| "History is the endless conversion between the modern times and the old times ."We can understand the current situation of the Chinese Martial Arts education , on the base of knowing the history of the old Chinese Martial Arts education , which help us make the right choice and predict the future of the Chinese Martial Arts education . It is the education, which is the most powerful motivation , that make the Chinese Martial Arts become more and more advanced . Therefore , the aim of this article is to enrich the basic theory of Chinese Martial Arts , promote the growth of it and convey our national culture through the view of history by historical methods social investing methods and so on .There are seven parts in this article .The First Chapter . The introduction , which introduces the foundation of choosing the title , the aim of the study , the meaning and the special parts , the relevant study summarize , the study method , and some relevant concepts of the Chinese Martial Arts education .The Second Chapter . The historical changes of the Chinese Martial Arts education . From Qing Dynasty to Han Tang Dynasty , one part of the Chinese character is exaggerated and extroverted . In Song Dynasty , Chinese character was changed from exaggeration to moderation . In modern times , Chinese culture brought the countless influence to the traditional culture , even now , it still affects us . In 1949 , the Communist Party of China lead Chinese people creating a new country which stands for a new beginning of Chinese development . As a kind of culture , the Chinese Martial Arts and the Chinese Martial Arts education started a wholly new way . In this article , the history of the Chinese Martial Arts education is divided into five periods , which are the period of the original Chinese Martial Arts education , the Chinese Martial Arts education in the exaggerate period from Xia Dynasty to Tang Dynasty , the Chinese Martial Arts education in the moderate character period from Song Dynasty to Qing Dynasty , the modern Chinese Martial Arts education at the background of advocating Martial Arts and the contemporary Chinese Martial Arts education .The Third Chapter . The idea of the Chinese Martial Arts education . Such idea is a kind of viewpoint about the phenomenon and question of the Chinese Martial Arts education on the base of the Chinese Martial Arts educational practice . There are difference Chinese Martial Arts educational ideas in different times . Mr. Ge Zhaoguang believed that there was a kind of continual thinking ways in the history of thinking . He said :"The real factors which survive till now and affect nowadays life are the increasing knowledge and technology , the questions pondered again and again , as well as the forming concepts ."According to such an academic viewpoint and the Chinese Martial Arts educational practices in the old times and current times , the idea of Chinese Martial Arts educational can be divided into five parts : Firstly , the attacking idea , which is always the primary leading idea from the old times ; Secondly , the morale of Chinese Martial Arts , whose position in the Chinese Martial Arts education has never been changed ; Thirdly , the educational medias , which is the methodology of Chinese Martial Arts education ; Fourthly , the students and teachers , which are the main body of Chinese Martial Arts education ; Fifthly , the educational idea about"rescuing the nation"and"having a healthy and strong body".The Fourth Chapter . The Chinese Martial Arts education system . Among the educational principles , the educational system is always the teaching systems of research education , among the most importance part is the school education . The article considers that the earliest school education about Chinese Martial Arts is dating back to Xia Dynasty and Shang Dynasty . In Xi Zhou , it formed a kind of education including literary and Martial Arts , with the content of"L iu Yi".There was even no Chinese Martial Arts education during the whole feudal government education . The private school played an important role in the teaching-learning pattern in Chinese Martial Arts education . Although the Chinese Martial Arts education was held less in the academy of classical learing , very few scholars spreaded it ,such as Yan Yuan educator in the early Qing Dynasty .During the cold weapons times , the army was an important battlefield of the Chinese Martial Arts education .The system of"Wu J u", which attracted people to learn the Chinese Martial Arts , firstly gave the struggling goal and a way of promoting to the people who play the Chinese Martial Arts . The folk organizations help to spread the Chinese Martial Arts education . In modern times , the Chinese Martial Arts began to step into school . In 1915, the educational department pointed out that"the Chinese Martial should be added into the school curriculums". At the same time , two folk and governmental organizations about the Chinese Martial Arts education appeared , which are"Jing Wu physical education committee"and"governmental Chinese Martial Arts center". The contemporary Chinese Martial Arts educational system has three existing forms , the first one is the Chinese Martial Arts educational system which gives priority to sports Wushu ; the second one is schooling Chinese Martial Arts educational system ; the third one is the community Martial Arts educational system .The Fifth Chapter . The region of Chinese Martial Arts education . According to the complex geography environment of China , different region has different Chinese Martial Arts culture . There are two kinds of Chinese Martial Arts educational regions , one is mainly supported by the economic cultural background of cultivate , the other is supported by the economic cultural background of nomadism . The share between the region of the Chinese Martial Arts education points out that more than two regions own a same kind of the Chinese Martial Arts cultural phenomenon . There are two types about the regional share of the Chinese Martial Arts education , in accordance to the base of traditional and modern Chinese Martial Arts education , which have traditional type and modern type .The Sixth Chapter . The Chinese Martial Arts education and the cohesive force of Chinese people . The researchers consider that there is the national spirit on the base of the patriotism among the Chinese Martial Arts , by the logic thinking of education→national culture→national agreement→national cohesive force .The patriotism is the core of the Chinese Martial Arts education , and the Chinese Martial Arts education is the effective means to enhance the cohesive force of Chinese people .The Seventh Chapter. The Chinese Martial Arts education in the 21st century . At the background of globalization , there are challenges in the front of the function of the Chinese Martial Arts , the educational medium and the Chinese Martial Arts educator . Mr. Tang Yijie thinks that if a kind of culture is alive , such culture will not refuse the foreign cultures , but welcome them ,in order to make itself more healthy and advanced . The Chinese Martial Arts education in the 21st century should be both internationally and nationally and should inherit the excellent national Martial Arts culture, for the sake of spreading our Chinese Martial Arts education all around the world .
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