One aim of this study is to search the value of physical education which is presented in the physical education curriculum. From the first curriculum to the revised curriculum in 2015 in physical education, I analysed how the value of P.E. is describe... One aim of this study is to search the value of physical education which is presented in the physical education curriculum. From the first curriculum to the revised curriculum in 2015 in physical education, I analysed how the value of P.E. is described and organized the value of P.E. that is pursued in the P.E. curriculum. Furthermore, the other aim is to discuss the value of physical activities in terms of the neuroscience, in reorganizing the value of P.E. in future revisions of the P.E. curriculum. I use the method of documentary research in this study. The following are reference materials : the general frameworks and guide books from the first curriculum to the revised P.E. curriculum in 2015, academic journals and research s, research s on the value of P.E. and six books. And these are analysed by using three criteria : ① the value is dealt with as a singular item in the P.E. curriculum, ② what are the form and the content of the value that are described in the P.E. curriculum? ③ the value of P.E. is handled in the “content” of the P.E. curriculum. To discuss the value of physical activities in view of the neuroscience, I analysed informations in which the relationship between the physical activities and the brain is described. As a result, the value stream of physical education that has been shown until the current revised curriculum, it can be summarized as follows : a latency period of value, an explicit expression period of value, and a settlement period of value. The latency period of value corresponds with the physical education curriculums from the first to the fifth. We can infer from the aims of the physical education curriculums from the first to the fifth. The explicit expression period of value corresponds with the sixth and the seventh physical education curriculum. From the sixth physical education curriculum, the value of P.E. has been classified into intrinsic and extrinsic value, based on the nature of P.E.. The settlement period of value corresponds with the revised curriculums in 2007, in 2009 and in 2015. In the revised P.E. curriculum in 2007, the value of physical activity-centered educational philosophy was established and has continued until the revised P.E. curriculum in 2015. These results provide an indication that how the value of physical education should be reflected in future revised P.E. curriculums. ，韩语论文题目，韩语论文题目 |
