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공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국체육교육학회 한국체육교육학회지 한국체육교육학회지 제2권 제1호
발행연도
1997.1
수록면
1 - 19 (19page)

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The purpose of this study is to develop effective curriculum which preservice physical education teachers should learn as his major during four years training through the objective theory of physical education in college. Objectives of physical education is meaningful when there is personal striving to make progress in a definite direction. The aim of education cannot be defined until the aim of life is first determined. The goal of human physical education is that human societies should aim at making progress and advance steadily toward the fulfillment of some far-reaching purpose. The major objective of physical education is the development and maintenance of preservice physical educator who has philsophical and cultural competency, teaching skill and knowledge related to his major. Curriculum designer of physical education must be willing to scrutinize and carefully reappraise existing physical education goals and the emphasis that is given to these goals from time to time. To achive this study manipulated the material as educational innovation committee in Korea. This paper addresses the problem of developing a program for an inquiry-oriented approach and suggests that teacher education must focus on knowledge that begins with, and supports, the teaching act and portrays teacher education as a process of critical reflection on the teaching curriculum itself. 1. Physical educator`s philosophy represents the ultimate inferences and principles that determine our thinking and action. The value system that we evolve and personally cherish becomes the means by which we interpret events and control our actions. The most important thing for any person is teacher`s philosophy. The essential characteristics of a good physical education program are very similar to those of any good program of education, arts education, science education, and such subjects draw their basic principles from the same sources as physical education. 2. Physical education is concerned with physical domain, psychomotor domain, cognitive domain, affective domain of human movement. However, its ultimate objective is to employ movement in order to contribute to the physical, mental, and social goals of education. For this reason, physical education might properly be defined as education through large-muscle activity. The major objective of physical education is the development and maintenance of physical fitness and motor skills, social efficiency, cultural, recreational competency, and intellectual competency. 3. A curriculum design is a model or a pattern. It is a generalized framework which exists for teachers individually and collectively. It represents in words, pictures, or both, the essence of an educational field. It is an hypothetical construct that contains many of the different components that must go into an educational program or a course of study. It is a vehicle that carries philosophies, aims, theories assumptions. 4. In developing a teacher training program related his major for physical educators, consideration should be given to the use of modeling for three different factors: motor skills, attitudes and behaviors consistent with a program philosophy, and teaching skills. The focus of this paper is on the use of modeling to develop specific teaching skills. The other two factors are not less important but are mentioned in the physical education literature more frequently and will receive limited attention here. The need to seek balance in the preparation of a curriculum guide or course of study is quite understandable as one weighs and questions the amount of emphasis to be accorded the subject matter content, on the one hand, and the learner, on the other. Setting forth carefully developed learning activities and student evaluation procedures is every bit as important as writing a detailed description of content items pertaining to particular motor skills, knowledges, and progressions from grade to grade.

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