2015 개정 중학교 체육과 교육과정의 적정성과 교과서 태권도 단원의 내용 적합성 분석

Abstract

Objectives The purposes of this study was to analyze the appropriateness of the 2015 revised physical education curriculum composition system of Taekwondo and the content suitability of the textbook Taekwondo unit to provide basic data that can correctly implement Taekwondo, our physical culture, in the revised physical education curriculum and textbooks.
 Methods For this purpose, the comparative methodology of the four-step research process of Bereday (1964)'s description, interpretation, juxtaposition, and comparison of the 2015 revised physical education curriculum document and 11 kinds of physical education textbooks was compared and analyzed.
 Results First, Taekwondo as a challenge area was presented as a speculative challenge, but it did not correspond to the value and meaning of the speculative challenge, and the meaning of the content characteristics of the speculative challenge was unclear and ambiguous. Taekwondo had a difference from the contents of the challenging area in terms of core concepts and generalized knowledge, but in terms of the content elements, it was different only in the classification form, and the details of the area type, field type, and net type competition activities are the same. Second, the Taekwondo content system implemented in physical education textbooks had the same direction, but there were many differences and limitations in the composition of contents. In terms of propositional knowledge, the contents were unclear or described as abstract in understanding Taekwondo. In terms of exercise function, it was found that it was somewhat difficult to understand the contents of the curriculum and the Taekwondo competition function presented in understanding. In terms of subject competency, training and practice were presented in a simplified way with equal meaning, and the meaning of overcoming is presented in a simple and abstract sense, even though it should be understood as a comprehensive superordinate concept including the meaning of practice. In terms of learning contents, learning contents showed many errors in concept explanation, title, and technical composition of Taekwondo. In terms of personality and safety education, it was analyzed that there was a limit to understanding, practicing and internalizing the value of virtue in terms of document level and formal level.
 Conclusions There were many problems in the appropriateness of the contents system of the physical education curriculum of Taekwondo and the contents composition of 11 kinds of textbooks, and there were many differences in the level between the textbooks.