| Abstract:The curriculum program of physical education in colleges is the macro guidance document for organizing, designing and implementing professional instruction. It gives a concentrated expression of the basic requirements of professionals trained by the times and society by in the knowledge structure and the adaptability, and plays an important role in training qualified personnel for the sports. As a blueprint for training professionals, the curriculum is the bridge of the transformation of certain educational theory, ideas and goals into concrete practice. Its content and structure determines the type of personnel training and unique knowledge structure, which is the direct reflection of professional training objectives. Under certain conditions, whether the curriculum is reasonable or not to a large extent determines the achievement of the goal, determines the quality of the talent level. And because higher education is professional education and the direction of a certain curriculum is the professional entities, the form of training professional teachers of physical education is "physical education". The correct understanding of professional courses is beneficial to promote the perfection of professional courses so as to improve the quality of training teachers in physical education.Professional physical education in higher education in modern China has gone through for several hundreds years since the "charter school will outs" drawn up by Zhang Baixi, Zhang Zhi and Rong Rongqin was promulgated by the department of education of Qing Dynasty in 1903 and in the same year the gymnastic course was initially opened in Imperial University. From over one century on, it has cultivated a large number of sports professionals, according to the social needs, and made tremendous and indelible historical contributions to the country's prosperity, the rejuvenation of the Chinese nation and the modern history of China's sports development. Especially after the emancipation, the national educational administration attaches great importance to the building of physical education curriculum, has revised and issued nine sets of professional training courses on many occasions, and carries out a series of the reform and adjustment to the course of professional physical education on the basis of the constant changes in socio-economic development and school sports in order to meet the demand of society on teachers of sports. Repeated efforts of reform enable physical education curriculum becoming more reasonable. On the basis of historical experience and extensive consultation of advanced achievements from the developed countries, the design of the curriculum improves the quality of personnel in physical education.However after a panoramic view of the existing study on physical education curriculum, two characteristics are clear. First, fix the course in a certain stage (mostly present stage) and analyze in a static way which is confined to the settlement of the immediate problems in the course disregards of the continuity of curriculum development. The study was one-sided and lacks a macro perspective. Even in the rare historical research, much emphasis is paid to the development of a simple description of the context, with few to discuss the inherent logic of development of physical education curriculum. The second problem is to take the course as a isolated targets and confine the scope to the structure of "simple" courses. This may contribute to the grasp of the depth of internal structure of the curriculum, but it ignores the links between curriculum and social external environment. Actually course is a dynamic social and cultural phenomenon; static courses are non-existent. From the point of view of materialism, curriculum is often a product created by certain historical period and social conditions in the specific times; its design is influenced by the ideological background and socio-cultural patterns at that time and develops with the historical changes. The factors influencing the development and impulse of the course are diversified; these factors are also historical. In practice it is difficult to find a purely theoretical or ideological design with a single motivation for the implementation of the curriculum. Static and independent course does not exist. The curriculum reform is the demand of the times, but one of the prerequisites is to understand how the professional course comes into being, why it develops into the present situation. Base the judgment of whether there is a need for transformation on this kind of understanding of the present curriculum. In other words, any kind of professional and curriculum are historic. If it is not from the perspective of history, formation of courses, development of thought, related driving factors, historical and reasonable limitations of the course so as to be close to the course as much as possible, this kind of study as well as the course reform conducted under the guidance of the results of such research is unavoidable with limitations and blindness.The thesis, adhering to historical materialism and dialectical materialism and respecting historical facts, on the basis of the integrated use of literature data, the history, interview, mathematical statistics and comparative analysis, takes the development process of sports in undergraduate (education) curriculum as the object and discusses origins of sports (education) courses in modern China and its development changes in different historical periods with special emphasis on comparing among the nine professional courses program promulgated by the ministry of education since the emancipation. In addition, this study explores the typical issues appeared in the development of physical education course and reform to a deep degree, lays emphasis on the development of physical education course, discusses the reason for fostering the characteristics of the curriculum design on different stages, and provides historical experience as well as effective suggestions for the current reform of physical education curriculum.
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