[2판] 체육교수학습론 > 교과교육(각교과교육론)

하나, 예비 체육교사가 ‘체육교육의 이론과 실제’를 공부하는 기본서가 될 수 있도록 이론의 현장 적용을 위한 주요 사례 및 예시 자료 등을 구조화하여 쉽게 구성하였다.

둘, 체육교사가 학습지도 능력을 개발할 수 있도록 교수학습 관련 내용을 수업 상황에 맞게 설명하였다.

셋, 각 장의 끝부분에 ‘실전 문제’를 신설하여 초등교사 및 중등 체육교사 임용후보자 선정경쟁 시험, 스포츠지도사 등의 자격증 시험에 자주 출제되는 내용을 중심으로 문항을 재구성하여 제시하였다.

넷, 한 학기 강좌 운영에 도움이 되도록 교재를 구성하여 활용 편의성을 높였고, 제4부에 교사들의 전문성 향상에 도움이 될 수 있도록 ‘교사의 역할과 전문성’의 내용을 신설하였다.

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머리말 / 3

제1부 교수학습의 이해

제1장 체육교수의 이해 ·························································11

1. 목표지향 행동 ··························································13

2. 학습경험의 선정기준 ··················································18

3. 수업의 이해 ····························································24

4. 교수기능 ································································31

제2장 체육학습의 이해 ·························································41

1. 학습의 의미 ····························································43

2. 운동기능 학습 ··························································44

3. 운동학습 단계 ··························································47

4. 운동기능 학습요건 ·····················································50

5. 운동기능의 종류 ·······················································55

6. 운동기능 연습방법 ·····················································58

7. 학습의 전이 ····························································61

8. 학습자 특성 ····························································64

제2부 학습지도 능력의 개발

제3장 학습경험의 계획 ·························································75

1. 학습목표의 설정 ·······················································77

2. 교수학습경험의 계획 ··················································84

3. 운동과제의 계획 ······················································100

제4장 학습과제의 제시 ························································111

1. 학습자의 주의집중 ····················································113

2. 내용과제와 조직과제의 전달 ········································117

3. 과제전달 능력의 향상 ················································120

4. 과제전달 방법의 선택 ················································124

5. 학습단서의 선택과 조직 ·············································129

제5장 학습내용의 발달 ························································145

1. 학습내용의 발달과정 ·················································147

2. 학습내용의 발달적 분석 ·············································151

3. 기능의 특성과 내용발달 ·············································163

4. 게임기능과 내용발달 ·················································174

제6장 학습환경의 조성 ························································187

1. 효과적인 체육 학습 환경 ············································189

2. 수업운영체계의 확립 ·················································191

3. 자기통제력 및 책임행동의 개발 ····································201

4. 부적합 행동의 통제 ··················································207

5. 생산적인 학습 환경의 조성 ·········································213

제7장 학습동기 유발 ···························································223

1. 동기유발 이론 ························································225

2. 소통과 인격적 성장 ··················································238

3. 교수활동과 동기유발 ·················································242

4. 정의적 목표 ···························································254

제8장 교수학습 전략 ···························································261

1. 직접교수와 간접교수 ·················································263

2. 전달체계로서 교수학습 전략 ········································265

3. 교수학습 전략 ························································268

제3부 교수학습의 실제와 평가

제9장 교수학습의 실제 ························································303

1. 교수활동의 우선순위 ·················································305

2. 안전한 학습 환경의 유지 ············································306

3. 과제의 명확한 진술 ··················································307

4. 생산적인 학습 환경의 조성 ·········································308

5. 학습행동의 관찰 ······················································310

6. 피드백의 제공 ························································314

7. 과제의 수정 ···························································323

8. 간접 기여행동 ························································327

9. 비기여 행동 ···························································330

제10장 교수학습의 평가 ························································333

1. 평가의 목적 ···························································335

2. 평가의 유형 ···························································338

3. 평가의 타당도와 신뢰도 ·············································343

4. 평가기법 ·······························································351

5. 수행평가 ·······························································367

6. 평가의 실행 ···························································383

7. 성적산출 방법 ························································387

제4부 교사의 역할과 전문성

제11장 교사의 역할과 자질 ····················································401

1. 교사의 역할 ···························································403

2. 교사의 자질 ···························································416

제12장 교사의 전문성 성장 ····················································423

1. 전문성 있는 교사 ·····················································425

2. 교사의 전문성 성장 단계 ············································429

3. 교사의 전문성 성장 유형 ············································437

참고문헌 ···································································443

찾아보기 ···································································451

저자소개

손천택孫天澤

오하이오주립대학교OSU에서 체육교사교육을 전공하고 1989년부터 2019년까지 인천대학교에서 근무하였다. 한국스포츠교육학회 총무이사, 편집위원장, 회장을 역임하였다. 인천대학교 건설본부장, 교무처장, 학생처장, 스포츠과학연구소장을 역임하였다. 체육계에서 한국특수올림픽위원회 사무총장, 2014인천아시아경기대회경기사무차장, 국기원태권도 연구소장을 역임하고 현재 국기원 이사로 활동하고 있다. 체육훈장 거상장, 대한민국체육상 최우수 공로상, 올림픽성화회 학술연구상을 수상하였다. 대표저서로 체육교수이론, 체육학습지도의 체계적 접근, 코칭론 등이 있다.

유창완柳昌完

서울대학교를 졸업하고 인천대학교에서 스포츠교육학 전공으로 박사학위를 취득하였다. 1990년도부터 서울 소재 중ㆍ고등학교 교사로 근무하다가 2014년부터 한국교육과정평가원에서 학교체육과 체육과 교육과정을 연구하였다. 2019년부터 인천대학교 체육교육과 교수로 근무하고 있다. 체육계에서는 교육부 산하 학교체육진흥중앙위원회 위원장으로 활동하고 있다. 대표 저서로 체육수업잘하기, 초등학교 생존수영교육 매뉴얼 등이 있다.

고문수高文洙

경인교육대학교를 졸업하고, 인천대학교에서 스포츠교육학 전공으로 박사학위를 취득하였다. 인천광역시 관내 초등교사(13년), 경희대학교 학술연구교수로 있다가 2013년 2월부터 경인교육대학교 체육교육과 교수로 근무하고 있다. 체육계에서 한국스포츠교육학회 부회장, 한국체육교육학회 부회장, 한국초등체육학회 학술위원장으로 활동하고 있다. 대표 저서로는 초등체육수업론, 초등체육교수학습론, 대학교수의 스포츠교육 이야기 등이 있다.

박상봉朴祥鳳

서울교육대학교를 졸업하고, 인천대학교에서 스포츠교육학 전공으로 박사학위를 취득하였다. 서울특별시 관내 초등학교에서 근무하다가 2015년 8월부터는 서울교육대학교에서 예비교사들을 가르치고 있다. 한국초등체육학회 총무이사, 한국스포츠교육학회 학술이사로 활동하고 있으며 초등체육의 이론과 실제(공저), 초등학생을 위한 활기찬 체육수업(공역) 등을 저술하였다.

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