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박찬홍,신후승 公州大學校스포츠科學硏究所 2001 스포츠科學硏究所論文集 Vol.- No.15
The purpose of this study is to search the affective contents of physical education presented in the seventh education curriculum, and to provide concrete data for improving the problems in the affective domain assessment by analyzing the reality of that assessment through surveying the teachers' thoughts and assessment criterion schemes. To reach the goal of this study, I searched affective contents presented in the seventh education curriculum after dividing it into two parts, contents and assessment. And I collected fifty-five performance assessment criterion schemes from as many schools in four cities in Kyeonggi Province, and analyzed them after classifying them into ten domains by their contents. The results are as followings ; First, in the seventh education curriculum on middle school physical education, the characteristics of the subject are prescribed and qualitative improvement of this subject is emphasized through teaching and assessing the sociality and development of sentiments, such as cooperative spirit, patience, satisfaction, sincerity and responsibility which are directly related to the physical education classes. Second, the main method of affective domain assessment was the demerit system, and the contents of assessment was about the students' uniform conditions . Many school assessed just preparing condition without assessing attitude. Concrete criterion and frequency for assessment were hardly showed in the assessment criterion schemes, so the tools for affective domain assessment was poor relatively when compared with psychomotor domain assessment. Third, the teachers recognized that affective domain in physical education was important, but they thought other teachers were concerned little about that domain. Assessment was doing not for understanding achievement degree of the class goal and improving teaching-learning method but for causing learning motive. Fourth, the mainly applied contents in affective domain assessment was the students' uniform conditions. And demerit system was widely used because it was easy but many teachers pointed out that this system had some problems from the viewpoint of the educational effect and fairness. As we've seen, the tools for assessment in schools were so poor that they were different from the contents of affective domain which was showed in the seventh education curriculum. And there were inconsistency and differences between the teachers' recognition and reality of affective domain assessment, so teachers' effort and concern are necessary.
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