양갑렬(청주대학교): 초등학교 여학생들의 체육수업 인식 분석: 기피요인을 중심으로의 참고문헌

양갑렬(청주대학교): 초등학교 여학생들의 체육수업 인식 분석: 기피요인을 중심으로의 참고문헌

해당사항 없음

해당사항 없음

The purpose of this study was to investigate teacher student interaction behavior between open and traditional physical education classes on elementary school level. Eight physical education specialists and 223 fifth and sixth grade pupils were partic ...

The purpose of this study was to investigate teacher student interaction behavior between open and traditional physical education classes on elementary school level. Eight physical education specialists and 223 fifth and sixth grade pupils were participated for this study.
Total twenty four physical education classes were videotaped to accomplish the purpose of the study. Cheffer's Adaption of Flander's Interaction Analysis System (CAFIAS) was used in order to analyze teacher student interaction behaviors of the two different kinds of physical education settings. The findings of the study were as follows:
1. Open physical education class teachers showed more frequent verbal or nonverbal questioning behaviors (16.1%) than those of the traditional physical education class teacher(3.6%).
2. Open physical education class teachers did more higher rate of verbal or nonverbal praise or acceptance(62.0%) than those of the traditional physical education class teachers(24.0%).
3. There were no significant differences in the category of limited teacher student verbal and nonverbal dependence' between the open and trditional physical education classes.
4. There were no differences in the category of teacher student verbal and nonverbal initiative behaviors'. That is, 1.7% of initiative behaviors were observed in the open physical education classes while 2.3% of the behaviors were recorded in the traditional physical education classes.
5. 6.5% of confusion and silence behaviors were observed in open physical education classes while 3.5% of the behaviors were observed in traditional physical education classes.
In general, open physical education teachers used more frequent feedback, praise, and acceptance which led the classes more active and individualized. The traditional physical education teachers managed classes more tightly and controlled rigidly.

I. 서론
II. 연구 방법
1. 연구 대상
2. 측정도구 및 방법
3. 자료처리 및 해석
4. 관찰의 신뢰도 검증
III. 결과 및 논의
1. 언어적 비언어적 질문
2. 언어적 비언어적 칭찬 및 수용
3. 언어적 비언어적 의존 ...

I. 서론
II. 연구 방법
1. 연구 대상
2. 측정도구 및 방법
3. 자료처리 및 해석
4. 관찰의 신뢰도 검증
III. 결과 및 논의
1. 언어적 비언어적 질문
2. 언어적 비언어적 칭찬 및 수용
3. 언어적 비언어적 의존
4. 언어적 비언어적 개시
5. 침묵 및 혼동
IV. 결론
참고문헌
ABSTRACT