초등체육교수학습론 > 교과교육(각교과교육론)

｢초등체육교수학습론｣은 초등 예비교사들은 물론 초등교사가 체육수업에서 꼭 알고 실천해야 하는 내용과 수업 실제 운영 방안에 도움이 되는 내용으로 구성하였다. 본 교재는 초등예비교사교육기관에서 배우는 ‘체육과교육론’과 ‘체육과 교재연구 및 지도법’ 관련 교재인 동시에 현장 교사가 체육 교과를 운영하는 데 안목을 증진할 수 있는 내용을 포함하였기 때문에 체육교육 관련 강좌 운영에 도움이 될 수 있다.

목차

머리말 ······································································································································3

❙제1부 초등체육의 이해❙

01 장 체육의 목적과 가치 / 21

1. 체육교육의 의미 ·························································································21

2. 체육의 목적 ································································································23

3. 체육의 특성 ································································································27

4. 체육의 가치와 구현 방안 ···········································································28

묻고 답하기(Q&A) ··························································································31

02 장 학습자의 이해 / 33

1. 초등학생의 발달 특성 ················································································33

2. 초등학생의 기본 욕구 ················································································36

3. 초등학생과 체육활동 ··················································································38

4. 초등학생의 특성에 따른 체육수업 ·····························································40

묻고 답하기(Q&A) ··························································································44

03 장 효율적인 체육수업 / 47

1. 안전한 학습 환경의 조성 ···········································································47

2. 선행 단계의 사용 ·······················································································48

3. 비과제 행동의 최소화 ················································································49

4. 학습 동기 유발 ··························································································52

5. 설명하기 ·····································································································53

6. 시범 보이기 ······························································································56

7. 수업 관찰 ·································································································57

8. 피드백 ·······································································································59

9. 교수적 언어단서 ·······················································································66

10. 학습 내용 발달 ························································································67

묻고 답하기(Q&A) ··························································································70

04 장 체육과 교수ㆍ학습 및 평가의 방향 / 73

1. 체육과 교수ㆍ학습의 방향 ·········································································73

2. 체육과 교수ㆍ학습의 계획 ·········································································80

3. 체육과 평가의 방향 ····················································································87

4. 체육과 평가의 계획과 활용 ·······································································88

묻고 답하기(Q&A) ··························································································91

❙제2부 체육과 교육과정의 사조와 모형❙

05 장 체육과 교육과정의 사조 / 95

1. 교육과정의 의미 ·························································································95

2. 체육과 교육과정의 사조 ·············································································99

묻고 답하기(Q&A) ························································································104

06 장 체육과 교육과정 모형 / 107

1. 움직임 분석 모형 ·····················································································108

2. 체력 교육 모형 ························································································110

3. 스포츠 교육 모형 ·····················································································112

4. 발단 단계 모형 ························································································115

5. 개인 의미 추구모형 ·················································································118

묻고 답하기(Q&A) ························································································122

❙제3부 체육교육의 새로운 도전❙

07 장 체육 수업모형 / 127

1. 체육과 교수법 용어의 이해 ·····································································128

2. 체육 교수 스타일 ·····················································································129

3. 체육 수업모형 ··························································································140

묻고 답하기(Q&A) ························································································165

08 장 새로운 도입활동의 접근 / 167

1. 준비운동의 중요성 ···················································································167

2. 게임으로 하는 준비운동 ··········································································169

묻고 답하기(Q&A) ························································································183

09 장 스포츠 문화교육 실천을 위한 감상수업 / 185

1. 감상수업의 의미와 방향 ··········································································185

2. 감상의 요소 ······························································································188

3. 감상수업의 교수ㆍ학습 단계 ···································································192

4. 스포츠 인물 감상 ·····················································································197

묻고 답하기(Q&A) ························································································201

10 장 뉴스포츠를 활용한 체육수업 / 203

1. 협동하는 체육수업 킨볼 ··········································································203

2. 자율성과 책무성을 부여하는 플라잉디스크 ············································208

3. 컬링수업 ···································································································221

4. 스포츠 피구 ······························································································228

묻고 답하기(Q&A) ························································································250

❙제4부 체육수업 운영의 실제❙

11 장 수업 계획과 분위기 조성 / 255

1. 수업계획 세우기 ·······················································································255

2. 긍정적 수업 분위기 조성하기 ·································································257

3. 예방적 수업 운영하기 ··············································································259

묻고 답하기(Q&A) ························································································262

12 장 수업 전개구조와 교수학습 전략 / 265

1. 수업 전개구조 ··························································································265

2. 교수학습 전략 ··························································································269

묻고 답하기(Q&A) ························································································280

13 장 건강 영역 수업의 실제 / 283

1. 건강 영역의 목표 ·····················································································283

2. 건강 영역의 역량 ·····················································································283

3. 건강 영역의 특징 ·····················································································284

4. 건강 영역의 성취기준 ··············································································285

5. 교수ㆍ학습 방법 및 평가방법 ·································································286

6. 건강 영역에서 꼭 알고 있어야 할 내용 ·················································288

묻고 답하기(Q&A) ························································································290

14 장 도전 영역 수업의 실제 / 293

1. 도전 영역의 목표 ·····················································································293

2. 도전 영역의 역량 ·····················································································293

3. 도전 영역의 특징 ·····················································································294

4. 도전 영역의 성취기준 ··············································································294

5. 교수ㆍ학습 방법 및 평가방법 ·································································296

6. 도전 영역에서 꼭 알고 있어야 할 내용 ·················································298

묻고 답하기(Q&A) ························································································299

15 장 경쟁 영역 수업의 실제 / 301

1. 경쟁 영역의 목표 ·····················································································301

2. 경쟁 영역의 역량 ·····················································································301

3. 경쟁 영역의 특징 ·····················································································302

4. 경쟁 영역의 성취기준 ··············································································302

5. 교수ㆍ학습 방법 및 평가방법 ·································································304

6. 경쟁 영역에서 꼭 알고 있어야 할 내용 ·················································306

묻고 답하기(Q&A) ························································································307

16 장 표현 영역 수업의 실제 / 309

1. 표현 영역의 목표 ·····················································································309

2. 표현 영역의 역량 ·····················································································309

3. 표현 영역의 특징 ·····················································································310

4. 표현 영역의 성취기준 ··············································································310

5. 교수ㆍ학습 방법 및 평가방법 ·································································312

6. 표현 영역에서 꼭 알고 있어야 할 내용 ·················································314

묻고 답하기(Q&A) ························································································316

17 장 안전 영역 수업의 실제 / 319

1. 안전 영역의 목표 ·····················································································319

2. 안전 영역의 역량 ·····················································································319

3. 안전 영역의 특징 ·····················································································320

4. 안전 영역의 성취기준 ··············································································320

5. 교수ㆍ학습 방법 및 평가방법 ·································································322

6. 안전 영역에서 꼭 알고 있어야 할 내용 ·················································324

묻고 답하기(Q&A) ························································································325

18 장 체육수업 구안하기 / 327

1. 수업 배경 ·································································································328

2. 수업 실천 ·································································································329

3. 수업 후기 ·································································································338

❙제5부 체육수업 평가❙

19 장 교수학습의 평가 / 343

1. 검사, 측정, 평가의 개념 ·········································································344

2. 평가의 목적 ······························································································345

3. 평가의 기능 ······························································································346

4. 평가의 유형 ······························································································347

5. 과정평가의 기법 ·······················································································352

묻고 답하기(Q&A) ························································································360

20 장 평가의 변화 / 363

1. 평가 패러다임의 변화 ··············································································365

2. 평가과정에서의 인식 전환 ·······································································368

3. 평가내용의 인식 전환 ··············································································369

4. 과정 중심의 체육과 평가 ········································································371

5. 전통적인 평가와 과정 중심 수행평가의 특징 ········································375

6. 과정 중심 수행평가의 방향 ·····································································379

묻고 답하기(Q&A) ························································································381

21 장 체육과 성취기준 평가 / 383

1. 성취기준, 평가기준, 성취수준의 의미 ····················································384

2. 성취기준의 활용 방안 ··············································································385

3. 평가기준의 활용 방안 ··············································································387

4. 영역별 성취수준의 활용 방안 ·································································389

5. 체육과 성취기준의 개발 절차 ·································································391

6. 체육과 성취수준의 이해 ··········································································393

묻고 답하기(Q&A) ························································································401

22 장 체육과 수행평가 도구의 개발과 실제 / 403

1. 수행평가 도구의 개발 ··············································································403

2. 체육과 수행평가의 실제 ··········································································411

묻고 답하기(Q&A) ························································································426

❙제6부 교사의 전문성과 교직 윤리❙

23 장 교사의 역할 / 431

1. 교사의 역할과 책임 ·················································································431

2. 체육수업에서 교사의 역할과 실천 ··························································437

묻고 답하기(Q&A) ························································································445

24 장 교사의 전문성 신장 / 447

1. 초임 교사 단계 ························································································449

2. 경력 교사 단계 ························································································452

3. 우수 교사 단계 ························································································454

4. 수석 교사 단계 ························································································457

묻고 답하기(Q&A) ························································································460

25 장 교사의 교직 윤리 / 463

1. 교직 윤리의 개념과 중요성 ·····································································464

2. 교직 윤리의 내용 ·····················································································466

묻고 답하기(Q&A) ························································································473

찾아보기 ······························································································································475

저자소개

고문수

경인교육대학교 졸업

경인교육대학교 교육대학원 교육학 석사(초등체육교육 전공)

인천대학교 일반대학원 체육학 박사(스포츠교육학 전공)

한국스포츠교육학회 부회장

한국체육교육학회 부회장

한국초등체육학회 학술위원장

대한장애인체육회 전문체육위원

인천대학교 국내교류 연구교수

경인교육대학교 체육교육과 교수

송지환

광주교육대학교 졸업

전주교육대학교 교육대학원 교육학 석사(초등체육교육 전공)

전북대학교 대학원 체육학 박사(스포츠교육학 전공)

한국스포츠교육학회 상임이사

한국체육교육학회 상임이사, 편집위원

전주교육대학교 체육교육과 교수

백준형

상지대학교 태권도학과 졸업

Northern Illinois University(체육교육학 전공)

West Virginia University(스포츠교육학 전공)

한국스포츠교육학회 상임이사

한국홀리스틱융합교육학회 기획학술위원장

한국초등체육학회 이사

학습자중심교과교육학회 이사

학교법인 신일학원 이사

경인교육대학교 체육교육과 교수

배송

교환