Researching On The Value Orientation Of Chinese Physical Education Curriculum

In the 90's of last century, according to the problems of education in our country, some scholars have put forward the reason is that there is deviation in the value orientation of education in our country. Since the value orientation of the whole education existence deviation, physical education curriculum as a part of the whole education, accordingly its value orientation should also deviate. If there is a deviation in value orientation of physical education curriculum in China In the last, what kind of evolution of the value orientation of physical education curriculum China has experienced, what development process of physical education curriculum in western countries which developed in school physical education has experienced, how did its value orientation develop in western countries, what kind of physical education curriculum pattern and value orientation are there in western countries, are there something worth learning and reference, these problems need us research in the further.This paper is divided into six parts, the first part is the introduction, describes the research origin, research purpose and significance, research ideas and methods, and related Literature Review. The second part, describe and analyze the nature and characteristics, the function and the value, and several typical value orientation of physical education curriculum. The third part, review the evolution process of the value orientation of physical education since China setting up physical education curriculum in 1903. The fourth part, the development of physical education curriculum in western countries is reviewed, analyze the evolvement and development of modern curriculum value orientation, as well as contemporary s physical education curriculum pattern and value orientation. The fifth part, based on the above study, summarize the experience and lessons in the development of value orientation of physical education curriculum in China, reference the idea of physical education curriculum in western countries which school sports is advanced, put forward contemporary physical education curriculum value orientation that our country should be.Due to the reasons of culture and society, there are deviations in the value orientation in Chinese traditional physical education curriculum, it paying too much attention to the state and society, ignore the needs of students, one-sided emphasis on enhancing physical fitness and mastering the knowledge and skills, completely ignore to meet the development and personal needs of students, emphasis on learning results too much and ignore the process of learning. Learning content is various, and away from the life; emphasize the unity, lack of flexibility; teachers is in the dominant position in process, teachers are accustomed to commanding method, students are the object to be educated and trained. It is serious too much but lively not enough; in evaluation, the rigid index such as level of sports and physical quality is stressed too much, and there is lack of development index. The students could not learn the content they are interested in physical education courses, and could not feel pleasure of sports. The teaching process is to complete the task assigned by the teacher passively, then to attend the corresponding test at final to reach the corresponding standard. In the teaching process of physical education curriculum, the intelligent life cannot be seen, the student's laughter cannot be heard. Students doesn't like PE course, even are tired of physical education course, or fear of physical education for worrying of the examination, the result is " the teacher has taught everything but the students learned nothing", fewer students develop a lifelong sports consciousness, ability and habit.While western countries, physical education curriculum experienced training doctrine, physical doctrine (education on the body), multi functional (through physical education), subject center, social development pattern, the attention gradually turn from the external value to intrinsic value on sports, from the external function of sport to the demand and personal experience of students. The physical education curriculum value orientation in western countries is diversified, there are mainly have five kinds of sports curriculum value orientation such as the subject mastery, learning process, social reconstruction, self realization and ecological integration, and thus derived five kinds of PE curriculum pattern, subject mastery is no longer dominated, physical education curriculum don't pay attention to the students' physical fitness only but focus on students' overall development, not only concern the results of learning but on the studying process, not only pay attention to individual development, but on the development between individual and society, individual and ecological harmoniously.Society is made up of individuals, only individual obtaining full development, becoming a complete person, will they have a better life, and service the society better. Each student is a vivid individual life with emotion, the school education is the important period of his life, and an important part of his live. In the past we regard the school as a place of training people meeting social needs, regard the students as a product, regard the school as a factory, regard the education as a kind of tool. Think that the mission of school education is that, train students in accordance with the needs of society and put them to the social. Dewey said, "school is society", "education is life", we should change the traditional ideas, look children as a person in school, pay attention to their mind, creative good environment and atmosphere, let them grow strong freely in the school, make them become a man which has not only body but also emotion, become a real man and a integrated man, only in this way will they have a better life and work, promote the society develop and progress.Physical education curriculum can not only notice the perspective of social need,should look onto the live the life of one individual also, realize unity between social value and individual value, unity between extrinsic value and intrinsic value, unity between scientific and humanistic value in the physical education curriculum, people-oriented, care for the life. Pay attention to what they thought, concerned about their interests and hobbies, pay attention to their needs and feelings.Physical education curriculum can not emphasis on Enhancing physique and mastering "three basic" unilaterally, should not only pay attention to their health, but also to the experience of fun of sports. Let them learn the sports which they are interest in, let them play sports happily with their companions. PE curriculum is not only a task, it is also a part of their life; physical education curriculum should not be boring, it should be full of laughter also. Only in this way could they like physical education,by studing physical education curriculum, cultivate lifelong sports consciousness, ability and habit, let them participate in sports activities throughout their life span, live a healthy and happy life, and better return society, realize the harmonious development of person and society.