2007 개정 체육과 교육과정에 대한 초등교사들의 인식 사례연구

Abstract

This study attempts to identify the degree of teacher understanding of the 2007 elementary physical education curriculum (2007 EPEC). Elementary school teachers in Daegu and Pusan with masters in Physical Education or higher and with 10 years or more experience in teaching & research were chosen as subjects for the study. Firstly, teachers demonstrated a positive understanding of the purposes suggested by the 2007 EPEC. According to the teachers, the division of the overall purposes of Physical Education from the grade group purposes by the 2007 EPEC strengthened the internal values of PE and the aspect of education for the entire person. They approved of the 2007 EPEC purpose scheme according to the physical activity values and the division of purposes into health, challenge, competition, expression, and leisure indicating that it functioned in an integrated manner. Secondly, they demonstrated both positive and negative attitudes toward the sequences and the degree of difficulty and appropriateness of the 2007 EPEC. The 2007 EPEC divides the content into five areas: health, challenge, competition, expression, and leisure. Teachers considered the big changes in sequences, the degree of difficulty and appropriateness to be positive, compared to the 7th EPEC; but they held some reservations with respect to reviews of grades and the sequencing and collection of opinions. Thirdly, the teachers did not find any big difference in individuality, integration, creativity between the 2007 EPEC and the 7th EPEC. This result could indicate that the 2007 EPEC and the 7th EPEC both continuously value teaching methods customized for individual needs as well as integrated and creative teaching methodology. Fourthly, the research indicated that teachers connected evaluation with purpose, content and teaching & learning courses, using using the PE evaluation plan to maintain consistency between teaching and evaluation. The test, designed to balance different content areas, included not only the learning results but also the learning process. Lastly, the teachers recognized that the intention to enhance the entire person in psychomotor, cognitive, and affective domains was reflected in the 2007 EPEC. They also agreed that expanding leisure education was underlined by the philosophical background of the value of physical activities.