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인문학
인문학 일반 역사학 철학 종교학 어문학 기타 인문학
사회과학
사회과학 일반 경영학 관광학 교육학 군사학 문헌정보학 법학 사회학 신문방송학 심리과학 정치외교학 지리학 행정학 경제학 무역학 인류학 기타 사회과학
자연과학
자연과학 일반 물리학 생물학 생활과학 수학·통계학 천문학 지구과학 화학 기타 자연과학
공학
공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
의약학
의학 일반 간호학 수의학 약학 한의학 기초의학 임상의학 기타 의약학
농수해양학
농수해양학 일반 농학 수산학 식품과학 임학 축산학 해상운송학 기타 농수해양학
예술체육학
예술 일반 디자인 미술 미용 사진 음악학 의상 체육 공연매체예술 기타 예술체육학
복합학
학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국체육교육학회 한국체육교육학회지 한국체육교육학회지 제6권 제2호
발행연도
2002.3
수록면
46 - 64 (19page)

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초록· 키워드

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The goal of this study is to provide the information which is necessary to the teachers` education and the physical education at the elementary school and through the analysis into the teachers` questions in every style and effective presentation of the teachers` questions in elementary physical education classes. In order to accomplish the goal of this study, I have studied the relationship between teachers` question and the practical learning time in the physical education, the style of teachers` questions in each class, and the relationship between the teachers` questions and the stream of learning time. All the tasks in this study was based on the analysis into the video tapes of physical education. I have videotaped the physical education classes about mat activity(forward rolling, backward rolling) which were conducted by 30 elementary school teachers who were teaching at the elementary schools in Chung-buk. I analyzed the practical learning time in the physical education class in the videotaped material by observing for 6 seconds and recording 6 seconds. And I also analyzed the raw data about the teaching activity measured by observing for 5 seconds and recording for 5 seconds and presented the result-data in percentage using statistics package program(SPSS 10.0). I conducted the relative relationship analysis between the average and the standard deviation using the result-data in percentage as the data. Interview and questionnaire were carried out with 4 teachers who were selected among the 30 teachers who were on the video tapes of their classes. Two of them were the teachers who asked many questions to the students in their classes and the other two didn`t. This interview and questionnaire were undertaken to make the quantity analysis more concrete and exact. The study result taken from these procedure is as follows. As the result of correlation analysis between each style of questions and the practical learning time in the physical education class, the simple correlation account(r) was shown as -0.23 in value question, -0.14 in convergent question, 0.06 in recall question, and 0.03 in divergent question. As shown in the result data, the value question and the convergent question showed negative relativity to the practical learning time such as -0.23 and -0.14 respectively and the recall question and the divergent question showed no relationship with the practical learning time. That is to say, each style of question had no effect on the teaching of exercise performance which is related to the achievement of the class objective. The average time rate(%) used in the teachers`s questions were 2.5% for recall question, 1.7% for convergent question, 0.7% for divergent question, 0.3% for value question respectively and total time rate used for one class was 5.2%. The question rate in a physical education class was low and the question style was mostly recall question or convergent question, and compared to this rate, the rate of divergent question and value question was very low. As the class proceeds, most question style of the teachers` questions was recall question or convergent question at the beginning of a class(5min. _ 15min.) and compared to this rate, the rate of divergent question and value question was very low. As the result of the analysis into the teachers` questions in the physical education class at the elementary school, I made a conclusion as follows. First, whereas the teachers in this study except one who doesn`t make many questions think the more often they make questions about learning contents, the higher the achievement degree of learning objective become and the teachers in this study except one who makes so many questions think the effective questions had the positive effect on the management of physical education class and feedback, because the teachers who make questions very often believe physical education is a functional subject and teacher`s too many questions decrease the learners`

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UCI(KEPA) : I410-ECN-0101-2015-370-002762767