한국형 올림픽가치교육프로그램의 적용 가능성 탐색: 초·중등학교 현장을 중심으로
Study on application of K-OVEP in school settings
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[목적] 본 연구는 한국형올림픽가치교육프로그램(K-OVEP)의 필요성과 특징을 살펴보고, 이를 초·중등학교 현장에 적용한 사례를 통해 K-OVEP이 학교현장에 안정적 정착과 확산 방안을 논의하는데 목적을 둔다. [방법] 이에 K-OVEP의 구성과 내용의 특성을 관련문헌과 개발 자료의 분석 및 현장 적용 과정을 통해 살펴본다. K-OVEP의 장기(8차시)프로그램을 학교 교육과정의 창의적 체험활동과 자유학기제에 적용한 초등학교 2곳, 중학교 2곳의 적용 과정과 학습현장 관찰을 통해 분석하였다. 또한 K-OVEP의 목표를 달성하고 있는지를 검증하고자, 2016년 K-OVEP에 참여한 학습자 187명을 대상으로 올림픽과 올림픽가치에 관한 ‘인지 영역’, OVEP에서 제시한 5가지 교육적 테마와 관련한 ‘가치 영역’, 그리고 스포츠 활동 관여도 등을 묻는 ‘흥미 영역’으로 구성하여 교육 시작 전과 종료 후 2회 설문조사를 실시하고 시사점을 도출하였다. [결과] 연구결과 K-OVEP은 올림픽을 통한 통합적인 가치 중심 교육과정으로, 인성교육 강조, 진로탐구의 기회, 과정중심 학습이라는 특성을 발견할 수 있었다. 이러한 K-OVEP을 적용해 본 결과 인지, 가치, 흥미의 각 영역과 모든 문항에서 교육 목표를 달성하고 있음을 확인할 수 있었다. 특히 신체활동에 관련하여 학교급과 환경에 따라 교육효과가 상이하게 나타난 점이 발견되었다. [결론] 본 연구가 K-OVEP 도입 첫 해 프로그램에 참여한 학습자들을 대상으로 진행된 만큼, 향후 K-OVEP 학습자의 유의미한 변화를 확인하기 위해서는 프로그램 대상 확대, 지속적이고 다양한 프로그램 및 평가도구 개발, 전문가 양성 등의 노력과 후속연구가 지속되어야 할 것이다.
Abstract
[Purpose] This study aims to examine necessity and characteristics of the K-OVEP, and discuss ways of settle and spread the program stably through cases applied in school settings. [Methods] To do so, educational components and curriculum of the K-OVEP was represented by analyzing references, developmental materials, and program application. This study was examined through the application process and observation of long-term program of the K-OVEP from two types of educational fields, 2 elementary schools and 2 middle schools. In order to examine if the K-OVEP achieves the aim of the IOC and the K-OVEP, basic level study was conducted to 187 students who participated in the program in 2016. The questionnaire consisted of three categories; ‘cognition part’ through the Olympic games and the Olympic values, ‘value part’ regarding five educational themes of the OVEP, and ‘interest part’ asking interest and involvement in sports activities, participants answered the questionnaire before and after the education. [Results] We found that K-OVEP is an integrated value based educational program regarding Olympics, stresses personality education, encourages students to explore their career, and is a process oriented education. The results showed that the K-OVEP achieved the educational goals in every categories and questions, and educational effects in sports activity looked different among schools and the environments. [Conclusion] This study was performed to participants at first year of the introduction of the K-OVEP, so in order to keep track of learners’ significant change continuously, expansion of participants, steady development of various new programs, development of assessment tools, experts training and follow-up studies will be required.
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