A Study On The Knowledge Structure Of Non-major Physical Education Textbooks In Universities

The main purpose of universities is to cultivate talented people who are well developed morally, intellectually and physically. Graduates are expected to have a strong physique as well as more fundamental knowledge about their own field, a firm aspiration to devote themselves to China's modernization and the ability to solve the problems in reality. These are the inseparable components of the entire education system. To deal with them properly will promote one another, or they will destroy one another. Furthermore, good health is not only the guarantee for successful completion of study in school, but also the necessity for hard work after graduation.Physical education is the basic form of physical teaching in universities. Non-major physical education, a compulsory subject for all the college students, is one of the main channels to improve the education system. Its purposes are to strengthen the students' physique, to improve their awareness of physical training, to form lifelong habits of exercising and also to cultivate a new generation with lofty ideals, moral integrity, education and a sense of discipline. Therefore it is necessary to lay emphasis on non-major physical education teaching.The textbooks are the specification of a subject and the knowledge structure is the specific realization of a textbook. Thus a study on the knowledge structure of non-major physical education textbooks has both theoretical and practical significance. Guided by system theory and making comprehensive use of theories on curriculum designing, learning, teaching and cognitive psychology, this dissertation attempts to investigate the knowledge structure of current non-major physical education textbooks in colleges and universities, find out their problems and systematically analyze how these problems come into being, then it gives some advice on how to optimize the knowledge structure of non-major physical education textbooks.This dissertation falls into four parts.Part one studies the basic meanings of knowledge structure and how it forms, and then puts forward five criteria of analyzing knowledge structure. That is.knowledge structure should be logic, adaptable, fundamental, developmental and able to meet the requirements of the times.In part two, the current non-major physical education textbooks are divided into four types on the basis of the qualitative and orientating differences of the subject. We carefully analyze the knowledge structure of each type and then generalize some common problems, such as emphasis upon the logic of the subject over the logic of human psychology, teaching over learning, declarative knowledge over procedural one; the arbitrariness in choosing knowledge and regarding textbooks as the fixed "cultural-script" of learning instead of the spiritual resources to actively construct knowledge.Part three makes a comprehensive and systematic investigation on the reasons of the problems of the knowledge structure in non-major physical education textbooks from the four aspects of cognition, realization, techniques and theory.Part four gives some advice on how to optimize the knowledge structure of non-major physical education textbooks. First, the attribution of the non-major of physical education should be oriented. Exercising is primary and lifelong, however, its main purpose is not the physical skills' cultivation. Second, investigation should be carried out to discover the practical demands, to scientifically analyze the current situations of physical education textbooks and to avoid the arbitrariness of choosing knowledge. Third, educational ideas and teaching contents should be renewed and learning should be integrated with exercising, health, security and the concept of lifelong physical training. Last but not kast, mistakes of construction of system should be avoided and examples should be employed to structuralize the knowledge of the non-major physical education.