머리말 / 3

제1부 교수학습의 이해

제1장 체육교수의 이해 ·························································11
1. 목표지향 행동 ··························································13
2. 학습경험의 선정기준 ··················································18
3. 수업의 이해 ····························································24
4. 교수기능 ································································31

제2장 체육학습의 이해 ·························································41
1. 학습의 의미 ····························································43
2. 운동기능 학습 ··························································44
3. 운동학습 단계 ··························································47
4. 운동기능 학습요건 ·····················································50
5. 운동기능의 종류 ·······················································55
6. 운동기능 연습방법 ·····················································58
7. 학습의 전이 ····························································61
8. 학습자 특성 ····························································64


제2부 학습지도 능력의 개발

제3장 학습경험의 계획 ·························································75
1. 학습목표의 설정 ·······················································77
2. 교수학습경험의 계획 ··················································84
3. 운동과제의 계획 ······················································100

제4장 학습과제의 제시 ························································111
1. 학습자의 주의집중 ····················································113
2. 내용과제와 조직과제의 전달 ········································117
3. 과제전달 능력의 향상 ················································120
4. 과제전달 방법의 선택 ················································124
5. 학습단서의 선택과 조직 ·············································129

제5장 학습내용의 발달 ························································145
1. 학습내용의 발달과정 ·················································147
2. 학습내용의 발달적 분석 ·············································151
3. 기능의 특성과 내용발달 ·············································163
4. 게임기능과 내용발달 ·················································174

제6장 학습환경의 조성 ························································187
1. 효과적인 체육 학습 환경 ············································189
2. 수업운영체계의 확립 ·················································191
3. 자기통제력 및 책임행동의 개발 ····································201
4. 부적합 행동의 통제 ··················································207
5. 생산적인 학습 환경의 조성 ·········································213

제7장 학습동기 유발 ···························································223
1. 동기유발 이론 ························································225
2. 소통과 인격적 성장 ··················································238
3. 교수활동과 동기유발 ·················································242
4. 정의적 목표 ···························································254

제8장 교수학습 전략 ···························································261
1. 직접교수와 간접교수 ·················································263
2. 전달체계로서 교수학습 전략 ········································265
3. 교수학습 전략 ························································268


제3부 교수학습의 실제와 평가

제9장 교수학습의 실제 ························································303
1. 교수활동의 우선순위 ·················································305
2. 안전한 학습 환경의 유지 ············································306
3. 과제의 명확한 진술 ··················································307
4. 생산적인 학습 환경의 조성 ·········································308
5. 학습행동의 관찰 ······················································310
6. 피드백의 제공 ························································314
7. 과제의 수정 ···························································323
8. 간접 기여행동 ························································327
9. 비기여 행동 ···························································330

제10장 교수학습의 평가 ························································333
1. 평가의 목적 ···························································335
2. 평가의 유형 ···························································338
3. 평가의 타당도와 신뢰도 ·············································343
4. 평가기법 ·······························································351
5. 수행평가 ·······························································367
6. 평가의 실행 ···························································383
7. 성적산출 방법 ························································387


제4부 교사의 역할과 전문성

제11장 교사의 역할과 자질 ····················································401
1. 교사의 역할 ···························································403
2. 교사의 자질 ···························································416

제12장 교사의 전문성 성장 ····················································423
1. 전문성 있는 교사 ·····················································425
2. 교사의 전문성 성장 단계 ············································429
3. 교사의 전문성 성장 유형 ············································437

참고문헌 ···································································443
찾아보기 ···································································451 

하나, 예비 체육교사가 ‘체육교육의 이론과 실제’를 공부하는 기본서가 될 수 있도록 이론의 현장 적용을 위한 주요 사례 및 예시 자료 등을 구조화하여 쉽게 구성하였다.

둘, 체육교사가 학습지도 능력을 개발할 수 있도록 교수학습 관련 내용을 수업 상황에 맞게 설명하였다.

셋, 각 장의 끝부분에 ‘실전 문제’를 신설하여 초등교사 및 중등 체육교사 임용후보자 선정경쟁 시험, 스포츠지도사 등의 자격증 시험에 자주 출제되는 내용을 중심으로 문항을 재구성하여 제시하였다.

넷, 한 학기 강좌 운영에 도움이 되도록 교재를 구성하여 활용 편의성을 높였고, 제4부에 교사들의 전문성 향상에 도움이 될 수 있도록 ‘교사의 역할과 전문성’의 내용을 신설하였다.