Research On Resources Evaluation System And Authentication Of School Physical

Nowadays, social justice becomes increasingly important during the construction of harmonious society. Educational equity is the foundation of social justice as education involves the vital interests of thousands of families. To achieve educational equity is the basic requirements of building socialism with Chinese characteristics as well as building a harmonious society, and to achieve educational equity is also the main goal of educational reform and development in China with untiring efforts. Since the reforming and opening of China, the education in our country has undergone a tremendous change, among which both urban and rural education have made great strides. Undeniably, however, China's urban and rural educational resources still exist significant gaps. In view of our vast territory, it is not practical to achieve absolute equality of educational resources, but relative equality of educational resources could be achieved depending on the local economic development. In the pursuit of educational equity, an evaluation system of school physical education resources is needed to interpret its equality. Now we intend to research on school physical education resources and to build an evaluation system of school physical education resources from the point of view of resourceology by reading mass references and visiting experts in the various fields.This paper is an Empirical Research on building an evaluation system of school physical education resources by literature survey, investigation, logical reasoning, testing, probability method, etc. The results are as follows:1. This thesis will give a further understanding to the connotation and extension of physical resources at schools through analyzing to its concept, classification, functions and features, the purpose of which is to set up the five subsystems applied to evaluate the physical resources at schools.2. Establishing the contents of the system applied to evaluate physical resources at schools in China.(1) The contents of the evaluation system of physical resources at schools mainly consist of five subsystems—manpower resources, finance resources, material resources, information resources and time resources and the evaluation system of the independent subindexes of the five types of resources.Manpower resources include three subindexes which are physical teachers, physical supervisors and physical assistants. And physical teachers have nine subindexes which are age, education, teaching title, major, work amount, training, salaries, proportion between teachers and students. Physical supervisors and physical assistants have four subindexes which are age, education, major and teaching title.Finance resources include two subindexes—government invest and society donation. Government invest and society donation consist of three subindexes which are the total invest amount, invest amount in physical education and the average invest amount in a student.Material resources include two subindexes which are physical fields and physical equipment. Physical fields consist of five subindexes which are indoor fields, outdoor fields, field acreage and individual acreage. Physical equipment consists of three subindexes which are classification, total amount and individual amount.Information resources conclude four subindexes which are physical newspapers, physical magazines, physical books and network resources. Newspapers, magazines and books on physical culture consist of two subindexes which are classification and amount. Network resources consist of two subindexes which are network search and literature database.Physical time resources conclude six subindexes which are early physical jerks, playtime physical jerks, activities after school, physical contests and training after school.(2) Take example of urban and rural middle schools in Zhengzhou, and research the building of school sports resource assessment system. On one hand, by surveying the current situation of school sports resource of the urban and rural middle schools in Zhengzhou, we find the physical rescourses disparity between the urban and rural middle schools in Zhengzhou. On the other hand, by researching the school sports resource of the urban and rural middle schools and inspecting school sports resource assessment system in Zhengzhou, we observe whether the school sports resource assessment system can truly reflect the disparity of the school sports resource between the urban middle schools and the rural middle schools. Through further surveying with the school sports resource assessment system on the school sports resource of the urban and rural middle schools in Zhengzhou, it is clear that there is disparity on physical resources between the urban and rural middles schools in Zhengzhou. Thus, we achieve the desired purpose of the test.Analysis on the result:Through empirical studying school sports resources of the urban and rural middle schools in Zhengzhou, we can see clearly the current situation of school sports resource, and can compare the differences of the school sports resource between the urban and rural middle schools in Zhengzhou. By verying, we see this indicator system is pretty operable and has good practical value.