남·북한 간의 초등학교 체육과 교육과정의 비교 연구

공기화,김수봉 부산교육대학교 초등교육연구소 2006 초등교육연구 Vol.21 No.-

The purpose of this study was two-fold; to enhance mutual understanding by analyzing in physical education and provide basic source for an integrated in physical education for unified country. To do this, the curriculum of elementary physical education was analyzed to overcome heterogeneity and antagonism between South Korea and North Korea, and to recover homogeneity and to increase understanding each oher. The conclusions were as follow; First, the curriculum of physical education has changed 7times in the South, but in North it has been frequently changed by influences of both ideology and idolization for Il-sung Kim and Jung-il Kim. Second, in terms of curriculum goals the South has focused on realizing a wish to move, enhancing physical strength, understand knowledge about exercise and health, and fostering impassioned communists as able builders of the socialist-communist country. Third, learning content of the curriculum in the South consists of four areas for grades 3 and 4, and six areas for grades 5 and 6. In the North, walking, running, disciplinary exercise, exercising with balls, throwing, up and down, and cultural exercises are the main contents of the curriculum. Especially, it is noticeable that some kinds of exercises related to the national defense such as ocean exercise and the training for height - growing are implemented. Fourth, physical education in the south is based on the National common basic Curriculum consisting of 10 subjects, but grades 1 and 2 are run as integrated subjects; On the basis of 34 weeks, 3 hours per week, and a total of 102 hours per year. The curriculum of th North consists of 10 subjects. On the basis of 38 weeks, classes for physical education are 2 hours per week from grade 1 to grade 4; thus, a total of 76 hours per year, and 304 hours for four years. It means that physical education takes th 8.4 percent of the total subjects. Finally, in the South assessment of physical education viewed as part of a circular process of education rather than as the termination of education was breaked down in detail and systematically presented. In the North, rather than assessing physical education all the students should take compulsory The Common people Fitness Test.

한국의 '즐거운 생활'의 개선방안

공기화 부산교육대학교 교육대학원 2004 논문집 Vol.6 No.-

'Amusive Life' is teaching to children in the elementary school from 4th curriculum till now. This subject is integrated physical education, music and art education in the lower level of the elementary school. This is unique subject were made to reduce instruction time units, but is not the tendency of global. Some problems in 'Amusive' Life are followed ; 1. Integral subjects of the elementary school in Korea is showed egoistic each subject. 2. 'Amusive Life' is integrated same topics, is not substantial integral subject. 3. Space of 'Amusive Life' is instructed in classroom that is taught Music and Art activities and so is negligence physical activity that is taught in the ground and gymnasium. 4. Instruction is taught music and art activities mainly, is not instructed integral education in 40 minutes. 'Amusive Life' instruction is limited by the time allotment of physical, music and art activities This study is suggested following methods for 'Amusive Life' improvement. 1. Physical education itself is an integrated subject, which cannot be incorporated in any form. It is a prevailing trend to separate it as an independent subject in the world. In order to conduct physical activity of 'Amusive Life' in low grades, more effectively, and 'Amusive Life' will be constitute art activities(Music and Fine art activities), Physical activity in 'Amusive Life' is order physical education of 3~6 grades. 2. 'Amusive Life' are constituted substantial integral subject that is integrated physical, music and art activities, and must reinforce supervision and retraining teacher for this instruction.

이해중심 게임모형을 적용한 태그형 게임 개발

공기화,최동식 부산교육대학교 초등교육연구소 2003 초등교육연구 Vol.18 No.-

The most common model of teaching games in elementary school is Technique Oriented Appreach model, instructions of this model are in good order, and are performed games after which children are learned partial skills of game. Therefore this model instruction don't allow fun and motivation. The alternative game model is suggested for the Teaching Game for Understanding model(TGFU) by Bunker & Thorpe(1982). The TGFU model was adoped as a fundamental curriculum model in the 7th revision of the physical education in elementary school. Tag games are low organized one, but this games may be applied to the invasion and fielding/run-scoring games. 3rd-6th grades children in Jang-an elementary school performed tag game which were applied to the TGFU. This study were analyzed the opinions and portfolios of children and teaching diary of teacher, and were assessed instruction materials. The conclusion of this study are summarized as follows; 1. Not only ball games were well applied Teaching Games for Understanding model but also tag games. 2. Tag games ere improved the game contents and tactics recognition. 3. During children were performing tag games, they improved the execution capability and skills of games. 4. 3rd grade children were more prefer to tag games than the upper graders. 5. Children were developed creation of game were performed tag game process.

한국의 국민학교 체육의 개선에 대한 제언 : 한국, 일본, 미국, 독일의 국민학교 체육교육과정을 비교하여

공기화 부산교육대학교 초등교육연구소 1994 초등교육연구 Vol.5 No.-

한국의 초등학교 민속놀이의 특징

공기화 부산교육대학교 초등교육연구소 2007 초등교육연구 Vol.22 No.-

Korean enjoyed a lot of traditional games. The games were transmitted from generation to generation for a long time. These games were written in various kinds of almanacs. This study were investigated the characteristics of Korea traditional games that were written in various kinds of almanacs and are exist in the curriculum contents for elementary school. Following conclusions were drawn based on such an analysis : 1. Characteristics of Korea traditional games. 가. Traditional games were originated naturally from agricultural districts and rural customs. 나. Korean enjoyed in various kinds of traditional games but these games' rule and construction are simple. 다. Traditional games can be performed easily without difficult skills. 라. These games' activities are static more than dynamic. 마. These games involved religious substances such as Buddhism, ancestor worship and shamanism. 바. These games were played monthly and the subdivisions of season. 사. These games were played distinctively according to gender and disparity of age. 아. These games were recreational activities that Korean were living. 자. These games did not develop because of salient social change. 2. Characteristics of the traditional games in the elementary school curriculums A. Traditional games were performed in the Recent Korean school 1) Teachers of physical education in the recent school inspired national patriotism into the heart of students through traditional games 2) Japanese who ruled over Korea interdicted playing Korean traditional games and they taught the Japanese games instead of those to Korean students in the elementary school games in the school. B. After liberation, contents of physical education in the elementary school. 1) Traditional games in the elementary school were involved in the third curriculum revision. 2) Activity domain in the traditional games indicated from 4th curriculum revision. It's name were 'Season activity and Traditional games'. 3) Essential traditional games over physical education in the elementary school were Too-ho game, Spin a top, Kite-flying, playing Korean style Shuttlecock, Rolling along a Hoop, Playing Yut, Korean style Seesaw, along Rope Skipping, Korean style wresting, Teak̈wöndo. 4) Many traditional games were indicated 'Amusement Life'.

韓國의 地域差가 平均身長과 最大發育年齡에서의 發育促進現象에 미치는 影響

孔琪和 釜山敎育大學 1988 부산교육대학 논문집 Vol.24 No.1

This study is an attenpt to elucidate the phenomena of Growth Acceleration of the Boys and Girls in Korean cites through the camparative analysis of the differences of their Mean Height and Maximum Increment Age in relation to their chronalogical difference and the size of the cities that they lived. The Subjucts for this study were 5683 boys and 5298 girls who were selected from the 44 cities. The sample cities were classified into four groups of the metropolitan, the medium, the small cities and the Rural according to their population. In order to investigate Growth Accleration of the boys and girls in each regional group, their mean heights at ages of 11. 14. and 17. years were analysed and were compared and Maximam Increment Age with one another. The results of this study are as follows. 1. Thoughtout the age the boys were generally taller than the girls except that the girls were taller than the boys at their age 10-12 on account of the Adolecent Growth. At the age of 17 the boys taller in their mena height than the girls by 11.34cm. The girls showed 2 year earlier Peak Height Velocity (PHV)-Age than the boys ; The PHV of the girls were 6.46cm/yr at the age of 10-11, abile that of the boy 7.39cm/yr at the age of 12-13. 2. The Secuar trend of the Growth Acceleratim in height from 1966 till 1985 showed a remarkable increase in height after 1974 in case of both the boys and girls. At the age of 17, the boys showed 2.3cm/10yr and the girl 0.9cm/10yr. 3. The boys showed an earlier MIA in 1985 then in 1965 by 1.92 year and the girls by 1.15year. 4. The bigger the cities was, the taller the height of the subjects. At the age of 17, the boys of the Metropolitan group were taller than those of the Rural group by 1.47cm, and in case of the girls the difference was 1.20cm. The boys of Metropolitan group showed a particalarly earlier Priv-Age than those of the Rural group by 1 year. 5. The bigger the city was, the earlier MIA was the boys of the Metropolitan group showed 0.78 year earlier MIA than those fo the Rural group and in case of the girls the difference was 0.52 year. 6. The bigger the city was, the better the Nutrition intake was the mean monthly income was. As a result found on the bigger city was, the taller the heigut was and the earlier the MIA was. From this phenomena, it can be said that arbanization was a great effect on the Growth Accoleration in height.

體級競技選手의 競技始作 姿勢가 발바닥에 미치는 影響

孔琪和 釜山工業大學校 1978 論文集 Vol.19 No.-

체급경기선수와 비체급경기선수의 발바닥 C.F.A와 T.F.R을 비교하고 체급경기선수의 경기시작의 발바닥변화와 부하를 가했을때 발바닥변화와 비교하여 다음과 같은 결론을 얻었다. 1. 체급경기선수는 비체급경기선수보다 C.F.A와 T.F.R이 적었다. 2. 신체에 부하를 가하면 점차 C.F.A는 적어지고 발바닥 넓이는 넓어졌는데 특히 C.F.A는 20kg 부하를 가했을 때부터 급격한 변화가 있었다. 3. 상대선수를 맞잡고 신체의 안정성을 높여야 하는 체급경기선수들은 자연체 때보다 경기시작 때에 C.F.A는 적어지고 발바닥 넓이는 넓어졌다(부하를 가했을 때와 비교하면 유도는 10kg, 레슬링, 씨름은 30kg 부하를 가하였을때 발바닥 족적과 비슷하였다). 체급경기를 맡는 체육지도자나 코치들은 평소 운동지도시 선수들이 너무 무리한 부하를 가하여 운동으로 말미암아 발의 뼈가 정역학적 변화 즉 후천적인 변화가 너무 심화되지 않게 발에 관심을 가져야 되겠다. 그것은 운동선수들이 후천적인 편평족을 일으키는 요인이 될 수 있기 때문이다. 그리고 거기에 적절한 처방을 과학적인 방법으로 대처할 수 있어야겠다.

Emile에서 나타난 Rousseau의 體育思想

孔琪和 釜山工業大學校 1980 論文集 Vol.21 No.-

野球選手의 反應時間에 關한 硏究

孔琪和 釜山工業大學 1982 論文集 Vol.23 No.1

父母의 社會階層에 따른 兒童들의 體格과 身體組成

孔琪和 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

In this paper, the result of the survey was reported that was conducted on the boys at the age of 11, the sixth grade of Elementary school. The result was analyzed that social stratum was obstained in conneclion with the level of education and vocation of their parents. Followings are discovered accordingly. 1. In urban areas and in higher level of social stratum, boys are taller, heavier and wider in Chest girth than those from elsewhere elsewhere. 2. Boys in urban areas and in higher social stratum shows greater number of relative weight, Vervaeck inelex, Rohrer index, than others. 3. Boys in rural areas and in the lower level of social stratum have bigger index in the relative of chest girth than others. 4. In the skinfold thickness measured by triceps and subscapular, Boys in urban areas and in higher level of social stratum shows greater number. 5. In % fat, body fat, Boys in urban areas and in higher level of social stratum also shows greater number than those from elsewhere. 6. 30, 31% of the boys is over the level of light obesity and 12.5% are abare the obesity level. Obesity rate of urban boys over the obesity level is 14.55% in comparison with 16.63%, that of the rural boys. The higher the level of social stratum. The greater is the obesity rate ranging from 20% up to 58.11%.