고등학교 체육수업의 교수행동과 실제학습시간에 관한 조사연구

A Study on the Teaching Behaviors and Academic Learning Tune of Physical Education in High School

&nbsp;&nbsp;This study aims to examine a physical education teacher&quot;s instruction activities by analyzing students&quot; learning activities and testifying the instruction&quot;s efficiency. For this objective, 10 high school teachers and 10 students in Busan took part in the record analysis of teaching behaviors and academic learning time. The data were statistically processed by the SPSS/PC+ V11.0 program. The findings are as follows :<BR>&nbsp;&nbsp;1. A physical education teacher&quot;s instruction activities were in the order of teaching &amp; guiding(18.28%), class management(17.06%), supervision(16.28%), corrective feedback(8.06%), demonstration(7.11 %), positive technical feedback (5.06%), and negative technical feedback(4.78%). More than a half(that is, 51.62%) in the first three parts means no diverse use of supplementary materials, unsystematic use of time operation, and no provision of task-oriented learning. Students&quot; learning activities appeared in the order of athletic performance(27.00%), knowledge(25.67%), waiting(21.50%), movement(13.72%), operation(9,61%), and non-task activities(2.50%). The low amounts of academic learning time brought about a relative decrease of students&quot; joining and corrective feedback.<BR>&nbsp;&nbsp;2. In the relationships between a teaching behaviors and learners&quot; academic learning time, there was positive correlation in encouragement, positive technical feedback, corrective feedback, and students&quot; joining. However, negative correlation turned up in teaching &amp; guiding, asking, being idle, and answering. In conclusion, systematic and organic instruction activities were missing because of passive supervision and routine learner activities. That&quot;s why we need efficient roll call, quick movement and cleanup, simple and clear directions, and so forth. Among other negative variables are the higher teacher-student ratio compared with some advanced countries, tough instruction conditions in the playground, insufficient teaching aids and facilities, and the longer waiting time.