문화역사적 활동이론 관점에서 마을교육공동체 활동 분석과 활성화 방안: K혁신도시 S마을학교를 중심으로

김연희,박찬숙,한정선,김창환 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.19

Objectives The purpose of this study is to analyze the process of creating, continuously growing, and evolving village schools in Gyeongnam Innovation City. Therefore, this study aims to analyze the activity system of village schools, based on Engestöm's Cultural Historical Activity Theory, and to study the growth and change of village schools which arose from the process of resolving contradictions. Methods We conducted a literature research, in-depth interviews, and participant observation, and analyzed the activity system based onEngestöm's Cultural Historical Activity Theory. Two in-depth interviews were conducted first with all village teachers at S village school and secondly with key managers among village teachers. Results The results of analyzing the village school's activity system from the perspective of cultural-historical activity theory are as follows. The five-year activity period of the village school is largely divided into two periods according to the contradictions and differences of the subject, tool, and object of the activity system. The main contradiction came from the difference in the individual situation and activity of the village teachers, and the difference in perception between the village teachers who watched the identity and activity of the village school. The contradictions that appeared in the tool began with the practical difficulties of recruiting students, leading to two conflicting opinions: one to expand to resident participation activities and one to focus on student-centered activities. The contradictions in the community elements were expressed as the community's lack of understanding of the village school, the absence of governance, and the uncertainty of financial support for the public offering project. The factor that led to the occurrence of expanded learning by overcoming major contradictions was that through continuous formal and informal meetings such as general meetings and teacher learning centers within the village, emotional intimacy was formed between village teachers and relationships expanded, thereby overcoming contradictions and conflicts. It appears that a new activity system has been creatively created. Conclusions In the results of this study, the elements necessary for the sustainability of village schools and vitalization of village educational communities are as follows. First, it is a democratic communication structure and continuity of learning within the members. Second, the direction and activities of the village school can change, and this must be discussed and agreed upon with the village school members. Third, it is necessary to expand the range of contact with residents in the village and to have a network with the community in the village. Finally, it shows the need for the role and support of the Happy Education District and local governments in the formation of public, government, and academic governance for sustainable activities.

초등학교의 방과 후 학교 활성화 방안연구

전제상(Jeon Je Sang),최은숙(Choi Eun Suk) 한국교육실천연구학회(한국교육포럼) 2007 韓國敎育論壇 Vol.6 No.1

사교육비 경감을 위한 대안으로 제시한 방과 후 학교는 정규 교육 시간 이후 교육 기회의 차이를 보정하여 소득과 지역에 의한 교육 격차를 완화시키기 위한 정책이다. 방과 후 학교의 성공적 운영은 교사, 학부모, 학생 그리고 지역 사회 인사들의 좋은 학교 건설에 대한 공감대를 바탕으로 할 때 보다 활성화될 수 있다는 점에서, 교육공동체 모두의 관심과 협조가 필요하다. 이 연구에서는 방과 후 학교 운영에 대한 학부모의 일반적인 인식을 분석을 토대로 방과 후 학교 운영의 활성화를 위한 방안을 모색하였다. 이론적 고찰을 토대로 설문문항을 개발하였고, 울산지역 초등학교 학부모의 방과 후 학교에 대한 인식이 어떠한 지를 조사하였다. 학부모의 방과 후 학교에 대한 인식과 운영실태, 개선방향과 과제를 제시하였다. The purpose of this study is to find ways to improve After School Activity in the elementary schools through diagnosis and analysis of factors which are in the way of national educational policy implementation. A new educational policy of After School has been actively implemented with financial and administrative support in a short period. Some policies are successfully implemented according to its purpose, however many policies have difficulties in the implementing process. A survey questionnaire was administered to the 419 parents of elementary school in Ulsan Metropolitan city from april 2th to april 6th in the year 2007 in order to analyse the conditions of After School Activity. The survey consisted of perceptions about After School Activity, physical conditions of After School Activity implementation, and ideas about After School Activity improvements. Frequency and cross-tab analysis were applied to th data at .05, .01 and .001 level of significance using SPSS. The results of the survey were as follows: First, in terms of perceptions about After School Activity, it was found that 58.9% of the respondents perceived the necessity of After School Activity positively mainly. Finally, it was shown that parents were highly interested in After School Activity and they did show high recognition of After School Activity as well. Second, in terms of physical conditions, about high responded that After School Activity physical conditions was unsatisfied. It was found that After School Activity were not only lacking in overall facilities and teaching materials, they did not make use of related support materials provided by the After School policy. In order to address this problem, more opportunities for After School Activity need to provided for specialized program and capacities, diverse kind of programs need to be developed, and more financial support need to be provided for that direction. In conclusion, it was proven that After School Activity in the elementary schools are many difficulties from lack of financial and administrative support in the implementing process. Therefore, it is recommended that in order to improve After School Activity, change of attitude toward After School Activity, normal and proper implementation of After School Activity programs, improvement of physical conditions, and the support of financial and administration, etc.

청소년의 동아리활동 만족도가 학교생활적응에 미치는 영향-자아탄력성의 매개효과

최형임,이재성,문영경 미래를 여는 청소년학회 2012 미래청소년학회지 Vol.9 No.1

The purpose of this study were 1) to invesitgate inside and outside of school youth circle activity participation 2) to explore the effect of inside and outside of school youth circle activity satisfaction on adolescent's school adjustment and 3) to explore mediating effect of ego-resilience on the relationship between youth circle activity satisfaction to adolescent's school adjustment. The major findings of the study were as follows: First, the youth who participated in circle activity were 849. 647 were participated in inside of school youth circle activity and 170 were participated in outside of school youth circle activity. There were satisfied in circle activity. Second, outside of school youth circle activity satisfaction showed direct effect on adolescent's school adjustment. That was the more adolescent satisfied on their outside of school youth circle activity, adolescent were better at their studies and abiding by the school regulations and were on better terms with their peers and teachers. Third, youth ego-resilience mediated the effects of youth circle activity satisfaction on adolescent's school adjustment. That was the more youth satisfied on their youth circle activity, they have a better ego-resilience, which in turn contributed to adolescent's school adjustment. The above-mentioned findings suggest that expand of inside and outside of school youth circle activity and diverse programs are also necessary to boost youth ego-resilience and school adjustment. 본 연구는 2010년 아동·청소년 패널 조사를 활용하여 청소년의 동아리활동 현황을 알아보고 청소년의 동아리활동 만족도가 청소년의 학교생활적응에 어떠한 경로로 영향을 미치는 지를 살펴보았다. 연구결과는 다음과 같다. 첫째, 동아리활동에 참여하는 중학생은 총 849명으로 교내 동아리에 참여하는 학생이 679명, 교외 동아리에 참여하는 학생이 170명으로 나타났으며, 동아리활동 만족도는 약간 높은 수준으로 나타났다. 둘째, 청소년의 교외 동아리활동 만족도가 높을수록 학습활동을 잘 하고 학교규칙을 잘 지키며 교우관계와 교사관계가 좋아 학교생활에 적응을 잘 하는 것으로 나타났으며, 자아탄력성은 동아리활동 만족도가 학교생활적응에 영향을 미치는 과정에서 매개 역할을 하여 청소년의 교내 및 교외 동아리활동 만족도가 높을수록 청소년의 자아탄력성은 높아지고 학교생활에 적응을 잘 하는 것으로 나타났다. 이상의 연구결과를 통해 볼 때, 청소년의 동아리활동을 활성화하기 위한 제언을 하면 다음과 같다. 청소년의 학교생활적응을 향상시키기 위해 재학 중 동아리활동 참여를 확대하고 학교 및 부모, 지역사회 기관과의 연계를 통하여 전문적이고 실질적인 동아리 활동 프로그램을 제공할 필요가 있다.

인성교육진흥법과 학교체육진흥법안 분석을 통한 학교체육 및 스포츠클럽활동의 방향성 탐색

신민혜,조남기 한국체육정책학회 2015 한국체육정책학회지 Vol.13 No.2

The purpose of this study was to review the School Physical Education Promotion Act and the Character Education Promotion Act and explore futuristic models of after-school activity in the primary school and school sport club activity in the secondary school. In the School Sports Promotion Act, non-description of the expected results in relation to social character development through physical activity in the school causes people’s disregarding of its role of social character development. In addition, students participating in the sport club activity in the secondary school are not able to take advantage of it although one of the clauses in the Act delineates that the record of the sports club activity should be provided in the school report to be utilized in the college admissions, because the sports club activity record does not contain one’s social character development through the activity. Regarding the Character Education Promotion Act, every description in the Act targets student’s cognitive changes although behavioral changes should be the ultimate goal. Policies based on the Character Education Promotion Act need to be incorporated into the policies founded on the School Sports Promotion Act since sport club activity presents opportunities to develop desirable social characters.

The effects on high school students` physical activity on satisfaction with school life

( Min Ji Noh ),( Yeon Kim ),( Yoon Suk Cha ),( Oi Sun Shin ),( Young Jae Kim ) 한국체육학회 2016 국제스포츠과학 학술대회 Vol.2016 No.1

Purpose: Physical activity and satisfaction of school life at an adolescent period are important both for student athletes and ordinary students. Also gap of the amount of the physical activities between them is clear. This study has the objective in looking at difference of satisfaction at school life among general high school students and student athletes according to the amount of physical activities. Method: This study selects sport high schools and general high schools at Seoul and Incheon area as population for analyzing school life satisfaction according to appropriate amount of physical activities at adolescent period. The method of sampling is simple random sampling of probability sampling and by using this method, this study collected 400 general students and 350 student athletes: total 750 students. The study constitutes a survey focused on social background, physical activities and the factors for school life satisfaction. And the method for survey is self-administration method. The study conducted descriptive analysis and exploratory factor analysis for 594 surveys (excluding unreliable data with insincere answers, double answers and without response) for validity and reliability. For the last, the research was analyzed by MNOVA and SPSS23.Over Program. Result: First, the average amount of physical activities of high school students is 8,712METs based on GPAQ and it is quite high amount since it includes student athletes. Second, there is a statically clear gap of daily physical activities among general students and student athletes as a result of physical activity analysis based on student type. Also male students show higher average at leisure, work and total amount of physical activities than female students. Third, the amount of physical activities according to sports type shows high amount at Taekwondo, Swimming, Judo order and Shooting, Archery show the lowest. Fourth, there is no clear difference of school satisfaction according to gender and physical activities, and also student types and physical activities. However, student athletes and general students show higher satisfaction when they do physical activities. Conclusion: The amount of physical activities of object high school students for this study shows seven times higher than recommended amount of WHO for adolescent and two times higher for average amount. WHO recommend 75 minutes of extensive workout including daily workout and movement: walking, cycling and sports activities, to adolescent. However, general students do not satisfy this with lack of amount of physical activities and student athletes are practicing extreme level of workout. It is natural for student athletes but extreme and continuous physical activities can result negative effect for the adolescent. Keer (1988) and Jeong (2006) said that extreme training at adolescent period results critical and various injuries that student athletes may not maintain life as athletes. Therefore, it is necessary to reduce unnecessary physical activities and to establish effective workout method. On the other hand, for the general students, they tend to have lower amount of physical activities by the study-focused atmosphere and it is problematic. Kim (2013) said that it is important to make a joy and value for getting together by school physical education for students to participate actively. The efforts for increasing the physical activities at school are required. According to the gender, male students show higher amount of physical activities than female students. It corresponds to a result of the research that analyzed amount of physical activities according to the area by Kim (2007) and the research that analyzed male and female adolescents by Lim (2014). Male students have high interest in physical and workout capability development at growing period, while female students tend to avoid physical activities and show passive attitude toward physical activities Kim (2012). Also the education to utilize leisure time as meaningful workout time and instruction of teachers to encourage the interest for various sports is necessary for students.

초등학교 장애학생을 위한 방과 후 교육활동 실태 및 어머니의 인식 -부산지역을 중심으로-

조윤혜 ( Yun Hye Cho ),박재국 ( Jae Kook Park ),김영미 ( Young Mi Kim ) 한국특수교육문제연구소 2007 특수교육저널 : 이론과 실천 Vol.8 No.4

본 연구는 초등학교 장애학생을 위한 방과 후 교육활동에 대한 실태를 살펴봄과 동시에 초등학교 방과 후 교육활동에 대한 어머니의 인식을 알아봄으로써 장애학생을 위한 보다 적절한 방과 후 교육활동 프로그램 개발 및 개선에 필요한 자료를 제시하고자 하였다. 이에 따라 부산 지역 초등학교에 재학 중인 장애학생 어머니(N=150) 표본을 대상으로 설문지법을 이용하여 방과 후 교육활동에 대한 실태 및 인식을 조사하고, 통계적 기법을 이용하여 분석한 결과 다음과 같은 주된 결론을 얻었다. 첫째, 장애학생들은 그들의 사회성 발달과 특기적성 향상 및 치료교육을 위해 학교 내에서 실시하는 방과 후 교육활동보다 학교 이외 기관에서 실시하는 교육활동에 더 많이 참여하고 있었다. 하지만 경제적 부담 및 적절한 프로그램이 없다는 이유로 참가하지 않는 경우도 다수 있었는데 이러한 결과는 장애학생을 위한 다양한 프로그램 개발 및 학교 자유수강권제도 강화에 대한 필요성과 시사점을 제공한다. 한편, 방과 후 교육활동 실시 장소에 대해 어머니들은 초등학교보다 비싸지만 집에서 가까운 치료실을 가장 많이 이용하고 싶어하는 것으로 나타났는데, 이러한 결과는 부모들이 선호하는 교육활동 영역 중 하나인 치료교육을 보다 저렴하고 안전이 보장된 조건인 초등학교 내에서 실시할 수 있도록 학교 내 방과 후 교육활동에 대한 질적인 확대의 필요성을 제공한다. 또한 방과 후 교사 자격으로는 전문강사를 가장많이 선호하였는데, 이상과 같은 결과는 방과 후 교육의 질을 결정하는 요인으로 교사가 중요한 변인으로 작용하고 있음을 알 수 있는 것으로서 질 높은 강사확보를 위한 재정적인 지원과 함께 전문강사 연수, 행정.장학적 관심이 더 많이 이루어져야 함을 시사한다. 둘째, 방과 후 교육활동에 대해 저학년 자녀를 둔 어머니가 고학년 자녀를 둔 어머니보다, 감각.신체장애를 자녀를 둔 어머니가 인지장애 자녀를 둔 어머니보다 인지도가 높았다. 또한 방과 후 교육활동의 필요성과 도움여부에 대해서는 장애정도에 상관없이 모두 긍정적으로 인식하고 있는 것으로 나타났는데 이러한 결과는 감각.신체장애 학생들보다 의사표현력이 다소 부족한 인지장애학생들이 위험한 환경에 노출되었을때의 불안한 심리를 반영한 것으로 보여지며, 비장애학생 어머니와 마찬가지로 장애학생 어머니들 또한 방과 후 교육활동을 절실하게 필요로 하고 있음을 시사한다. 따라서 장애학생을 안전하게 보호할 수 있는 여건을 조성하여 학생 안전에 대한 제약이나 불안 없이 사회활동에 참여할 수 있는 제도 마련이 시급하다 하겠다. The research which it sees observed the mother of the obstacle student who is in the process of attending in the elementary school in about recognition of the educational activity actual condition and the obstacle student mother after-school of a class. Through the research, the results are as follows. First, the obstacle students in obstacle territory the higher officer without for an integrated education with the fact that it will attend to the general class or a special class of the elementary school the specific gravity where the stamp obstacle students are big, in obstacle territories it will occupy and also the degree of that obstacle will be becoming middle symptoms anger and there is a possibility which it will know. Second, the obstacle students education activity after-school of a class which it executes from inside the school compared to compared to were participating to the education activity which it executes from the agency other than the schoolplentifully. And social characteristic advancement, specialty aptitude improvement and treatment education of the sons and daughters hazard it was nice from the school removing outside. But, the educational program which the obstacle student does with economic charge together in necessity was and insufficiency does not participate with a reason also a case which majority there was. Three, after-school of a class the place where it is most suitable at execution place of education activity as near `therapeutic rooms`` the mother answer back in afterwords was most from the house, as `elementary schools`` it did. Four, case of education activity after-school of a class the within the school, thepart obstacle students the general students and are receiving an educate from the environment which is integrated, selection the program which is possible plentifully is restrictive and actual being difficult, it was following. Fifth, the mother the education activity after-school of a class was necessary very and in the obstacle children not only it will decrease a help it was recognizing with the fact that it will decrease a big help even in leisure application and economic activity participation of the mother. Six, in order for the education activity to become accomplished compared to after the-school of a class which is effective it stands it appeared with the fact that the security of lecturer a more specialty is necessary.

창의적 체험활동과 방과후 학교

조영남 ( Young Nam Cho ) 대경교육학회(구 우리교육학회) 2014 교육학논총 Vol.35 No.2

이 연구는 창의적 체험활동과 방과후 학교의 변천과 성격 및 목표, 내용체계를 중심으로 양자 간의 관계를 탐구하는데 목적이 있다. 창의적 체험활동은 나눔 과 배려를 실천하는 창의 인성 교육을 위해 기존의 특별활동과 재량활동을 통합 하여 2009 개정 교육과정에서 신설되었다. 방과후 학교는 1995년 5.31 교육개혁안 에서 특기·적성 교육을 위한 방과후 교육활동이라는 이름으로 시작된 이후, 기존 에 사용되던 여러 용어들을 통합하여 2006년부터 방과후 학교로 공식화 하였다. 창의적 체험활동은 교과와 함께 정규 교육과정에 편제되어 있는 반면, 방과후 학 교는 정규 교육과정이 아닌 방과후에 이루어지는 활동이다. 초등학교에서의 창의 적 체험활동은 모든 학생들이 반드시 이수해야 하는 의무교육과 무상교육 차원에 서 이루어지고 있다. 반면, 방과후 학교는 학생들의 희망에 따라 선택적으로 이루 어지며 실비의 교육비를 부담하여야 한다. 창의적 체험활동과 방과후 학교는 태 동 배경과 성격과 목표 및 내용 체계 등 여러 면에서의 차이점에도 불구하고 개 성과 특기를 신장하고 자아실현의 기초를 형성하고자 하는 공통의 교육목표를 가 지고 있다. 창의적 체험활동과 방과후 학교가 대립이 아닌 상생의 관점에서 시너 지 효과를 발휘할 수 있도록 행, 재정적 지원을 강화해야 한다. This study aims to investigate the historical changes, character, objectives and contents of creative experiential activity and after-school. Creative experiential activity was newly introduced via integrating extra-curriculum and school discretion activity in the 2009 revised curriculum. After-school was formalized in 2006 integrating the terms of after-school educational activity, special talents and aptitude education. Creative experiential activity was included in the formal curriculum with subjects. But after-school was not included in the formal curriculum. Creative experiential activity was implemented in a dimension of compulsory and free education in elementary school. But after-school was implemented selectively according to the students``s hope and students have to pay the tuition. Like these, creative experiential activity and after-school were different in many aspects. But creative experiential activity and after-school have the common objectives to foster individuality and special talents, and form the basis of self-actualization. So creative experiential activity and after-school were not in the positions of opposition but interaction. Administrative and financial supports should be strengthened to demonstrate the synergy effects of creative experiential activity and after-school.

학교계획 봉사활동, 스스로계획 봉사활동, 물질기부가 청소년의 사회적, 개인적 발달에 미치는 상대적 효과

이경상(연구원) ( Kyeong Sang Lee ) 한국청소년복지학회 2016 청소년복지연구 Vol.18 No.2

이 연구의 목적은 학교 교육과정으로 계획된 봉사활동, 스스로 계획한 봉사활동, 물질기부가 청소년의 사회적, 개인적 발달에 미치는 상대적 효과를 살펴보고 이러한 나눔 관련 활동들의 정책적 개선방안을 제시해보고자 하는 것이었다. 이를 위해 독립변수는 학교 교육과정으로 계획된 봉사활동, 개인이 스스로 계획한 봉사활동, 물질기부의 세 부분으로 나눠 구성하였고, 종속변수는 다문화수용도, 공동체의식, 자아존중감, 진로성숙, 리더십, 학교적응으로 구성하였다. 분석에 활용된 자료는 2015년 5월 전국 초등학교 4∼6학년, 중학교 1∼3학년, 고등학고 1∼3학년 청소년들 중 층화다단계집락표집에 의해 표집된 7,052명을 대상으로 자기기입식 집단설문조사를 실시하여 수집되었다. 수집된 자료는 표준화가중치를 부여한 후 빈도분석, 교차표분석, 회귀분석 방법을 통해 분석되었다. 분석결과, 지난 1년간 한국 청소년들의 78.1%가 학교 교육과정으로 계획된 봉사에 참여한 경험이 있고, 45.1%가 스스로 계획한 봉사에 참여한 경험이 있으며, 51.8%가 물질기부에 참여한 경험이 있는 것으로 나타났다. 그리고 이러한 나눔 관련 활동들은 물질기부, 스스로 계획한 봉사활동, 학교 교육과정으로 계획된 봉사활동의 순으로 청소년들의 사회적, 개인적 성장에 영향을 미치는 것으로 나타났다. 이를 바탕으로, 스스로 계획한 봉사활동 시간 확대, 청소년 물질기부의 제한적 활성화를 정책적 개선방안으로 제시하였다. The purpose of this study is to examine the relative effect of school-planned volunteer activity, self-planned volunteer activity, and material donation activity on the social and personal development of the adolescent and further to suggest policy improvements through these sharing activities. The independent variables used in the study were school-planned volunteer activity, self-planned volunteer activity, and material donation activity. The dependent variables used in the study were multicultural acceptance, community spirit, self respect, career maturity, leadership and school adaptation. In May 2015 self-reported group surveys were conducted; groups were elementary school students (4-6 grade), middle school students (1-3 grade), and high school students (1-3 grade). 7,052 students participated in the study and data were collected by stratified multi-stage cluster sampling method. The collected data were analyzed by the frequency analysis, the crosstabulation analysis, and the regression analysis method after giving the standardized weights. The results showed that 78.1% of participants have taken part in school-planned volunteer activities, 45.1% of participants have participated in self-planned volunteer activities, and 51.8% of participants have participated in material donation activities. In addition, these sharing activities were found to have an impact on the social and personal development of adolescents in the order of material donation activities, self-planned volunteer activities, and school-planned volunteer activities. Based on this, the policy improvements of sharing activities present that adolescents would spend more time doing self-planned volunteer activity and adolescents’ material donation activities would be promoted within the limited range.

학교환경에 따른 중학생의 신체활동량 평가

조성준(Sung Jun Cho),김혜진(Hyeoi Jin Kim) 한국체육측정평가학회 2013 한국체육측정평가학회지 Vol.15 No.3

이 연구는 중학생을 대상으로 보도계를 이용하여 학교 내 신체활동량을 측정하고 학교 내에서 신체활동에 영향을 미치는 환경 요인(학교 시설, 신체활동 프로그램, 학교 특성)과 신체활동량의 관계를 분석하는 것을 목적으로 수행되었다. 이를 위해 수도권에 위치한 중학교 4개교를 할당 표집에 의해 선정하고 학교별로 환경 변인(체육시설, 교육과정, 학교특성)을 측정하였으며, 각각 1학년 1개 학급을 선정하여 2일에 걸쳐 보도계를 착용하게 하여 신체활동량을 측정하였다. 연구대상은 4개 학교 전체 139명(남자 76명, 여자 63명)의 학생이며, 학교 등교와 동시에 보도계를 착용할 수 있도록 하고 학교에서 생활하는 동안 지속적으로 착용하게 한 후 하교 시에 반납하게 하여 자료를 정리하였다. 측정된 자료는 오전시간, 점심시간, 오후 시간으로 구분하였으며, 윈도우용 SPSS 18.0을 사용하여 분석 하였다. 학교 환경 요인이 성별에 따라 신체활동량이 차이가 나는지 알아보기 위해 이원분산분석( two-way analysis of variance: two-way ANOVA)을 실시하였으며, 변인들 간의 관계를 분석하기 위해 양류상관분석(point-biserial correlation coefficient)을 실시하였다. 이 때 통계적 유의도 수준은 α=.05로 설정하였다. 결과에 따르면, 학교 환경 요인 가운데 ‘학교시설’은 운동장의 크기가 클수록, 또한 체육관이 존재하는 학교에서 보행수가 높게 나타났다. 특히 남학생의 경우, 이러한 체육시설이 점심시간의 보행수를 높이는 것으로 나타났다. ‘교육과정’ 요인에서는 시간 외 신체활동 프로그램 여부에 따라 남학생의 경우 신체활동 프로그램이 존재하는 학교에서 보행수가 높은 반면, 여학생의 경우는 없는 학교에서 보행 수가 높았다. ‘학교특성’은 교사 당 학생 수에 따라 35명 미만인 학교에서 보행 수가 높았으나 여학생의 경우 35명 이상인 학교에서 더 높게 나타났다. 또한 신체활동량(스텝수)과 학교환경에 따른 상관분석 결과에 따르면, 남학생은 체육시설 및 수업 시간외 신체활동 프로그램, 학생 수와의 상관이 높게 나타났으나, 여학생의 경우에는 체육시설만이 유의한 상관이 있는 것으로 나타났다. 따라서 전반적으로 학교에서의 여학생과 남학생의 기본적인 신체활동량은 차이가 있으며, 이러한 차이는 학교환경이 영향을 미치고 있는 것을 알 수 있다. 추후 청소년들의 신체활동량을 증가시키기 위해 다양한 신체활동 학교환경에 대한 연구가 지속적으로 이루어져야 할 것으로 사료된다. The purpose of this study is to measure the physical activity using a pedometer, grasp environmental factors that have a influence on physical activity and analyze the relationship between environmental factors and physical activity to middle school students in school. To achieve this purpose, four middle schools located in capital area were selected by means of sampling method and measure the environmental index in accordance with environment factor among schools. Among the environment factors that may affect physical activity, the environment factors divided into 3 area such as physical training facilities, physical activity program and characteristic of school. Every area evaluate the environment by selecting school based on sub-component and measured the amount of physical activity using walk inductometer "Walking style HJ-720IT made by Omron". In amount of physical activity according to gender and environmental factors, the larger playground and gyms they had, the more steps they walk for both boys and girls. In case of school with physical activity program besides school hours, boys had more steps than girls whereas girls walked more than boys in school without physical activity program. The number of classes made no difference in gender but girls walked a lot on the day in school where has over 35 students. Saturday sports program had no effects on both boys and girls, also, there is a correlation between boys and physical program besides school hours. Both boys and girls were not a correlated with classes, but, a small number of students had a effect on steps for boys. In conclusion, the amount of physical activity of middle school students is closely related to environmental characteristics of middle school. Therefore, we need to consider and search the direction of program in school environmental aspects to increase the amount of physical activity.

서울지역 초등학교 5, 6학년 학생의 수업 교시와 총에너지소비량

김미정,나현주,김영남 한국교원대학교 교육연구원 2010 敎員敎育 Vol.26 No.6

The purpose of this study was to find out the effect of class hour in school on daily activities‘ time and energy spent in primary school students. The data for 2 days of the 4, 6 class hour gathered from the 5th and 6th grade 386 students in Seoul were analyzed. The types of activity were divided into in school activiy and out of school activity, and out of school activity was divided into study, rest, leisure, commuting, household choir, and personal hygiene. The students spent 2300㎉/day in the class hour of 4 and 2230㎉/day in the class hour of 6, and activity coefficient was 1.73, 1.67, respectively. The most affected activity on time and energy spent was the leisure by the class hour in school. The activity coefficient of in school activity was 1.8, which is not reach to low intensity activity. The 35% of the students was classified as low active level, and 40% was active level according to 4 levels of activity determined by the 1 day average of activity coefficient. The effect of environmental factors on total energy expenditure and energy expenditure of individual activities were analyzed. Total energy expenditure were higher in 6th grade than 5th grade, in boys than girls, and in over-weight & obese than under-weight group. Among the out of school activities, energy expenditure in study and household choir were not different by grade, gender, and obesity. On the other hand, energy expenditure in rest & leisure were significantly different by gender and obesity. 본 연구는 초등학교 5, 6학년 학생을 대상으로 학교에서의 수업 시수 차이에 따른 학외활동의 소비시간 변화와 활동종류별 평균활동계수를 파악하여 초등학생의 활동량을 증가시킬 수 있는 방안 마련의 기초자료를 제공하고자 한다. 초등학생의 활동 내역을 사전 조사하여 기존의 인터넷 프로그램을 보완한 다음, 서울시내 거주 초등학교 5, 6학년 학생 386명을 대상으로 인터넷 프로그램을 활용하여 4교시 수업일과 6교시 수업일의 활동별 소비시간을 조사하였다. 활동의 종류는 학내활동과 학외활동으로 구분하고, 학외활동은 학습, 휴식, 여가, 통학, 가사, 생리 활동으로 구분하였다. 총에너지소비량은 4교시 수업일 2300㎉, 6교시 수업일 2230㎉로 조사되었으며, 1일 평균활동계수는 각각 1.73, 1.67로, 6교시 수업일이 4교시 수업일보다 낮았다. 학교에서의 수업시간이 길어지면 여가활동의 시간 및 소비 에너지가 가장 많이 감소하는 것으로 나타났다. 학내활동의 활동 강도는 평균활동계수(PAL)가 1.8 가량으로 저강도 활동(PAL = 2.0~2.9)에 미치지 못하는 것으로 확인되었다. 활동실태를 4단계 활동수준으로 분류하였을 때, 조사 대상 학생의 35% 가량은 저활동적 단계, 40% 가량은 활동적 단계로 밝혀졌다. 총에너지소비량은 6학년이 5학년보다, 남자가 여자보다 많았으며, 과체중 및 비만, 정상, 저체중 집단의 순으로 나타났다. 학외활동 가운데 학습활동과 가사활동의 소비 에너지는 학년별, 성별, 비만도 집단별 차이가 없었으며, 휴식활동과 여가활동의 소비 에너지는 학년별 차이는 없고, 성별, 비만도 집단별 차이는 있었다.