| It is well acknowledged that the cadre P.E teachers in Primary schools should improve their quality and ability by re-education so that they can extent better effect in the P.E and Health lectures. And the reform of re-education will play a key role for the innovation of the compulsory education in our country. The core of this reform, however, is curriculum, in which the critical point is how to design it. The curriculum design, a prescribed process for a certain course, involves the option and organization of the curriculum's goal and contents. Nowadays, researches on the curriculum design are intensively concerned in many countries, for they not only directly influence re-education in actual effect and scientific knowledge, but decide how the curriculum is operated and evaluated Under such situation, we shall study and find answers for the following questions: what challenges does the curriculum design face when it is exercised for the re-education of the Cadre P.E teachers in primary schools of Guangxi. How is it going on? What has it reached and what has not? Where and how does its tend develop? Based upon the studies from the others, this paper will analysis the challenges encountered by the curriculum design for the Re-education, do some research on its history and status in perspective and predict its development so as to look for a countermeasure. This paper is expected to provide some references for the educational administrations in GuangXi, Who are responsible for the formulation of relative policies and regulations on re-education for P.E teachers. According to the task it undertakes and the result it produces, the curriculum design is generally divided into three phases梩he macro, the middle and the micro. This paper will mainly focus on the middle research, though all of the three are mentioned when the curriculum design is dealt with.According to documents available on the cadre P.E teachers in urban primary schools of Guangxi, the curriculum design for re-education faces the following challenges :(1) To meet the demands of Development for the West of China, knowledge economy and high-tech information; (2) To meet the demands of quality education and the reform of P.E lectures; (3) To meet the demands of the future community which needs various intellectuals; (4) To meet the demands of the resolution of problems occurring in the curriculum design and among P.E teachers.This paper will demonstrate the history and present condition of the curriculum design by means of documents, questionnaires, interviews and observation. The result shows that the curriculum design has experienced three periods, each of which reflects the social need of its time and closely relates to its economy, culture and education of its time. (1) The first is its premature period (1983-1989). In this period the curriculum design is discipline-centred perspective;(2) The second is its developing period(1989-1999), in which the diploma and re-education are interwoven. In this period the curriculum design mainly is the combinetion of discipline-centred and humanist perspectives; (3) The last is its flowered period (1999-). In this period, the curriculum design is humanist perspective. Meanwhile, we also discover that the reform of curriculum design is an expectation from most teachers and a necessary step from the general analysis. The current curriculum design has the following shortcomings: The design cares for only simple result; The goal and contents are not sensibly prescribed, and the connection between them is not obvious; the goal is unique and fail in effect and instruction; the content favors competitive technique and fails to meet the demands in practice; the way for curriculum design lacks scientific plans.Through the observation of this history we may say that the curriculum design is both advantageous and disadvantageous. On the one hand, it has improved the diploma and ability of the P.E teachers, eased the shortage of the number of P.E teachers, and provided a base for curriculum theory studies and...
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