현행 중학교 체육교과서 내무용단원내용 비교분석

Abstract

In this study, we analyzed the units on dancing in the middle school physical education textbooks 11 types and 33 books in total. Our purpose was to obtain study results at a level that complements evidentiary documents. We have offered a plan to improve the current practice through the following conclusion and suggestions. 1) Composition of middle units: coherence through “theory → practical technique (basic skills → performance) The middle units of the textbooks in all three grades are composed in a way that students learn theory before moving on to practical techniques. Coherence was achieved in the section on practical techniques to allow students to learn basic skills before art performance. 2) Composition of small units: need to move from a comprehensive concept to a specific concept The contents of the smaller units should move from a higher concept to a lower one. Such issues can especially be found in the section on the introduction to dancing. In addition, in terms of dividing the composition of the smaller units, we conclude by showing in <Table 2>, <Table 3> and <Table 4> the items collected from all the textbooks (11 types and 33 books in total) and discussing the details. 3) Improvements based on the results of the comparative analysis In the unit on creative dancing, adequate photos and illustrations should be utilized so that a layman can understand. Terminology on the basic moves needs to be standardized in the unit on Korean folk dancing. The sections on Korean folk dances Gang-gang-sullae and Sogochum should display how the key formations change since they are danced in groups. In the units on foreign folk dances, the original words should be included in the introduction on the basic stances and moves so as to help in accurately understanding the terminology. The section on the characteristics of folk dances by country should cover as many countries as possible while being easy to understand at a glance and offering illustrations where appropriate. 4) Coherence aim in terms of learning knowledge, function and behavior The unit on creative dancing for the 7th grade, the unit on Korean folk dancing for the 8th grade and the unit on foreign folk dancing for the 9th grade should be composed in a way that enhances balanced learning of knowledge, function and behavior.