign folk dances by comparing their differences, and to have confidence about their own expression.
Thematic expressions are physical expression activities that are appropriate at a sixth-grade level. In this category, students should learn to understand the principles of thematic expression and the process of creation, to represent the features of a specific theme or subject matter in a creative way, to perform thematic expression individually or in group, to appreciate others' thematic expression and to apply the concept of creativity to thematic expression and appreciation activities. It should be noted here that they should be able to understand the process of creative expression, to observe and represent the characteristics of a subject matter or theme, to practice a creative work by playing their assigned roles, to grasp and appreciate the theme of a creative work, and to make up a creative work in a manner to clearly show the characteristics of its theme and subject matter.
Given the findings of the study, the following conclusion was reached: the expression activities of elementary physical education should be based on a series of Movement Expression which are respectively appropriate for the third-grade. Further, Rhythmic Expression which is appropriate for the fourth-grade and Folk Expression which is appropriate for the fifth-grade should be implemented. Finally, Thematic Expression which is appropriate at a sixth-grade level should be conducted. With regard to the effects of the different sorts of expression and appreciation activities, the movement expression and appreciation activities have an effect on the understanding of students about the concept of the awareness of the body and their application of the concept. The rhythmic expression and appreciation activities are effective at letting them understand and apply the concept of adaptability. The folk expression and appreciation activities have an effect on their understanding and application of self-assurance. Finally, the thematic expression and appreciation activities have an effect on their understanding and application of the concept of creativity.

목차 (Table of Contents)

• I. 서 론 1
• II. 이론적 배경 3
• 1. 초등학교 체육 교과표현 활동의 내용 체계 3
• 2.표현 활동영역의 교육적 의의 9
• III. 초등 체육표현 활동의 내용 체계 10
• 1. 움직임 표현 10
• 2. 리듬 표현 14
• 3. 민속 표현 18
• 4. 주제 표현 26
• IV. 논 의 32
• V. 요약 및 결론 36
• 참고문헌 39