The Investigation And Research On The Present Situations Of PE Course Reform In JiangSu Province

With the coming of 21st century and the age of knowledge-based economy, almost every nation in the world is preparing or pushing ahead with the new course reforms of fundamental education so as to develop new-type talents who can quickly adapt increasingly changed society. Since the autumn of 2001, China has taken the lead to conduct new course experiments in compulsory education phase across 38 national chosen areas, meanwhile launching the reform formula of ordinary senior high schools and the research on New course Standards. In the fall of 2004, we started officially the experiment of the new courses of ordinary senior high schools in 4 provinces. And in the autumn of 2005, Jiangsu Province completely pushed ahead with it. Known as the 8th reform of courses, it is also called the biggest and the furthest one ever over years. The same is true for the reform of PE lessons. It is thoroughly changed in all kinds of aspects including ideas, aims, functions, structures, contents, practices, and assessments of the course as well as management, resources, and extension of the textbooks. Somehow, the key to reform is how to conduct it and how to turn aims and ideas into realities and specific methods. This is a big challenge for a majority of schools and PE teachers.The essay is based on many methods like quoting documents and references, questionnaires and surveys, interviews, comparisons and research and statistics and does some research into current situations of the reform of PE classes in senior high schools of Jiangsu Province. The essay draws some conclusions as follows:1. This reform is highly focused on by provincial education department of PE, and the leaders have made policies and promote the process with great determination and concern. However, the situations of the reform are not optimistic, because under the circumstances of exam-oriented education and the reforms of Jiangsu entrance examinations, many high schools make little progress in the reform of new course for PE, thus causing some schools to overtly agree but covertly oppose it. Only 13.7% of the schools have put the reform into practice completely, and 23.8% of them haven't done anything yet.2. Module selected teaching is in majority of basketball, football, volleyball, table tennis, badminton and aerobics exercises. But as for folk and traditional sports, gymnastics and burgeoning events, most schools haven't touched.3. In addition, nearly half or more schools can't meet the needs of Module Selected Teaching like the number of PE teachers, specific events and specialties.4. Many schools are merely nominal in teaching sports and health. And a lot of them haven't put into effect the Seventh Document of Central Government "some suggestions about how to strengthen the sports abilities of teenagers and how to build up their bodies" more or less in some respects. Physiological health and social adaptation in the assessments of PE classes haven't been embodied in the comments on PE classes.5. In the training of the new course reform, what teachers are concerned about and looking forward to is practical trainings for reform, sports skills and burgeoning events. PE teachers are able to understand and recognize the ideas of PE course reform better, but they have no confidence in the implement of the reform. In their eyes, the emphasis from leaders, ground equipment and the abilities of teachers themselves are not the key to affecting PE course reform, but the top 3 factors are the circumstances of exam-oriented education, the supervision of carrying out the reform and the trainings for reform.6. What's more, many PE teachers are lacking in knowledge and concepts of sports skills, which is an important reason why PE course can't find its proper position in schooling.Thus, my essay put forward these suggestions:1. Recognize again and understand properly the characteristics of the knowledge on sports skills teaching to get across the inner concepts of sports skills. Promote the position of PE course and improve the images of PE teachers.2.The directors of education department for PE should control the supervision of implement of the reform and relate awards and leaders' responsibilities to the implement. At the same time, they should enlarge the force of prizes and punishment to let the reform come true.3. The department of PE education should focus on the lack of teachers, specific events and specialties, playground and related equipment, especially some non-star and poor high schools. Hope that the department could invest more educational funds.4. Related departments should raise the quality of trainings of PE course reform for teachers and lay emphasis on the contents of teachers' training as well as adding trainings about sports skills and burgeoning events.5. As for PE teachers, they should understand the concepts of PE knowledge and promote their self-image. Studying and understanding the idea of reform: Health comes first, PE teachers learn and spread some sports skills which could build up students' bodies so as to develop students' proper health, thus realizing our responsibility to make students develop healthily and properly. Don't hesitate and exert the PE teachers' intelligence and brains to create and make full use of sporting resources in the hope of quicken the pace of PE course reform.