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The study was intended to practically understand the historical change of higher education curriculum for the past 50 years in modem Korea since 1945, which covers the period of from a the course of study to the sixth curriculum. A sample group of 199 physical education teachers was chosen, who served in the regions of Seoul, Kyung-gi, and In-chon. Questionnaire involved 18 questions of positive aspects, which were categorized as rationalism, democratism and individualism, and 18 questions of negative aspects, as formalism, authoritarianism, and egoism.
The results of the analysis of perceptivity and background factors are as follows :
1. History of physical education curriculum and the contents
1) The first period saw the establishment of systemic education curriculum, and the second period emphasized on the aspect of nationals' sanitation, followed by the third period, during which National Education Chart was drawn up and declared, and an emphasis was laid on national spirit for the establishment of democratic ideas. Also, this period was characterized by circuit training and order training to improve health.
2) The fourth period stressed on the upgrading of the quality of nationals and the national communal spirit through human-centered education, the fifth period had an emphasis on the efficiency of democratization education for the future society, and the last sixth period showed its unique feature of students-centered education, which tried to firm up basic strengths through physical activities and to cultivate teachers' creativity and autonomy.
2. Positive factors of secondary physical education curriculum
Of positive aspect, rationalism factor relates to scientific education on the basis of sport science, democracy factor to the vitalization of community life physical education on the basis of in-school education, and individualism factor to the strengthening of life-long physical education that is very crucial for individual health.
1) As to scientific factor of physical education, 139 respondents (69.85%) answered that ③ instruction program changed by demands of sport players was 'normal' ; as to the appropriate dispositon of teachers factor, 137 respondents(68.84%) went to no.⑤ saying that related research institutes' participation was 'good'.
2) As to students-demanded education factor, 182respondents (91.46%) answered no. ⑧ saying that physical education program by students' demand was 'good' ; as to physical education factor which was about health improvement, 184respondents (92.46%) answered no. ⑪ saying that physical education program for safety education was 'normal'
3) As to physical program factor which took into consideration individuality, 107respondents(53.77%) answered no.⑬ saying that active participation in sport culture events of local community was 'very good' ; as to facility for physical education factor, 126respondents(63.32%) answered no.? saying that the present state of facilities like toilet, locker room, and shower was 'normal'
3. Negative factor of secondary physical education
Negative aspect was analyzed with following division into three : formalism factor relates to results-oriented formal programs, authoritarianism factor to non-democratic programs of physical education, and egoism factor to expedient programs of physical education.
1) As to results-oriented physical education factor, 139 respondents (69.85%) answered no. ① saying that there was 'big problem' in regard to curriculum that was not in accordance with what was acurally taught in lessons ; as to formal program of physical education, 108respondents (54.27%) answered no.⑤ saying that popularity-oriented education centering around the games of ball was 'common problem', which revealed the serious state of non-democratic administration.
2) As to corporal punishment of physical education factor, 113 respondents (56.78%) went to 'common problem' for the question about psychological burden set by too much practical test assignment ; as to non-democratic factor of physical education, 149respondents(74.87%) answered no. ⑩ saying that the lack of support of school physical education by consultation bodies like promotion of sports for all was 'common problem', which shows that promotion of sports for all rarely sponsor school physical education.
3) As to neglect of education for team competition factor, 145respondents(72.86%) went to 'common problem' in regard to no.⑬ - programs of physical education which attach importance to individual sport competition ; as to expedient physical education factor, 118respondents(59.30%) went to 'common problem' in regard to no.? - the easier method of physical education from th curriculum for the third grade of high school, which indicated that physical education lessons were replaced by other subiects nearing the season of college entrance exam.
The results of the analysis of perceptivity and background factors are as follows :
1. History of physical education curriculum and the contents
1) The first period saw the establishment of systemic education curriculum, and the second period emphasized on the aspect of nationals' sanitation, followed by the third period, during which National Education Chart was drawn up and declared, and an emphasis was laid on national spirit for the establishment of democratic ideas. Also, this period was characterized by circuit training and order training to improve health.
2) The fourth period stressed on the upgrading of the quality of nationals and the national communal spirit through human-centered education, the fifth period had an emphasis on the efficiency of democratization education for the future society, and the last sixth period showed its unique feature of students-centered education, which tried to firm up basic strengths through physical activities and to cultivate teachers' creativity and autonomy.
2. Positive factors of secondary physical education curriculum
Of positive aspect, rationalism factor relates to scientific education on the basis of sport science, democracy factor to the vitalization of community life physical education on the basis of in-school education, and individualism factor to the strengthening of life-long physical education that is very crucial for individual health.
1) As to scientific factor of physical education, 139 respondents (69.85%) answered that ③ instruction program changed by demands of sport players was 'normal' ; as to the appropriate dispositon of teachers factor, 137 respondents(68.84%) went to no.⑤ saying that related research institutes' participation was 'good'.
2) As to students-demanded education factor, 182respondents (91.46%) answered no. ⑧ saying that physical education program by students' demand was 'good' ; as to physical education factor which was about health improvement, 184respondents (92.46%) answered no. ⑪ saying that physical education program for safety education was 'normal'
3) As to physical program factor which took into consideration individuality, 107respondents(53.77%) answered no.⑬ saying that active participation in sport culture events of local community was 'very good' ; as to facility for physical education factor, 126respondents(63.32%) answered no.? saying that the present state of facilities like toilet, locker room, and shower was 'normal'
3. Negative factor of secondary physical education
Negative aspect was analyzed with following division into three : formalism factor relates to results-oriented formal programs, authoritarianism factor to non-democratic programs of physical education, and egoism factor to expedient programs of physical education.
1) As to results-oriented physical education factor, 139 respondents (69.85%) answered no. ① saying that there was 'big problem' in regard to curriculum that was not in accordance with what was acurally taught in lessons ; as to formal program of physical education, 108respondents (54.27%) answered no.⑤ saying that popularity-oriented education centering around the games of ball was 'common problem', which revealed the serious state of non-democratic administration.
2) As to corporal punishment of physical education factor, 113 respondents (56.78%) went to 'common problem' for the question about psychological burden set by too much practical test assignment ; as to non-democratic factor of physical education, 149respondents(74.87%) answered no. ⑩ saying that the lack of support of school physical education by consultation bodies like promotion of sports for all was 'common problem', which shows that promotion of sports for all rarely sponsor school physical education.
3) As to neglect of education for team competition factor, 145respondents(72.86%) went to 'common problem' in regard to no.⑬ - programs of physical education which attach importance to individual sport competition ; as to expedient physical education factor, 118respondents(59.30%) went to 'common problem' in regard to no.? - the easier method of physical education from th curriculum for the third grade of high school, which indicated that physical education lessons were replaced by other subiects nearing the season of college entrance exam.
목차
Abstract
Ⅰ. 서론
Ⅱ. 연구방법
Ⅲ. 결과 및 고찰
Ⅳ. 결론
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UCI(KEPA) : I410-ECN-0101-2009-692-016591767