http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 이한주(HanJ.Lee) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
스포츠교육학 : 중학교 2학년 체육교과 인지적 영역 지필평가 문항의 내용과 수준 분석
김인숙(InSookKim),이한주(HanJ.Lee) 한국체육학회 2004 한국체육학회지 Vol.43 No.4
The purpose of this study was to analyze the paper-pencil test items for evaluating cognitive domain in 8th grade Physical Education (PE). Paper-pencil tests that commonly used for final test in PE were used as data source. Data were collected from 14 middle schools of 11 school districts in Seoul. Total of 530 items were analyzed. Hwang (2002) and Bloom’s (1956) taxonomy were used as a framework for analysis. More specifically, we analyzed and categorized test items by types of question, topics, and levels of abstraction of questions. Results of this study showed that most of the items (96.6%) were multiple-choice types of questions. More than a third of test items (34.7%) were developed from individual and team sport areas. Also, 86.4% of items were categorized as lower level of test questions asking recall of information or comprehension of the facts. Suggestions for writing test items to assess achievement of instructional objectives and to measure an appropriate level of student knowledge were discussed.
-
인문,사회과학편 : 협동학습수업이 축구단원 학업성취에 미치는 영향
김찬중(ChanJungKim),박형란(HyoungRanPark),이한주(HanJ.Lee) 한국체육학회 2007 한국체육학회지 Vol.46 No.5
이 연구의 목적은 협동학습수업모형 적용이 학업성취에 미치는 영향을 조사하는 것이다. 중학교 1학년 체육교과 축구단원을 협동학습모형과 전통적 수업모형으로 나누어 수업 후 심동적, 인지적, 정의적 영역에 미치는 영향을 분석하였다. 이 연구에는 중학생 64명(협동학습집단 32명, 전통적 수업집단 32명)이 참여하였다. 심동적 영역의 학업성취를 평가하고자 실험학교인 H중학교의 축구단원 수업의 수행평가 항목을 이용하였고, 인지적 영역의 학업성취 평가는 교육과정 평가원에서 제시한 문항을 이용하여 측정하였다. 정의적 영역의 학업성취 평가는 20개 문항의 태도 질문지를 사용하였다. 연구결과, 첫째, 협동학습집단은 전통적 수업집단보다 심동적, 인지적, 정의적 학업성취, 즉 체육점수가 높게 나타났다. 둘째, 협동학습집단의 남학생들이 여학생들보다 학업성취가 높게 나타났다. 셋째, 협동학습은 학생들의 학업수준이 높거나 중간이거나 낮거나에 상관없이 학업성취에 효과적인 것으로 나타났다. The purpose of this study was to examine the effects of cooperative learning(CL) model on students' achievement in the seventh grade soccer unit. Participants were seventh grade students(N=64) in a middle school. Quasi-experimental design, nonequivalent control group design with pretest and posttest, was used for this study. Control group(n=32) received traditional teacher-directed instruction while the experimental group(n=32) used CL instruction. Data were collected by students' achievement test(i.e., soccer skill test, knowledge test, and students' attitudes toward PE) before and after the three week soccer unit. Overall, the results of three-way ANOVA showed that students working with CL instructional modelexhibited significantly higher scores in the achievement test(F(1, 52)=42.736, p<.001). More specifically, students in CL instruction model showed greater improvements than teacher-directed instruction in the psychomotor, cognitive and affective domain. Male students showed better achievement gains than Female students who had the same forms of instruction.
-
인문,사회과학편 : 학생운동선수와 일반학생의 일상생활경험 비교
이만석(ManSeokLee),신형교(HyeongKyoShin),이한주(HanJ.Lee),권자연(JaYounKwon) 한국체육학회 2009 한국체육학회지 Vol.48 No.2
이 연구의 목적은 학생운동선수와 일반학생의 일상생활경험을 조사하는 것이다. 한국대학교(가명) 체육학과학생 78명(학생운동선수 42명, 일반학생 36명)이 연구에 참여하였다. 경험표집 질문지를 이용하여 자료를 수집하였으며, 빈도분석, 교차분석, 단일표본 t-test를 실시하였다. 연구결과 첫째, 학생운동선수와 일반학생의 일상생활에서 경험하는 주요 활동에는 차이가 있는 것으로 나타났다. 구체적으로 학생운동선수는 여가활동, 생활유지, 운동, 학업활동 순으로 나타났으며, 일반학생은 생활유지활동, 여가활동, 학업활동, 운동 순으로 나타났다. 둘째, 학생운동선수와 일반학생의 일상생활 활동 중 활동 공간에는 차이가 있는 것으로 나타났다. 구체적으로 학생운동선수는 생활유지 공간, 학교, 공공장소, 운동관련 공간 순으로 나타났으며, 일반학생은 학교, 생활유지 공간, 공공장소, 운동관련 공간 순으로 나타났다. 셋째, 학생운동선수와 일반학생의 일상생활 중에 경험하는 내적 심리상태는 주요 활동에 따라 차이가 있는 것으로 나타났으며, 활동 공간에 따라서도 차이가 있었다. The purpose of this study was to examine college student athletes’ and non-athletes' daily time use patterns. Research question was how student athletes’ time is distributed across different activity contexts? Seventy eight undergraduate students at a university located in large urban areas participated in this study. The sample consisted of 42 student athletes and 36 non-athlete students majoring in Physical Educautin. Time use patterns were measured using the Experience Sampling Method (ESM). Participants carried a small booklet of self-report forms and completed self-report forms when signaled over the course of one week. The ESM self-reported form contained open-ended questions, such as “What were you doing just before you were signaled?” Responses to this question were categorized into five broad categories of activities: schoolwork (i.e., classwork, homework), discretionary activities (i.e., socializing, leisure), maintenance activities (i.e., eating, resting), sport activities (drill or practice related to sport), and other activities. Results of this study showed that student athletes spent 43.1% in discretionary activities, 32% in maintenance activities, 16.3% in sport, 4.5% of their waking hours in schoolwork, and 4.1% in other activities. Non-athlete student spent 33.2% in maintenance activities, 26.1% in discretionary activities, 24.7% in schoolwork, 9.8% in other activities, and 6.2% in sport. Both student athletes and non-athletes experienced more positive affect and motivation during discretionary activities, whereas more negative emotional states during schoolwork. Findings suggested that differences in student athletes’ and non-athletes’ daily life activity experience might lead to difference in socialization outcomes.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
