중학교 체육 교과서 민속무용에 관한 연구 : 2009 개정 교육과정 중심으로
A Study on the Folk Dance in the Physical Education Textbook of Junior High Schools
민속무용 중학교 체육교과서;
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This research compares and analyzes the folk dance in Expressive Activities of junior high school PE textbook. Dance education at school plants itself in Expressive Activities of PE. There have been many proposed contents of folk dance, a unit of Expressive Activities from the first educational curriculum to the current 2009 revised one. Folk dances can be different between each ethnic customs but contain the lifestyle and spirit of each country. It's more important understanding countries than simply knowing the kind and movement of their folk dance. Similarly the respect for ethnicity and multiculture valued in 2009 revised educational curriculum should aim at knowing our country and understanding each country with interest in its cultures, not just knowing and learning cultures. What is important is to raise the efficiency of folk dance class at school and to invigorate the school dance education, setting as the goal of folk dance education understanding the difference in regionality, specialty and culture of other countries This research investigated junior high school curriculum and folk dance to study folk dance in junior high school PE textbook and analyzed educational goal and content of folk dance in junior high school PE. We compare and analyze the development and content of junior high school folk dance education from the first educational curriculum to 2009 revised one, and check Expressive Activities within junior high school PE textbook by textbook. We carried out a comparison and analysis just between Korean and foreign folk dance with five -Doosandonga, Visang, ChunjaeEdu, Mirae'N Co., Ltd. and Jihak Pulishing Co., Ltd. - limited sources of investigation among junior high school PE textbooks edited by 2009 revised educational curriculum. These are the results of such a comparison and analysis. First, comparison between Korean folk dances in junior high school PE textbooks shows no big change in the kind. Second, comparison between foreign folk dances in junior high school textbooks shows they contain folk dances of various countries, which is rather remote from the goal of learning the attitude to respect multiculture from understanding and experiencing foreign culture. Third, a closer look into the basic movements of foreign folk dance in junior high school PE textbook reveals the difference in its terms and content among textbooks without set criteria Lastly, the unit of mask dance in junior high school PE textbook is seen to be lacking in presented data as to its definition, history and origin. Learning the basic movement only without an understanding of our unique ethnicity and culture inherent in it is distant from the goal of the study expected to be attained by learning folk dance. The active teaching of folk dance at schools requires the clearly stated goal and bettered content of dance curriculum in PE. The variety of textbooks is also needed but the unity in goal, terms and content of folk dance education should be partially pursued. It's difficult for teacher lacking expertise to offer classes about folk dance, and teaching only by textbooks and manuals is vastly insufficient. Besides continuing education targeting them, teacher themselves need to continuously study to keep up with the times. Curriculum should be announced in the light of the reality in schools currently going by it and if textbooks are supplemented based on such a principle, folk dance education at school is expected to be more active as the curriculum hitherto changed is.