Loss And Reconstruction Of The Humanistic Dimension Of School Physical Education In China Since Modern Era

In today’s world, science and technology are growing by leaps and bounds, the knowledge economy has appeared in our sight. Competition in national strength is becoming increasingly fierce. Education plays the basic role in the formation of the comprehensive national strength. National strength depends more and more on the quality of the workers as well as the quality and quantity of talents in all fields. It has become a more urgent requirement to cultivate and foster the new generation of the twenty-first century. Competition between countries is the competition between people in the final analysis. From this perspective, the competitiveness of a country depends on the level of the overall quality of people, moreover, the quality of the citizens in turn depends on the quality of education. Therefore, education undertakes the task of enhancing the competitiveness of a country fundamentally. Education, including physical education, is faced with specific and living human beings who are conscious and thoughtful. The initiative of the receiver of education should be taken into consideration. The subjective initiative can only been brought into play on the basis of full stimulation of the interest of the individual. The initiative to study marks the beginning of self-improvement and self-development of people. In that way, education can ultimately achieve its goal of educating people.Physical education undertakes the primary task of the developing our human body. However, the neglect of the valuable connotation of humanistic education included in physical education and the one-sided pursuit of physical education on the biological transformation will lead to the abnormal development of students. School physical education plays an irreplaceable role in the all-round development of people. In China, it runs through primary, secondary schools and university, that is, the whole process of education practice. But our school physical education actually has long been in a state of marginalization, it is only seen as the tools to maintain the students’ basic activity. Since modern physical education has been opened up in our schools, the humanistic spirit in physical education does not get the attention it deserves, even though the school physical education ideology has experienced the changes from the ideology of the military national physical education to "three bases" and then to the ideology of "health comes first". These changes reflect the deepening of people’s cognition of school physical education. Teaching activities in school physical education are in fact still under the guidance of biological sports view and overlook students’ subjective needs and value as human beings, which eventually leads to the phenomenon that students love sports but dislike physical education class and even results in the decline of students’ physique year after year. Although such kind of situation is certainly caused by many reasons, I am afraid our school physical education which aims to improve the health of students should be blamed. Our human society has entered the era of globalization, the world has become a global village, and the contact between various countries and regions today has become increasingly close. It can be said that everyone has become a citizen of the world, even if he does not leave his own country, he may be influenced by the external world. There are no national boundaries in physical education itself. The fair and equitable universal values it includes are the best interpretation of the humanistic spirit of mankind. Physical education enjoys inherent advantages in the cultivation of the humanistic spirit of people. It may be more appropriate to look on humanistic physical education which is neither an educational mode, nor a method of education, as a sort of educational philosophy. Humanistic physical education advocates that people should inject humane care and humanistic spirit into the entire system of physical education, take students as the foremost in physical education and attach importance to humanism in PE in order to achieve a high level of unity of sports activities and students’ learning activities and to reflect the ultimate concern that physical education has on people as an educational morphology. That is to say, people should train the comprehensively developed individuals with healthy personality through physical education in order to get the educatee develop from the body to the soul, including the healthy state of mind and social adaptability, exist as qualified citizens of the world and become those people with a global perspective on the world system.In order to show the respect of educatee for the subjectivity as human being, this research is focused on the discussion on physical education activities from a humanistic perspective. By making use of the historical, dialectical stand, viewpoints and methods, this research paper includes:carding of China’s humanistic context of physical education after the introduction of western physical education since modern times; the analysis of the current situation and the reasons for the absence of humanistic spirit in physical education; the review of the evolution process in which humanistic and physical education were divided and united; the proposal of the regression tactic from physical education back to humanistic education from the point of view of the comprehensive development of people and the requirements for the physical education teachers to improve their humanistic quality. The whole paper can be divided into three parts:Part Ⅰ:Recall of the brief history of the Chinese school physical education in modern times and the comment made on its humanistic dimension.Part Ⅱ:Analysis of the reasons for the lack of humanism in school physical education.Part Ⅲ:The refactoring of humanism in school physical education. It can be shown by the research result that:1. From the humanistic perspective, the history of the Chinese school physical education in modern times is the history which includes:--deletion of humanities (1840-1921, the "military national physical education") --Initial appearance of humanism (1921-1949, naturalistic physical education)--Humanities lost (1949-1978)--Humanities reconstruction (since1978, the humanistic revival).2. The reasons for the lack of humanism in school physical education include cultural differences between China and western countries, which is the objective reason, as well as understanding factors about the essence and regularity of regularity, which is the subjective reason and the main reason. The problem existed in school physical education is not just the demonstration of problems in school physical education (even school education). It is related with profound historical factors which are included in the political, economic and cultural plight.3. The viewpoints in this paper include:To clarify the relationship between the goals and means of school physical education is the first step to advocate humanistic physical education; Importance should be attached to the process of school physical education. Humanism of physical education is embedded in the physical education process rather than in the results; The problem exposed in the absence of humanism in school physical education results from the accumulation of the problem of the deviation from humanistic education since the basic stage of education. School physical education, including PE class, school extracurricular sports, intercollegiate physical education, should be integrated with community sports and family sports.4. The important reasons for which school physical education solely pays attention to physique and skills, thus lacking humanism are that the goals and means of school physical education have been mixed up and that the purpose of physical education is to influence people. This paper looks at the relationship between the goals and the means of school physical education in a superior way and orientates school sports towards the service for the holistic education by means of sports. To understand the role that physical education and school physical education plays in bringing people true freedom and happiness from humanistic perspective, people must get rid of the instrumental rationality as well as the shackles of politics for centuries and return to the humanistic dimension of physical education.5. In order to adapt themselves to the requirements of social development for the humanistic physical education, physical education teachers must accept the influence of the humanities, realize the shift of their role from dominant people in teaching activities to the facilitator of students’ learning, and actively create good atmosphere suitable for students to develop freely.