개인의미 교육과정모형에 의거한 특수체육 목표인식 분석연구

Abstract

The purpose of this study was to investigate the adapted physical education on the basis of 22 purpose concepts in Purpose Process Curriculum Framework developed by Jewett and Mullan(1977). The purpose dimension consists of three key concepts such as individual development, environmental coping and social interaction which are subdivided into seven major concepts: physiological efficiency, psychic equilibrium, spatial orientation object manipulation, communication, group interaction and culture involvement. The subjects were 150 students with disabilities, 110 college students majoring in special physical education, 99 teachers of special physical education. A questionnaire was designed to measure the perception of adapted physical education students and teachers on physical education purpose. Statistical methods employed in this study were t-test and one-way ANOVA. Results were as follows. First, there were significant differences in perception of the purpose concepts between those with disabilities and the students without disabilities. In general, the students with disabilities were more positive than the students without disabilities on their perception level of the purpose concepts. Second, the male students with disabilities were more positive than the female students without disabilities on their perception level of the purpose concepts. Third, the college students majoring in special physical education were more positive than those majoring in physical education on their perception level. Fourth, there were significant differences between the students who took a lecture of special physical education and students who did not take the lecture. Fifth, there were significant differences in the perception level between the male teacher and the female teacher. Finally, the teachers majoring in special physical education at college were more positive than other groups on their perception level of the purpose concepts.