earticle

영어

This study was a qualitative one that aims to understand in depth the classes through the structure of practical knowledge based on the phenomena that appear in the competitive activities classes in the fourth grade elementary physical education. First, L teacher knowledge of subject matter had the principles are: ‘positive effects should be produced’ and ‘foster the formation of healthy and sound human nature.’ The principle of ‘positive effects should be produced’ was supported by the following rules: ‘the clues to efficient actions should be supplied,’ ‘show positive reactions’ and ‘offer prizes for effort and conscientiousness.’ The principle of ‘foster the formation of healthy and sound human nature’ was supported by the following rules: ‘utilize the ‘thinking’ stickers,’ ‘give praises immediately,’ ‘encourage each other’ and ‘lead the students to participate in and enjoy the activities.’ Second, the principles of the milieu of schooling were that ‘there is a lack of appropriate teaching tools,’ and that yielded the principles of ‘it is crucial to know the student’s level of understanding’ and ‘the teaching materials should be appropriate for the student’s level of understanding.’ The principle of ‘there was a lack of appropriate teaching tools’ was supported by the following rules: ‘there should be opportunities to reflect upon the classes after they are over’ and ‘listen carefully to the student’s opinions.’ And the principle ‘the teaching materials should be appropriate for the student’s level of understanding’ was supported by the following rules: ‘the existing materials are to be transformed and used’ and ‘the materials needed are to be produced and used.’ Third, the principles of curriculum were ‘teaching should be performed efficiently’ and ‘the number and times of classes should be followed.’ The principle of ‘teaching should be performed efficiently’ is supported by the following rules: ‘the evaluations should be reviewed first’ and ‘the boundaries of one’s teaching domains are set.’ And the principle of ‘the number and times of classes should be followed’ was supported by the following rules: ‘the day of the class should be changed, if needed’ and ‘classes could be merged, if needed.

한국어

본 연구는 초등학교 경쟁 활동 수업을 교사의 실천적 지식 구조라는 관점에서 이해하기 위하여 2013년 2월부터 2013년 11월까지 연구 계획, 선행 연구 분석 및 문헌 연구, 연구 참여자 선정, 자료 수집, 연구 결과 분석 순으로 이루어졌다. 이를 위해 유목적적 표집법으로 D광역시 소재 D초등학교에서 체육부장을 맡고 있는 L교사를 연구 참여자로 선정하였다. 첫째, 교과내용 지식에서는 ‘긍정적인 상호작용하기’와 ‘건전한 인성 기르기’라는 원리가 적용되고 있었으며, 효율 적인 행동 단서제공, 긍정적인 반응, 노력상과 성실상, 생각스티커, 즉각적인 칭찬, 격려, 즐거운 참여 등의 규칙이 있었다. 둘째, 교수․학습 환경 지식에서는‘학생들의 수준 이해’와 ‘수준에 맞는 자료’라는 원리 속에 수업반성, 학 생들의 의견듣기, 기존 자료의 변형, 필요한 자료제작 등의 규칙이 있었다. 셋째, 교육과정 지식에서는 ‘효율적인 운 영’과 ‘수업 시수 지키기’라는 원리 속에 평가계획, 영역 나누기, 수업요일변경, 합반수업 등의 규칙이 있었다.