The purpose of the study was to investigate to understand the middle school physical education classes between Korea and China in terms of culture, perception, participation, and satisfaction. To understand the culture of physical education classes, t... The purpose of the study was to investigate to understand the middle school physical education classes between Korea and China in terms of culture, perception, participation, and satisfaction. To understand the culture of physical education classes, three Korean middle school students and three Chinese middle school students were selected as participants of the study for in-depth interview, questionnaire, and to collect related documents respectively. Also, three different questionnaires were tested to 200 Korean middle school students and 200 Chinese middle school students in order to compare perception, participation, and satisfaction of physical education classes between the two countries. The findings of the study as follows; Firstly, The sport-oriented physical education class through competition was the first feature of Korean physical education. Usually competitive sports were being played in Korean physical education classes, and Korean students enjoyed some competitive sports in their PE classes. The second feature of Korean PE class culture was integrating the spirits of cooperation and challenge in accordance with Korean middle school curriculum. Korean middle school students wanted to be good at playing sports because their motor skill level was easily released during a PE class or a physical activity. Meanwhile, Chinese PE class culture was found as follows; Firstly, the Chinese PE class culture had the order in the autonomy. As free time in Chinese PE class was considered with its educational effect, so Chinese PE teachers tried not to thoughtlessly overuse the free time. Rather, they utilized a free time as an educational way making many students to paly even a few physical activities during a PE activity hour. The second feature of Chinese PE class culture was the traditional martial arts-oriented classes. Chinese traditional martial arts importantly valued the ‘apprehensions’ making the body healthy as its key point. Here, the practical martial arts emphasized on the complete unification of eyes, ears, body, method and step. While the marital arts PE class seemed to be seen somewhat negatively like a military-fashioned class, but such PE class culture in China pursued the educational goal of harmonious development of learner’s virtue, wisdom and fitness and also contained the process-centered educational meaning as Chinese curriculum’s speciality project. The results from investigating the differences in Korean and Chinese middle schoolers’ PE class perception, participation motives and class satisfaction were as follows; Firstly, Korean students’s perception level about a PE class was significantly higher than that of Chinese students. Specifically, Korean male students showed significantly higher perception about a PE class than Chinese male students. And Korean female students also showed higher perception about their PE teachers during their PE class than Chinese female students’ perception. Secondly, Korean students’external motive for PE class during a PE class was higher than that of Chinese students, and Korean male students did not show any significant difference from Chinese male students in the external motive for PE class during a PE class. And Korean female students’ external motive for PE class during a PE class was significantly higher than that of Chinese female students. Also, it was found that Korean students’s non-motive for PE class during a PE class was significantly higher than that of Chinese students, and Korean male students were significantly higher than Chinese male students in the no motive for PE class during a PE class. And Korean female students’ no motive for PE class during a PE class was significantly higher than that of Chinese female students. Thirdly, Korean students’s satisfaction level in terms of PE class method, instructor’s action, PE class environment, and PE facilities and equipment was significantly higher than that of Chinese students, and Korean male students showed significantly higher satisfaction at the contents of PE class than that of Chinese male students. And Korean female students showed significantly higher satisfaction at the contents of PE class during a PE class than that of Chinese female students. It is interpreted that these results might be drawn out of the fact that while Korean students were given various sports and class contents with good facilities & equipments and moderate number of students in Korea, but Chinese students were given limited sports and unified class contents due to insufficient facilities and equipments and substantial number of students. More broad and deeper studies utilized quantitative and qualitative research method were suggested to understand physical education culture between the two countries. ，韩语论文题目，韩语毕业论文 |
