Earticle

초록

영어

The purpose of this study was to investigate what kind of difference there would be in elementary school teachers' actual teaching behavior according to their value orientation in physical education. For that purpose, BEST(Behavior Evaluation Strategies Taxonomy) computer software program was used. Firstly, (1) The mean basic statistics of the observation behavior variables for physical education classes were analyzed. As a result, there was difference in their duration as the teacher with value orientation in disciplinary mastery adopted instructions the most and the teacher with value orientation in social responsibility did explanations/demonstrations, observation the most. (2) There was difference in the types of their teaching behavior in introduction, development and conclusion of a lesson in the profile charts of physical education. While the teacher with value orientation in disciplinary mastery focused on instructions and explanations/demonstrations, the teachers with value orientation in social responsibility focused on observations, explanations/demonstrations, and instructions during the class. (3) The Sequential Behavior Analysis(SBA) Z-Scores indicated that the teacher with value orientation in disciplinary mastery showed positive significance in instructions and negative significance in participation and feedback in the lesson-related behavior. The teacher with value orientation in social responsibility showed positive significance in instructions and observations and negative significance in participation in the lesson-related behavior. (4) The graphs of frequency revealed that instructions and explanations/demonstrations were high in frequency in the teacher with value orientation in disciplinary mastery and that observations, feedback, management, behavior management, and punishment were high in frequency in the teacher with value orientation in social responsibility. Secondly, (1) The teacher with value orientation in disciplinary mastery showed the value orientation in his teaching behavior in that he usually employed detailed explanations, demonstrations, and practices during class to help the students understand the task contents and that he designed and taught the curriculum in a way that could maximize the students' technique acquirement. (2) The teacher with value orientation in social responsibility didn't show the value orientation in his teaching behavior in that he made active use of explanations, demonstrations, and practices in addition to observations and that he focused on the delivery of the contents based on observations, practices, and demonstrations almost like the teacher with value orientation in disciplinary mastery rather than emphasizing cooperation.

목차

Ⅰ. 서론
 Ⅱ. 연구 방법
  1. 연구대상
  2. 연구도구
  3. 연구절차 및 자료수집
  4. 자료처리
 Ⅲ. 연구 결과 및 논의
  1. 교수 행동변인에 따른 빈도와 지속시간 비교․분석
  2. 언어적 통계분석에 따른 교수행동비교·분석
  3. 종합논의
 Ⅳ. 결론 및 제언
  1. 결론
  2. 제언
 참고문헌
 ABSTRACT

키워드

저자

• 안양옥 [ Ahn, Yang-Ok | 서울교육대학교 ]
• 백인선 [ Bag, In-Sun | 서울포이초등학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국초등체육학회지 [The Korean Journal of the Elementary Physical Education]

• 간기

  계간

• pISSN

  1976-1058

• 수록기간

  1996~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 375 DDC 372