시각장애 중학생들의 체육교사에 대한 역할기대와 수업 만족도에 관한 연구

다국어 초록 (Multilingual Abstract)

The purpose of this study is to find out the expectation (class form, class method, class evaluation, and class environment) and satisfaction of Visually disabled students to physical education teacher.
Here is a result of analysis according to their level of visual disable.
1. The expectation to PE teacher according to the level of disable.
1) class form
(1) order movement ( stand up, walking, greeting, changing direction, lining and formation.)
Among male students ,only perfect visual disabled students have strong expectation to PE teacher and the others (half disabled , high weak eyesight, medium weak eyesight, and low weak eyesight) have normal expectation.
Among female students perfect visual disabled and half disabled students have normal expectation and others( high weak eyesight, medium weak eyesight, and low weak eyesight)have high expectation.
We can make a conclusion that all visually disabled students have expectation to teacher in an order movement class.
(2) running class (running , throwing ,and jumping)
Among male students, only perfect disabled students have normal expectation and others (high weak eyesight, medium weak eyesight, and low weak eyesight) didn't expect anything.
Among female students, perfect disabled and high weak students have normal expectation and others didn't expect anything.
We can make a conclusion that only perfect disabled students have expectation and others didn't want it.
(3) Gymnastics class( empty hand , equipment gymnastics)
Among male students , only half disabled students have normal expectation and others have strong expectation.
Among female students, only medium weak eyesight students have normal expectation and others have storng expectation.
We can make conclusion that all students have expectation in their gymnastic class.
(4) Swimming class
All students didn't expect anything, especially perfect disabled students strongly against it.
(5) personal or team sports ( Volley ball for disabled, base ball for disabled, basket ball for disabled, golf) male students strongly against the expectation in team sports class and among female students , perfect and half disabled have normal expectation and others didn't want anything.
In the personal exercise class, male low weak eyesight students have normal expectation and others have high expectation .
Among female students, high weak eyesight and low weak eyesight students strongly against the expectation and others wanted it.
We can make a conclusion that disabled students have normal expectation in their personal exercise class and perfect and half disabled students strongly against about it.
(6) ball game (soccer, volley ball, badminton, base ball, basket ball)
Among male students, perfect disabled and low weak eyesight students strongly wanted it and others didn't wanted it.
All female students have expectation for their teacher.
(7) Judo, wrestling, Korea wrestling.
All students have high expectation. Especially, female students have very strong expectation ( over 90%)
(8) Dancing ( Traditional Korea dancing, other countries dancing, and creative dancing)
All students (perfect and half disabled , high weak eyesight, medium weak eyesight, and low weak eyesight) have high expectation and over 85% student wanted it.
(9) Theory and sanitation
Almost all of the disabled student’s expectation was normal and especially perfect disabled students have strong expectation in mental health and fitness theory. However, in the sanitation class many students didn’t want disease and prevention theory.
2) Teaching method
(1) Teacher leading style
Perfected disabled students have strong expectation in this class style and others have low expectation .
(2) Student leading style
Overall male students strongly against about this style and female students didn’t’ want this style class and perfect disabled students have normal expectation.
(3) unification style
only perfect disabled students have normal expectation and others(high weak eyesight, medium weak eyesight, and low weak eyesight) strongly against about it.
3) Class environment
Perfect disabled, high weak eyesight, medium weak eyesight, and low weak eyesight students have very high expectation of various books, many equipment, safety, and clean environment.
4) Class evaluation
Overall students (Perfect disabled, high weak eyesight, medium weak eyesight, and low weak eyesight students) didn’t want in the evaluation class.
2. The feeling of satisfaction in physical education class according to the personal differences.
1) the satisfaction difference of sex
There is a bit difference in social satisfaction and physical Satisfaction (P<0.038) and there is no differences in educational satisfaction and mental satisfaction.
2) the satisfaction difference of grade
There is no certain statistical difference according to their grade.
3) the satisfaction difference of the level of disable.
There is no relation among different level of disabled.
4) the satisfaction difference of economical ability.
There is certain difference in mental satisfaction (P<0.049) and physical satisfaction (P<0.041) between high level and low level students(economically).In social satisfaction, there is a high relatives (P<0.004). However, there is no statistical
5) relation in the educational satisfaction.
the satisfaction difference of living environment.
There is no certain difference in the difference of living environment.
we know the fact that many visually disabled students have high expectation for P.E teachers. Especially, during dancing, and gymnastic class, they have very high expectation. But our real is not up to this.
Various P.E material and strong economical supporting is needed to solve these problems through qualified teacher.
According to the satisfaction difference study , the reason of difference satisfaction between sex, and economic level of the family is due to P.E class which is lack of understanding those problems between P.E program and students. To solve this problem, we must try to make a good program regard student’s situation.

목차 (Table of Contents)

• I. 서론
• 1. 연구의 필요성 = 1
• 2. 연구목적 = 3
• 3. 연구문제 = 4
• 4. 연구의 제한점 = 5
• II. 이론적 배경
• 1. 시각장애인의 일반적 특성 = 6
• 1) 시각장애인의 정의 = 6
• 2) 시각장애의 원인 = 7
• 3) 시각장애의 정도 구분 = 8
• 2. 체육학습에 영향을 주는 요인 = 9
• 3. 수업내용 = 13
• 4. 수업방법 = 16
• 5. 역할이론 = 21
• 6. 만족도 = 28
• III. 연구방법
• 1. 연구대상 = 34
• 2. 연구기간 = 35
• 3. 조사도구 = 36
• 4. 자료처리 방법 = 39
• IV. 연구결과 및 고찰
• 1. 학생들의 장애정도에 따른 체육고사에 대한 역할기대 분석결과 = 40
• 1) 수업 내용에 대한 역할기대 = 40
• 2) 수업 방법에 대한 역할기대 = 60
• 3) 수업 환경에 대한 역할기대 = 63
• 4) 수업 평가에 대한 역할기대 = 66
• 2. 개인적 특성에 따른 체육수업에 대한 만족도 분석결과 = 69
• 1) 성별에 따른 체육수업 만족도 = 70
• 2) 학년에 따른 체육수업만족도 = 70
• 3) 장애 정도에 따른 체육수업 만족도 = 71
• 4) 가정형편에 따른 체육수업 만족도 = 72
• 5) 주거환경에 따른 체육수업 만족도 = 73
• 3. 고찰 = 74
• V. 결론 및 제언 = 77
• 참고문헌 = 83
• ABSTRACT = 86
• 부록 = 93