초등학교에서 무용교육은 움직임 교육의 하나로 신체적 활동뿐만 아니라 지적, 정서적 활동도 포함한다. 초등학생들은 움직임을 통해 창의적이고, 다양한 활동을 경험하는 과정에서 시간과 공간, 힘과 움직임의 흐름 등 기본개념을 터득하게 되며, 당면 과제에 대한 해결능력을 기를 수 있게 된다(정경선, 2002). 그러나 현재 초등학교의 무용교육은 시설 부족, 교사들의 지도 능력 부족과 무용 수업 기피, 학습자료 부족 등으로 어려움을 겪고 있다(정진이, 2006). 또한 현재의 무용교육은 교사의 시범과 반복에 의존하는 테크닉 위주
The objective of this study was to examine the effects of dance class on elementary students’ physical self-efficacy, using the method of Motif writing. For this study, the researcher selected 60 students from two sixth‐grade classes at \"Y\" Elementary School in Incheon Metropolitan City. Two classes were used; one as the experimental group, and the second one as the control group. The experimental group was subjected to 14 dance classes using Motif Writing, with 40 minutes spent in each class. Classes were held twice a week for 7 weeks. Surveys were conducted before and after the dance classes using a questionnaire on physical self‐efficacy with proved reliability and validity. Collected data were analyzed through t-tests. The results of this study were as follows: First, according to the results of a pre-test of the experimental group and the control group before the application of the dance class using Motif Writing, no statistically significant difference was observed in the sub-factors of physical self-efficacy (p>.05). The experimental group and the control group had similar levels of physical self-efficacy. Second, the control group did not show any significant difference in the sub-factors of physical self efficacy (p>.05). Third, the experimental group showed statistically significant difference between the scores of the pre-test and the post-test for all the sub-factors of physical self-efficacy (p<.05) The experimental group showed statistically significant difference in the score of physical self-efficacy from the control group (p<.05). These results proved that the dance class using Motif Writing has a positive effect on elementary school students’ physical self-efficacy. ※ Key Words : dance, dance education, motif writing, physical self-efficacy
Ⅰ. 서 론 II. 연구 방법 III. 연구 결과 IV. 논 의 V. 결론 및 제언 참고문헌 ABSTRACT
