Earticle

This study was an investigation of the effect of English as a Foreign Language at Elementary Schools (EFLES) in Japan on students’ later English language learning in junior high school. The participants were a total of 2,000 public junior high school students in grades 7, 8, and 9 (about 220-260 students in each grade for a three-year research period). The participants received from 10-90 hours of EFLES in grades 5 and 6 of local public elementary schools. The amount of EFLES implementation basically increased every year. The research question was: To what degree does EFLES affect the students’ future English skill development in vocabulary and grammar, reading, and listening measured by standardized tests administered respectively in grades 7, 8, and 9? The positive effect of EFLES was observed in the grade 7 students who had received 90 hours of EFLES classes since grade 4. An advantage was shown in higher English test scores for vocabulary and grammar, reading, and listening, though it did not reach a statistically significant level. In speaking tests conducted in grade 8, students’ scores improved each year to a statistically significant level with large effect sizes (d = 1.23, d = .80 for story-telling test).

This study examines Korean EFL learners’ systematic production of errors and accurate responses. A total of one hundred and one participants (aged between 11 and 13) completed a picture elicitation task designed for the English progressive. The method of Error Analysis was employed to analyze the written production. The findings indicated that Korean learners produced intralingual errors most frequently. The most common errors involved the use of bare verbs without tense and aspectual marking (e.g., Dance, She dance). The next most frequent errors involved the use of be followed by a bare verb (e.g., She is dance). Omission of be alone was rare in the current study (e.g., She dancing). The middle school student group performed better than the elementary group (50% accuracy versus 8.82%). The difference can be attributed to the input frequency and classroom practices. Pedagogical implications of the results are discussed in terms of the effectiveness of English teaching and the necessity of explicit and implicit error corrections and grammatical instructions.

The present paper aims to investigate how pupil’s intrinsic motivation to learn English changes with age, as they progress from lower to higher grades in elementary schools. It attempts to do so by exploring the perceptions held by 213 first-year junior high school students of their English learning experience in Japanese elementary schools. Specifically, the foci in this study are: (1) to explore different patterns in the development of intrinsic motivation with regard to the length of English learning experiences in elementary school; (2) to clarify a typology of English learning experiences in elementary schools with reference to the development of intrinsic motivation; and (3) to investigate qualitative changes of intrinsic motivation. Results show that three elements of enjoyment, willingness to continue learning, and meaningfulness do not necessarily refer to three discrete aspects of intrinsic motivation, but are rather intertwined each other.

이 연구의 목적은 초등 진로전담교사의 진로 관련 경력, 수행하고 있는 역할과 직무 등 실태를 분석하고 문제점을 파악하여 개선방안을 제시하는 데 있다. 이 연구의 목적을 달성하기 위하여 설문지를 이용한 조사연구를 실시하였다. 연구의 대상은 2016학년도 대구광역시 초등학교에 배치된 진로전담교사로, 전수조사를 실시하였다. 이 연구의 결론은 다음과 같다. 첫째, 절반 정도의 진로전담교사가 올해 자발적으로 희망하였지만, 앞으로는 희망하지 않겠다고 하여, 제도의 개선이 시급하다. 둘째, 진로전담교사의 진로 관련 경력이 충분하지 않은 상태에서 선정되어 전문성 문제가 심각하다. 진로전담교사의 선정에 있어서 일정 자격 요건을 갖춘 교사가 선정되도록 지침 및 기준을 마련하여 제공해야 할 것이다. 셋째, 진로전담교사로서의 정체성이 없는 점이 가장 큰 문제였다. 따라서 지침을 마련하고, 진로 업무에 대한 명확한 가이드라인을 제시해야 한다. 넷째, 진로전담교사의 가장 큰 중점 업무는 보결 수업이었는데, 학교마다 운영 실태가 매우 다르고 이에 따라 업무 수행이 어려운 문제가 있다. 따라서 업무의 과다 부과를 제재할 수 있는 제도적 장치가 마련되어야 한다.

The purpose of the study was to investigate the current status of the elementary school career specialist teachers’ career backgrounds, roles, and tasks, to identify the problems, and to suggest the improvement strategies. To achieve the purpose of the study, survey research method was utilized. The subjects of the suvey was all of the career specialist teachers in elementary schools in Daegu Metropolitan area. First, half of the elementary school career specialist teachers were voluteered for the job, while they were not intended to apply for the job in future. That is, the systemic change is unavoidable. Second, the elementary school career specialist teachers’ career background were not sufficient for the job, which menas their expertise level were questionable. Therefore, guidelines and standards of basic career backgrounds for the elementary school career specialist teachers should be set up. Third, the identity of the elementary school career specialist teachers was not clear. Therefore, the elementary school career specialist teachers’ work specification and guideline should be developed. Forth, the supplementary classes were the main task for the elementary school career specialist teachers. However, the tasks of the elementary school career specialist teachers were varied from each elementary school. Therefore, the tasks of the elementary school career specialist teachers should be monitored and regulated.

본 연구에서는 초등학생이 학교생활 중에 경험한 존재감의 양상을 밝히고자 하였다. 이를 위해 전국 10개 지역의 초등학교 4학년 학생들을 대상으로 학교생활 중 자신의 존재를 느낀 경험을 담은 일화 100편을 수집하여 분석하였다 연구 결과, 초등학생들이 경험한 존재감을 크게 ‘지금의 나 발견하기’와 ‘미래의 나 내다보 기’와 관련된 내용으로 분류할 수 있었다. ‘지금의 나 발견하기’는 다시 개인적 존재감과 관계적 존재감으로 구분되었다. 이러한 결과로부터 세 가지 의미를 도출하였는데 첫째, 초등학생들에게 존 재감이란 자기를 재발견하는 새로운 경험이었다는 점, 둘째, 초등학생의 존재감이란 변화를 기반으로 하고 있었으며, 이는 가능성과 관련되어 있었다는 점, 셋째, 초등학생의 존재감은 자신에 대한 의미를 생성해 나가는 총체적인 과정을 담고 있었다는 점이었다.

The purpose of this study was to investigate the aspects of the elementary school students' existential feeling experienced at school. To verify the above problems, the study collected 100 stories including fourth-year students' existential feeling experienced in elementary school and the stories were analyzed. The results of analyzing the stories were summarized as follows: The elementary school students' existential feeling was classified into 'discovering myself in the present' and 'imagining myself in the future'. The 'discovering myself in the present' was classified again into individual existential feeling and relational existential feeling. When students discovered themselves under the unexpected situation, found their changes by contrast with the past, and achieved something independently, they were able to experience individual existential feeling. In addition, when students contributed to others or did active work for others, attracted others' attention and discovered distinguished themselves, they experienced relational existential feeling. Furthermore, 'imagining myself in the future' was related to discovering my potentiality, belief and confidence on myself in the future, and the will to do my best constantly. Based on the above findings, the elementary school students' existential feeling experienced in school was meaningful in follow aspects: First, the elementary school students' existential feeling referred to experiencing newly rediscovered themselves. Second, the elementary school students' existential feeling was based on their changes and it was related to their potentiality. Third, the elementary school students' existential feeling was a total process. And it was not given but was created by themselves.

사람들은 누구나 자신의 경험을 통해 어떤 사물이나 대상에 대한 인상 또는 이미지를 가지 게 된다. 그러므로 학생들은 자신들이 많은 시간을 보내며 생활하는 곳인 ‘학교’ 라는 공간에 대하여 자신들의 경험을 바탕으로 한 자기 나름의 이미지나 정의를 형성하고 있을 것이다. 이에 본 연구는 의미분석법(Semantic Differential Method)을 적용하여 초등학생이 인식하는 학교 이미지를 분석하고, 초등학생의 배경 변인(학교 크기, 성별, 학년, 담임 성별, 학급 인원 수, 가정환경)에 따른 학교 이미지의 차이와 학교생활만족도가 학교 이미지에 어떤 영향을 주 는지에 대해 살펴보았다. 초등학생이 인식하는 학교 이미지는 가치판단과 관련 있는 평가적 요인에 강한 지지를 보 이고 있으며 형용사에 따라 반응의 정도가 다소 차이가 있다. 또 배경 변인에 따른 학교 이 미지는 학교 크기, 성별, 학년, 담임 성별, 학급 인원수, 가정환경에 따라 유의미한 차이가 있 었으며 학교 이미지와 학교생활만족도간에는 매우 높은 정적 상관관계를 가지고 있는 것으로 나타났다. 초등학생이 인식하는 학교 이미지 연구의 결과는 학생들이 느끼는 학교 이미지의 현주소를 파악하고 긍정적인 학교 교육 방안을 모색하여 앞으로의 학교 이미지의 방향을 그려내는 중 요한 기반이 될 수 있을 것이다. 나아가 긍정적 학교 이미지 형성에 영향을 줄 수 있는 배경 변인들의 개선 도모를 통하여 더 좋은 이미지의 학교를 학생들에게 만들어 줄 수 있으며 이 러한 이미지 형성은 학생들의 긍정적 행동 발현에 도움을 줄 것이다.

The purpose of this study is to analyze the image of elementary school by elementary school students applying the Semantic Differential Method(SDM). For this purpose, three research questions were set up as follows : First, What is the overall image of school recognized by elementary school students? Second, Is there a difference in the image of school depending on the elementary school student's background variable (school size, student's gender, grade, teacher's gender, class size, family background)? Third, How does the image of school affect the elementary school student's school life satisfaction? For this purpose, a survey was 2,109 elementary school student questionnaires that were selected from 92 classes of 9 elementary schools located in Seoul, Gyeonggi, Busan, Jeonnam, Gyeongbuk, and Ulsan. After a survey was conducted, the responses from 1,921 students were chosen for analysis. A survey questionnaire utilizing the Semantic Differential Method(SDM) suggested by Osgood(1957) was used SD consisted of a number of adjective pairs. This study used 15 pair adjectives cluster developed based on Yeong-Hum Kim(2013) and Mi Moon(2006). Yun-jung Kang(2006) suvery was adjusted to fit the aim of this study to measure School Life Satisfaction. The collected data was analyzed with SPSS Statistics 12 for Windows program. Based on the findings of the study, the major results of the this study were as follows: First, the image of school recognized by elementary school students were affirmative. The image was more positive in evaluative factor as value judgment. The adjectives students answered in the affirmative were 'important', 'good' 'satisfying', 'reliable' 'happy', etc. The adjectives in the little affirmative are 'teacher-centered', 'weak', 'compulsory', 'passive', etc. Second, there was a significant difference the image of school depending on the elementary school student's background such as school size, student's gender, grade, teacher's gender, class size, and family background. There was a more positive image to 7-25 class size school, girl than boy, toward the lower grades than older grades, female teacher than male teacher, 16-20 classmate size class and home environment with two parents than single father, single mother and other. However, home environment as a background variable showed little significance in the image of school in comparison to other background variables. Third, between the image of school recognized by elementary school students and school life satisfaction there was a highly positive correlation. Especially the satisfaction of the learning activity area of school life satisfaction subarea was higher correlation coefficient of the image of school. School life satisfaction was found to have much explanatory power for the school image. The image analysis of school recognized by elementary school students will aid in finding the direction recognizable by the more positive of school image and increase the students feelings of school life satisfaction.

이 연구는 방과 후 스포츠클럽 활동 지도유형에 따라 초등학생의 수업 만족도에 미치는 영향을 규명하기 위해 실시하였다. 연구 대상은 S시에 소재하고 있는 초등학교의 3-6학년학생들을 대상으 로 현재 방과 후 스포츠클럽 활동에 참여하고 있는 남학생 306명, 여학생 218명, 총524명을 대상으 로 실시하였다. 자료처리 방법은 SPSS/ PC(win 21.0) 프로그램을 사용하였고, 지도교사의 지도유형 과 수업 만족도를 비교하기 위하여 독립 t 검정과 일원변량분석, 지도유형에 따른 학생들의 수업 만 족도를 비교분석하기 위해 다변량분석을 실시하였으며, 지도유형과 학생들의 수업 만족도의 관계를 살펴보기 위하여 다중회기분석을 실시하였다. 지도교사의 지도 유형으로는 전제적 행동형이 가장 높았고, 수업 만족도에서 학생 성별, 지도교사 성별에서 유의한 차이를 나타냈다. 또한 지도교사의 수업 만족도에 미치는 영향에서 긍정적 보상형과, 교수와 지시형, 사회적지지 행동형에서 통계적으 로 유의한 차이를 나타냈다. 따라서 지도교사는 학생들에게 친밀감을 갖고 긍정적인 피드백을 적극 적으로 사용하여 수업을 운영하고, 학생들 개개인의 의견을 존중하는 수업을 실시함으로써 수업 만 족도를 높일 수 있을 것으로 사료된다.

This study was conducted to investigate the effect on class satisfaction of elementary school students according to the instructional type of after-school sports club activities. The subjects of this study were 306 male students and 218 female students who are currently participating in after-school sports club activities for students in grades 3-6 of an elementary school located in S city, for a total of 524 students. As the data processing method, SPSS/ PC (win 21.0) program was used. Independent t-test and one-way analysis of variance were used to compare the teacher's instructional style and class satisfaction. Multivariate analysis was used to compare and analyze the class satisfaction of students according to the instructional type. Multiple regression analysis was used to examine the relationship between instructional type and students' class satisfaction. As for the guidance type of the advisor, the dictatorial behavior type was the highest, and there was a significant difference in the student's gender and the supervisor's gender in the class satisfaction. In addition, statistically significant differences were found in positive reward type, professor and instruction type, and social support behavior type in the influence on the teacher's class satisfaction. Therefore, it is thought that tutors will be able to increase class satisfaction by operating classes with closeness to students and actively using positive feedback, and by conducting classes that respect the opinions of individual students.

본 연구의 목적은 초등학생들이 게임수업 상황에서 경험하는 갈등대처의 구조를 검증하고, 나아가 객관적으로 갈등 대처 상황을 평가할 수 있는 갈등 척도를 개발하고 타당화 검증을 하는 것이다. 이를 위해 갈등대처 모델은 질적 연구를 통해 초등학생이 게임수업에서 갈등의 원인과 해소에 대한 요인을 분석한 고문수(2006)와 Henri & Jon(2004) 등의 연구를 바탕으로 구성하였다. 예비문항은 56문항을 개발하였으며, 경기와 인천지역의 초등학교 5․6학년 학생 총 540명(남 290명, 여 250명)이 구조모형 검증에 참여하였다. 그 결과 3개요인 17문항이 추출되었다. 각 요인은 긍정적 대처(7문항), 적극적 해결(3문항), 부정적 충돌(7문항)로 명명되었다. 또한, 3개 요인에 대한 일차원적 구조모형과 체육 갈등 1요인의 위계모형을 설정하고 확인적 요인분석을 수행한 결과, 일차원적 구조모형이 위계모형보다 더욱 적합한 구조로 나타났다. 논의부분에서는 체육수업 상황에서 발생하는 갈등에 대한 학문적 접근의 필요성과 관심을 기울여야 할 연구의 방향을 제시하였다.

The purpose of this study was to explore the key factors accountable for conflict coping on physical education class in elementary school and test the factor structure. A total of 540 fifth and sixth grader on elementary school at Gyonggido and Incheon in Korea were participated each stage of survey. The Physical Education Conflict Coping Scale(PCCS) consisting 56 items was developed bases on literatures. EFA and CFA were conducted to test the reliability of items and the factor structure. A factor analysis reveal that the concept of conflict coping on physical education class consist of 3 factors. They were negative confict, positive coping, and active solving. Also, all the index values of first-order CFA model were appeared fit, but and second-order CFA model were not. Finally, the limitation of study and the practical of the PCCS was discussed.

이 연구는 미래 직업의 변화에 대응하고 초등학교 현장의 요구를 반영하여 초등학교 진로교육의 방향을 모색하고, 실과교과에서의 진로교육 전개 방안을 탐색하는 데 목적이 있었다. 이를 위하여 주로 문헌연구 방법을 사용하였다. 초등학교 진로교육과 실과교육의 관계를 고찰하고, 미래 직업의 변화에 따른 미래 역량 및 교육에 대하여 검토하며, 초등학교 진로교육의 실태와 학교 현장의 요구 를 분석하였다. 이 연구의 결과 다음과 같이 초등학교 진로교육의 방향과 실과교과에서의 전개 방 안을 도출하였다. 첫째, 미래의 직업 변화와 미래 역량을 반영하는 진로교육을 추구한다. 둘째, 초 등학교에 맞춤하는 진로교육의 철학을 정립한다. 셋째, 초등학교 진로교육 목표와 성취기준을 개정 한다. 넷째, 단위학교 진로교육을 종합적으로 기획 및 운영한다. 다섯째, 초등 진로전담교사의 역 할을 정립하고, 현직 및 예비 초등교원의 진로교육 전문성을 제고한다. 여섯째, 초등 진로활동 프 로그램 개발과 교내외의 진로교육 인프라를 강화한다. 일곱째, 실과교과를 초등 진로교육의 중핵 교과로서 지속적으로 강화시켜 나가도록 한다. 여덟째, 실과교과의 전체 영역에서 교과통합 진로교 육을 활성화 한다. 아홉째, 실과교과 내에서 진로교육에 대한 교수·학습 및 평가 방법을 개발한다.

The purpose of this study was to explore the directions of elementary schools career education, and to explore the way of developing career education in elementary schools Practical Arts subject according to the future work change and the needs of schools sites. This study was conducted mainly by literature review. In order to accomplish the study purpose, the researcher examine the relationship between career education and practical arts education in elementary schools, analyze the change of human competencies according to future work change, and analyze the current status and needs of elementary school career education. The directions of elementary school career education and its development plans in Practical Arts subject derived from this study are as follows. First, pursue career education that reflects changes in future work and competencies. Second, establishes the philosophy of career education customized to elementary schools. Third, revise the goals and achievement standards of elementary school career education. Fourth, comprehensive planning and management of career education in each elementary school. Fifth, establish the role of elementary school career teachers and enhance career education capacity of elementary school teachers and pre - service teachers. Sixth, develop career education standard program and reinforce infrastructures inside and outside of schools. Seventh, we will continue to strengthen the Practical Arts subject as the core curriculum for elementary school career education. Eighth, promotes curriculum integrated career education in the field of practical arts subjects. Ninth, develop teaching & learning methods and evaluation methods for career education in the practical arts subject.

The purpose of this study is to investigate the effects of elementary school student's participation in after-school physical activity on interest in physical education class and intention to exercise adherence, and further to suggest ways to improve and vitalize after-school physical activity having its implications to provide a basic data for the development of after-school physical activity program which can satisfy various desires. For the study subjects, a survey was conducted on the up to 3th grade students in elementary school in Kyunggido, and total 476 questionnaires were used. For the data treatment, the statistical methods used for analyzing the data were the descriptive statistics analysis, one-way ANOVA and standard multiple regression analysis. Through such processes and method of the study as above, the results of this study are as follow. First, it shows the differences in the interest in physical education class and intention to exercise adherence by the the demographic variables of elementary school student. Second, it shows the differences in the interest in physical education class and intention to exercise adherence by the elementary school student's participation in after-school physical activity. Third, the interest in physical education class influenced the intention to exercise adherence. Summing up the above findings, it turned out that elementary school student's participation in after- school physical activity influenced the interest in physical education class and intention to exercise adherence.

이 연구는 학교와 태권도장 사이의 태권도 수업을 둘러싼 갈등 관계를 바탕으로 초등학교 태권도 교육의 실태를 파악하고 그 활성화 방안을 제시하는데 연구의 목적이 있다. 이 연구를 위해 초등학교 태권도 교육과 관련된 공문서, 논문, 신문기사, 계획안 등을 토대로 문헌고찰을 실시하고, 초등학교 태권도 교육과 관련된 초등학교 체육전담교사 2인, 태권도장 관장 2인의 반구조화된 심층면담을 실시하여 순차적 설명 설계를 적용한 통합 연구를 수행하였다. 이 연구의 결과는 다음과 같다. 초등학교 태권도 교육의 실태는 다음과 같다. 첫째, 초등학교 체육 정규교과에서 태권도가 차지하는 비율은 5~10%에 그치며, 이마저 교사의 태권도 교육 전문성 부족 및 학교 여건으로 인해 초등학교에서 태권도 수업이 잘 이루어지지 않고 있었다. 둘째, 학교스포츠클럽활동에서의 태권도 교육은 문화체육관광부의 학교체육 태권도 활성화 전략이 실패하였고, 학교스포츠클럽 종목 중 태권도 관련 종목은 1% 미만이었다. 셋째, 방과후학교 태권도 수업의 실태 측면에서는 학교와 태권도장의 대립 구도가 팽팽한 실정이며, 현재 초등학교에서는 태권도장 사범들의 이익단체 행동을 비롯한 반대 시위로 인해 방과후학교 태권도 프로그램 개설이 미비한 실정이었다. 이에 대한 초등학교 태권도 교육 활성화 방안은 다음과 같다. 첫째, 초등학교 체육 정규교과에서 태권도 영역의 신설, 영역별 태권도 교육 접목과 같은 방법을 통해 태권도의 비중을 늘려야 한다. 둘째, 태권도 초보자 및 여학생들이 쉽게 접할 수 있는 학교스포클럽활동 프로그램을 개발 및 운영해야 한다. 셋째, 방과후학교 태권도 수업을 둘러싼 학교와 태권도장의 갈등을 정부와 함께 협력적 거버넌스를 구축하여 해결해야 한다.

The purpose of this study is to identify the actual situation of Taekwondo education in elementary school based on the conflict structure surrounding Taekwondo class between the school and the Taekwondo chapter and to establish cooperative governance for Taekwondo development by presenting the activation plan. For this study, integrated study using literature review and in - depth interview method was conducted; literature review was conducted based on official documents, papers, newspaper articles, and plans related to elementary school Taekwondo education. In addition, two semi - structured in - depth interviews with two elementary physical education teachers and two taekwondo masters related to elementary school Taekwondo education. The results of this study are as follows. The actual condition of elementary school Taekwondo education is as follows: First, Taekwondo occupies 5 ~ 10% of elementary school curriculum, and Taekwondo class in elementary school is not done well due to lack of school condition and teacher's professionalism. Second, the Taekwondo education in the school sports club activities failed in the strategy of activating Taekwondo in school physical education among Ministry of Culture, Sports and Tourism's 2nd Taekwondo promotion basic plan, so that Taekwondo-related clubs were less than 1%. Third, in the aspect of the after - school taekwondo class, the confrontation between the school and the taekwondo chapter is tight. At present, there is not enough Taekwondo program after school because of the protest of the Taekwondo masters. First, it is necessary to increase the weight of Taekwondo through the same method as that of adding Taekwondo area in elementary school physical education regular classes, and applying Taekwondo education by area. Second, it develops and operates a school sports club activity program that is easily accessible to Taekwondo beginners and girls. Third, the conflict between the school and the Taekwondo chapter surrounding after - school Taekwondo lesson should be solved. This study is meaningful in that it analyzed the problems of Taekwondo education in the current era, reflecting the structure and actual condition of physical education in elementary school, and suggested ways to activate it.

오늘날 사회의 빠른 성장과 변화에 따라 지역주민은 자신의 생활권에 대하여 보다 나은 환경과 질적 향상을 요구하기 시작하였다. 이러한 변화는 교육적인 관점에서도 긍정적으로 인식됨으로써 여가생활을 통한 평생교육을 위한 시설의 요구 또한 점차 증가되고 있다. 지역 교육시설의 가장 기본 시설인 초등학교는 교육과정의 변화에 따라 공간의 구성과 그 기능 또한 변하고 있고, 유휴시간을 지역주민을 위한 시설로써 개방하여 이용하는 복합화 계획이 시행되고 있다. 본 연구에서는 지역사회의 문화 및 커뮤니케이션의 활성화를 위한 방안으로서 근린주구의 기본요소가 되는 초등학교시설의 복합화를 계획함에 있어 설문조사를 통하여 지역주민의 요구사항 및 의견을 수렴함으로써, 지역사회 활성화를 위한 초등학교 복합화에 대한 방향에 대하여 고찰해 보았다.

As rapid growth and change in society, local residents needs better residential environment and improvement of their living conditions. These changes is being positive in the educational point of view, the needs of the leisure facilities through the education in life are also increasing. The most basic facility of local education facilities, changes in school curriculum, depending on the configuration of space and its function is changing, Idle time and facilities for local residents to use as the opening complex plan is implemented. In this research, the complex plan of the elementary school facilities as the community's culture and the activation of the communication consider the survey of the local residents' opinion, the direction of the complex plan of the elementary school for the activation of the local society have suggested.

학교체육은 생활체육과 전문체육의 기초 토대라고는 하나 실제로는 입시 위주의 교육 환경 속에서 고사 직전에 있다고 해도 과언이 아니다. 그러한 학교체육을 활성화하기 위해 다각도의 노력이 펼쳐진 결과 학교체육진흥법의 제정이라는 결실을 맺었다. 그러나 진정한 학교체육의 진흥은 법의 제정이 능사가 아니라 그러한 법의 취지와 담고 있는 내용들이 실질적으로 실행될 수 있도록 하는 조치와 체계적인 관리가 중요할 것이다. 그렇기 때문에 학교체육진흥법의 시행 이후 현장에서 어떠한 변화가 있고, 어떠한 후속 조치가 필요한지를 살피는 것은 중요하고 필요한 일이다. 따라서 본 연구에서는 델파이 기법을 활용하여 학교체육진흥법이 시행된 이후 초등체육 현장의 상황은 어떠한 지를 살펴보고, 이를 바탕으로 초등체육의 진흥을 위해 요구되는 향후 과제를 모색하였다. 이 연구 결과는 향후 학교체육진흥법이 학교체육 개선에 기여한 정도를 평가하는 동시에 학교체육진흥법의 시행 효과를 극대화하기 위해 현장 지도자에게 요구되는 역량을 강화하는 데 기초 자료로 활용될 수 있을 것으로 기대된다.

Although school physical education has been regarded as the foundation not only of elite sport also of sport for all, it's not an exaggeration to say that school physical education is on the verge of death due to the educational circumstance for college entrance. Especially elementary school physical education(ESPE) is the subject which elementary teachers avoid teaching because there are more many obstacles that teachers should consider for preparing and practicing class than other subject matters. The rigorous efforts to activate school physical education finally induced School Physical Education Promotion Act(SPEPA) established. But an establishment of SPEPA is not the best solution, but it's important to operate and administrate systematically SPEPA so that the aim and contents of SPEPA enacted virtually. Thus It is necessary to see if what changes can be observed in the site after enforcing SPEPA. Therefore the purpose of this paper is to review the current state of ESPE, and then to suggest the tasks that are inevitable for developing ESPE according to SPEPA. As the results, most of teachers didn't recognize the existence of SPEPA and conducted passively the main policies from SPEPA such as 'student health fitness evaluation' and 'school sport club'. The future tasks for a successful way to activate school physical education with SPEPA were discussed according to the opinions of experts. First of all educational leadership was presented as the solution against the passive managements in the school site. And It is important to reinforce the competencies of teachers and sport lecturers. These results are expected to utilized as the basic data not only for evaluating the effects of SPEPA, but also for reinforcing instructors' competence to maximize the effects of SPEPA.

To achieve the goal of this research, we set the 960 students in 5th or 6th grade in the 5 elementary sc hools which have exclusive Physical Education teacher as the object among the whole elementary schools in the S town, C province. I used the T-test, one way ANOVA and Pearson’s correlation coefficient to analyz e the material and conclusions are as in the following. First, at the point of the instruction types depend on the students’ variables, there was significant diff erences in training and instruction behavior and autocratic behavior according to the sex of the students, an d the male students scored higher. According to the grade, all sub-factors except autocratic behavior showe d significant differences and the 6th grade students scored higher than the 5th grade students. According to the physical strength, highest ranked students in physical strength scored higher than physically weak studen ts in all sub-factors except the autocratic behavior. Second, at the point of the class satisfaction depend on the student variables, female students are satisfi ed more with the class than male students. And according to the grade, class satisfaction showed significant difference between 5th grade and 6th grade in instruction behavior satisfaction and physical behavior satisfa ction. Third, at the point of the relation between instruction style and class satisfaction, satisfaction of instructi onal behavior, physical educational environment, and physical ability showed positive relation with training a nd disciplinary behavior, democratic behavior, social behavior and positive reward behavior.

본 연구의 목적은 역량기반 교육의 가능성을 탐색해 보고 초등학교 교사들은 역량기반 교 육과정에 대해 어떠한 인식을 가지고 있는지 알아봄으로써 역량기반 교육과정 개발과 구성 및 운영의 기초 자료를 제시하고 역량기반 교육과정 정착 여건을 조성하는데 도움이 되는 데 에 있다. 연구 결과를 요약하면 다음과 같다. 첫째, 초등학교 교사들은 역량기반 교육과정의 필요성은 느끼고 있었으나 역량기반 교육과 정에 대한 이해가 부족하므로 역량기반 교육과정에 대한 인식을 높일 필요가 있다. 둘째, 초등학교에서 강조해서 가르쳐야 할 필요성이 있는 역량은 저학년과 고학년의 발달 단계가 크게 차이나기 때문에 하나로 제시할 것이 아니라 학년이나 학년군에 맞도록 제시하 거나 재구성하도록 안내해야 한다. 셋째, 한국교육과정평가원에서 제시하고 있는 7가지 역량 외에 초등학교에서 가르쳐야 할 핵심역량으로 인성관련 역량의 추가를 검토할 필요가 있다. 넷째, 역량기반 교육과정 정착을 위해 교육과정의 내용을 적정화하고 단위학교에서 교육과 정을 창의적으로 재구성하여 운영할 수 있도록 더 많은 자율권을 주어야 한다.

The purpose of this study is to present basic data of the development, formulation and operation of competency-based curriculum and help to set the conditions of competency-based curriculum for its settlement by exploring the possibility of competency-based education and examining elementary school teachers’ perspectives on competency-based curriculum. The results of this study can be summarized as follows: first, elementary school teachers felt the need for competency-based curriculum but did not fully understand competency-based curriculum. Therefore, it is necessary to enhance perception of competency-based curriculum. Second, competencies that mainly need to be taught in elementary schools should be presented or instructed to be reorganized to suit the grade or grade group rather than being presented as one because they vary significantly according to the developmental stage of the lower and higher grades. Third, in addition to seven competencies presented by Korea Institute of Curriculum & Evaluation, it is necessary to review the addition of a humanity-related competency as the core competency to be taught in elementary schools. Fourth, for settlement of competency-based curriculum, more autonomy should be given so that the contents of curriculum can be optimized and the unit school can reorganize and operate the curriculum creatively.

The purpose of this study was to inspect specifically the students' experiences gotten by game developing, practicing and evaluating activities in the 'game creating model' classes applied to 'the basket ball' unit. The students' experiences were divided into five major categories. First, the students experienced 'team spirit'. This was because the whole process of the class was done by the students' cooperations with each other, therefore the alienation of the physical education was being decreased. Second, the students experienced 'enjoyments', and these 'enjoyments' were derived from the process of making, practicing and remaking games Third, the students experienced 'self-confidences', as they said, 'I can do it'. By joining together in making various games, they naturally enhanced their abilities and were convinced of their competences. Forth, the students raised their 'creativity' through the processes of game understanding and creative game remaking, which led to game understanding capacities. Fifth, 'game making class' increased students' voluntary participation, that naturally led to fitness enhancements and motor skill developments. These 'game creating model' classes provide wholistic experiences to the students so that they can have positive recognitions to physical education and attitudes when participating in physical activities.

이 연구의 목적은 초등학교 발명영재가 구조화된 문제, 중간 구조화된 문제, 비구조화된 문제 등 문제의 구조 화 정도에 따른 팀 문제해결 학습에서 문제해결 과정이 어떻게 다른지 분석하여 규명하는 데 있다. 이 연구에 서는 초등학교 발명영재교육에서 학생들의 팀 내 상호작용을 촉진하고, 창의적으로 문제를 해결하는 능력을 기를 수 있는 수업 전략을 추출하고 문제의 구조화 정도에 따른 팀 문제해결 학습 모형(박수진, 2013)을 초등 학교 발명영재학급 수업에 적용하여 발명영재 학생들이 문제의 구조화 정도에 따라 문제를 해결하는 과정에 서 어떠한 차이가 있는지 분석하였다. 연구의 대상은 G 광역시 서부교육지원청 산하 G초등학교 발명영재 학급 5학년 학생 중 선발 과정에서의 팀 간에 입학 성적을 기준으로 동질한 3개 팀을 구성하여 12명을 최종 연구의 대상으로 선정하였다. 실험 설계는 문제의 구조화 정도에 따른 팀 문제해결 학습을 독립 변인으로 하여 일주일에 2시간 씩 6주간 총 12시간 동안 실시하여 촬영한 동영상 18개에서 초등학교 발명영재의 문제해결 과정을 분석하였다. 연구의 결과 첫째, 초등학교 발명영재는 팀 문제해결 학습에서 문제의 구조화 정도에 따라 문제 확인, 정보 수 집, 해결방안 탐색, 해결방안 선정, 구체적 계획, 실행(모형 제작), 평가 및 정리 중에서 정보 수집 단계와 모형 제작 단계에서 유의한 차이가 나타났다. 둘째, 초등학교 발명영재의 팀 문제해결 학습에서 구조화된 팀 문제 해결 학습(WS-TPSL)은 정보 수집 단계의 빈도는 낮은 편이나 특히 모형 제작단계에서는 그 빈도가 비구조화 된 팀 문제해결 학습(IS-TPSL)에 비해 높았다. 이는 발명영재학생들이 구조화된 팀 문제해결 학습(WS-TPSL) 는 문제해결을 위해 다양한 사고 활동을 하기 보다는 순서에 따라 모형을 제작하는 데 많은 시간을 보내고 고 차원 사고를 하기 보다는 제시된 정보를 확인하고 이에 따라 만드는 데 주된 활동을 하게 됨을 알 수 있다.

This study was conducted to analyze elementary school aged inventive gifted students' problem solving process in regards to three levels of problem structuralization(well-structured team based problem solving learning, moderately-structured team based problem solving learning, and poorly -structured team based problem solving learning). To implement this study, three models of TPSL(team-based problem solving learning) based on the level of problem structuralization were used to encourage creative thinking and interaction between team members. This research analyzed how the problem solving process was different among the levels of problem structuralization; WS-TPSL, MS-TPSL and PS-TPSF. 12 fifth grade students in three same-leveled teams according to their test scores participated in the study. This program based on different levels of problem structuralization was implemented during a science camp for inventive gifted students at G elementary school for two hours a week over the course of six weeks(A total of 12 hours). After video recording the classes, the problem solving processes of the participants were analyzed by two qualified researchers. The results of this research show how students solve problems differently based on the structure level of team problems(WS-TPSL, MS-TPSL and PS-TPSF). The process of TPSL is as follows; defining a problem, collecting data, brainstorming problem solving strategies, Choosing a strategy, Creating a specific plan, Implementing the plan, evaluating the results and reflecting on the results. The following conclusions were formed from the result of this study. The process of data collection and implementation (making models) was significantly different among the three groups.

본 연구는 힙합댄스를 활용한 초등학교 주제표현 수업 이야기로 학생들과 교사의 힙합댄스 수업에 대한 생각과 체 육교과 2015 개정 교육과정 주제표현의 신체 활동 예시인 실용무용의 교육적 가치와 교수학습 방법을 알아보는 데 그 목적이 있다. 이러한 목적을 달성하기 위해 A도 B시 C초등학교 6학년 한 학급 학생 23명을 대상으로 힙합댄스 를 활용한 주제표현 수업을 적용하였고, 그 중 평소 무용에 대한 관심이나 흥미도가 각기 다른 4명을 연구 참여 학 생으로 선정하여 참여관찰, 수업일지, 서술형 설문조사, 심층면담 등의 방법으로 자료를 수집하였다. 수집한 자료는 영역분석, 분류분석, 성분분석, 주제분석 등을 실시하였고, 삼각검증법, 심층적 기술, 동료 연구자 등을 통해 연구의 진실성을 확보하였다. 그 결과, 힙합댄스를 활용한 주제표현 수업에 대한 학생들의 이야기는 다음과 같다. 재미와 흥미가 더해지다; 움직임을 이해하다; 표현의 욕구를 해소하다; 친구들과 공감하다. 교사의 이야기는 다음과 같다. 학생 중심의 수업이 필요하다; 영상 자료를 활용한 수업이 필요하다.

This study is about elementary school subject expression classes using hip-hop dance, and aims to find out the educational value and teaching methods of practical dance, which are examples of students and teachers' thoughts on hip-hop dance classes and physical activities of the 2015 revised curriculum. In order to achieve this goal, a subject expression class was applied to 23 students in 6th grade of C Elementary School in A-Doh B-Cite. Among them, four students who had different interests in dance were selected as participating students and collected data through participation observation, class log, descriptive survey, and in-depth interview. The collected data were analyzed in areas, classified analysis, component analysis, subject analysis, etc., and the veracity of the research was secured through triangular verification methods, in-depth techniques, and peer researchers. As a result, the students' stories about the subject expression class using hip-hop dance are as follows. To add fun and interest; To understand movement; To satisfy the need for expression; To empathize with friends. The teacher's story is as follows. Need a student-centered class; Need a class using video materials.

이 연구는 블렌디드 러닝 수업이 초등학교 동작도전 수업에 미치는 영향을 알아보는데 목적 있다. B교육대학교 1학년 27명(남15명, 여 12명)을 대상으로 비확률적 표집방법 중 편의표본추출방법을 활용하였다. 자료수집은 개방형질문지, 심층면담, 연구자의 연구일지, 수업영상, 학생소감문을 활용하였다. 연구절차는 연구 참여에 동의한 예비교사를 대상 으로 2021. 9.1.(수) ~ 2021. 12. 17.(금)까지 미래교육원 하이브리드실에서 15주(비대면 5주, 대면 5주 그리고 대 면과 비대면 5주)동안 운영하였다. 자료분석은 개방형질문지를 활용하여 자기평가기입법으로 10분정도 소요되었으며, 심층면담은 남학생 2명, 여학생 2명을 대상으로 약 15분 동안 연구자의 연구실에서 아이폰 SE2를 이용하여 녹음한 후 반복해서 들으며 대표내용을 선정하였다. 개방형질문지는 스프레드시트(microsoft office excel program)를 이 용하여 빈도분석과 백분율을 산출하여 다음과 같은 결론을 얻을 수 있었다. 블렌디드 러닝 수업의 효율적 운영을 위 해 수업공간혁신, 영상제작 기기, 인터넷 환경 및 제반시설이 조성되어야 한다. 그리고 블렌디드 러닝에 대한 이해와 동작도전 수업 운영을 위한 교수·학습 전략이 실현될 때 예비교사들의 수업만족과 블렌디드 러닝수업을 운영할 수 있 는 역량을 키울 수 있는 것으로 나타나, 블렌디드 러닝 체육수업은 변화하는 미래교육에서 새로운 교수·학습방법으로 써 효과가 있을 것으로 기대된다.

The purpose of this study is to find out the effect of blended running class on elementary school movement challenge class. A convenience sampling method among non-probability sampling methods was used for 27 freshmen (15 males, 12 females) in the first year of B education university. Data were collected using open-ended questionnaires, in-depth interviews, researchers' research journals, class videos, and student testimonials. The research procedure is 15 weeks (5 weeks non-face-to-face 5 weeks, face-to-face 5 weeks, and face-to-face and non-face-to-face for 5 weeks). Data analysis took about 10 minutes using the self-assessment questionnaire, and the in-depth interview was recorded using an iPhone SE2 in the researcher's laboratory for about 15 minutes with 2 male students and 2 female students, and then listened to them repeatedly. content was selected. The following results were obtained by calculating the frequency analysis and percentage using the spreadsheet (microsoft office excel program) for the open questionnaire. For the efficient operation of blended learning classes, space, video production equipment, internet environment and general facilities must be created. And when the understanding of blended learning and the teaching/learning strategy for the operation of the movement challenge class are realized, it is shown that preservice teachers' class satisfaction and the ability to operate the blended running class can be developed. It is expected to be effective as a new teaching and learning method in future education.