Study On Reform Of Wushu Teaching In Primary And Middle Schools

Wushu is the embodiment of the wisdom and cultural cohesion of the Chinese nation, with functions such as physical fitness, enhancing sports skills, improving personality. As an outstanding representative of national culture, it shoulders the task of the time to enhance the soft power of national culture, and has the responsibility to assume the task of cultural heritage and education. In the process of popularizing and developing Wushu teaching in primary and middle schools, building a new system of Wushu teaching in primary and middle schools, improving the education of Chinese traditional culture, and passing on Chinese Wushu culture, the bottleneck problems in Wushu teaching are the issues to be addressed urgently by the educational authority in studying Wushu teaching in schools and formulating policy with regard to development of Wushu teaching.Over the past century since Wushu became a component of teaching in schools, in order to better popularize Wushu teaching in primary and secondary schools, the relevant state authorities organized a lot of manpower and resources to study the teaching content and strategy implementation, put forward the guiding theory of "weakening routine, highlighting method, emphasizing application". On the basis of the theory, several reforms have been conducted on basic curriculum, which did not reach the expected goal.The Resolution of the Third Plenary Session of the Party’s Eighteenth Congress put forward "improving the education of Chinese traditional culture", which provided policy support for improving the Wushu education and solving the bottleneck problem of Wushu teaching in primary and secondary schools. This study focused on the specific way for conducting Wushu teaching in middle and primary schools, analyzed and interpreted the target positioning, teaching content construction and implementation strategy theoretically and practically. Previously, experts and scholars proposed many insightful views on the study of the three aspects, such as Qiu Pixiang, Cai Zhonglin, Wang Gang, Dai Guobin, Yang Jianying. According to them, in setting Wushu teaching objectives, content construction, weakening the routine teaching, the cultivation of Wushu culture and national spirit should be strengthened; teaching by ideal drill to emphasize the application of attack and defense. The Wushu education and teaching design in schools lack actual combat, with inadequate emphasis on attack and defense technology, deviating from the true martial arts education; misconduct of strategy, inadequate motivation on students learning, lack of interest cultivation, thus failing to reach the aim of the Wushu education in the teaching practice. In this study, from the nature of Wushu education, by means of literature research method, participative observation method, qualitative method and dialectical thinking, based on the research of Wushu teaching content construction and implementation strategy and practical martial arts education in primary and middle schools, on the basis of the current Wushu education reform which proposed "strengthening routine, highlighting martial arts; a school a fist, practice and training” as the theme of improving Wushu education, an in-depth study was conducted on Wushu education target, content construction and implementation strategy in primary and middle schools. The following conclusions were obtained:(1) The guiding ideology of "weakening the routine" represents Wushu teaching reform, which did not pay enough attention to the essence of martial arts, nor reflect the entire excellent national culture, nor the essential rules of Wushu teaching.(2) "To strengthen the routine, highlight attack skills" is the internal demand of original education; "one school, one fist" represents diversity of Wushu and authenticity of effective strategies, which is a practical approach to “strengthen routine”; "Practice and training" is a novel idea for performing Wushu teaching and specific measures for the practice of "highlighting attack skills"; "combination of operation and method" is complementary to each other, which ensures the target of "quality of refinement"; “cultivation of morality and skills” is the dimension cultivating personality through moral education.(3) On the basis of teaching guiding ideology of "one school one fist", focus on primary school students interest in Wushu, middle school students can acquire ability to learn Wushu, cultural experience, realization of goals, determine Wushu teaching knowledge and teaching ability as the goal. Students in physical and mental practice martial arts practitioners and martial arts etiquette, nourish the soul, mind, good temper, moral standard life, step by step to generate interest and deep emotion. Stimulate students interest in Wushu training, mobilize the enthusiasm, enhance the sense of competition, establish a sense of great experience and positive attitude towards life, the formation of patriotism, loyalty, friendliness, bravery and confidence, honesty.(4) The art of attack and defense is the core of Wushu. Wushu culture is a reflection of the essence and rules of Wushu, the mainstream culture of which comprises "practice" "adventurous" and "hit". Under the Wushu teaching reform guidance of one school one fist, the selection of Wushu teaching content should be changed, and Wushu routine technology system should be constructed. Wushu rules based on the "point" theory, the concept of "hanging, inch check the touch control, fall protection" is adopted, to ensure the conditions of combat and combat, we selected three punches and four kicks as the combat system of Wushu; additionally, the Wushu culture and etiquette are adopted to explore the artistic beauty of Wushu routine.(5) At the national level: based on the "National Union of School Physical Education(Wushu)", develop and implement security policy step by step across the country, establish and improve evaluation mechanism; perfect the school martial arts management institution, establish the leadership of the State Council and, with participation of the Ministry of Education, the State Sports General Administration, the Central Committee of the Communist Youth League, the National Union of School Physical Education(Wushu), practice of teaching martial arts related issues, the Ministry of Education on the basis of the decision; based on "one school one fist" teaching reform theory, conduct monographic study, sum up the layout of the city, the successful experience of the designated schools, strengthen the theoretical construction of the martial arts teaching in primary and middle schools.(6) At the level of urban areas: based on the national education policy requirements, combined with the local situation, study and formulate specific implementation procedures in this area; the "Wushu Union" as the leading organization, ensure the smooth progress; according to the local actual situation, with the participation of local sports colleges and universities, strengthen Wushu teachers training and introduction; organized teaching exhibition with local characteristics, to enhance enthusiasm in Wushu; adhere to the correct guidance of public opinion, use mainstream media propaganda, to create a good atmosphere of Wushu learning.(7) At the level of designated schools: According to school characteristics, develop school-based curriculum of Wushu; according to the local characteristics, expand the classroom teaching; adopt various ways to strengthen the construction of campus culture related to Wushu; adhere to "point to area", make traditional Wushu project school play a leading and exemplary role, to strengthen the construction of traditional Wushu programs in schools.(8) At the level of teaching: ①teaching forms: class and grade dimension expansion, teaching time, location or space expansion, dissemination dimension expansion, expansion of classroom teaching, which can stimulate students’ interest, imagination and enterprising spirit of inquiry; the expansion and use of teaching Wushu teaching resources, to facilitate the success in Wushu teaching. ② teaching method: according to the teaching needs, use complementary law, a combination of traditional and modern teaching methods, integration of imitation and discovery; according to the characteristics of Wushu, combine and expand actions, enrich teaching methods; adopt the guide-- discovery teaching method, pay attention to the transfer, formation and development of knowledge. ③Teaching evaluation: adopt multiple evaluation methods, to ensure the evaluation of students as comprehensively and objectively as possible; on the basis of "harmony theory", conduct evaluation of differences, respect students differences, make the differences become an important educational resource; "people-oriented" understanding of students who commit errors. In the light of general trend and pioneered thinking, regard students’ errors as dynamically generated resources, bring the students passion to learning, bring vigor and vitality to the classroom teaching. Seize opportunity by means of electronic portfolio to enlarge students’ merits, conduct incentive evaluation, let the student obtain motivation, successful experience, and build self-confidence.