체육 교과서 활용의 난점 및 개선방안 탐색 연구

정현철 ( Jeong Hyun Chul ),윤현수 ( Youn Hyun Su ) 충남대학교 교육연구소 2020 교육연구논총 Vol.41 No.3

이 연구는 체육 교과서 활용의 난점을 파악하고 그 개선방안을 탐색하여 향후 체육 수업과 정책에 중요한 시사점을 제공하는 데 그 목적이 있다. 연구자는 전국 5개 지역 체육 교사 6인과 학생 2인, 총 8인의 면담 내용과 자료를 수집하여 결과를 도출하였다. 체육 교과서 활용에 관한 난점으로는 첫째, 체육 교과서는 단순 지식 전달에 머무는 활용으로 실제 체육 수업과의 이질성으로 소외되어 왔다. 둘째, 교사는 실천적 지식에 의존한 수업을, 학생은 흥미없고 활용되지 못하는 체육 교과서의 필요성을 인지하지 못하고 있었다. 셋째, 체육 수행평가 100% 정책을 통해 지필 평가를 대변하던 체육 교과서의 자리가 점차 사라지고 있었다. 체육교과서 활용을 위한 개선방안으로는 첫째, 교육과정과 학교 현장 특성을 고려한 체육 교과서의 다양한 범위와 내용 체계를 담은 체육 교과서로의 방향 전환이 필요하다. 둘째, 체육 교과서는 교사의 전문성 향상과 교사-학생 간 소통을 통한 신뢰를 쌓을 수 있는 교육적 의미의 학습 도구로 구성되어야 한다. 셋째, 체육 교과서가 학생의 수업 과정의 흔적과 학생의 능동적인 활동이 묻어나도록 다양한 형태와 수준으로 개발되어야 할 필요성이 제기되었다. The objective of this study is to provide the important implications for physical education policies and classes in the future by understanding problems in the physical education textbook and exploring its improvements. After obtaining consent from a total of eight people including two students and six physical education teachers in five regions of the country, a researcher interviewed the subjects and collected the data. The difficulties in the utilization of physical education textbook are as follows. First, the utilization of a physical education textbook has been isolated due to its difference from the actual physical education classes. Second, the teachers did not perceive the necessity of classes depending on practical knowledge, while the students didn’t do the necessity of physical education textbook. Third, the necessity for physical education textbook was disappearing by the 100% performance assessment policy of physical education. This paper suggests the following as improvements for the physical education textbook. First, it would be necessary to change the direction through containing diverse scopes and the contents of physical education textbook through considering the characteristics of school field and curriculum. Second, the physical education textbook should be learning tools that could help improve teacher professionalism and build up trust between the teacher and the students. Third, it would be necessary to develop diverse types and levels of physical education textbook, so that it could contain the traces of class processes and active students’ activities.

A Study on Physical Activity of Girls through Physical Education Textbooks in Korea: 1980-2010

( Mi Hye Cho ),( Yoon Kyung Lee ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: The purpose of this study is to explore changes of girl`s physical activity in school sports during the past 30 years by analyzing physical activities of female students in Korean Physical Education textbooks for elementary schools. Method: This study had analyzed physical education textbooks of 5th grade in elementary school, which were published in 1980(the 4th National Curriculum) to 2010(2007 Revised National Curriculum). The national elementary school textbooks were selected because middle-high school textbooks are many kinds of authorized textbooks which have a problem of context inconsistency. For the methods of analysis, the researcher firstly examined the proportion of girls in photographs and pictured materials in physical education textbooks. Second, each chapter was investigated regarding whether there was a gender bias. The grounds on categorizing gender bias are followings: (1) If only one gender participates in internationally recognized competition, such as Olympic game, the sport was categorized as one gender biased sports. (2) If the sport consists of both genders, it was categorized as gender equal sports. (3) If it is not an internationally recognized sport, it was decided by reviewing its contents. (4) In other cases, if an international sport which generally consists of only one gender allows the participation of both genders equally, it was reclassified into gender equal sports. Result: In the 4th National Curriculum textbook published in the 1980s, a high proportion of girls` participation in physical activity can be found in only two ``Dance`` units, and just six units, including a ``medical examination`` units, contains the equal ratio of male and female participation. The units in which girls do not appear in the photographs and picture materials are 17 units out of 30 units, so more than half of the total units do not handle the figure of female students. The 5th National Curriculum textbook shows the participation of female students in ``Wrestling`` units. Since ``Wrestling`` units is traditionally recognized as a masculine sport dominated by male athletes, it can be said that the physical education is developed from the viewpoint of gender equality. The 5th National Curriculum textbook contains only three units in which girls did not appear, which is significantly lower than the 4th National Curriculum textbook. The remarkable feature of the 6th National Curriculum textbook is that the boys and girls appeared in the ``Couple Dance`` and ``Folk Dance`` units in the same proportion. It is an interesting change in physical education because dance was traditionally female-dominated sport. In the 7th National Curriculum textbook, girls and boys have appeared equally in all units except the ``Fitness Work`` unit. In particular, it was possible to see that boys and girls engaged together in sports such as ``Balance Beam``, ``Rhythmic Gymnastics``, ``Soccer`` and so on, which clearly separated male and female participation in the past. In the revised textbook of 2007, the new sports, such as tee-ball and netball, and female- friendly programs appeared in competitive activities. In addition, illustrations presented in ``Sexual Education`` express that both genders can be perpetrators or the victims, breaking the stereotype that males are perpetrators and females are victims. It shows the advanced form in gender equality perspective. Conclusion: First, the physical education textbook in the 1980s showed that the sports of girls are clearly separated from those of boys. Therefore, physical activities in which boys and girls can participate together are not frequent in 1980s. However, since the 6th National Curriculum, there is a positive change in gender equality in sports with the onset of equal participation of men and women in physical activity. Second, although there is a clear distinction of masculine, feminine, and neuter proportion in the gender bias in physical education textbooks, masculine and feminine aspect recently tends to decrease while gender equal aspect tends to increase, when compared to the previous textbooks. Third, the girls` participation in physical activities has been increasingly activated due to the advent of new sports, such as netball. Since the new sports do not require direct physical contact when compared to the contact sports such as basketball, new physical activity program certainly contributes to a high level of girl`s participation today.

신체 활동 가치 구현을 위한 초등학교 체육 교과용 도서 개발의 방향

김명수 한국체육정책학회 2012 한국체육정책학회지 Vol.10 No.2

We have carried out this study in order to determine whether or not six grade of 5, 6 authorized textbooks developed by the physical education curriculum revised in 2007 was reflecting faithfully a spirit of revised physical education curriculum that is aimed at 'Physical activity value education', and to present aromatic character of textbook development by education curriculum revised 2011. The result of research, educational contents of an authorized textbook was selected the range of 'Physical activity value illustration' presented on elementary school physical education curriculum revised 2007. Also, were not able to reflect enough intention of the revised educational curriculum that aimed at physical activity value education at a professor/education way. Therefore, a textbook developed from now on takes enough entrance of the teacher field in an elementary school into consideration, and shall be developed. We have carried out this study in order to determine whether or not six grade of 5, 6 authorized textbooks developed by the physical education curriculum revised in 2007 was reflecting faithfully a spirit of revised physical education curriculum that is aimed at 'Physical activity value education', and to present aromatic character of textbook development by education curriculum revised 2011. The result of research, educational contents of an authorized textbook was selected the range of 'Physical activity value illustration' presented on elementary school physical education curriculum revised 2007. Also, were not able to reflect enough intention of the revised educational curriculum that aimed at physical activity value education at a professor/education way. Therefore, a textbook developed from now on takes enough entrance of the teacher field in an elementary school into consideration, and shall be developed.

체육교사의 개정체육교과서 구성방식에 대한 인식 연구 -체육사 중심으로-

이인호 ( In Ho Lee ) 부산대학교 과학교육연구소 2012 교사교육연구 Vol.51 No.1

``2007 개정교육과정``이 고시된 후 그에 따라 개정체육교과서가 개발되었는데, 개정의 근본철학이 ``운동중심 교육과정``에서 ``신체활동 가치 중심 교육과정``으로 변하면서 기존의 이론 단원을 삭제 시키고, 신체적활동 가치에 따른 단원(건강활동, 도전활동, 경쟁활동, 표현활동, 여가활동)으로 편성하다보니 운동생리학, 운동역학, 체육사, 스포츠사회학, 스포츠심리학 등의 기존 이론 과목은 신체적 활동 가치에 따른 단원에 조금씩 소개하는 정도에 그치고 있다. 이런 이유로 이 연구는 체육교사들에게 개정체육교과서에 대한 인식을 파악하고 의견을 종합하여 개정교과서에 체육과 관련된 이론적 지식 체계화 및 계열화의 필요성을 제시하고, 특히 체육사 수업의 중요성을 인식시켜 개정체육교과서에 체육사 단원의 필요성을 제시하는데 그 목적이 있었다. 이러한 목적을 달성하기 위하여 2012년 현재 전국의 중등학교에서 체육수업을 하고 있는 체육교사 250명을 대상으로 설문조사를 실시하여 다음과 같은 결론을 얻었다. 첫째, 개정체육교과서가 학생들의 수준별 차이를 고려하였는가에 대하여 전체적인 의견이 분분하였으며, 학년간 연계성에 대하여 부정적인 반응을 보였고, 개정교육과정의 교과서 반영 정도에 대하여 대부분의 체육교사가 높다고 응답하였다. 둘째, 많은 체육교사가 개정체육교과서 단원구성이 적절치 않다고 응답을 하였으며, 체육과 관련된 이론적 지식(운동생리학, 운동역학, 체육사, 스포츠사회학, 스포츠심리학 등)을 개정체육교과서에 보충을 해야한다고 응답하였다. 셋째, 체육사 내용이 부족하다고 느꼈으며, 체육사 단원의 구성 방향은 체육사를 독립단원으로 구성하거나, 각 단원에 체계적으로 삽입해야 한다는 의견이 많았다. With the announcement of new school curriculum in 2007, a new physical education textbook has been developed based on its main philosophy emphasizing the values of physical activities rather than activities themselves. The new textbook has five units divided by the criterion of activity values: health activity, challenge activity, competition activity, expression activity, and leisure activity. As a result, the description of theories, such as exercise physiology, exercise dynamics, physical education history, sports sociology or sports psychology is remarkably reduced and just incorporated into these five units. The purpose of this study is to grasp the level of teachers` understanding on the new textbook by collecting and analyzing their opinions, and then draw out the result that P.E. theories should be learned systematically through a carefully prepared textbook. From this point of view, this study centers around proving the unit of physical education history should be included in a textbook. In order to achieve this purpose, in 2012, we made up a questionnaire given to 250 physical education teachers who are presently teaching physical education in middle schools and high schools throughout the country. We concluded as follows: First, teachers` opinions were diverse about whether revised physical education textbook considered students` difference in levels. They seemed to be negative about the linking between grades and most of them responded that textbook`s reflection degree of revised curriculum is high. Second, many of physical education teachers responded that the unit construction of revised physical education textbook is not appropriate and that revised physical education textbook should include theoretical knowledge(exercise physiology, exercise dynamics, physical education history, sports sociology, sports psychology and so on) related physical education. Third, many of them felt that the content of physical education history is short and the constitution direction of physical education history unit should constitute physical education history as the independent unit or insert it systematically at each unit.

2015 개정 교육과정에 따른 초등학교 체육 교과서의 탐구 경향 분석 : 영역형 경쟁활동을 중심으로

하혁(Ha hyuk) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.14

목적 이 연구는 2015 개정 교육과정에 따른 초등학교 체육 교과서의 영역형 경쟁활동 부분의 탐구경향성을 수치화하여 정량적으로 분석하는 데 목적이 있다. 방법 이러한 목적 달성을 위해 초등학교 3~4학년군 검정 교과서 총 8종의 교과서를 연구 대상으로 선정하였고, 탐구경향성을 분석하기 위해 Romey의 교재 분석법의 본문 평가 지수, 그림 및 도표 평가 지수, 절과 장의 끝부분에 있는 질문 평가 지수, 활동 지수를 활용하였다. 결과 평균 본문 평가 지수 값은 0.17이었으며, 0.074~0.43의 범위에 있었다. 본문 평가 지수 값이 가장 높은 교과서는 G교과서(0.43)로 나타났고, F교과서(0.074)가 가장 낮은 것으로 나타났다. 평균 그림 및 도표 평가 지수 값은 1.01이었으며, 0.411~2.166의 범위로 모두 탐구적 성향의 교과서로 나타났다. 그림 및 도표 평가 지수 값이 가장 높은 교과서는 H교과서(2.166)로 나타났고, C교과서(0.411)가 가장 낮은 것으로 나타났다. 평균 절과 장의 끝부분에 있는 질문 평가 지수 값은 3.24이었으며, 1.428~7의 범위에 있었다. 절과 장의 끝부분에 있는 질문 평가 지수 값이 가장 높은 교과서는 E교과서(7)로 나타났고, A교과서와 C교과서(1.428)가 가장 낮은 것으로 나타났다. 평균 활동 지수 값은 0.93이었으며, 0.625~1.179의 범위로 모두 탐구적 성향의 교과서로 나타났다. 활동 지수 값이 가장 높은 교과서는 E교과서(1.179)로 나타났고, H교과서(0.625)가 가장 낮은 것으로 나타났다. 결론 교과서의 본문 내용이 운동 기능 습득을 위한 운동 기능의 전달에 다소 편향된 점은 문제점이라고 판단되며, 이러한 결과의 가장 큰 원인은 체육교육의 목적에 대한 잘못된 이해에서 비롯된다고 볼 수 있다. 또한 체육과 교육과정에 제시된 ‘신체활동 가치 중심’ 교육의 내용이 다소 명확하지 못하다는 점도 연구 결과의 원인으로 유추할 수 있다. Objectives The objective of this study is to digitize and quantitatively analyze the inquiry tendency in the invasion competition activities part of elementary school physical education textbooks according to the 2015 revised curriculum. Methods To analyze the inquiry tendency, this study used the text evaluation index, picture/diagram evaluation index, question evaluation index in the end of section and chapter, and activity index of Romey’s textbook analysis method. Results The mean index value of text evaluation was 0.17 in the range of 0.074-0.43. The textbook with the highest index value of text evaluation was Textbook G(0.43) while Textbook F(0.074) was the lowest. The mean index value of picture/diagram evaluation was 1.01 in the range of 0.411~2.166, so they were all shown as the textbooks with inquiry tendency. The textbook with the highest index value of picture/diagram evaluation was Textbook H(2.166) while Textbook C(0.411) was the lowest. The mean index value of question evaluation in the end of section and chapter was 3.24 in the range of 1.428~7. The textbook with the highest index value of question evaluation in the end of section and chapter was Textbook E(7) while Textbook A and Textbook C(1.428) were the lowest. The mean index value of activity was 0.93 in the range of 0.625~1.179, so they were all shown as the textbooks with inquiry tendency. The textbook with the highest index value of activity was Textbook E(1.179) while Textbook H(0.625) was the lowest. Conclusions The text contents of textbooks are a little biased towards the delivery of motor skills for the acquisition of motor skills, which could be a problem. And the biggest cause for this result might be the wrong understanding of the purpose of physical education. Also, the contents of ‘physical activity value-based’ education presented in the curriculum of physical education are not clear, which could be the cause for the result of this study.

초등교사의 체육검정교과서 선정 경험에 대한 내러티브 탐구

양정모(Jeong-mo Yang) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.2

목적 본 연구는 체육교과서 선정 경험에서 공통적으로 드러나는 경험적 양상들을 분석하고 해석함으로써 체육검정교과서 선정 경험에서 나타나는 교육적 현상과 그에 따른 현장의 이야기와 요구를 좀 더 확인하고 수용함으로써 이를 기반으로 차시 체육교과서 선정 및 평가에 대한 제도적 및 행정적 지원 방향의 실마리와 단초를 제공하고자 한다. 방법 내러티브 방법을 활용하여 자서전적 글쓰기, 반구조화된 질문지를 중심으로 심층 면담 방식으로 자료를 수집하여 현장텍스트로 구성한 뒤 자료를 반복적으로 읽으면서 이야기를 재조직하여 연구텍스트로 구성하였다. 결과 참여자들은 체육검정교과서 선정 과정에서 ‘수평적인 소통과 조율의 의사결정’, ‘현장경험 존중과 암묵적인 동조’, ‘상호작용을 통한 성장과 변화’, ‘형식적인 합리성 추구’의 경험을 한 것으로 나타났다. 체육검정교과서 선정 과정의 교육적 의미는 ‘전문적 공동체 문화의 소통과 조율의 과정’, ‘반성과 숙고의 과정’, ‘정체성 확인과 안목의 확장’이라는 교육적 자산을 이룰 수 있는 소중한 교육적 체험을 한 실제적인 장이였음을 확인할 수 있었다. 결론 초등교사의 체육검정교과서 선정 경험의 양상과 교육적 의미를 이해할 수 있었으며 체육검정교과서 전문성 발달을 위한 시도 교육청 차원에서의 연수 프로그램 실시, 검정교과서 설명회와 같은 제도적 및 행정적 방향성을 모색할 수 있는 기초자료를 제공해줄 수 있었다. Objectives The purpose of this study was to provide a clue and a clue to the direction of institutional and policy support for the selection and evaluation of physical education textbooks by analyzing and interpreting the empirical aspects commonly found in the experience of selecting physical education textbooks. Methods For this purpose, The data were collected by autobiographical writing and interview methods, and the narrative method was used to construct field texts, and the story was reorganized by repeatedly reading the data and composed as research texts. Results Participants experienced horizontal communication and coordination decision making, respect for field experience and tacit sympathy, growth and change through interaction, and formal rationality in the process of selecting physical education textbooks. The educational meaning of the process of selecting physical education textbooks was found to be a practical field of valuable educational experience that could achieve educational assets such as the process of communication and coordination of professional community culture, the process of reflection and contemplation, and the identification and expansion of perspective. Conclusions It was able to understand the aspect of elementary school teachers' experience in selecting physical education textbooks and the educational meaning, and it was able to provide basic data to search for institutional and administrative directions such as the implementation of training programs at the level of the municipal and provincial education offices for the development of professionalism in physical education textbooks and the briefing sessions on authorized textbooks.was able to understand the aspect and educational meaning of elementary school teachers' experience in selecting physical education textbooks and provide basic data for seeking institutional and administrative directions for the professional development of physical education textbooks.

초등학교 체육교과서 개발의 방향 탐색

강신복(Sin Bok Kang),이승배(Seung Bae Lee),전세명(Se Myung Jeon),성기훈(Kee Hoon Sung) 한국스포츠교육학회 2008 한국스포츠교육학회지 Vol.15 No.1

본 연구는 제7차 체육과 교육과정에 기초한 현행 초등학교 체육교과서의 내적ㆍ외적 체제 검토를 토대로, 최근 고시된 2007 체육과 교육과정의 개정 방향에 따른 향후 초등학교 체육교과서의 개발 방향을 탐색하는데 그 목적이 있었다. 2007 개정 체육과 교육과정은 그 동안의 운동 기능중심 교육과정에서 신체활동의 가치를 추구하는 방향으로 교육과정이 개정 되었다. 또한, 국가수준의 교육과정에 체육교육의 인문성과 예술성, 자율성과 통합성을 강조하고 있으며, 교수-학습방법의 일환으로 간접학습활동(읽기, 쓰기, 감상하기, 토론하기 등)을 명시하고 있다. 새롭게 개발될 초등학교 체육교과서는 2007 개정 체육과 교육과정의 의도를 구현하는 교과서로 개발되어야 한다. 현행 초등학교의 체육교과서는 내적 구성 체제 면에서 각 항목들이 교육과정의 의도를 충분히 반영하지 못하는 문제점이 있으며, 삽화와 사진과 같은 외적 체제 측면에서도 활동을 설명하고 안내하는 기능이 부족하다. 이에 새로운 초등학교 체육교과서 개발은 현행 교과서의 문제점을 보완하고, 개정 교육과정의 요구를 반영하기 위한 통합적인 접근 즉, 인문적·실천적·반성적인 성격을 담아내는 교과서 개발이 요구된다. 최근, 초등학교 5·6학년 체육교과서의 검인정화 발표와 5학년 디지털 교과서 개발에 대한 사회적 요구 등을 감안할 때 초등학교 체육교과서 개발에 있어 보다 체계적이며 지속적인 기초연구가 수반되어야 할 것이다. The purpose of this paper was to explore the direction of new elementary physical education textbook`s compilation. To achieve the goal, this study analyzed inner and external organization of current elementary physical education textbook and explored the direction of 2007 revised physical education curriculum. First, current elementary physical education textbooks have some problems in part of inner organization. These textbooks hardly reflected the intention of the 7th physical education curriculum. Secondly, although they have developed in part of outward forms, external organization, however, illustrations in textbooks could not explain full processes of motor skills. Educational philosophy of the Revised Physical Education Curriculum in 2007 changed cardinal view of physical education from motor skill-centered approach to the value of physical activities. Therefore, new elementary physical education textbooks should implicate the recent changed the philosophy.

초등학교 체육교과서의 네트형 경쟁활동 내용분석

이승배(Seung Bae Lee),서장원(Jang Won Seo),전세명(Se Myong Jeon) 한국스포츠교육학회 2012 한국스포츠교육학회지 Vol.19 No.2

본 연구는 2007 개정 체육과 교육과정에 따른 초등학교 체육교과서에 제시된 네트형 경쟁활동 중 배구형 게임의 내용을 분석하는데 그 목적이 있다. 이에 개정 교육과정에 따라 개발·검정된 총 5종의 초등학교 6학년체육교과서를 대상으로 Bereday(1964)의 비교분석 방법론을 변형하여 기술 및 비교분석을 수행하였다. 또한 분석의 준거는 서장원·한만규·이덕영(2008)이 제안한 문화적 관점에서 체육을 구성하는 요소인 명제적 내용(propositional content), 서사적 이야기(narrative), 기능(skills), 덕(virtue), 취향과 정서(style), 가치판단(judgment), 제도 및 규정(rule)을 준거로 설정하여 네트형 경쟁활동 중 배구형 게임의 교육내용을 비교분석하였다. 연구결과, 첫째, 초등학교 체육교과서의 네트형 경쟁활동 중 배구형 게임은 공통적으로 명제적 내용,기능, 덕, 가치판단의 4가지 요소를 중심으로 내용이 구성되어 있다. 둘째, 일부 교과서는 서사적 이야기, 취향과 정서, 가치판단, 제도 및 규정과 관련된 문화적 내용이 제시되지 못하고 있다. 셋째, 대부분의 체육교과서 내용은 네트형 경쟁활동을 통한 신체활동의 가치를 담아내는 교과서라기보다 운동기능 중심의 교육 내용에 주안점을 두고 있다. 따라서 향후 2009 개정 체육과 교육과정에 따른 체육교과서는 ``체육의 문화적 내용``과 함께 ``신체활동 가치교육``이라는 개정 교육과정의 취지를 충실히 반영하는 교과서 개발이 요구된다. This study aims to analyze the contents of volleyball-type games among the net competition activities suggested in elementary school physical education textbooks according to the 2007 revised curriculum for physical education. With the subjects of total five elementary school sixth-grade physical education textbooks developed and authorized by the revised curriculum, this study conducted descriptive and comparative analysis with Bereday (1964)`s method of comparative analysis transformed. Analysis criteria are the factors comprising physical education from the cultural viewpoint that was suggested by Seo, Han and Lee(2008); in other words. propositional contents, narrative, skills, virtue, styles, judgment, and rules. this article analyzed the teaching contents of volleyball-type games among other net competition activities. According to the result of this research, first, the volleyball-type games among the net competition activities in the elementary school physical education textbooks commonly center around four elements, propositional contents, skills, virtue, and judgment. Second, some of the textbooks do not suggest cultural contents related with narrative, styles, judgment, and rules. Third, most of the contents in the physical education textbooks are focused on teaching chiefly for motor skills rather than dealing with the value of physical activities through net competition. Therefore, the physical education textbooks to be developed afterwards according to the 2009 revised curriculum for physical education is expected to deal with ``the cultural contents of physical education`` and also fully reflect the purpose of the revised curriculum, ``the value education of physical activities``.

개정 초등 체육교과서 분석을 통한 새로운 체육 교과서 개선 방향 탐색

임문택 ( Mun Taik Lim ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.21 No.2

본 연구는 개정 초등학교 체육과 3, 4학년 교과서 분석을 통하여 새로운 체육 교과서 개선을 위한 자료를 제시하는데 그 목적이 있다. 그러한 연구목적을 달성하기 위하여 개정 초등학교 체육과 3, 4학년 편찬 방향과 특징, 교육과정 내용체계, 단원전개 과정에 대해서 먼저 알아보고, 교과서에 대해서 내용 및 삽화를 토대로 분석하였다. 이러한 분석을 바탕으로 새로운 교육과정에서 개발될 교과서 개선 방향을 제시하였다. 구체적인 교과서 개선방향은 다음과 같다. 첫째, 학생 중심의 체육수업이 되도록 하기 위해 보다 더 많은 활동이 포함된 워크북 형태의 교과서 개발이 필요하다. 둘째, 검인정 교과서 체제 확대에 따라 교과서 내용 및 삽화 등의 통일을 기할 수 있는 표준화된 검정 체제 및 안이 필요하다. 셋째, 체육수업은 다른 과목과 달리 역동적인 신체활동을 특히 많이 필요로 한다. 따라서 이러한 움직이는 동영상 및 멀티미디어 자료를 학생이 자유롭게 활용할 수 있도록 하는 다양한 형태의 교과서 개발이 필요하다. The purpose of this study is to suggest the data and the measures for the elementary school physical education textbook development in accordance with ``the textbook advancement plan``, ``the transformation of the textbook development system`` and the 2009 curriculum, through the analysis of the elementary school 3rd and 4th grade physical education textbooks of the 2007revised curriculum. To achieve this purpose, the elementary school physical education textbook content system, the direction and the characteristics of textbook compilation, and the section development process were examined and the content and illustration of the textbooks were analyzed. Based on these analyses, the improvement direction of the elementary school textbooks for the 2009 curriculum and the future curriculum was suggested. The specific results of the study are as follows, First, it needs to develop the textbook in the form of workbook containing much more activities to allow student-oriented physical education. Second, it requires the standardized authorization system and the measures to unify the textbook contents, illustration, etc. according to the expansion of the textbook authorization system. Third, since the physical education class requires especially more dynamic physical activities than any other classes, it needs to develop diverse types of textbook to allow students to use freely the video and the multimedia data.

초등학교 체육 교과서의 '매트 운동' 내용 비교 · 분석

박창범(Park, Chang-Beom),박대권(Park, Dae-Gwon) 한국체육과학회 2012 한국체육과학회지 Vol.21 No.5

The purpose of this study is to investigate whether the physical education textbooks are written adequately to achieve the aims of 2007-revised physical education curriculum through content analysis of the 6th grade mat exercise in challenging activities. To achieve this purpose, this study analyses learning contents of the 4 textbooks developed under 2007-revised physical education curriculum in accordance with the 5 comparative analysis criterion: knowledge, motor skill, value, creativity, appreciation, the results are as follows. First, all the textbooks describe contents of the textbooks around "knowledge" and "motor skill". Second, the contents related to "value", "creativity" and "appreciation" are written poorly in most textbooks. Third, though most physical education textbooks tried to correspond purposes of the curriculum, still the contents are written around motor skills. So, the physical education textbooks being developed according to the 2009 revised curriculum should reflect "the value education of physical activities" in the textbooks.