초등학교 체육교과 전담제의 현황과 개선방안

이순천(Lee Soon-Cheon),이성노(Lee Seong-No),주대섭(Joo Dae-Sup) 한국체육과학회 2003 한국체육과학회지 Vol.12 No.2

The purpose of this study is to research present situations and the awareness of physical education specialist and to analyze the management realities of physical education specialist system of elementary school to provide suggestions to fix and improve an effective management system. The Questionnaire method was used for this research, and Questions were reconstructed with reference to the study of preceeding research data (Odujun, 1998 . Gimjungsaeng, 1999). The following conclusion were resulted from research data analysis. First, 12 elementary schools out of surveyed 15 schools have a physical education specialist system, however, it is not fully activated in the elementary school because schools tend to take this system regardless of the number of classes. Moreover, the working condition of physical education specialists is not good due to the heavy duty including supplementary classes besides physical education. According to the investigation on selection standard of physical education specialists, 50.0% of them were selected by the decision of principal or vice headmaster of school. Second, for the reason of which physical education requires special teacher's expert knowledge and function, the teacher who has a special skilled ability must take the exclusive charge of physical education to promote efficiency and to instruct students with an adequate guidance of physical education. Though many class teachers are in strongly need of physical education specialists for more effective physical education, some of class teachers avoid this system because of harder instruction than other subject instruction. Third, the biggest problem of physical education specialist system is that School personnel administrations tend to arrange physical specialists without having serious consideration of their talent and ability and lack of expert knowledge on physical education shows up another problem. The priority matters to improve this system are building a gymnasium, supplementation of equipments and facilities. Appeared that 54.5% of elementary school teachers have an opinion about appointing a qualified middle-high school physical education teacher to the physical education specialist of elementary school. Considering the training system and the device for demand and supply of the physical education specialists, established education systems are needed for which 1 teacher-1subject major and 1-subject minor subject of Art and Physical department and the research showed that National University of Education must select new students by each subject for training of physical education specialist.

체육교사의 학교체육 지역연계 경험에 관한 사례연구

고정길,송지환,송호현 한국체육교육학회 2020 한국체육교육학회지 Vol.25 No.3

Purpose: The purpose of this study was to describe concrete examples of the experiences of physical education teachers in school physical education-community connection and to explore their meanings in depth. Method: The study case was a story about the operation process of school physical education-community connection in G Metropolitan City from March to December 2018. Among the nomadic sampling methods, physical education teachers A middle school who successfully performed school physical education-community connection were determined as information providers according to the definitive case sampling. The data were collected mainly on cultural artifacts of information providers through unstructured formal interviews, one round of group interview and three times of individual interview. Data analysis was conducted in parallel with intra-case analysis centering on the factual records of school physical education-community connection cases and inter-case analysis to reveal key topics. Integrity was secured through multi-angle verification, verification of peer researchers, verification of information providers, and exceptional case reviews. Results: The school physical education of A middle school were connected with the community in the following aspects. First, through the connection with local schools, physical education classes for common sports and local school sports club competitions were held. Second, the free-semester block-time physical education programs and sports culture experiences were operated through linkage with local sports facilities. Third, special lectures and career education were provided to support physical education instructors through linkage with local human resources. Fourth, walking classes and tracking programs were operated in connection with the local environment. Conclusion: The educational implications of school physical education-community connections were as follows: First, physical education teachers in areas with similar conditions and environments gathered to form a learning community, and through this, they made efforts to explore and share knowledge. Second, by overcoming the difficulties of school physical education, various physical education classes and programs were allowed to be operated. Third, by looking around the school, the limited space of the school was expanded to provide an insight into the view. 이 연구는 체육교사의 학교체육 지역연계 경험의 구체적 사례를 기술하고 그 의미들을 심층적으로 탐색하는데 목적이 있다. 연구 사례는 G광역시의 학교체육지역협의체 시범학교에서 2018년 3월부터 12월까지 진행했던 학교체육 지역연계 운영과정에 관한 이야기이다. 유목적 표집법 중 결정적 사례 표집에 따라 학교체육 지역연계를 성공적으로 수행한 A중학교의 체육교사들을 정보제공자로 결정하였다. 자료는 집단 면담 1차례와 개인면담 3차례의 비구조화 된 공식면담을 통해 정보제공자들의 문화적 인공물들을 중심으로 수집하였다. 자료분석은 학교체육 지역연계 사례의 사실적 기록을 중심으로 한 사례 내 분석과 핵심 주제를 밝혀내는 사례 간분석을 병행하였다. 다각도 검증, 동료 연구자 확인, 정보제공자 확인, 예외적 사례검토를 통해 진실성을 확보하였다. A중학교의 학교체육은 다음과 같은 측면에서 지역연계가 이루어졌다. 첫째, 지역 학교와의 연계를 통해 공통 종목의 체육수업의 운영과 지역 단위 학교스포츠클럽 대회가 개최되었다. 둘째, 지역 체육시설과의 연계를 통해 자유학기제 블록타임 체육 프로그램, 스포츠문화체험이 운영되었다. 셋째, 지역 인적자원과의 연계를 통해 체육 강사 지원의 특강 및 진로 교육이 이루어졌다. 넷째, 지역 지역환경과의 연계를 통해 걷기 수업과 트래킹 프로그램이 운영되었다. 학교체육 지역연계가 갖는 교육적 의미는 다음과 같다. 첫째, 여건과 환경이 비슷한 지역의 체육교사가 모여 학습공동체를 형성하였고, 이를 통해 지식을 탐구하고 공유하고자 노력하게 하였다. 둘째, 학교체육이 갖는 어려움을 극복하여 벗어나 다양한 체육수업 및 프로그램을 운영할 수 있게하였다. 셋째, 학교 주변을 돌아봐 살펴봄으로써 학교라는 제한된 공간을 확대시켜 바라볼 수 있는 안목을 갖게 하였다.

지체장애 학교의 학교교육계획에 나타난 지체장애 교육 실태

조홍중,방그레 한국지체.중복.건강장애교육학회 2008 지체.중복.건강장애연구 Vol.51 No.3

「School education plan」becomes the standard for daily educational activity or the specific basis to perform educational activity and has the functions to propose, structure, and assess the direction of education activity. Therefore this study intended to analyze the actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school. The analysis subjects of this study were「school education plan」of 10 physical disabilities schools meeting the following conditions. The requirements of subject school were 1) physical disabilities school defined as physical disabilities, 2) to teach children with brain lesion, 3) to be selected equally all over the country not to incline toward a specific region, and 4) to accede to a request of「school education plan」. The results of actual state of education of physical disabilities revealed in the「school education plan」of physical disabilities school are summarized as follows. First, regarding school education goals, ① the position of school education goals was established in the form of specific goal in the subarea of education goals. ② School education goals were mainly expressed as a one-line simple sentence, whereas specific goals was done as a clause-type simple sentence. ③ The contents of school education goals such as health, rehabilitation, and independence were reflected in「education goals」in consideration of the characteristics of special school of physical disabilities school. ④ Instructions were established in association with basic goals rather than specific ones. The structure and form of school education goals varied with school. Second, regarding the system of school education plan, ① four schools used the name of 「school education plan of this school」. ② The system of school education plan consisted of min. 7 areas to max. 10 areas. ③ The nature of school catalog was the reduction or appendix of school education plan. Third, regarding the actual state of students' disabilities, ① the number of students to a teacher was 3.64: there was mean 155 students and mean 43 teachers in one physical disabilities school. ② For the number of students by disability, the highest percentage was found in brain lesion disability(82.9%). Finally, regarding the assesment of school administration, ① 9 of a total of 10 physical disability schools suggested the area of school administration assessment, while one school had no such area in「school education plan」or school catalog. ② Assessment items ranged from min. 37 to max. 142. 「학교교육계획」은 각 교사가 일상적인 교육활동을 하는 기준이 되거나 교육활동을 수행하는데 있어서 구체적인 근거가 되며 교육활동에 대한 방향을 제시하고, 구조화하며, 평가하는 기능을 가지고 있다. 따라서 본 연구에서는 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태를 분석하고자 한다. 본 연구의 분석 대상은 전국 지체장애 학교 중 다음 조건을 충족한 대상학교의「학교교육계획」을 분석 대상으로 선정하였다. 대상학교의 충족조건은 첫째, 지체장애 교육기관으로 명기된 지체장애 학교일 것, 둘째, 뇌병변 아동이 주 대상일 것, 셋째, 특정 지역에 치우치지 않도록 전국적으로 균등하게 선정할 것, 넷째,「학교교육계획」의 혜증(惠贈)을 수락한 학교로 총 10개 학교가 선정되었다. 지체장애 학교의 「학교교육계획」에 나타난 지체장애 교육의 실태 결과를 요약하면 다음과 같다. 첫째, 학교교육의 목표는 ① 학교교육목표의 위치설정은 교육목표에 대한 하위영역으로 구체목표라는 형식을 취하고 있었다. ② 학교교육목표의 표현형식은 교육목표의 진술의 경우, 1행의 단문형 문장 형식을 주로 취하고 있는 반면, 구체목표의 진술의 경우는 주로 조목형의 단문 형식을 취하는 것이 특징적이었다. ③ 학교교육목표의 내용은 지체장애 학교라는 특수학교의 특성을 반영하여 건강이나 재활, 자립에 관한 내용이 교육목표에 반영되고 있었다. ④ 교훈의 설정은 구체목적 보다는 기본목적과 관련되어 있었다. 둘째, 「학교교육계획」의 체제는 ①「학교교육계획」의 명칭 4개 학교에서「본교 교육계획」이라는 명칭을 사용하고 있었다. ②「학교교육계획」의 체제는 최소 7개영역에서 최고 10개영역으로 구성되었다. ③ 학교요람의 성격은 학교교육 계획의 축소판이나「학교교육계획」의 부록의 성격을 가지고 있었다. 셋째, 학생의 장애 실태는 ① 교사 1인당 학생 수는 3.64대 1명으로 지체장애 학교에는 평균 155명이 학생 재학하고 있으며, 교사 수는 평균 43명이 재직하고 있는 것으로 나타났다. ② 장애별 학생수는 뇌병변장애가 82.9% 로 가장 높은 비율을 차지한 것으로 나타났다. 넷째, 학교경영 평가는 ① 총10개 지체장애 학교 중 9개 학교에 학교경영 평가 영역이 제시되어 있으나 1개 지체장애 학교에는 「학교교육계획」이나 학교요람에 평가영역이 제시되어 있지 않는 것으로 나타났다. ② 평가항목은 최소 37항목에서 최대 142항목까지 매우 다양한 것으로 나타났다.

Measures to Improve Effects of Policy to Promote School Physical Education by Program

( Ji Young Seo ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: The purpose of this study is to draw measures to improve and support substantial effects of school physical education policy by the program so as to meet the objective of ``Policy to promote school physical education``, which is under promotion by the government. Method: This study collected basic data showing actual practice of school physical education by the program using questionnaire survey, in-depth interview, case study among policy practicers and consumers, and reviewed the policy based on the evidences in several aspects. And the study analyzed the revealed data and suggested measures in details. Result: The findings of the study were classified into regular physical education and autonomous physical education as for measures to implement and support higher effects of school physical education policy by the program. The study suggested the details by the sub-policy as below. Firstly in policy to promote regular physical education, the teachers and students responded in common that there was positive effect of participation in physical activity: school sport club activity with creative experience would improve health and physical strength, give enjoyment in participation, improve friendship, prevent/reduce school violence. On the other hand, problems suggested were limit of provided physical activity, lack of sports space and facilities, no connection with physical education curriculum arising from lack of professionality of the teachers. So, the study suggested need to reorganize the lessons according to ``sports space and facilities to enhance educational effect of school sports club activity lessons as well as need to incorporate school sports club activity into learning content within the physical education curriculum. Secondly running the classroom of 10 units and six terms in high school was assessed to increase students`` regular physical activity and as a result to improve their health and help them release stress. On the other hand, problems revealed were student`s difficulty in getting used to high school curriculum centered on entrance examination, lack of space, content of lessons not differentiated among subjects. So, the study suggested methods for betterment; to increase social awareness on the effect of physical education activity, to reestablish the optional course suitably to high school students and to have 10 units as the minimum to complete. In terms of policy to promote extracurricular autonomous physical education, firstly the study found that offer of physical education programs in extra time allowed students to participate in various physical education programs, resulting in their positive perception of physical education activity and increase of physical activity volume, better relations between friends, and parents. However, some ritualistic operation and lack of substantial educational content were pointed out as problematic. To overcome this, the study suggested improvement measures such as diversification of physical activity programs, increase of teaching effect by appropriate compensation for the operating teachers, and differentiated role of administration and teaching according to the situation. Secondly, running school sports clubs and holding the contest contributed to the student`s enjoyment and improvement of physical strength along with other positive effects of leading the atmosphere of student`s physical education activity, and the students were able to build systematic sports experience and learn sports rituals and manners by taking part in the contests. On the other hand, contest-centered administration had some disadvantages; limit of participation of students who lacked sports capability, occurrence of leaving out students due to the fixed contest time, organization and assistance centered on popular sport events, excessively competitive operation of the contests, workload of the physical education teachers and school inspectors. And the study suggested diversification of school sports club events, developing the clubs even for alienated students to participate gladly, preparation of criteria to reflect student`s participation and activity results in the admission to higher education, alteration of scale of school sports club contests and operation methods, the need to form the main contest organizer, ways to assist manpower to reduce the workload of the relevant teachers. Conclusion: In order to improve the effect of policy to promote school physical education through programs, there needs to be efforts in terms of policy to incorporate this effect into within the regular curriculum. For this, the study proposed policy to strengthen the teaching capability of teachers in elementary schools, policy to include school sports club activity into the regular curriculum in middle schools, and policy to continually to run six term classroom and to activate school sports clubs in high schools.

체육수업 전문성에서 학교체육 전문성으로: 초등체육교사 전문성 개념의 외연 확장

박용남,윤기준 서울교육대학교 초등교육연구원 2019 한국초등교육 Vol.30 No.2

There is a widespread agreement that teachers’ professional development is one of the most decisive factors in enhancing the quality of physical education in elementary schools. There has been a clear tendency that teacher training programmes and teacher learning communities place an importance on the development of elementary school teachers’ physical education lesson professionalism. We do have a concern, however, the tendency that teaching practices and demonstration abilities indicating physical education lesson professionalism is regarded as the physical education professionalism. There has been a strong demand that a range of physical activities in school context should be offered to pupils. Thus, the purpose this study is to suggest the need to expand elementary school physical education teachers’ professionalism from physical education lesson professionalism to school physical education professionalism. In order to make this suggestion logical, comprehensive school physical activity program (CSPAP) and the second basic plan for school physical education promotion proposed by Ministry of Education in 2018 were examined. The findings clearly indicate that both approaches emphasize the importance of offering extra-curricular physical activities and school-community connection. We conceptualize physical education professionalism as a whole-of-school competency of designing, managing and evaluating physical activity programmes that every elementary school teachers need to develop. Developing a range of formal and informal professional development programs and exploring the nature of school physical education professionalism were suggested as future research. 지금까지 체육직무연수, 체육교과연구회, 체육교사학습공동체 등 초등체육교사들의 전문성 개발을 위한 노력들이 체육수업 한 곳에 집중되어왔다. 학생에게 양질의 신체활동 참여 기회를 제공하기 위해 필요한 실기능력과 교수능력, 즉 체육수업전문성이 초등체육교사 전문성으로 취급되고 되고 있다. 그러 나 최근 바뀐 학교체육 지형은 학생들에게 정규 체육수업 외 다양한 신체활동 기회 보장을 요구하고 있 다. 이에 본고는 초등체육교사 전문성의 개념을 체육수업 전문성에서 학교체육 전문성으로 확장할 것을 제시하기 위한 목적으로 작성되었다. 주장의 근거 마련을 위해 국제적으로 주목 받고 있는 포괄적 단위 학교 신체활동 프로그램(CSPAP)과 「제2차 학교체육진흥 기본 계획」을 검토하였다. CSPAP와 학교체육 진흥 기본 계획 모두 정규 체육수업 외 학생의 신체활동을 장려하기 위한 정과 외 신체활동 프로그램 운영과 지역사회 연계를 강조하고 있다. 이러한 총체적 시각의 학교체육 정책은 교육과정 시간 내외, 학교 공간 안팎에서 학생들에게 제공되는 모든 신체활동 프로그램을 기획, 지도 및 관리할 수 있는 능 력을 교사들에게 요청하고 있다. 즉 초등교사는 정과 체육과 정과 외 신체활동을 효과적으로 계획, 실 천, 평가할 수 있어야 하며 이 과정에서 요구되는 행정 지원 업무 능력을 갖추어야 한다. 본고에서는 이 와 같은 능력을 학교체육 전문성으로 정의하고자 한다. 학년별 학교스포츠클럽리그 운영, 학급 교육과 정 중심의 틈새신체활동, 모든 교사가 함께 단위학교 교육과정을 수립하는 민주적 학교문화 등 최근 현 장의 분위기 역시 단위학교 신체활동 프로그램의 계획과 실천에 모든 초등교사들의 학교체육 전문성 함 양을 요구하고 있다. 제언에서는 초등체육교사의 학교체육 전문성을 개발하기 위한 다각도의 실천적 노 력과 구체적인 학교체육 전문성의 요소와 개발 방안을 마련하는 후속 연구 수행을 제안하였다.

Analysis and Suggestions of KOREAN Junior High School MARTIAL ARTS Curriculum

Choi Seong kon J-INSTITUTE 2017 International Journal of Martial Arts Vol.2 No.2

The physical activities that are carried out in school education are the most characteristic element that distin-guishes physical education(PE) from the other subjects. Through these physical activities, we keep our body and mind healthy, cultivate social adaptability, and ultimately develop our own life to enhance our capabilities to contribute to the local community and national development that we belong to. Especially, physical education curriculum is very important for junior high school students who have strong physical activity and sensitivity, so I would like to make suggestions through analyzing the operation of martial arts curriculum that is aiming at mind and body training. In terms of the changes in the physical education curriculum, it had not had systematic curriculum until it established the 1st curriculum under the US armed forces. The 1st curriculum was enacted on August 1, 1955, and the 2nd curriculum in 1963, the 3rd curriculum in 1973, the 4th curriculum in 1981, the 5th curriculum in 1987, the 6th curriculum in 1992, and the 7th curriculum was revised in 1997 and operated until 2007. After this, while the 7th curriculum has been maintained in the 2007 revision curriculum, in which junior high schools changed their differentiated curriculum into differentiated instruction, also the divisions such as “step by step type” or “intense and supplementary type” were abolished. Since the intensive classes have been strengthened, classes have become available for each semester. However, the hours of alternative course were reduced by the five-day school week. The martial arts education of Korean junior high schools started to appear from the 3rd physical education curriculum, operated as physical arts from the first grade to the third grade of junior high school. The contents of physical education curriculum were different for boys and girls, for example, soccer and physical matches were only for boys, dance was for girls only, and gymnastics was clearly distinguished for boys’ and girls’. The junior high school martial arts education is a challenging activity among five contents areas(health activ-ities, challenging activities, competitive activities, expression activities, leisure activities) in the 2007 revised phys-ical education and curriculum, and is an activity to challenge the physical skill of others who are moving, which includes sports like ssireum, taekwondo, and kendo. However, due to the nature of martial arts education, it is difficult to achieve the learning goals because of the lack of instructors and martial arts classes based on the educational curriculum. The martial arts occupy an important area as not only a mental education for human formation but also fitness training for a physical education. In other words, martial arts are appreciated by training the body to improve physical fitness and health, and as a self-defense to protect oneself. Therefore, it is necessary to con-struct systematically in order to achieve the goal of martial arts education of Korean junior high school as follows. 1) The martial arts education in the school should be systematically organized by the annual plan. 2) It is necessary to expand the professional manpower who are in charge of martial arts education at school. 3) Organize the martial arts education systematically according to the level of the students and conduct them in a step-by-step manner so as to acquire the ability to protect oneself from danger. The purpose of this study is to analyze the martial arts curriculum of Korean junior high schools and to under-stand the martial arts spirit, which will help the martial arts operate systematically in the physical education curriculum. This study suggests strategic approaches to the sport market by analyzing the effects of sport participants’ personality on motivations participated in sport activities and the interrelation of personality, participation mo-tivation and decision factors

현장에서 바라본 학교체육 활성화 추진정책의 투자 우선순위 결정

전정선,윤양진 한국체육정책학회 2011 한국체육정책학회지 Vol.9 No.2

The purpose of this study was to propose efficient directionality for future physical education policies in school by determining the investment priorities of policies of physical education activation in school. For that purpose, ten physical education teachers each from the government and school sector were asked to fill out a pairwise comparison questionnaire of total 51 items including the upper indexes and specific evaluation indexes of the policies of physical education activation in school. Gathered data were analyzed in AHP with Expert Choice 11.0 version and Microsoft Excel 2007. The findings led to the following conclusions:First, reinforcement of physical education activities turned out to be the top priority according to the weights of the upper indexes of the policies of physical education activation in school, being followed by motivation of students to participate in exercise activities. Second, the results of priorities based on the weights of the specific evaluation indexes of the five upper indexes of the policies of physical education activation in school show that full operation of the physical education curriculum was the top priority in the area of reinforcement of physical education activities, reflection of physical education grades in the entrance qualifications of upper school in the area of activation of school sports clubs and sports leagues, activation of athletic meetings between teachers and students in the area of motivation for students to participate in exercise activities, a support system for the activation of physical education in school in the area of infrastructure for students' exercise activities, and the spread of Physical Activity Promotion System(PAPS) in the area of improvement of students' physical strength. Finally, "full operation of the physical education curriculum" in the area of reinforcement of physical education activities turned out to be the top priority according to the overall weights of the policies of physical education activation in school, being followed by "the spread of Physical Activity Promotion System(PAPS) in the area of improvement of students' physical strength," "development and distribution of instructional materials to supplement physical education classes" in the area of reinforcement of physical education activities," and "activation of athletic meetings between teachers and students in the area of motivation for students to participate in exercise activities" in the order.

중등학생의 체육 수업 스트레스 요인

손상영 ( Son Sang-young ),서정남 ( Seo Jung-nam ),이양구 ( Lee Yang-gu ),김민정 ( Kim Min-jung ) 인하대학교 교육연구소 2007 교육문화연구 Vol.13 No.1

본 연구는 중ㆍ고등학생들이 경험하고 있는 체육수업 스트레스 요인을 파악하여 효과적인 수업지도 방법을 강구하고, 학생들이 보다 바람직한 방향으로 수업에 참여할 수 있도록 필요한 자료를 제공하는데 있으며, 중ㆍ고등학생들이 체육수업에서 느끼는 스트레스 요인 분석을 위한 목적으로 수행되었다. 인천광역시 중ㆍ고등학교 각각 3개교, 중학교(남:301명, 여:320명), 고등학교 (남:440명, 여:87명) 총 1148명을 설문 조사하였으며, 조사도구는 이정우(2001) ‘고등학교 학생들의 체육수업에 대한 스트레스 요인 분석’ 질문지를 통해 6개요인(학습내용, 친구들과의 마찰, 자신감 부족, 시험에 대한 부담, 시설 및 환경조건, 교사에 대한 불만) 30문항으로 구성하였다. 체육수업 스트레스 요인 설문지의 신뢰도 검사는 Cronbach’a 계수로 분석하였고, 모두 0.9 이상으로 나타났다. 연구 대상 특성에 따른 체육수업 스트레스 차이 검정은 평균과 표준편차로 산출하였다. 또한 스트레스 주요인 검증을 위해 ‘성별, 학교급간’ 스트레스 요인별 t-검정 실시, ‘학년별, 체육 점수별, 학우간, 여가시간 활동’ 스트레스 요인별 F 검정과 Duncan 차이검정 하였으며, 본 연구의 결과는 다음과 같다. 성별 스트레스 요인 차이는 여학생이 전체적으로 스트레스를 더 받는 것으로 나타났으며, ‘시험에 대한 부담감’ 스트레스는 다른 요인에 비해 상대적으로 높게 나타났다. 학교급간 스트레스 요인 차이는 중학생의 경우 ‘자신감 부족, 시험에 대한 부담’ 스트레스 평균이 높게 나타났으며, 고등학생의 경우 ‘학습내용, 친구들과의 마찰, 시설 및 환경조건, 교사에 대한 불만’ 스트레스 평균이 높게 나타났다. 학년별 스트레스 요인 차이는 중ㆍ고등학생들의 경우 2,3학년이 1학년 보다 스트레스를 더 받는 것으로 나타났으며, 2학년 학생들이 다른 학년에 비해 스트레스를 더 많이 받는 것으로 나타났다. 체육 점수별 등급 스트레스 요인 차이는 중ㆍ고등학생 모두 체육 점수별로 스트레스를 받는 것으로 나타났으며, 체육 점수별 등급 '우'(81~90점) 학생의 경우 많은 스트레스를 받으며, 등급 '수'(91~100점) 학생의 경우 적은 스트레스를 받는 것으로 나타났다. 성별, 학교급간에 따른 학우 간 스트레스 차이는 성별의 경우 남학생은 체육을 '아주못함>보통이하>보통>아주잘함>보통이상'의 순으로 스트레스를 보였으며, 여학생도 남학생과 비슷한 경향을 보이며 '아주잘함>보통이상' 순서만 다르게 나타났다. 학교급간의 경우 중ㆍ고등학생 모두 체육을 '아주못함' 이라고 대답한 학생이 가장 많이 나타났다. 여가시간 활용에 따른 성별, 학교급간 스트레스 차이는 성별, 학교급간에서 중ㆍ고등학생 모두 '거의/전혀안한다'로 대답한 학생이 가장 많이 나타났으며, '가끔한다, 자주한다'의 순서로 나타났다. 이상의 연구결과를 종합해 보면 중ㆍ고등학생들의 체육수업에서의 스트레스는 ‘시험에 대한 부담’ 요인과 체육 점수별 등급에 따른 스트레스를 가장 많이 받는 것으로 보아 입시 위주의 학교 풍토를 그대로 반영한 것이라 볼 수 있다. This study examines the stress factors which high school and middle school students experienced in physical education classes and suggests effective methods to deal with them. This current study presents necessary data so that the students can participate in the classes with more desirable directions. The purpose of this study was to investigate stress factors which might be felt by secondary school students in physical education classes. The questionnaires were administered to three middle schools (males=301; females=320) and three high schools (males=440' females=87), 1,148 participants in total. An investigation tool was made by Lee,J,W (2001) using six factors (the contents of the classes, conflicts between friends, lack of self-confidence, the burden of examination, facility and environmental conditions, and complaints about teachers) 30 questionnaires titled, 'Analysis of Stress Factors of High School Students in Physical Education Classes'. The reliability of the constructs in interest was analyzed by Cronbach'a in the questionnaire, and all of them came out to more than 0.9. Physical education classes stress different verifications produced by average and standard deviation. In addition, T-tests were conducted by sex and differences between middle and high school students to investigate main stressors. Differences by the stressors, 'Class, Physical Education points, Physical Education class own estimate of accomplishment, practical use of leisure time' were examined by ANOVA and Duncan. The result of this research was as following: In the case of sex, difference by Physical Education class stressors appeared that female student suffered from stress more than on the whole. Both male and female students indicated higher stress because of 'the burden of examinations' than other factors. In the case of classes, differences by Physical Education class stressors showed that high school students received more stress on the whole (the contents of the class, conflicts between friends, facility and environmental conditions, complaints about teachers). In the case of a middle school students, the mean values of the 'lack of self-confidence' and 'burden of examination' stressors appeared higher. In the case of classes, differences by Physical Education class stressors indicated that a secondary school second-year student had the most stress, and first-year students had less stress. In the case of Physical Education points, differences by Physical Education class stressors were found in all secondary school students that indicated that they suffered from stress. In the case of physical education points, it was found that a 'B ranked' (81~90 points) students suffered from a lot of stress, and an 'A ranked' (91~100 points) students suffered from less stress. In the case of Physical Education class accomplishments, and male students were asked to rate their physical ability as very poor>below average>average>above average>very good. Female students indicated similar tendencies as male students. In the case of most classes, the response 'very poor' for physical ability was the most common among male and female students in secondary school. In the case of practical use of leisure time of by sex, inter-school grade stressors responded by secondary school indicated that the response to 'hardly ever' and 'never' was the most common among both male and female students.

On the Development Direction and Policy of Chinese School Physical Education under the Background of 'Healthy China 2030 Program'

Jing Li,Seung-Yong Kim ASCONS 2019 INTERNATIONAL JOURNAL OF EMERGING MULTIDISCIPLINAR Vol.3 No.1

Based on the program of “Healthy China 2030” issued by Chinese government, this article takes approaches of both literature analysis and logical analyze the development direction and summarize the current existence of Chinese school Physical Education. In addition, combining with the development mode of school physical education in some developed countries and following the requirements of healthy China, this article offers suggestions for Chinese school physical education reform in the new period. School physical education is an important basis for the implementation of the “Healthy China 2030 program”. In order to achieve the goal of the healthy China, monitoring policy and physical education evaluation system should be improved; the problem of urban and rural physical education teachers should be solved to ensure the status of physical education teachers in teaching; more support and looser policies should be offered from government for school sports education; an integrated mutual assistance physical education model “government-school-family-society” should be promoted. The significant role of school physical education in the healthy China 2030 program should be emphasized.

코로나19에 따른 중국 학교체육의 역할과 책임에 대한 담론

서량(Xu Liang),옥광(Gwang Ok) 한국체육교육학회 2020 한국체육교육학회 학술발표대회 Vol.2020 No.12

본 연구는 코로나19 전염병이 창궐한 기간 중 중국의 학교 체육교사의 주요 교육목표, 교육임무, 교육방법을 이해하고 학생들의 단련 상황과 몸 상태를 비교하는 것이다. 연구방법은 신형코로나바이러스 전염병 기간 중 학교 체육활동 현황을 연구대상으로 했다. 중국지식망, 과학망, 문헌정보망을 통해 "전염병", "학교체육", "체육혁신과정"을 키워드로 관련 문헌을 열람하고 이 연구의 이론적 근거를 제공하고자 했다. 학교체육교사에 대한 인터뷰와 학생들의 체육수업 참여 현황에 대한 피드백을 통해 현 단계 학교체육활동의 현황을 파악하고 그 의미를 분석하여 현 단계 학교체육업무의 이론적 기반을 마련하고자 했다. 연구 결과는 다음과 같다. 학교 스포츠는 학생들의 건강과 인체 면역력 향상에 중요한 역할을 하고 있으며 과학적인 전염병 예방의 중요한 수단이다. 학교 체육은 인터넷 비디오 교습, 가정 단련 등 학교에서 체육 단련을 통해 창조한 교육 방식을 통해 가정 체육의 발전을 활성화하고 학부모와 학생 쌍방이 혜택을 받게 할 수 있다. 학생들의 체육수업과 학교 외 체육활동을 이수할 수 있도록 돕는 것 외에도 학부모에게 학생체육활동 참여를 독려하고 가족체육생활을 풍요롭게 하며 좋은 가족체육 분위기를 조성하고 있다. 연구결과를 통해 결론을 도출하고 신종폐렴 전염병 상황에서 학교 체육은 사이버 교육 패턴을 강화하고 개선해야 하며 유행병 체육 수업을 적극적으로 전개하고 체육교사 위주로 체육교사의 우세를 충분히 발휘하며 학생과 학부모에게 방역보건 지식을 소개하고 보다 과학적인 훈련방법을 마련해야 할 것이다. Purpose: To understand the main teaching objectives, teaching tasks and teaching methods of PE teachers in China’s school during the epidemic situation of COVID-19, and to compare the practice and physical condition of the students.. Method: The object of this study is the current situation of school physical education activities during the epidemic of COVID-19. Through the Chinese knowledge network, science network, literature information network, with "epidemic situation", "school physical education" and "sports innovation curriculum" as the key words, consult the relevant literature to provide a theoretical basis for the research of this paper. Through interviews with school physical education teachers and feedback on students" participation in physical education courses, we can understand the current situation of school physical education activities at the present stage, and analyze its significance, so as to lay a theoretical foundation for school physical education at the present stage. Results: School physical education plays an important role in improving students" health and human immunity, and school physical education is also an important means of scientific prevention of infectious diseases. School sports can activate the development of family sports and benefit both parents and students through online video teaching, family exercise and other teaching methods created by the school through physical exercise. In addition to helping students complete physical education and out-of-school sports, it also encourages parents to participate in student sports, enrich family sports life and create a good family sports atmosphere. Conclusion: Under the epidemic situation of COVID-19, school physical education should strengthen and improve the online teaching mode, actively develop epidemic physical education courses, give priority to physical education teachers, give full play to their advantages, introduce epidemic prevention and health knowledge to students and parents, and teach scientific exercise methods.