2022 개정 체육과 교육과정 내용체계의 운동발달적 근거 및 향후 과제 탐색 = Exploration of motor development evidence reflected in the content system of the 2022 revised physical education curriculum and Derivation of future tasks

국문 초록 (Abstract)

2022 개정 체육과 교육과정 내용체계의 변화에 운동발달적 관점이 적극적으로 반영되었다는 것에 주목하여, 변화의 지점과 학술적 근거를 살펴보고, 움직임중심 교육과정의 실천적 기반 마련을 위한 향후 과제를 도출하고자 한다. 이를 위해 교육과정 및 운동발달 관련 자료에 대한 문헌분석(literature analysis)을 실시하였다. 2022 개정 체육과 교육과정 시안개발 연구 자료, 교육과정문서, 공청회자료집, 그리고 국내·외 학술지논문 등의 자료를 체계적으로 분석하고 운동발달적 관점에서 해석하고자 하였다. 연구결과는 다음과 같다. 첫째, 개정 체육과 교육과정 내용체계는 움직임의 형식 분류, 발달적 계열성, 기본움직임기술 강조 측면에서 운동발달적 관점을 반영하고 있다. 둘째, 개정 체육과 교육과정의 움직임중심 체계는 운동발달 이론으로 지지될 수 있으나, 더 많은 연구를 통한 경험적 증거의 확보가 필요하다. 셋째, 개정 체육과 교육과정의 기반을 견고히 하기 위해서는 움직임기술 학습 및 발달의 메커니즘 규명을 위한 근거기반연구의 시행, 운동발달이론을 반영한 교수학습전략 및 평가도구 개발 등의 향후 과제가 시행되어야 한다. 본 연구를 통해 운동발달전문가들의 학교체육에 대한 학문적 관심과 공헌이 증진되기를 기대하며, 향후 스포츠교육학과 스포츠심리학의 융합연구 활성화, 현장교사연구자와 이론연구자의 협업을 통한 교수학습 실행 및 사례 연구 등 다양한 경험적 연구가 증진되어 개정 체육과 교육과정의 심층적 이해와 정상적인 안착을 위한 토대가 마련되기를 기대한다.

다국어 초록 (Multilingual Abstract)

This study focuses on the fact that the content system of 2022 revised curriculum actively reflected the motor developmental perspective, examines the change points and theoretical evidences of the curriculum from the motor developmental perspective, and future plans for preparing empirical evidence for the movement-oriented physical education curriculum. For this, a literature analysis was conducted on data related to curriculum and motor development. The 2022 revised physical education curriculum craft, curriculum documents, and domestic and foreign academic journal papers were systematically analyzed and interpreted from the perspective of athletic development. The results of the study are as follows. First, the content system of revised curriculum reflects the motor developmental perspective in terms of movement type classification and developmental sequence. Second, the movement-centered system of the revised curriculum can be supported as a motor development theory, but it is necessary to secure empirical evidence through research. Third, in order to solidify the foundation of the revised curriculum, future tasks such as evidence-based research from the perspective of motor development and the development of teaching-learning strategies and evaluation tools reflecting motor development theory should be implemented. Based on this study, we suggested sports psychologists' academic interest in and contribution to school physical education, activation of convergence research between sports education and sports psychology, and collaboration between field teacher researchers and theory researchers.

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