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유재복 ( You Jai-Bok ) - 중앙대학교 사회개발대학원
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Abstract
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The study reserches the related conlents of the health educalion in the existing gymnastics and the domestics textbook, catches learning-teaching contents by the health-control function and compares the contents with the health-education curriculum of the Texas State in America. This study is questioned and reserched the general features of the teachers who is change in the health education, their attitudes about the teaching of it, and the recognition degree about their health education. The results above is like the following. 1. Learning-teaching contents by the health-control function. The domestics and gymnastics which contains the health education contents, is not discripted continually and at the same time is short of the contents in the health-control function according to the students’individual domains. Also the recent serious problems, (that is, Smoking, Drinking and Medical poisoning, Emotion, and Psychic domains) were no mentioned. 1) In gymnastics textbook, the physical domains are mentioned 8,9 in juinor, and senior class, the affective, psychic domains only senior class and the social domains only 1 grade except junior and senior class. Growth-development function is concentratedly stated only 1 grade in physical domains and there is no stated in. The social domains are referred a little in senior class. In cure-recovery functions, the physical domains is being taught in 2, and 3 grade, but not 1 grade. Specialty, the social domains are being taught in all grade, but the affective domains are not at all 2) In the subject of domestics, the physical domains of the daily life functions are taught in all the years, but the emotional mental domains are taught a little in 1 and 2 grades. The growth-development functions are being taught about the nutrition-health, in the Physical parts of all grades, and the emotional-mental, social domains are being taught some in 7 and 8 grade except 3 grade. he cure-recovery functiors are taughl in only 1 grade. the contents of rehabilitative functions are not being taught like gymnastics. 2. The general characterislics of the health-education teachers and the health-education. In the calss field, the average age of gymnastics-teachers is from 35 to 40 years old, and it of domestics teachers is from 24 to 29 years old. 1) In the class-hours a week, the gymnastics teachers take lessons 3 hours (75.6% ) and the domesties teachers 4 hours !65.6% ). In "the health-lessons hours alloted"in a senister,3 or 4 hours is 38.7% and no hours is 18.0% in gymnastics teachers. On the other hand, there is no hours to teaoh the health-education in domestics teachers. About the opinion : the health subject must be laught as s indepenfient subject, 42.9% of the gymnastics leachers agreed and 45.3% of the domestics teachers did. 2) The factors which have an influence upon the heallh-teachers #. In age, the class lesson hours of a week(r= .0014), the confident manner about the lessons(r= .0485) and the necessity of the lessons (r = .0316) are closely related one anolher. # . In serves, the lesson hours a class(r= .0000), the alloted hours of health lesson a semister(r= .0000) the confident manner about the class(r= .0001), the quantity of lesson(r= .0001):and, the teacher’s belief(r= .0264) are co-related one another. #. In subject in change, the class hours a week(r= .0000), the alloted hours of health-lesson a semister(r= .0000) the quantity of the lesson( r= .0114) are co-related each other. #. In majority, the class lessen hours a week(r= .0000) the alloted hours of health lesson a semisler(r= .0000) the quantity of the lesson are co-related each other. The quantity of lesson and the confidence about the lesson, (r = .3223) and the quantity of lesson and the interest of lesson (r = .2450) are co-related each other.
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KeyWords
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원문 및 링크아웃 정보
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등재저널 정보
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