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자연과학
자연과학 일반 물리학 생물학 생활과학 수학·통계학 천문학 지구과학 화학 기타 자연과학
공학
공학 일반 건축공학 기계공학 산업공학 재료·에너지공학 전기전자공학 조선해양공학 화학공학 컴퓨터학 기타공학
의약학
의학 일반 간호학 수의학 약학 한의학 기초의학 임상의학 기타 의약학
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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국초등체육학회 한국초등체육학회지 한국초등체육학회지 제14권 제3호
발행연도
2009.1
수록면
35 - 46 (12page)

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초록· 키워드

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The purpose of this thesis is to prove the analysis using the PAL tools based on the interactions between teacher and student, and among the students. After making a choice of the subjects on this study who are 6th grade students in Kwanju, Kyonggi Do, I have divided the subjects into three groups based on their physical ability. The data used in the study has been modified through the three times of preliminary experiments during the 1st semester in 2008. The peer estimation tool which was developed in 2nd semester in 2008 has been applied to the experimental class consecutive 3 hours. Among the 3 hours of classes, I have recorded the second and third classes to set the purpose as followings: 1. How is the class using the PAL tool going to be proceeded? 2. How are the interactions among the students going to be developed in the class using this tool? 3. How is the aspect of teacher's teaching method going to be reflected in the class? After recording the students on the video, I have also gathered the data through the observing, interviewing, and consulting them. The gathered data have been analyzed using the methods such as: the analysis on the class process, the analysis on the teacher's behavior, the analysis on the contents of the conversation between teachers and students, and the analysis on the content development. The results are as followings. First, in the case of the class process, this class has shown the features that there have been a lot of interactions between students, following the direction of the chief of its group, and also been a lots of students' activities compared to the general classes. The PAL based on the interactions between the students make them intend to get some information, which led to the positive and cooperative class atmosphere with sharing their information to their group members. At the end of the class, they clearly understood the contents of the class, with making the evaluation sheet. And there has been the consideration on the class to set the new purpose in the class. Second, when it comes to teacher's behavior, I have confirmed the interaction between teachers and students. At the first meeting, the teacher has given students some instructions and demonstration on the class. During the class, the teacher check out whether the students do the assignment well, and offered some feedback for the students who didn't follow the direction fully. When the teacher gives the feedback, the teacher has made the students gather to give them a chance to evaluate their peers. In the group activity after the second meeting, the teacher has given them a direction not through the orderly circulation, but through the demand of the students. Third, when it comes to the analysis on the contents of the conversation between teachers and students, there have been positive interactions. The students who has the low level of physical ability have asked the higher level of students the question on the forehand volley. Through these processes, the low level of students have made their correction for themselves. When they have not been able to find the answers, they have asked the teacher some help to solve their problems. The intermediate leveled of students have shown to overcome their problem without teacher's help. This means that there have been a lot of interactions between students, and between teachers and students through sharing their information. Last, when it comes to content development, there are many processes for the explanations and aspects of expansion when using the evaluation tool, compared to the general P.E. class of not being a step of sophisticated level. As the class proceeded, it is found that the application and skilled process are increasing. This means that the class becomes the one that students can recognize the detailed information on their class, and experience the process of developing their skills through understanding the class rather than through the steps of explanation, expansion, and application.
#The analysis of Game Instruction #the PAL tool

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참고문헌 (30)

참고문헌 신청
Allen, V. L. / 1976 / Children as teachers: Theory and research on tutoring / Academic Press google schola Bauersfeld, H. / 1998 / Interaction, construction & knowledge ; Alternative perspectives for mathematics education, in Effective mathematicts teaching(Vol. 1) / National Council of google schola Beaven. M. H. / 1997 / Individual goal setting. self-evaluation and peer evaluation. in: Evaluation writing ; describing, measuring, judging / NCTE : 135 ~ 153 google schola Bruner, J. S. / 1986 / Actual minds, possible worlds / Harvard University press google schola Defina, A. A. / 1992 / PortFolio assessment. Getting started / Scholastic Professional Books google schola

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