체육수업을 통한 초등학생의 생활기술 습득과정 탐구 = (The) Study on the elementary student's acquisition process of life skills through physical education classes

국문 초록 (Abstract)

본 연구의 목적은 초등학생들이 체육수업을 통하여 생활기술을 습득하는 과정을 알아보고자 하는데 있다. 이러한 연구의 목적을 달성하기 위해 본 연구자가 담임으로 하는 학급 학생들을 연구참여자로 선정하여 질적 연구를 실시하였으며, 심층면담, 문서자료 등을 활용하여 수집한 자료를 분류분석과 영역분석을 통해 해석하고 분석하였다. 또한 자료의 수집과 분석과정에서 연구의 진실성 및 윤리성에 대한 지속적인 검증을 받았다. 본 연구에서 얻어진 결과를 요약하면 다음과 같다.
첫째, 체육수업에서 나타나는 학생들의 일반적 태도는 어떠한가?
경쟁활동 체육수업에서 연구참여자들은 동료에게 비난하고 조롱하며, 득점과 승리에만 지나치게 집착하며, 규칙을 공정하지 못하게 적용하는 등 가치 부재의 상황에 직면하고 있었다.
둘째, 체육수업에서 가치를 인식하고 탐색하는 과정은 어떠한가?
연구참여자들은 가치 인식과 탐색을 위하여, 체육일기 작성, 온오프라인 토론, 수업 후 집단 토론의 과정을 통해 가치를 인식하고 탐색하였다. 이를 통해 학생들이 인식하기 시작한 가치는 팀워크, 타인이해, 자기책임감, 공정, 자기수용, 페어플레이 등이 있다.
셋째, 학생들이 가치 실천에서 느끼는 어려움과 그 어려움을 극복하는 과정은 어떠한가?
연구참여자들은 가치에 대한 인식과 실천 의지 부족, 실천 과정에서의 동료들의 냉담한 분위기에서 좌절 등으로 인해 어려움을 느끼고 있었으며, 이를 교사의 지속적인 긍정적 가치지도, 반성적 사고의 형성, 가치중심 신체활동, 창의적 사고 등을 바탕으로 극복하고 있었다. 이 과정에서 교사의 역할이 중요하며, 교사는 가치 안내 및 가치 실천의 롤모델의 역할을 수행해야 한다. 또한 가치의 지도는 수업 외에도 학교생활 전반에서 지속적으로 이루어져야 한다.
넷째, 체육수업에서 내면화한 가치 발현의 모습은 어떠한가?
연구참여자들은 수업을 진행하는 과정에서 점차 자신들의 신체활동 문제점을 해결함으로써 신체활동의 즐거움을 인식하기 시작하였다. 이는 체육수업에서의 가치 중심 실체활동을 지속적으로 실천하려는 의지로 이어졌고, 다른 신체활동을 통해서도 그 가치 실천을 확장하는 모습을 보였다. 이는 연구참여자들의 의식속에 일상생활에서도 신체활동 가치를 연결하여 실천하려는 모습까지 연결되었다.

다국어 초록 (Multilingual Abstract)

The purpose of this study is to understand the elementary student's acuisition process of life skills throught physical education classes. The paticipants were 27(15 boys, 12 girls) fifth graders in Seoul and they were my students. Collected data by methods of participant observation, in-depth interview, video recording were transcribed and coded for domain analysis, taxonomic analysis. The results are as follows.
First, how was the student's general attitude in competing activity in physical education? In competing activity, students criticize their colleague, stick to victory and score, apply a rule unfairly. It means Value absence situation.
Second, how was the process students recognize and explore the value of physical activity in physical education classes? Students wrote physical diary, joined a on-off line discussion, had a meeting for discussing with their colleagues after school. They began to recognize the value of physical activity such as team-work, understanding other's mind, responsibility, fairness, proprioception, fair-play, etc.
Third, what is the problem stuudents had in their activity and how does students overccome their problem in physical activity? Students had the problem such as lack of understanding the value of physical activity, the will to act and a chilly reaction from their colleague. But students tried to overcome the problem by teacher's positive guidance, developing reflective thinking, value centered activities and creative thinking. In this process, teacher's role was very important. Teacher have to be role-model as good value doer, lead students to good value doer. These things have to be happen not only in classes but also out of classes.
Fourth, what did revealation of students' value look like? Student felt pleasure as solving their problem. And it was connected to the will praticing the value centered physical activity. Furthermore, students tried to practicing the value in other physical activities. Finally, students tried to practicing the value of physical activity in their life.

목차 (Table of Contents)

• 목 차
• 논문요약 ⅴ
• Ⅰ. 서론 ········································································
• 1
• 1. 연구의 필요성 ·····························································
• 1
• 2. 연구의 목적 ·······························································
• 7
• 3. 연구 문제 ·································································
• 7
• 4. 연구의 제한점 ·····························································
• 7
• 5. 용어의 정의 ·······························································
• 8
• Ⅱ. 이론적 배경 ······························································
• 11
• 1. 2007년 개정 체육과 교육과정 ··········································
• 11
• 2. 생활기술(life skills)의 이해 ·············································
• 14
• 3. 가치 중심 체육수업의 이해 ·············································
• 16
• 4. 선행 연구 ··································································
• 20
• Ⅲ. 연구 방법 ·································································
• 25
• 1. 연구 설계 ··································································
• 25
• 2. 연구 참여자 ·······························································
• 33
• 3. 자료의 수집 ·······························································
• 34
• 4. 자료의 분석 ·······························································
• 37
• 5. 자료의 진실성 ····························································
• 38
• 6. 연구의 윤리성 ····························································
• 40
• Ⅳ. 연구결과 및 논의 ························································
• 41
• 1. 경쟁활동에서의 학생들의 일반적인 태도 ······························
• 43
• 2. 가치 인식과 공유 ·························································
• 49
• 3. 가치 실천의 어려움과 극복 ·············································
• 59
• 4. 가치 내면화를 통한 생활기술의 발현 ··································
• 68
• 5. 종합논의 ···································································
• 75
• Ⅴ. 결론 및 제언 ·····························································
• 81
• 1. 결론 ········································································
• 81
• 2. 제언 ········································································
• 83
• 참고문헌 ········································································
• 85
• ABSTRACT ···································································
• 93
• 부록 ··············································································
• 95
• 1. 연구자 참여 동의서 ·······················································
• 95
• 2. 체육 교수․학습과정안 ···················································
• 96