플립러닝 체육수업 운영에 대한 초등 교사의 인식 분석

Abstract

Objectives The purpose of this study was to explore information and implications for applying flipped learning to physical education classes by analyzing elementary school teachers' perceptions of flipped learning physical education classes. Methods A questionnaire survey of 223 elementary school teachers across the country, focusing on teachers teaching in the G Province, and 210 data were collected and frequency analysis was conducted using SPSS 23.0 for Windows. Results Elementary school teachers recognized that flipped learning physical education classes were necessary, and a high percentage of respondents responded to the purpose and purpose of flipped learning physical education classes as ‘reflecting the needs of the times for future education’ and ‘freeing up time for the development of learner-centered activities.’ There was a strong perception that the operation of flipped learning physical education classes required teacher competencies such as ‘class design ability’ and ‘communication skills’. In addition, 17.6% of primary school teachers experienced flipped learning physical education classes, which were mainly taught in competitive and challenging areas, and the duration of operation was mainly around 6 months, and the operation was recognized as having a higher effect than traditional physical education and classes when managing flipped learning physical education classes. The educational implications of the research are as follows: First, flipped learning physical education classes have a high educational effect and sufficient meaning to be an alternative to future physical education. Second, in order to effectively practice flipped learning physical education classes, it is urgent for teachers to develop their ability to design lessons, and the possibility of practice can be enhanced through teacher learning community, faculty training, etc. Third, it was suggested that in order to effectively oper-ate flipped learning physical education classes, systematic preparation is necessary by providing a comprehensive environment such as digital ethics education and the construction of IT infrastructure. Conclusions Elementary teachers' experience and perception of flipped learning physical education classes are expanding, but they must be supported by the establishment of an environment that increases their viability.