초등학교 체육 수행평가 활동에서 일어나는 교사와 학생의 사고과정 연구

서지정보

ㆍ발행기관 : 한국초등체육학회 ㆍ수록지정보 : 한국초등체육학회지 / 13권 / 1호
ㆍ저자명 : 안양옥, 박상봉, 박명화

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 결과 및 논의
Ⅳ. 요약 및 제언
참고문헌
ABSTRACT

한국어 초록

오늘날 세계화․정보화 사회에 발맞춘 교육은 학습자 개개인의 가능성을 최대한 신장시키는데 초점을 맞추고 있으며 창의적 사고, 논리적 사고, 합리적 사고, 문제해결력에 등 다양한 사고력을 신장시킴을 목적으로 하고 있다. 이러한 변화에 따라 교육활동도 교육 목표와 내용, 교육 방법뿐만 아니라 교육 평가의 성격과 방향도 달라져야 한다는 논의가 전개되고 있으며(백순근, 1995; Baek, 1994; Lane, 1991), 과거의 ‘한 줄로 세우기’식 평가 체제는 더 이상 적절한 평가 방법이 아니라는 지적과 함께 새로운 대안으로 떠오른 것이 바로 수행평가(performance assessment)이다.

영어 초록

This study was to find out by what kind of thoughts do the teachers and students are performing performance assessment who are the subjects of performance assessment and the physical education taught at the elementary school. So, it analyzed the course of the teacher's and student's thought classifying the before, middle and after physical education performance assessment by according to the flow of the class.
First, at the previous stage of performance assessment, the teacher established class performance assessment planning according to the plans of grade performance assessment relying on the method of result processing and specialty of the colleague teachers. When implementing those plans, they also changed the plans flexibly according to the class situation or preparation of the students, but they prepared impromptu assessment working on the assessment without concrete evaluation standard or hurried the assessment tools. To this, the student practiced spontaneously to avoid from the negative feedback from the students or recognize the value of the performance assessment. But, by the impromptu preparation by the teacher, the students lacked in practice time, and had difficulty in seeking for the practice mate, and the environment was deteriorative, so they prepared to the assessment defenselessly.
Second, in the implementation stage of performance assessment, teachers practiced thorough standard oriented assessment while pursuing fair and objective assessment. Also, by seeing the assessment standard, they observed the implementation of the students for their assignments and recorded at once and applied the assessment standard sternly.
But, it was not applying that in the lump according to the ability of the student, but made a decision of the assessment based on the accumulated observation and they made decisions of the assessment while judging of their will about the accidental situation or positive attitude change. But, the rate of point reflection is vague and is not consistent, it was confronting with the strict appliance of the assessment standard. To this, the student worried the influence of the tension and assessment order of the assessment itself, but they showed activeness like implementation while being immersed in the assessment assignment to be admitted by the peers while displaying their best abilities.
Third, after the stage of performance assessment, the teacher utilized the assessment result as the basic data of the result output, and by the reason of insufficient class time, consideration of the interest of the students and burden on the class preparation, they didn't guide through supplemental and in-depth activities to the students.

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