Earticle

초록

영어

Vygotsky, one of the social constructivists, conducted innovative research in the areas of education and psychology from the 1920’s till early 1930’s. His theory has affected education as well as psychology, sociology, linguistics, and philosophy considerably. However, Vygotsky’s theory has hardly been applied to the research on elementary physical education. Therefore, this study examines its relevance to elementary physical education centering around Vygotsky’s core theory, ‘Zone of Proximal Development (ZPD)’ and ‘internalization’ and also the implications of Vygotsky’s theory on elementary physical education. The concept of Zone of Proximal Development (ZPD) devised by Vygotsky has great implications on teaching-learning activities. Especially, both Zone of Proximal Development and internalization provide significant meaning for elementary school students’ kinetic development. Therefore, regarding Vygotsky’s theory, in elementary physical education, it is needed to develop various teaching-learning methods and teaching models that emphasize students’ activeness and dynamicity and allow them to internalize physical activities. Moreover, because his theory values teacher’s roles highly, it is also necessary to make efforts to enhance their capacity of performing elementary physical education. Furthermore, it is also needed to conduct constant researches on the relations between Vygotsky and elementary physical education systematically.

목차

I . 서론
 II. 비고츠키의 이론과 초등체육
  1. 근접발달영역(ZPD)과 체육 학습
  2. 비고츠키의 내면화와 운동 발달
 III. 비고츠키 이론이 초등체육에 주는 시사점
  1. 학습자의 적극성과 역동성 강조
  2. 체육 활동을 내면화 할 수 있는 교수학습 방법의 적용
  3. 초등체육을 가르치는 교사의 역량 강화
 IV. 결론
 참고문헌
 ABSTRACTS

키워드

저자

• 이덕영 [ Lee, Deok-Young | 공주교육대학교 ]

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