초등 교사의 게임 활동에 대한 교과교육학지식 차이 분석

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze the gap of the pedagogical knowledge among the elementary school teachers on instructing students in game activity. We divided the teachers into four groups; who has an abundant career and specialized in physical education at graduate school, who has an abundant career but not specialized in physical education at graduate school, who has a little teaching career but specialized in physical education at graduate school, who has a little teaching career and not specialized in Physical education at graduate school. And I restricted the study to only game activity.
I applied a case study and collected lots of materials from various techniques which are depth interview, photographing, literatures research, etc. I analyzed the collected materials with inductive logic and testified the truth of the materials with personnel organization examination, colleague discussion and multivariate analysis. And I got the following results.
1. In the comprehension of curriculum: the specialized teachers think it as a variable thing by the social demand, the circumstance of school or students. So they think it very importantly.
2. In the line of instruction content: The teacher who has an abundant career and specialized in Physical education at graduate school thinks physical education must be done synthetic method of cognition, emotion and purpose. This fact indicates that a successful instruction need a good teacher who has a career and an special pedagogical knowledge.
3. In the value system: the teachers who specialized in Physical education evaluate not only the development of an athletic ability but also emotional-purposive area. But the newly appointed teacher who did not specialize in physical education at graduate school focused only the emotional side. Lately most of specialist encourage the joyful athlete. At that point, his value system can be good one. But he has neither objectivity nor consistency of his evaluation behaviors.
4. In the comprehension of student character : At individual difference, the teacher who has an abundant career and specialized in Physical education at graduate school comprehended the students by various points(physical and emotional points). But the teacher who has an abundant career but not specialized in physical education at graduate school comprehended the students' emotional side. However, he could not analyze the students' athletic abilities concretely. At any rate, to comprehend an individual difference more correctly, we need career as well as special knowledge very much.
5. In the comprehension of instruction objective: Make his students comprehend, a teacher has to know special knowledge on that field. Besides, he must has some experience in his teaching skills. Then, it is worthy of notice that motivation is effected directly by experience(not by special knowledge). This shows if anyone has the more teaching experience he will get the better teaching know-how.
6. Lastly, comparing the achievement of students, I got the following order; the teacher who has an abundant career and specialized in Physical education, the teacher who has an abundant career but not specialized in Physical education, the teacher who has a few years teaching career but specialized in Physical education, the teacher who has a few years teaching career and not specialized in Physical education.
Therefore, I came to the conclusion that pedagogical knowledge is essential to improve the quality of physical education. Undoubtedly, only one stage(motivation) needs more teaching experience than pedagogical knowledge. However on most stages, the core of Physical education is an abundant pedagogical knowledge.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 제한점 = 4
• 4. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 교과교육학 지식 연구 = 6
• 2. 교과내용지식과 교과교육학지식의 관련성 연구 = 9
• 3. 체육교수 연구의 선행연구 = 11
• Ⅲ. 연구 방법 = 17
• 1. 연구 설계 = 17
• 2. 연구 대상 = 17
• 3. 자료 수집 = 18
• 4. 자료 분석 = 21
• Ⅳ. 연구의 결과 및 논의 = 24
• 1. 연구대상 교사들의 이해 = 24
• 2. 교육과정 이해 = 26
• 3. 수업내용의 계열성에 관한 이해 = 30
• 4. 평가 관점에 관한 이해 = 32
• 5. 학생이해 = 33
• 6. 수업목표 이해 = 38
• 7. 수업전략 = 43
• 8. 성취도 비교 = 51
• Ⅴ. 요약 및 제언 = 55
• 1. 요약 = 55
• 2. 제언 = 59
• 참고문헌 = 60
• Abstract = 62
• 부록 : 면담 질문지 = 65