Research On The Current Situation And Developing Countermeasure Of "Sports Physiology" In Postgraduates' Degree Program Of Physical Education And Training In Heilongjiang Province

Exercise Physiology is sports sports schools, Normal University specialty, some comprehensive universities related professional degree important sports a compulsory basic course. It provides a scientific basis for sport education and sports training, it is both the basic theory of the follow-up courses, but also to guide the practice of sport utility. Thus sports physiology teaching quality and effect, related to the theoretical basis of sports graduate students. Reform the teaching about sports physiology has been a hot research scholars.In this paper, Heilongjiang Province and Harbin Institute of Physical Education in four universities, Harbin Normal University, Harbin Engineering University, Mudanjiang Normal University for the study of school. Use of literature, questionnaires, interviews, observation, data statistics of the four universities that offered "Exercise Physiology" course syllabus, course content, teaching hours, experimental teaching, teaching methods, teaching materials Research and analysis and propose appropriate countermeasures and suggestions construction, teaching staff, to carry out bilingual teaching, assessment methods 8 aspects.The main conclusions of this paper:(1)There are large differences in four universities focus on teaching outline for chapter setting the number of distribution are quite different when teaching.(2)The overall lack of teaching hours, teaching goal difficult to achieve, the course can not reflect the importance of a degree.(3)Laboratory building big difference. Experimental course in a small, does not reflect the experimental teaching-oriented graduate curriculum features.(4)Followed undergraduate classroom teaching methods, extracurricular teaching poor results, unfavorable student study. Development of ideas by the impact of network teaching platform slowly.(5)Update speed slowing textbooks, no unified school textbooks, reference books to introduce the original hard, slow translation.(6)Insufficient number of teachers, lack of experimental teachers, can not form a team, it is difficult to develop into a strong research team, the adverse long-term development disciplines.(7)Slow progress in bilingual teaching, professional bilingual teacher training is not in place.(8)Assessment scores unreasonable, the proportion of low test evaluation.