체육수업에서 학생의 소외요인 및 대응방식 이해 = Understanding the Factors and Responses of Middle Schoolers' Alienation at Physical Education Class

다국어 초록 (Multilingual Abstract)

The purpose of this study was to analyze on causes of student alienation and action strategies in physical education classes of middle school. Twenty-four middle school students who are enrolled in a middle school physical education classes in Seoul were identified as alienated students using combined indices such as teachers' ratings, alienation survey scores and skill test scores. The alienated students were interviewed both individually and in a small group. Their participation in physical education class was also observed and videotaped. Major causes of student's alienation in physical education classes were low skill, passive character, limits in physical condition, physical education as a marginal subject, curriculum dissatisfaction, conflicts with classmates, poor facility and environment, dissatisfaction with teacher. Alienation students experienced the feelings of meaninglessness, powerlessness, and isolation. They were subjected to criticism and harassment by their peers. The alienated student used certain action strategies to avoid physical education classes such as helping others, changing order, yielding, serving as a bridesmaid, pretending excellent.

국문 초록 (Abstract)

본 연구의 목적은 체육수업에서 소외를 경험하는 학생을 대상으로 소외요인을 분류하고 대응 방식을 심층적으로 이해하는 데 있다. 학생들의 체육수업 소외요인은 크게 내적요인과 외적요인으로 분류된다. 내적요인은 낮은 운동기능, 불리한 신체조건, 소극적인 성격, 잘못된 교과관, 과거 부상경험, 외적요인으로는 동료 비난, 무의미한 내용, 강압적인 교사, 열악한 수업환경, 부모의 교과관 등이 포함된다. 학생들은 소외의 내적요인과 외적요인에 의해 무력감, 고립, 무의미 등의 소외를 경험한다. 소외를 경험한 학생들은 체육수업 시간에 눈치보기, 위장하기, 참여하지 않기, 보조역할하기, 친구따라하기, 의무적으로 참여하기, 다른 과제로 때우기 등의 대응방식을 보인다. 본 연구에서 밝혀진 결과는 추후에 소외체험 학생들의 문제를 해결할 수 있는 방법을 찾는 데 도움이 될 것으로 사료된다.

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