현행 중등학교 체육교육과정에 대한 목표개념 분석

Abstract

The purpose of the study was to examine physical education curriculum through analysis of the extent to which purpose concepts were present in existing curriculum of physical education at selected secondary schools in Seoul. In order to this purpose, the study was analyzed purpose concepts of curriculum domains and differences of purpose concepts by gender and grade. Curricula proposed by Goodlad(1979) are divided to focus for decision making of curriculum, and they include the formal, the operational, the experiential, and the perceived domain. Purpose concepts which were used in the study are 22 elements of purpose dimension in Purpose Process Curriculum Framework proposed by Jewett and Mullan(1977). The subjects and methods of the study were composed of 10 literatures related physical education and content analysis for the formal domain, 18 physical education classes and nonparticipation observation for the operational domain, 712 students and questionnaire investigation for the experiential domain, and 63 physical education teachers and questionnaire investigation for the perceived domain from eight different senior-high schools in Seoul. The data was analyzed by using the subprograms (Frequencies, t-test, one-way ANOVA and Schéffe test) of the SPSS PC+. On the basis of the results analyed in this study, conclusion are drawn as follows: 1. 21 purposes excepting leadership were existed in the formal domain. 2. 11 purposes including circulo-respiratory efficiency, mechanical efficiency, neuromuscular efficiency, joy of movement etc. were existed in the operational domain. 3. 7 purposes including joy of movement, relocation, object projection etc. were existed in the experiential domain. And there were differences in experiencing purpose concepts by gender and grade. That is, male students were significantly more positive in experiencing the purpose concepts than female. Also, upper grade students were significantly more positive in experiencing the purpose concepts than lower-grade. 4. 21 purposes excepting cultural understanding were existed in the perceived odmain. And there were no differences in the perceiving purpose concepts between male and female physical education teachers. 5. Physical education curriculum at selected secondary schools did not implement desirably. Because only 5 purposes (joy of movement, relocation, object projection, object reception and competition) were existed in each of the four curriculum domains.