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      인문,사회과학편 : 국가수준 체육교육과정의 개정방향 모색: 노르웨이와 미국의 비교를 중심으로 = A Study on the Way of Revision of Korea National Curriculum for Physical Education: Focused on the Comparison between Norway and United States

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      https://www.riss.kr/link?id=A106551817

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      This study aims to search for a way of revision of Korea national curriculum for physical education (P.E.) with focused on the comparison between Norway and United States of America (U.S.). According to United States Constitution, the federal role in education area is limited and most education policy including curriculum is decided at the state and local levels. Therefore, in this study, the references of California that is the most populous U.S. state were used as the ones of U.S. curriculum. The results are as follows. Curriculum of Norway is both a single national-centered and multi-activity model, while one of California is a standards-based that has standards-based lesson structure and examples of standards-based report cards. All of the state content standards including physical education were designed to encourage the achievement acquire at each grade level. Also curriculum of Norway does not have any final exams, but one of California emphasizes assess student learning and evaluate assessment data. P.E. in Norway is an important general subject that shall inspire physical activity in all aspects of life and inspire lifelong enjoyment of being physical active. The teaching in its P.E. shall contribute to helping the pupils experience joy, inspiration and a sense of mastery by being physically active and by interacting with others. The main subject area outdoor life covers competence and skills needed to do things safely in nature and see the value of visiting natural environments. In conclusion, P.E. curriculum of Norway is more oriented to value, culture, and tradition, whereas one of U.S. California to physical education model and educational evaluation. Considering the above, it is needed for following studies to make clear positive implications of unfamiliar curriculum of top well being countries like as Norway.
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      This study aims to search for a way of revision of Korea national curriculum for physical education (P.E.) with focused on the comparison between Norway and United States of America (U.S.). According to United States Constitution, the federal role in ...

      This study aims to search for a way of revision of Korea national curriculum for physical education (P.E.) with focused on the comparison between Norway and United States of America (U.S.). According to United States Constitution, the federal role in education area is limited and most education policy including curriculum is decided at the state and local levels. Therefore, in this study, the references of California that is the most populous U.S. state were used as the ones of U.S. curriculum. The results are as follows. Curriculum of Norway is both a single national-centered and multi-activity model, while one of California is a standards-based that has standards-based lesson structure and examples of standards-based report cards. All of the state content standards including physical education were designed to encourage the achievement acquire at each grade level. Also curriculum of Norway does not have any final exams, but one of California emphasizes assess student learning and evaluate assessment data. P.E. in Norway is an important general subject that shall inspire physical activity in all aspects of life and inspire lifelong enjoyment of being physical active. The teaching in its P.E. shall contribute to helping the pupils experience joy, inspiration and a sense of mastery by being physically active and by interacting with others. The main subject area outdoor life covers competence and skills needed to do things safely in nature and see the value of visiting natural environments. In conclusion, P.E. curriculum of Norway is more oriented to value, culture, and tradition, whereas one of U.S. California to physical education model and educational evaluation. Considering the above, it is needed for following studies to make clear positive implications of unfamiliar curriculum of top well being countries like as Norway.

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      참고문헌 (Reference)

      1 김홍식, "피라미드형 체육시스템 신화와 학교체육의 굴절: 계보학적 고찰 (Ⅱ)" 한국체육철학회 19 (19): 175-199, 2011

      2 김재운, "체육교과 진화에 관한 생태학적 조망" 한국콘텐츠학회 9 (9): 400-409, 2009

      3 박대원, "체육과교육과정 연구의 동향: 1997년∼2011년 연구를 중심으로" 학습자중심교과교육학회 13 (13): 25-51, 2013

      4 박대원, "체육과 교육과정 연구의 현황과 과제" 교육연구원 29 (29): 19-46, 2013

      5 강신복, "중학교 체육과 교육과정 국제비교 연구" 국민체육진흥공단 부설 한국스포츠개발원 18 (18): 134-147, 2007

      6 권민정, "우리나라 정부주도의 학교체육정책 성과 평가" 국민체육진흥공단 부설 한국스포츠개발원 24 (24): 256-275, 2013

      7 이태구, "우리 상황에 맞는 학교체육교육과정이 개발되어야 한다"

      8 박수지, "어린이ㆍ청소년 ‘주관적 행복지수’ 6년째 OECD 꼴찌"

      9 이혜리, "북유럽 교육 ‘타인과 교류’와 ‘인성’에 초점: 노르웨이 바룸・스웨덴 스톡홀름"

      10 교육과학기술부, "미국 : 세계 각국의 교육과정 및 운영사례(Ⅰ)"

      1 김홍식, "피라미드형 체육시스템 신화와 학교체육의 굴절: 계보학적 고찰 (Ⅱ)" 한국체육철학회 19 (19): 175-199, 2011

      2 김재운, "체육교과 진화에 관한 생태학적 조망" 한국콘텐츠학회 9 (9): 400-409, 2009

      3 박대원, "체육과교육과정 연구의 동향: 1997년∼2011년 연구를 중심으로" 학습자중심교과교육학회 13 (13): 25-51, 2013

      4 박대원, "체육과 교육과정 연구의 현황과 과제" 교육연구원 29 (29): 19-46, 2013

      5 강신복, "중학교 체육과 교육과정 국제비교 연구" 국민체육진흥공단 부설 한국스포츠개발원 18 (18): 134-147, 2007

      6 권민정, "우리나라 정부주도의 학교체육정책 성과 평가" 국민체육진흥공단 부설 한국스포츠개발원 24 (24): 256-275, 2013

      7 이태구, "우리 상황에 맞는 학교체육교육과정이 개발되어야 한다"

      8 박수지, "어린이ㆍ청소년 ‘주관적 행복지수’ 6년째 OECD 꼴찌"

      9 이혜리, "북유럽 교육 ‘타인과 교류’와 ‘인성’에 초점: 노르웨이 바룸・스웨덴 스톡홀름"

      10 교육과학기술부, "미국 : 세계 각국의 교육과정 및 운영사례(Ⅰ)"

      11 염철현, "낙오학생방지법(NCLB) 시행 6년의 성과, 과제, 그리고 시사점" 한국비교교육학회 19 (19): 167-188, 2009

      12 박대원, "국가수준 체육과교육과정의 연구 성과 및 향후 과제" 한국스포츠교육학회 19 (19): 65-92, 2012

      13 유정애, "국가수준 체육과 교육과정의 역사적 반성과 발전 방향" 한국스포츠교육학회 12 (12): 1-31, 2005

      14 김원정, "국가수준 체육과 교육과정 개정에서의 의사결정과정 이해" 한국스포츠교육학회 13 (13): 1-24, 2006

      15 이길상, "교과서 제도 국제비교" 사범대학부속중등교육연구소 57 (57): 31-57, 2009

      16 Petter E. Leirhaug, "‘It's the other assessment that is the key’: three Norwegian physical education teachers' engagement (or not) with assessment for learning" Informa UK Limited 20 (20): 624-640, 2015

      17 Norwegian Ministry of Education and Research, "the Education Act: Act relating to Primary and Secondary Education and Training, with amendments as of 25 June 2010, 31 May 2011, 2012, 2013 and 2014, In force as of 1 August 2010"

      18 "United States Constitution"

      19 "U.S. Government Publishing Office 홈페이지"

      20 "U.S. Department of Education 홈페이지"

      21 "The Library of Congress 홈페이지"

      22 California Department of Education, "Physical Education Framework for California Public Schools, Kindergarten to Grade Twelve"

      23 "Obama administration released its blueprint for revising the Elementary and Secondary Education Act (ESEA) on March 13, 2010"

      24 "OECD Statistics 홈페이지"

      25 "Norwegian University of Sport and Physical Education 홈페이지"

      26 "Norwegian School of Sport Sciences 홈페이지"

      27 "Norwegian College of Elite Sport 홈페이지"

      28 "Norway the Official Site in South Korea 홈페이지"

      29 U.S. Congress, "No Child Left Behind Act of 2002 (An act to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind), Effective after (January 8, 2002)"

      30 Norwegian Ministry of Foreign Affairs, "Minifacts about Norway"

      31 Norwegian Ministry of Education and Research, "Long-term plan for research and higher education 2015–2024, Meld. St. 7 (2014–2015) Report to the Storting (white paper)" 2014

      32 Wikipedia, "List of countries by Nobel laureates"

      33 Norwegian Ministry of Education and Research, "Education: From Kindergarten to Adult Education" 2007

      34 Norwegian Ministry of Education and Research, "Education for Welfare: Interaction as Key, White Paper No. 13 (2011-2012)" 2012

      35 Norwegian Ministry of Education and Research, "Curriculum for Physical Education, Laid down as a regulation (2012. 6. 13.), Applicable from (August 1, 2012)"

      36 "California State Assembly 홈페이지"

      37 "California Education Code Section 51000-51009"

      38 "California Department of Education 홈페이지"

      39 Wikipedia, "All-time Olympic Games medal table"

      40 보건복지부, "2013 아동종합실태조사 주요결과"

      41 이규일, "2007 개정 체육과 교육과정에 따른 중학교 체육과 평가 실태 분석" 한국스포츠교육학회 18 (18): 39-58, 2011

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      2022 평가예정 계속평가 신청대상 (등재유지)
      2017-01-01 평가 우수등재학술지 선정 (계속평가)
      2013-01-01 평가 등재학술지 유지 (등재유지) KCI등재
      2010-01-01 평가 등재학술지 유지 (등재유지) KCI등재
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      2003-01-01 평가 등재학술지 선정 (등재후보2차) KCI등재
      2002-01-01 평가 등재후보 1차 PASS (등재후보1차) KCI등재후보
      2001-01-01 평가 등재후보학술지 선정 (신규평가) KCI등재후보
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      기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
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