The Discussion On The Form And Development Of Gymnastic Teaching Model In Chinese P.E. Academies

Through analyzing two angles of view, namely: gymnastics, as the main contents and measures, can accomplish the goals of teaching; and P.E. academies, as the institutions of higher learning, can cultivate persons with abilities for P.E. teaching in school, the author of this paper urgently senses that how to make all current P.E. teaching productions into an entity and how to make the guidelines , goals, forms, methods of teaching relate organically together, are the problems which teaching model in gymnastics should solve urgently. However, from more than 50-year development of gymnastic teaching in Chinese P.E. academies, it is easy for us to see that"technique rank"teaching model which its guideline is to improve the level of movement technique, has been being the main rhythm of gymnastic teaching in Chinese P.E. academies for many years. With the reform of P.E. teaching in school deepening constantly, it gradually indicates that it can not keep pace with the times. Consequently, it is necessary for us to explore, study and summarize teaching models in gymnastics.It is impossible for us to correctly understand what the characteristics of the current teaching models in gymnastics are and how they form and develop if the history of them is not looked back on and understood. If we have definite sensibilities of history, we can understand the realities rightly and grasp the orientation of reform. It is not only the needs of promoting and deepening reform of gymnastic teaching, but also the needs of keeping pace with the times and enriching theory of gymnastics.The main purpose of this paper is to discuss the problems in the form and development of gymnastics teaching models which are in Chinese P.E. academies, reveal the structures, functions and characteristics of different teaching models in gymnastics and provide diversified choices of teaching models for gymnastic teaching.More than 13 P.E. academies, which are in this paper, such as: Beijing, Shanghai, Wuhan, Chengdou, Xi'an, Shenyang, Tianjin, Guangzhou, Nanjing, Shandong, Haerbin, Jilin and Fujian etc, are the study objects. By using the methods of literature data, questionnaire, expert interviews, statistics and combining about 25-year experience in teaching practice, the author of this paper has analyzed them and come to conclusions as follows:1) The development of teaching models in Chinese gymnastics experience"the modern times","the current times","the present age"3 stages, each of which the most typical teaching models are"solider-drill teaching model","technique teaching model"and"setting-up teaching model", respectively.2)"soldier-drill"teaching model which was introduced from abroad in 1885, mainly from Germany, where it was developed and popularized in military school in order to train military persons with abilities and improve soldiers'diathesis, was one of the most representative gymnastic teaching models in the modern times.3)"Technique teaching model"which was introduced into China from Soviet Union in 1953, had been a typical teaching model in the current gymnastic teaching in China by the end of 1980s. The core of it was to improve the level of movements technique in gymnastics, which put a positive role in cultivating the abilities of students'teaching and promoting the development of gymnastic project in China. Nevertheless, with P.E. teaching continuously reforming in school, it is evident that it can not suit with the development of the current times.4) After《people health project》came on in 1995,"Setting-up teaching model", as a new teaching model in the present age which pursues the teaching of gymnastic movements and the basic aim of it is to improve students'health both in body and mentality, began to be paid much attention to, and tried out, explored."Setting-up teaching model"constructs an anti-variation teaching model in gymnastics from the aspects of the structure of process, system of content, teaching and evaluating methods and instrumentality. Coherence of accomplishing targets, paying attention to students'subject, anti-variation of curriculum structure and evaluation and keeping pace with the times of teaching-running are the characteristics of this kind of teaching model.