Abstract
Teaching material is one of the most basic term in teaching-learning theory, and it is a indispensable element of instruction. In the field of physical education, however, the term of teaching material is often used in various sense. Furthermore, on the other hand, there is a growing tendency to avoid the use of it. Accordingly, it is important to re-examine the didactic availability of the concept of teaching material in order to improve the practice of physical education instruction
The purpose of this study is to examine the concept of teahing material in physical education after World War II. In this paper, as a part of the theme, the conceptual arguments of teaching material, from 1958 (“course of study” presented by the Ministry of Education) to 1964, are considered.
The main findings are as fullows.
1) the logical phase of conceptualizing
Although, in this period, teaching material was generally understood as sport (physical activity) selected from educational points of view, yet the concept of the term of it began to be investigated on the level of instructional theory (teaching-learning theory).
2) the semantic content of the term of teaching material
The semantic contents of teaching material indicated in this period are able to be classified into following three types.
(1) Teaching material is a sport (physical activity) selected from educational standpoint.
(2) Although a given sport is called teaching material, it is necessary to interpret its own cultual essence or educational value
(3) Teaching material is what an exisiting sport has been reconstructed from pedagogical aspects such as teaching content and the realistic conditions of learners.
