체육교육과정 국제 비교 연구 = The Comparison of Physical Education Curricula among Korea , China , Japan , and Australia

국문 초록 (Abstract)

본 연구의 목적은 최근 외국의 교육 개혁 동향과 관련하여 한국, 일본, 중국, 호주의 체육 교육과정 현황을 비교·분석함으로써 우리 나라 체육교육과정 개정 시 필요한 기초 자료를 제공함과 동시에 보다 발전된 교육과정상의 개선 방안을 제시하기 위한 것이다. 연구의 방법으로는 한국, 일본, 중국, 호주의 체육교육과정의 자료와 정보를 바탕으로 문헌 분석을 통하여 연구 대상국의 초, 중등학교 체육교육과정의 특수성을 밝히는데 주안점을 둔 사례 연구를 하였으며, 연구에서 사용한 비교 분석의 방법은 Bereday. G. F.의 비교방법론을 활용하였다. 한국, 일본, 중국, 호주의 체육교육과정 문서를 토대로 하여 체육교육과정의 운영, 교육과정 문서 체제, 체육의 목표, 체육 학습 내용, 평가 순으로 비교·분석하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to compare implementation, document system, objectives, contents, and evaluation of physical education curricula among Korea, China, Japan and Australia. Document analysis was used to analyze physical education curricular of four countries. This paper was characterized as a descriptive study that focuses on identifying the characteristics of physical education curriculum in K-12 among four countries. In addition, bereday` comparison methodology that accompanies four steps such as description, explanation, juxtaposition, and comparison was used. The findings are as follows: First, while Korea physical education in 11th and 12th grade was elective course, physical education at senior high schools in China, Japan, and Australia was one of required courses that provide students with elective contents. Second, physical education curriculum documents in four countries mention concept, nature, objective, content, teaching-learning method, and evaluation In case of Japan, evaluation items are indicated in not physical education curriculum document but physical education curriculum guides and textbooks. Third, physical education objectives in curriculum documents are showed as achievement standards in Korea and Australia, whereas as overall goals of physical education in Japan and China that include objectives of all school levels and grades. Generally, physical education objectives of four countries pursuit a whole person that encompasses the development of cognitive, affective, and psychomotor domains. Fourth, while physical education content in Korea, China, Japan was sports-based, the content in Australia was concept-based, which includes the acquisition of motor skills. Fifth, each country emphasizes the importance of evaluation and tries to get quality management of student achievement using standardized evaluation standards.