중등학교 체육 수업 중 팀 활동에서 나타나는 학습자 소외현상 규명과 구조적 대안 모색: 질적 선행연구의 체계적 문헌분석

초록

The purpose of this study was to identify the phenomenon of learner alienation that occurred during team activities in secondary school physical education classes and to explore structural solutions. To this end, 14 qualitative prior studies relevant to the study’s objectives, published between 2000 and 2026, were collected, and a systematic literature review and qualitative meta-synthesis were conducted. The results of the study were as follows. First, the micro-level causes of student alienation in team activities during secondary school physical education classes were identified as follows: a loss of meaning in the physical education curriculum among students with low motor skills and female students; the exposure of physical conditions and abilities to teammates in the open space characteristic of physical education classes; and relational frustration with teammates resulting from failure in team-centered competitive activities. Second, the causes of student alienation in team activities were not static; rather, they formed a dynamic mechanism in which the teacher’s neglectful attitude toward alienated students combined with exclusion through peer power dynamics, leading to the entrenchment of alienation. Third, to resolve the mechanism of student alienation in such team activities, this study proposed instructional design principles that integrated Slavin’s (1990) structure-centered cooperative learning principles with Kim Nang-kyu’s (2011) principles of humanistic physical education practice. Through this study, we aimed to shift the perception of learner alienation in team activities within physical education classes from an issue of individual students’ functional problems to one of instructional design and structure, and to provide practical guidelines for realizing the holistic education envisioned by the 2022 revised physical education curriculum.

키워드