체육교사의 지도유형이 중학생의 학습몰입과 수업만족에 미치는 영향

Abstract

ABSTRACT

An Analysis of Learning Flow and class Satisfaction of Middle School Students to the Teaching Style of Physical Education Teacher

Yoon Jong-bae Advisor : Prof. Hyun-woo Kim Ph.D. Major in Physical Education, Graduate School of Education, Chosun University

The purpose of this study is to examine the impact of immersive learning and teaching middle school physical education teacher satisfaction this map type. In order to achieve this goal first, PE teachers learning the difference between commitment and satisfaction of junior classes depending on the type of the second map, Physical map type impact on learning commitment of teachers, and the third, the type of guidance on teaching physical education teacher satisfaction and the like effect was analyzed. To this end, the Eastern School District middle school students in the in vitro population located in Gwangju G Junior, M Junior, W Junior High, W of West Middle School District jurisdiction, O middle school students were selected, stratified random sampling method colony (stratified cluster random sampling) and sample was extracted name by using a total of 400. The questionnaire is part of the collection of survey data 36 missing, except for a dishonest one, and finally 364 questionnaires were used in this study.

Physical measurement tool to map the type of teacher questionnaire Chelladurai & Saleh (1977), holding the strip in the country has developed the leader behavior capstone (1997), gwonsunseok (2001), Jung Jeong-soo (2003), Hyŏn-suk Sin (2005) and the adaptation modified and supplemented by a questionnaire was used to examine the appropriateness and applicability of the information through the preliminary examination. Analysis of the collected data was utilized for statistical method, such as frequency analysis, ANOVA, correlation analysis, multiple regression analysis in accordance with the research problems. Based on the analysis result according to the above methods and procedures were derived as follows. First, the analysis of the difference between the learning flow of a map type of gymnast is as follows. All factors of learning engagement (self-purposive experience, process integration, information preoccupation, ritual behavior consistent, specifically feedback) minjuhyeong map types showed that increased involvement in the premise alone, it also showed high commitment to freedom bangimhyeong net. Second, the analysis of the differences in satisfaction according to map type class of physical education teachers are as follows: Classroom environment did not appear significantly different for each map type, class information, minjuhyeong, the premise alone, as they were satisfied with the freedom bangimhyeong order instruction. Class effect was observed and shown to minjuhyeong premise alone is highly satisfactory compared to the free bangimhyeong, showed that the class map is satisfied minjuhyeong higher than bangimhyeong premise type and freedom.

Third, map the type of physical education teacher was found to influence the learning flow. Looking specifically, the magnetic object has had experience affects the order of minjuhyeong, premise type, free bangimhyeong was found not to affect. The integrated process minjuhyeong, premise type, were influenced by both the free bangimhyeong order, occupied for the content in the order of the influence was minjuhyeong, premise type, free bangimhyeong was found not to affect. In addition to matching the behavior and consciousness minjuhyeong, was influenced by the order of the premise alone, freedom bangimhyeong was found not to affect. There were specific feedback affects the order of minjuhyeong, premise type, free bangimhyeong was found not to affect. Fourth, the map type of physical education teachers was found to affect the classroom experience. Looking specifically, the classroom environment and instruction, instructional leadership, instructional effects were influenced by the order of minjuhyeong, premise type in all factors, freedom bangimhyeong was found not to affect.