메뉴 건너뛰기
.. 내서재 .. 알림
소속 기관/학교 인증
인증하면 논문, 학술자료 등을  무료로 열람할 수 있어요.
한국대학교, 누리자동차, 시립도서관 등 나의 기관을 확인해보세요
(국내 대학 90% 이상 구독 중)
로그인 회원가입 고객센터 ENG
주제분류

추천
검색

논문 기본 정보

자료유형
학위논문
저자정보

홍선미 (진주교육대학교, 진주교육대학교 교육대학원)

지도교수
이호철
발행연도
2021
저작권
진주교육대학교 논문은 저작권에 의해 보호받습니다.

이용수9

표지
AI에게 요청하기
추천
검색

이 논문의 연구 히스토리 (2)

초록· 키워드

오류제보하기
본 연구는 초등 특수학급에서 지적장애 학생들을 대상으로 체육과 특수교육 교육과정을 적용한 수업을 실시하고, 학생과 교사의 수업 참여 모습을 분석함으로써 향후 초등 특수학급에서 체육과 지도 시 필요한 기초자료를 제공하는데 그 목적이 있다. 연구 참여자는 초등 특수학급에 배치된 지적장애 학생 2명과 연구자인 교사이며, 2020년 9월부터 2021년 2월까지 2015 개정 체육과 특수교육 교육과정 3-4학년군 도전 영역 중 거리 도전과 동작 경험을 총 27차시에 걸쳐 수업을 실시하였다. 본 연구를 위해 학생 행동 관찰일지, 개별화 교육계획 및 평가, 수업 촬영 및 분석, 교사 수업 반성일지를 통해 자료를 수집하였으며, 특히 수업 동영상은 전사 및 반복적 읽기를 통해 귀납적 범주 분석에 의해 분석되었으며, 이를 통해 의미있는 주제어들이 도출되었다. 이러한 연구 과정을 통해 나타난 결과를 요약하면 다음과 같다.
첫째, 학생들의 수업 참여도를 살펴보면, 지적장애 학생들은 체육 수업을 즐겁게 생각하였다. 타 교과에 비해 몸을 움직일 수 있고 새로운 동작이나 특정 운동 기능을 배울 수 있으며, 운동 기능 실력 향상은 곧 나도 할 수 있다는 자신감으로 이어져 학업성취를 느낄 수 있기 때문이었다. 그리고 친구와 어울려 공부한다는 것 자체만으로도 수업을 즐겁게 생각하였다. 동시에 체육 수업 역시 지루하게 생각하기도 하였는데, 그 이유는 운동 기능 습득 위주의 반복연습은 수업에 대한 흥미를 크게 떨어뜨렸으며, 4학년 지적장애 여학생의 경우 사춘기에 접어들어 움직이는 것 자체를 싫어하고 귀찮아하였다. 그리고 지적장애 학생들이 가지는 특성으로 인해 설명이나 지시 이해 부족, 방향 개념 및 감각기능의 미흡으로 특정 동작이나 활동하는데 많은 어려움을 보였으며, 지나치게 타인에게 의존하는 경향도 두드러졌다.
둘째, 연구자인 교사의 체육과 지도 역량을 살펴보면, 수업 초기 체육 관련 전문지식 및 지도경험 부족으로 다소 어려움을 보였으나 점차 지도실력이 향상되었으며, 학생들의 수행 성취감은 교사의 가르치는 보람과 성취감 습득으로 이어졌다. 하지만 과제 수행을 위한 명확한 설명 부족, 다양한 신체 활동 위주의 수업보다는 운동 기능 향상에의 집착, 지적장애 학생들의 특정 행동으로 인해 강압적인 언어와 행동, 감정 표출이라는 한계도 보였다.
셋째, 학습 환경 활용 및 원격수업 적용을 살펴보면, 학년별 체육관 사용 시간표가 미리 정해져 있어 체육관 사용이 어려웠으며, 특수교육 보조인력의 미배치로 교사 혼자 수업 하기에는 어려움이 있었다. 그리고 코로나-19로 인해 학년별 등교 및 원격수업이 병행되다 보니 학생들이 실질적으로 수업에 참여하는 횟수가 적었으며, 수업내용을 수시로 변경해야 했다. 특히 스마트 기기 사용에 어려운 지적장애 학생들이 원격수업에 참여하기 위해서는 학부모님들의 절대적인 도움과 협조가 필요했다.
본 연구를 통해 교사는 교과 지도 전문성을 향상할 수 있었으며, 지적장애 학생들은 교과에 대한 경험을 넓히고 체육수업을 통해 학업적 성취감을 느낄 수 있는 기회가 되었다. 또한 연구결과가 전이되어 장애학생과 함께 체육수업을 진행함에 있어 수업 현상을 이해할 수 있는 도움 자료가 될 것이다.

목차

국문초록 ············································································································ⅰ
표 목 차 ············································································································ ⅲ
Ⅰ. 서 론 ························································································· 1
1. 연구의 필요성 ························································································ 1
2. 연구 문제 ································································································ 4
3. 연구의 제한점 ························································································ 5
4. 용어의 정의 ···························································································· 6
Ⅱ. 연구방법 ··················································································· 8
1. 연구 참여자 ···························································································· 8
2. 연구 환경 ······························································································ 15
3. 자료 수집 및 분석 ·············································································· 16
5. 연구의 진실성 및 윤리성 ·································································· 18
Ⅲ. 수업 실행기 ··········································································· 19
1. 사전준비: 교육과정 이해 및 내용 선정 ········································· 19
2. 프로그램 실행 ······················································································ 23
Ⅳ. 연구 결과 및 논의 ······························································· 31
1. 하늘이와 바다의 체육수업 경험 ······················································ 31
가. 체육수업은 즐거워 ········································································ 31
나. 체육수업은 그저 그래 ·································································· 52
다. 몸 따로 마음 따로: 나의 한계 ··················································· 57
2. 연구자의 체육수업 지도 역량 변화 ················································ 70
가. 체육교과 교수기술 향상 ······························································ 70
나. 축척되는 성취감과 책무감 ·························································· 73
다. 나의 한계 ························································································ 84
3. 학습환경 활용 및 원격수업의 한계 ·············································· 104
가. 학습환경 활용에 대한 고민 ······················································ 104
나. 원격수업 적용의 어려움 ···························································· 109
Ⅴ. 요약 및 시사점 ··································································· 112
참고문헌 ········································································································ 115
부록 ················································································································ 118
ABSTRACT ···································································································· 150

최근 본 자료

전체보기

댓글(0)

0