Research On The Aerobics Curriculum Assessment For Physical Education Majors In Sports Universities And Departments

Teaching evaluation has played an important part in the international education reform in recent years. Influenced by this trend of international teaching assessment and the deepening of teaching reform, China attaches much more importance to the research in this sphere. As testing and examining are usually employed to assess the students whose main task is to learn, they have become the core of teaching assessment, which are given specific requirements in the Teaching Guidelines for College PE Undergraduates Curricula promulgated by the Ministry of Education. It can be seen, therefore, that the assessment and evaluation, is not only the embodiment of the modern education concept, but also a subject in the PE field that urgently needs to be solved.On the basis of theories from relevant disciplines such as sociology, pedagogics, education evaluation, sport pedagogics, this research makes systematic analyses by means of documentation, interview, questionnaires, statistics, and logical analysis. It probes the assessment status quo of aerobics as PE majors'electives mainly from the following six aspects: evaluation implementation, evaluation methods, evaluation contents, evaluation criteria, evaluation subjects, evaluation results. After analyzing and commenting on the relevant topics and existing problems, it put forward proposals for reforming and perfecting the present assessment system. This thesis, with the aim to enrich the assessment theories of aerobics teaching, to promote the scientific development of aerobics curriculum and to help the Admini- strators, teachers and students have a comprehensive and objective understanding of the present rating and examining, therefore, can help improve the teaching quality and provide theoretical reference for the research on the assessment of other curricula.The findings of the research are plentiful, as they are, the understanding and implementation of the present assessments are quite rational; most teachers begin to combine the process assessment with terminal assessment, adopting more quantitative and less qualitative evaluation; the evaluation setups of different universities are different, which mainly concerns the technical and theoretical development and neglects necessary rating on the non-cognitive factors; the present evaluation mainly adopts the relative and absolute evaluation criteria without regarding the individual variation evaluation criteria; students participation in the evaluation process are not valued highly; rating and marking still are the two main presentation methods of the evaluation results.The author, accordingly, proposes more individualized, diversified and interactive assessment should be carried out. More diversified instruments such as development records, internet, and continual evaluation should be employed to encourage students to get involved in the evaluation. Individualized rating criteria which can reflect the technical progress, attitude of students and development of non-cognitive competence should be adopted. These reform measures, to some extent, are to perfect the evaluation system.