The Present Situation Investigation And Research Of The New Curriculum Standards' Influence For College Physical Education Curriculum And Instruction

The "New Curriculum Standards'" is distinguished from the existing general outline for sport courses. The deployment of the "New Curriculum Standards'" puts a higher requirement on the sport teachers of middle and high as well as elementary schools. It brings forward also new requirements on the education of the students with the specialty of sport in the high schools. In order to keep pace with the reform of the national elementary sport course, the thesis investigates the current status of the teachers in the high schools for the sport education affected by the "New Curriculum Standards'", through reading literature, visiting experts, a questionnaire, comparisons and statistics. The purpose is to discuss how the education in the high schools can adapt to the reform of the elementary education, and to foster novel sport teachers. It aims also to promote a new theoretical basis for the reform of education. in the high schools.The following conclusions are made based on the investigations: 1. The deployment of the "New Curriculum Standards'" has not caused visible effects. The university teachers specialized in physical education do not know the "New Curriculum Standards'" well, and their teaching concept drops behind the connotation of the "New Curriculum Standards" for the elementary and middle school. 2. The selection and organization of the course content for the physical education specialty in the universities do not relate closely with the living and social practice. The technical courses have neglected the study on the teaching methods, having almost nothing about the teaching content and teaching method for the elementary and middle school. This cannot satisfy the necessary teaching content of the "New Curriculum Standards". 3. The teaching methods of the university teachers specialized in physical education are antiquated. More importance is paid to teaching than to learning. "Teacher-centric" teaching methods as well as tutoring just before the examination encourage passive learning habits in the students. All of these go against the fostering of the independent learning habit and the bringing up of the capabilities of independent thinking and innovation. 4. The evaluation criteria on the teaching in the physical education specialty pay less attention to the students' feelings. The difference in the students has not been considered. The evaluation criteria are single in content, and more attention is paid to the evaluation result than to the procedure. Therefore the advantages of evaluation have not been brought into play. 5. The sport teachers in the elementary and middle school should enhance their innovative capability and advanced teaching concept, whereas current teaching methods for the physical education specialty have not addressed the training of the innovation capability enough. 6. The practical courses are not enough. It is necessary that more practical courses should be given in the first year to make the students prepared for the teaching praxis.