체육교과 내용지식의 체계 : 게임의 형성과정과 교육내용 유형화 탐구

다국어 초록 (Multilingual Abstract)

Recently, a tide of education was to provide a direction of integrative learning for understanding by concretely dividing the educational content with a perspective of learning. Physical education researchers also provided the frame of content and the direction of integrative learning in 7th revised curriculum in Korea. However, it had a limit that didn't provide a practical content that could teach in P.E. lessons. Specially, we had to be worthy of note on ball games(or ball sports) in perspective that ball games were the content to warrant that P.E. was the subject to aim at ？whole person education？. Ball games were the products that have been evolved in historical context. However, researchers in P.E. passed over these traits of ball games. Accordingly, we had to explore ball games as the history and the culture in order to teach them properly, and then, we had to be able to provide the frame work of content and instructional design to move toward an integrative learning based on the results explored. Therefore, the purpose of this study is first, to find out the concrete educational content to teach games properly for understanding as inquire into history of ball games, second, to classify the educational content of ball games in compliance with P.E. learning domain on the basis of the above inquiry, third, to provide a frame work of physical educational content. The results can be summarized as following.

Firstly, ball games have been evolved constantly in compliance with interaction between game rules, game ethos, and game play. Consequently, the educational content is classified as three domains such as game form, game play, and participational attitude. Examining concretely, first, game form is the content to demand to understand games. I provide it as 1) Comprehending the point of difference and sameness between games, 2) understanding the culture inhered in the games, 3) interpreting the whole context of game history. Second, game play is the domain in relation to play the game skillfully. For example, students have to learn by stages of the level of play, game, and sport in order to do it well. Third, in the domain of participational attitude is emphasized on that players regulated their game behavior in compliance with game ethos. Therefore, teaching the game properly means to teach all of three domains. Accordingly, the educational content of game needs to be classified with three domains such as understanding, performance, and attitude.

Secondly, the result that classify the educational content of game is as follows. First, ？understanding？ domain is related with game form, game culture, game history. Most of games can be classified formally by rules, that is, games are categorized in a point of sameness and difference of rules. In this domain, students learn to comprehend a formal trait of the game as learn the rules that categorize and classify games. Next, we have to focus on the cultural traits of a social class in the late sixteen and seventeen century(the late Middle Ages) that early game appeared. Games that appear in the era are classified with Football type, Tennis type, and Baseball type. The culture of Football type is constructed as 1) a combative masculine culture and 2) a spectating culture passionately, Tennis type was 1) an elegant manner culture and 2) mixed sports leisure culture, and Baseball type is 1) the culture enjoying the time and space at one's leisure and 2) American heroism and recordism. Last, students have to understand the whole context of game history and the evolutional process of ball󰠏games. As a result, sports as leisure have gone through the evolutional process of combat sports, bloody sports, leisure sports, modern sports, and participational sports. I defined it as ？phylogenetic evolutional model？. Also, ball games which were originated from leisure sports became the modern sports as have been gone through the process of removal of violence, security of general competition, and pursuit of enjoyment. I defined it as ？ontogenesis evolutional model？.
Second, the content of the performance domain included foundational skills, basic skills, game skills, play skills in stages. At first, foundational skills are the forms of movement that construct a human movement, basic skills are the skills combined with individual forms of movement. Next, game skills are added the concept of objective in combined skills. The examples of the skills are to pass to a player at hand or far off in soccer game, to throw toward rim in basket ball game, to send shuttle cock to multi directions. Last, play skills are skills to include a tactical concept that is needed in game situation.
Third, the content of the attitude domain includes game ethos to play a role to judge whether behaviors of themselves were proper or not in the game situation. And, first and foremost, there is focused on things in relation to emotion in this domain, because there is emotion behind human psychological background. Concretely, in this domain, students have to understand game ethos (example of, amateurism, fair play, teamwork for competition et. al.) and emotional system, and can apply practically in game situation. For that, the connected process that makes an attitude is provided as learning content. I indicated the process as the emotional regulation(an emotional induction, an emotional management) and the cognitive regulation(an emotional interpretation. a cognitive self󰠏regulation).

Thirdly, examining the framework of the educational content of game, at first, I suggested the frame of the understanding domain as a concentric circle in perspective that the cognitive process of understanding domain emerged such as comprehension of game form, understanding of game culture, and interpretation of game history. Next, I suggested the frame of the performance domain as a step by step shape such as foundational skills, basic skills, game skills, play skills. Finally, I suggested the frame of the attitude domain as a brickwork shape in perspective that a direction of regulation expanded from individual internal regulation to external regulation, amount of information increased from information in relation to emotion to information related with value, the focus on regulation converged from emotional regulation to cognitive regulation that include more careful contemplation process.

Based on these structure and framework of the content, I suggested the alternative game curriculum program that included the objectives to attain in the game lessons, the instructional design to move toward an integrative learning. Finally, I suggested the subject matter that should be studied more deeply in relation to P.E. content research hereafter, such as content research for educating pre󰠏teachers and instructional system of individual domains.

목차 (Table of Contents)

• 1. 서론 1
• 1.1 연구의 필요성 1
• 1.2 연구 목적 10
• 1.3 연구 문제 11
• 1.4 연구 범위 및 관점 12
• 1.5 용어의 정의 14
• 1.6 연구의 제한점 15
• 2. 개정 교육과정의 문제제기 16
• 2.1 개정 교육과정의 내용 체계성 문제 17
• 2.2 개정 교육과정의 내용 요소 문제 25
• 2.3 결론 및 논의 33
• 3. 게임 교육내용 탐색 37
• 3.1 중세 후기 원류 게임 38
• 3.2 근대적 게임으로의 분화 52
• 3.3 조직적인 프로스포츠의 등장 69
• 3.4 결론 및 논의 81
• 4. 게임 교육내용의 유형화 체계 95
• 4.1 유형화 체계 96
• 4.2 이해 영역 내용 103
• 4.3 수행 영역 내용 134
• 4.4 태도 영역 내용 156
• 4.5 결론 및 논의 179
• 5. 교육적 시사점 및 제안 188
• 5.1 교육적 시사점 : 게임교육과정 내용 체계 설계 188
• 5.2 제안 : 체육교과 내용연구의 향후 방향 197
• 참고문헌 202