초등 5학년 체육수업에서 TPSR의 구체적 전략을 통한 책임감 기르기

서지정보

ㆍ발행기관 : 한국초등체육학회 ㆍ수록지정보 : 한국초등체육학회지 / 15권 / 1호
ㆍ저자명 : 신종필, 김만의, 최흥섭

목차

Ⅰ. 서론
Ⅱ. 연구 방법
Ⅲ. TPSR의 적용 계획
Ⅳ. TPSR 수업 적용
Ⅴ. 결론 및 제언
참고문헌
ABSTRACT

한국어 초록

급격한 산업화를 통한 고도성장을 이루는 과정에서 우리사회는 공동체 의식이 약화되고 물질만능주의와 이기주의 풍토가 만연하고 있다. 부모들은 자녀들과 함께 해 주지 못하는 부족함을 물질적 보상으로 대신하려 하면서 아이들은 자신이 갖고 싶은 것을 부족함 없이 갖게 되었고, 이로 인해 자원의 소중함과 노동의 고결함을 내면화하지 못하고 있다(이상선, 1997).
Kolberg(1971)와 Gilligan(1982)과 같은 도덕교육 이론가들은 이미 오래전부터 역동적 상황을 고려한 도덕적 인지발달이론을 제시하였고, 역할놀이나 연극 같은

영어 초록

This study applied specific strategies of TPSR such as all-touch, self-officiating, handicap, and time-out in a physical education class in a primary school and then observed and analyzed the change in student’s sense of responsibility in order to investigate the effect of strategies on any change in student’s sense of responsibility. To achieve the purpose, a fifth grader class was chosen as a study subject and the TPSR strategy was implemented in a primary school of the D-metropolitan city from May to July, 2008.
The data were collected by qualitative methods including participant observation, observation without participating, descriptive observation, in-depth interviews, and related literatures. The collected data were analyzed by the constant comparative method and the data reliability was verified by member check, peer debriefing and triangulation.
After the application of TPSR, behavior pattern was as follows:
In connection with ‘Self-control’ and ‘Respect’, companion’s emotion and right were respected and students had the ability to solve their problems through conversation rather than to use abusive language or violence in troubleshooting. Negative students recognized ‘Right to be included’ and acted as a main role in activity.
In ‘Participation’ and ‘Effort’, passive students was participated actively in activity and showed the image that tried and set a goal that is own level and then tasted the delight of accomplishment.
In ‘Self-direction’, students took part in activity with own certain goal. Students tried to actively solve problems of oneself and team, and could progress a game with making handicap and game rule on their own level.
In ‘Caring’ and ‘Helping’, students offered an opportunity of activity to companions who got isolated and hurt in game, and helped the teacher a lot for the smooth progress of the class.
In ‘Outside the gym’, students controled their own emotion in relation with family and friends. Students cared and helped persons more often than before and thought game rule and promise more seriously.

참고 자료

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