부분 몰입 영어 교육에 따른 농구학습 효과의 비교 분석

Abstract

The aim of this study is that when we apply to teaching method of physical education and English partial immersion instruction program at the basket ball class in elementary school for realization of education for improvement of physical education teaching method and globalization. For achieving purpose of this study, basket ball class had been conducted to 2 classes, each class 30 student, once a week for twelve weeks at basket ball class in YMCA sports club which is located in Seo-gu Gwang ju, and after conducting this experiement, we analyzed consequence of agreeing with the aim of this study. The test for psychomotor domain had been conducted by using three ways which is proper to each generation ;Speed Spot Shooting Test, Passing Test, Control Dribble Test , developed by AAHPERD. The test for affective domain had been conducted by using questionnaire that at first Kenyou (1986) used and Jae-woo Ha reorganized and I also revised. In the test of cognitive domain, I revised the questions on curriculum evaluation center site after consulting with expert of physical education and used these. The test of cognitive domain was conducted after finishing 12 period classes. T-test was conducted to know the differences in achievement of study aim with each function variable of two groups, and consequences are like that: First, regarding test of psychomotor domain , when we compare two groups, the average of shooting and dribble in controlled group is higher than others and on pass, although uncontrolled group is a little bit higher than controlled group, meaningful difference wasn't shown statistically. Regarding the changes between before test and after test about psychomotor domain of two groups, controlled group showed meaningful difference at the level of p=.001 on shooting, pass and dribble and uncontrolled group show meaningful difference at the level of p=.001 on shooting and dribble and at the level of p=.05 on pass. It means that each class model turned out as appropriate model for improvement for psychomotor domain. At the comparison of consequence after test of psychomotor domain, dribble variable showed meaningful difference at the level of p=.001 and pass variable showed meaningful difference at the level of p=.05 but shooting didn't showed any meaningful difference. The consequence of psychomotor domain shows that although it is limited to use professional words and sentences in physical education-English partial immersion instruction, it could contribute to achievement of study aim by repetition of basic English skills with making the amount of English and level limited. Second, at the test of affective domain between two groups, before test controlled group showed higher points at physical strength & health, mind of challenge and aesthetic value and although uncontrolled group was higher at practice of exercise and competition & detestation, the consequence of T-test didn't show meaningful difference statistically. Regarding the consequence of change between before test and after test of two groups, controlled group showed meaningful difference at the level of p=.001 on the sum of competition and practice of exercise & detestation and uncontrolled group showed the meaningful difference at the level of p=.001 on the mind of challenge and competition & detestation and at the level of p=.05 on physical strength & health. Regarding the comparison about affective domain between two groups after test, the meaningful difference on aesthetic value at the level of p=.05 appeared and it means that controlled group showed higher improvement in affective domain. According to the consequence of T-test, the group which was taught by English immersion instruction program showed higher improvement in affective domain. It means that the more input of basic English, the higher improvement of level of learner's action corresponding learner's experience and situational context. From this we can see the improvement of learner's affective domain. However, this consequence doesn't mean that the improvement of affective domain is higher in one class model and of course there are some differences but every class model can bring the improvement of affective domain. Third, the experiment of affective domain before test between two groups has a little bit different average but as a consequence of T-test, there is no meaningful difference and the improve effects from teaching by two groups are similar. From the statistic consequence of this study, we can see that partial immersion instruction program of English and physical education offer a condition for using English and it also affects improvement for own subject context. we can see this in the precede thesis in abroad and as in case of physical education, the class doesn't give complicated theory and knowledge and just give simple explanation and practice, students who are adjusted to simple English instruction can achieve the learning points of physical education without any trouble. Nowadays, English skills have became very important and also the changes of education have been required, so for this time immersion instruction program could be one of the alternatives. However, the reason immersion instruction program far from public education despite efforts for conduction immersion instruction program is lack of preparation period and some suggested policies were not appropriate for our country's situation. If we reexamine some successful precedent in other countries and prepare this for enough time, more affective and more effective ways for immersion instruction program will be suggested and it can bring development of subject context and English skills.