TBL 현장중심 유아동작 교과의 효과성 연구

Abstract

Objectives The purpose of this study is to investigate the effectiveness of the TBL field-based early childhood movement subject, focusing on the perception and level of early childhood movement education, movement teaching efficacy, and cooperative self-efficacy. Methods For this, SPSS 25.0 was used to verify the statistical significance between the pre-average score of the research variables and the post-average score of 45 students who took the TBL field-based early childhood movement education among early childhood education students of A University in Chungcheong-do. The corresponding sample T-test, which compares and analyzes the data of paired samples of study variables, was confirmed in the 95% confidence interval. Results These are the main findings. First, it showed that the descriptive statistics for each variable of the perception of movement education, movement teaching efficacy, cooperative self-efficacy were higher than the median, whereas the post-score of the level of movement education was in the 3 point range and the pre-score was relative low in the 1 point range. Normality has been shown to be satisfactory. The difference in the average score of the research variables between pre- and post- TBL field-based early childhood movement education classes was found to have improved from at least .16 to 2.15 points. In addition, as a result of verifying the difference between pre- and post scores in the importance, necessity, and practicability of early childhood movement education, the post-average score was higher than the pre-average score, and had statistically significant differences. Second, it was found that there was a statistically significant difference in the effect of the TBL field-based early childhood movement subjects on the perception and the level of early childhood movement education, movement teaching efficacy, and cooperative self-efficacy. This can be interpreted as the effectiveness of the early childhood movement subjects applied with the TBL field-based innovation teaching method has been verified. Conclusions The results of this study were helpful in improving early childhood teachers’ confidence in applying movement education to the early childhood education field. These are the results of confirming the effectiveness of improving their expertise in early childhood movement education. Through this, we suggested the ways to apply the TBL field-based innovation teaching method to the early childhood education subjects.