스포츠교육학 총론(2판)(양장본 HardCover)
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『스포츠교육학 총론』은 크게 스포츠교육론, 체육교수론, 체육교육과정 및 평가론, 체육과 교사교육론의 4부로 구성되어 있다. 제1부 스포츠교육론에서는 스포츠교육학의 성립과 발달, 스포츠교육학의 연구방법 및 연구성과 등에 초점을 맞추어 기술하였다. 제2부에서는 효율적인 체육수업, 교수기능, 체육수업모형, 체육교수 스타일, 반성적 체육 수업 등에 중점을 두어 집필하였다. 제3부 체육교육과정 및 평가론에서는 체육교육과정의 이해, 체육교육과정의 모형, 체육교육과정의 변천 및 체육과의 학습평가에 관해 다루었다. 여기에서는 2007년 개정 교육과정과 2009 개정 교육과정에 따른 2011 체육과 교육과정 개정의 배경, 개정의 중점 및 주요 개정 내용에 관해 기술하였다. 또한 새로이 개정된 2015 개정 교육과정에 관한 내용과 수업지도안 자료를 추가하였다. 제4부에서는 체육교사교육 분야에 관해 기술하였다. 특히 체육수업 장학, 체육교사교육과정 및 체육교사지식에 관한 내용들을 중점적으로 살펴보았다.
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제I부 스포츠교육론
|제1장| 스포츠교육학 개관 ··················································································11
제1절 스포츠교육학의 성립 ··········································································12
제2절 스포츠교육학의 발달 ··········································································18
|제2장| 체육교육 개관 ·························································································27
제1절 체육의 개념 ························································································28
제2절 체육교육의 동향 ·················································································41
|제3장| 연구방법 및 연구성과 ············································································49
제1절 연구방법 ······························································································50
제2절 양적 연구와 질적 연구의 차이 ··························································72
제3절 스포츠교육학의 연구성과 ···································································76
제II부 체육교수론
|제4장| 체육교수와 효율적인 체육수업 ····························································101
제1절 교수-학습 ·························································································102
제2절 교수 연습법 ······················································································111
제3절 교수 기능의 개선 ·············································································115
제4절 체육학습 내용개발 ············································································119
제5절 효율적인 체육수업 ············································································124
제6절 예방적 수업운영 ···············································································134
|제5장| 체육수업모형 ························································································159
제1절 모형중심의 체육수업 ········································································161
제2절 체육수업모형의 종류 ········································································164
|제6장| 모스톤의 교수 스타일 ··········································································239
제1절 교수·학습에 대한 사고 ····································································240
제2절 스펙트럼의 개요 ···············································································242
제3절 교수 스타일의 특성 ··········································································247
|제7장| 반성적 체육수업 ···················································································285
제1절 반성적 수업의 개념과 모형 ·····························································286
제2절 예비교사를 위한 반성적 체육수업 실습 ··········································300
|제8장| 체육수업 지도의 실제 ··········································································309
제1절 체육학습 지도계획 ············································································310
제2절 체육수업 계획의 실제 ······································································316
제3절 단원 계획 및 교수·학습과정안 작성법 ···········································328
제4절 체육수업 분석법 ···············································································333
제III부 체육교육과정 및 평가론
|제9장| 체육교육과정의 이해 및 개발 ······························································347
제1절 교육과정의 이해 ···············································································348
제2절 교육과정 이론 ···················································································351
제3절 체육교육과정 개발 ············································································365
|제10장| 체육교육과정의 변천 및 모형 ·····························································377
제1절 우리나라 체육교육과정의 역사 ························································378
제2절 2007년 개정 체육과 교육과정 ························································394
제3절 2009 개정 교육과정에 따른 2011 체육과 교육과정 ····················410
제4절 2015 개정 체육과 교육과정 ···························································433
제5절 체육교육과정 모형 ············································································456
|제11장| 체육과 학습평가 ···················································································483
제1절 체육학습평가 ····················································································484
제2절 체육학습의 대안적 평가 ···································································513
제3절 연간평가계획서 작성 사례 ·······························································526
제IV부 체육과 교사교육론
|제12장| 체육수업 장학 및 교사교육 ·································································545
제1절 수업장학 ···························································································546
제2절 수업장학의 유형 ···············································································552
제3절 체육수업 장학의 모형 ······································································562
제4절 체육교사연수 ····················································································572
제5절 대안적 체육교사연수 ········································································583
|제13장| 체육교사 교육과정 ···············································································591
제1절 우리나라의 교사양성 ········································································594
제2절 체육교사양성 ····················································································601
|제14장| 체육교사지식 ························································································609
제1절 교사지식의 유형 ···············································································610
제2절 체육과 수업지식(PCK)의 개념과 요소 ············································619
제3절 교사지식 연구와 연구 동향 ·····························································629
참고문헌__637
찾아보기__659
제I부 스포츠교육론
|제1장| 스포츠교육학 개관 ··················································································11
제1절 스포츠교육학의 성립 ··········································································12
제2절 스포츠교육학의 발달 ··········································································18
|제2장| 체육교육 개관 ·························································································27
제1절 체육의 개념 ························································································28
제2절 체육교육의 동향 ·················································································41
|제3장| 연구방법 및 연구성과 ············································································49
제1절 연구방법 ······························································································50
제2절 양적 연구와 질적 연구의 차이 ··························································72
제3절 스포츠교육학의 연구성과 ···································································76
제II부 체육교수론
|제4장| 체육교수와 효율적인 체육수업 ····························································101
제1절 교수-학습 ·························································································102
제2절 교수 연습법 ······················································································111
제3절 교수 기능의 개선 ·············································································115
제4절 체육학습 내용개발 ············································································119
제5절 효율적인 체육수업 ············································································124
제6절 예방적 수업운영 ···············································································134
|제5장| 체육수업모형 ························································································159
제1절 모형중심의 체육수업 ········································································161
제2절 체육수업모형의 종류 ········································································164
|제6장| 모스톤의 교수 스타일 ··········································································239
제1절 교수·학습에 대한 사고 ····································································240
제2절 스펙트럼의 개요 ···············································································242
제3절 교수 스타일의 특성 ··········································································247
|제7장| 반성적 체육수업 ···················································································285
제1절 반성적 수업의 개념과 모형 ·····························································286
제2절 예비교사를 위한 반성적 체육수업 실습 ··········································300
|제8장| 체육수업 지도의 실제 ··········································································309
제1절 체육학습 지도계획 ············································································310
제2절 체육수업 계획의 실제 ······································································316
제3절 단원 계획 및 교수·학습과정안 작성법 ···········································328
제4절 체육수업 분석법 ···············································································333
제III부 체육교육과정 및 평가론
|제9장| 체육교육과정의 이해 및 개발 ······························································347
제1절 교육과정의 이해 ···············································································348
제2절 교육과정 이론 ···················································································351
제3절 체육교육과정 개발 ············································································365
|제10장| 체육교육과정의 변천 및 모형 ·····························································377
제1절 우리나라 체육교육과정의 역사 ························································378
제2절 2007년 개정 체육과 교육과정 ························································394
제3절 2009 개정 교육과정에 따른 2011 체육과 교육과정 ····················410
제4절 2015 개정 체육과 교육과정 ···························································433
제5절 체육교육과정 모형 ············································································456
|제11장| 체육과 학습평가 ···················································································483
제1절 체육학습평가 ····················································································484
제2절 체육학습의 대안적 평가 ···································································513
제3절 연간평가계획서 작성 사례 ·······························································526
제IV부 체육과 교사교육론
|제12장| 체육수업 장학 및 교사교육 ·································································545
제1절 수업장학 ···························································································546
제2절 수업장학의 유형 ···············································································552
제3절 체육수업 장학의 모형 ······································································562
제4절 체육교사연수 ····················································································572
제5절 대안적 체육교사연수 ········································································583
|제13장| 체육교사 교육과정 ···············································································591
제1절 우리나라의 교사양성 ········································································594
제2절 체육교사양성 ····················································································601
|제14장| 체육교사지식 ························································································609
제1절 교사지식의 유형 ···············································································610
제2절 체육과 수업지식(PCK)의 개념과 요소 ············································619
제3절 교사지식 연구와 연구 동향 ·····························································629
참고문헌__637
찾아보기__659
저자
저자
김대진
저자 김대진(전북대학교 교수)은
1977 서울대학교 체육교육과 졸업
1981 서울대학교 대학원 석사
1990 미국 오레곤 대학교 석사
1996 미국 오하이오 주립대학교 박사
1980-1983 한국교육개발원 연구원
1983-현재 전북대학교 교수
한국스포츠교육학회 회장 역임
(현) 한국스포츠교육학회 고문
4차 및 2011 체육과 교육과정 연구 및 개발참여
'즐거운 생활' 연구 및 개발 참여
생각하는 운동(저), 현대 스포츠교육학의 이해(편저), 장애인스포츠 지도자연수(공저) 등
1977 서울대학교 체육교육과 졸업
1981 서울대학교 대학원 석사
1990 미국 오레곤 대학교 석사
1996 미국 오하이오 주립대학교 박사
1980-1983 한국교육개발원 연구원
1983-현재 전북대학교 교수
한국스포츠교육학회 회장 역임
(현) 한국스포츠교육학회 고문
4차 및 2011 체육과 교육과정 연구 및 개발참여
'즐거운 생활' 연구 및 개발 참여
생각하는 운동(저), 현대 스포츠교육학의 이해(편저), 장애인스포츠 지도자연수(공저) 등
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