고등학교 체육수업에서 모험교육에 대한 학생들의 식 및 경험 분석
Analysis on recognition and experience of students on adventure education in high school physical education class
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본 연구는 고등학교 체육수업에 모험교육을 적용하여 이에 대한 학생들의인식 및 경험을 분석하는 것이 목적이다.연구 참여자는 연구자가 가르치는체육담당학급 1개반(남:35명)을 선정하였으며,심층면담의 대상자는 체육수행능력 상,중,하 수준의 각 2명씩 총 6명으로 하였다.모험교육 프로그램의내용은 ProjectAdventure프로그램과 학교 실정에 맞추어 총 16차시로 구성하였으며,실내에서 활동 가능한 내용으로 선정하였다.자료 수집은 모험교육수업의 참여관찰,심층면담과 교사수업일지,학생수업일지 등의 자료를 이용하였다.자료 분석은 원자료 전사,주제별 약호화,주제의 의미생성의 세 단계절차로 구분하여 귀납적 방법으로 내용 분석을 하였다.실행결과 학생들은모험교육을 새로운 도전으로 즐거운 수업,어려움을 극복하면서 자신감을 키우는 수업,친구들과 협력하며 함께하는 수업으로 인식하는 것으로 나타났다. 또한 학생들은 공동으로 부과된 과제를 협동심,극기심,인내력,도전감 등을동원하여 역동적으로 해결해 나가면서,자신의 부족한 점을 발견하였고 이과정에서 신체적 경험,사회ㆍ정서적 경쟁,협동,팀워크를 경험하면서 집단문제의 해결,신뢰,상호작용,위험의 극복,개인적인 자신감을 배웠고,이를 통해 자기 자신을 다시 한 번 돌아보는 계기와 함께 자아를 긍정적으로 바라보는 의미 있는 시사점을 제공하였다.학교체육수업에서 모험교육수업이 정착되기 위해서는 학교현실에 적합한 교육과정의 변화와 개선이 필요하며 이를위해서 학교현장 교사들의 모험교육수업에 대한 더 많은 관심과 노력,연구가 절실히 요구된다.
Abstract
The purpose of this study was to analysis on recognition and experience of students on adventure education in high school physical education class. Participant consisted of 35 male students in one class of the grade in which the researcher taught physical education, while 6 students were chosen for in-depth interviews. Research procedure was composed of establishment of research plan, development of adventure education program, and execution of adventure education program. The content of adventure education program was composed of a total of 16 lessons with beginner, intermediate, and advanced adventure physical activity. Data were collected using participant observation, in-depth interviews before and after class, teacher's course journal, student's course observation journal, class diary. Data analysis was executed as inductive category by classifying into 3 phases of transcribing, topic coding, and meaning formation. Results indicated that it was a meaningful process for improving class methods as the execution of adventure education program in physical education class was a big challenge for both teacher and student. Students perceived adventure education program as the class they achieve enjoyment, enhance confidence, and cooperate with friends. Second, students dynamically solved commonly imposed projects by using cooperation, spirit of self-denial, patience, and challenging spirit to discover their insufficient aspects and experience physical experience. For adventure education program to settle in schools, change and improvement regarding curriculum for school reality are required.
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