본 연구의 목적은 연구자의 게임수업 개선을 위해 초등학교에서 전술게임수업을 계획하고 실행한 교사의 경험을 탐색하는 것이다. 본 연구를 통해 전술게임수업에서 나타나는 교사의 실행과정과 학생들의 다양한 경험을 이해하고, 게임수업에 전술적 접근을 시도하는 교사들에게 게임수업의 설계와 적용을 위한 시사점을 제공할 수 있을 것으로 기대한다. 연구 목적을 달성하기 위해 실행연구의 절차를 채택하였으며 2018년 4월부터 2019년 11월까지 2년 동안 초등학교 5학년 학생들을 대상으로 전술게임수업을 실행하였다. 자료 수집은 심층면담, 배움일기, 교수ㆍ학습 과정안, 연구자 수업일지, 수업 동영상 등을 통해 이루어졌다. 자료 분석은 김영천(2013)의 ‘질적 자료 분석의 일반적 과정’과 Carney(1990)의 ‘분석적 추상화의 다리(Ladder of analytical abstraction)’ 단계를 재구성하여 ‘귀납적 자료 분석 단계’를 활용하였다.
The purpose of this study was to explore the experiences of teachers who planned and implemented tactical games approaches in elementary schools to improve the game approaches of the researcher. Through such experiences, attempts were made to provide practical knowledge for the implementation of tactical games approaches such as tactical problems, tactical complexity, modified games, and teacher questioning that suit elementary student levels. Research problems presented to achieve such research purposes are as follows. First, how are the planning and implementation processes of tactical games approaches in elementary school? Second, what are the practical meanings of teachers and students who have experienced tactical games approaches in elementary school? Third, what are the reflective meanings of teachers who have implemented tactical games approaches in elementary school? To achieve such purposes, action research procedures were selected and tactical games approaches were implemented on fifth graders in elementary school for two years from April of 2018 to November of 2019. Data collection was made through in-depth interviews, learning journals, teachingㆍlearning course plans, class logs of the researcher, and class videos. In this study, the stages of the ‘general course of qualitative data analysis’ of Kim(2013) and the ‘Ladder of analytical abstraction’ of Carney(1990) were reconstructed and ‘inductive data analysis stages’ were used for data analysis. The practical meanings of field games gained based on the research processes above are as follows. First, teachers had difficulties while progressing field-type games in tactical games approaches. Researchers from the first implementation period lacked skill levels in learning the tactics of tee ball games. In the second implementation period, modified games for skill improvements were adopted and games approaches could be improved. Second, teachers adopted class management strategies for tactical game approach efficiency. Additional hours were reduced outside of class using routine class preparations and role distribution strategies, allowing focus to be given to game approaches. Third, the problem recognition skills of students improved through participation in tactical games approaches. Based on their recognition of tactical problems in tee ball-type games, there were improvements in their situational comprehension skills, situational judgment skills, and decision making abilities in off the ball situations. Fourth, the game performance of students improved. They experienced transfer through tactical games approaches and displayed skill improvements. The practical meanings of net games gained based on the research processes above are as follows. First, teachers made tactical efforts to maintain rallying in net-type games. By progressing with changes in game structures from cooperative games to competitive games, they aided students to improve their skills and naturally understand the rules for rallying. Second, teachers made efforts to connect tactics needed for net-type games. The adoption of one wall handball and deck tennis games allowed students to understand spatial movement and improve skills such as forehand and backhand. Third, students experienced transference while participating in net-type games. Similarities and differences were experienced as the principles of base positions learned in throw tennis were applied to free tennis and badminton games. The conclusions of this study are as follows. First, the researcher recognized the need for the meaning establishment of ‘learning’ with regard to elementary school game approaches through the implementation of a tactical games approach model. Second, to implement tactical games approaches in elementary schools, game knowledge structuralization and learning content reconstruction that take the function levels and cognitive levels of students into consideration are needed. Third, the system organization of the competitive domains of current elementary school physical education department curriculums presented games of respectively different domains from fourth grade to sixth grade and in detail, each grade was made to learn games of one domain with fourth grade learning invasion games, fifth grade learning field games, and sixth grade learning ne games. Fourth, examinations could be made of the changing processes of positive awareness regarding the game approaches of students participating in tactical games approaches through this study. Students stated that they felt a sense of responsibility participating in game approaches that all can enjoy without any excluded students and transference into life was also shown through applications of contents learned in class to the family or field. Therefore, proposals for future studies are as follows. First, research implemented until now used fifth grade students as research participants so research cases must be expanded from educational course dimensions by applying various domains to diverse grades. Second, the implementation of this study required the committed effort and time of teachers from class preparation to settlement. Third, this study regrettably did not reveal the relationship between the transference that occurs with games that mainly use the feet such as foot volleyball and kickball in net-type games and field-type games and the transference that occurs due to the use of the hands, feet, and tools.
목차
Ⅰ. 서론 11. 연구의 필요성 12. 연구목적 43. 연구 문제 44. 연구의 제한점 55. 용어의 정의 61) 전술게임수업 62) 실행연구 6Ⅱ. 연구 방법 71. 연구 맥락 71) 연구자이자 연구참여자인 ‘나’ 72) 연구참여자 103) 연구 현장의 이해 164) 연구를 위한 준비 172. 연구 설계 201) 실행연구 202) 연구절차 213. 자료 수집 및 분석 261) 자료 수집 262) 자료 분석 293) 연구 윤리의 준수 324. 연구의 신뢰성 확보 33Ⅲ. 전술게임수업 실행계획 361. 전술게임수업 1차 실행계획 361) 필드형 게임 1차 실행계획 372) 네트형 게임 1차 실행계획 502. 전술게임수업 2차 실행계획 561) 네트형 게임 2차 실행계획 562) 필드형 게임 2차 실행계획 63IV. 실행의 의미 741. 필드형 게임의 실행 의미 741) 교사가 경험한 전술게임수업의 어려움 752) 교사의 수업관리 전략 도입 773) 학생의 문제인식능력 향상 804) 학생의 게임수행력 향상 872. 네트형 게임의 실행 의미 891) 랠리를 위한 교사의 전술적 접근 902) 전술의 연결위한 교사의 노력 943) 전이를 경험한 아이들 96V. 반성적 성찰 1031. 모방가에서 전문가로 성장하기 1031) 모방적 단계: 좌충우돌 입문기 1032) 일상적 단계: 비약적 발전기 1103) 전문적 단계: 지속적 성장기 118VII. 요약 및 제언 1261. 요약 1262. 제언 128참고문헌 130부록 135
