Physical Education Curriculum Decision-making Diversification Of The Main Study

For a long time, the Chinese government has controlled the innovation and development of physical education. The curriculum is determined and set by the Ministry of Education. The standards for the PE courses are established by a few experts, and are implemented through administrative orders (especially official documents). Schools, teachers, and students are excluded from choosing suitable PE curricula. They usually accept these arrangements (including definition of PE value, and design of PE curriculum, etc.) without questioning them. Their task is only to implement these orders, and can only improve, and innovate the PE courses within these arrangements. This weakens the positions of the schools, teachers and students, and can stifle their positivity and creativity. Now, the decision-maker role for physical education in China is changing. The management system now has three levels; different curricular arrangements can be implemented with much less bureaucracy. The role of the PE teacher has transformed from that of just an implementer to that of a designer; and the self-determination of the students has been strengthened.Through the research into the design of China's PE curriculum, and the research into the curricula in other countries, this article reviews and analyzes the form and development of the decision-makers in China's PE curriculum. Looking at the theoretical framework of the role of the decision-maker in physical education is based on the finite reason theory and the endogenousness of the PE curricula's decision-maker. Using this framework, whether there should be more than one curriculum decision maker should be discussed as an integral part of the PE curriculum. This should look at the essence, the process of education, and the relationship between the curricular evaluators and the decision-maker. This article analyses the reasonability and legality of administration leaded decision-makers in PE curriculum, and outlines the basic assumptions, essential attributes, existing foundations, axiology, basic rules, and so on. Then it discussed the potential defects of the decision-makers. This showed the necessity of having multiple decision-makers in the process. The research relates to the system, conditions, principles, basic rights and obligations, and the key definitions of multiple decision makers. Basically, the PE curriculum needs to develop with a multiple decision-maker approach. The harmonious development of the PE curriculum requires these multiple decision makers. That is, the scope of PE curriculum should be tailored to the individual situation, incorporating the students' knowledge of physical education. This'll ensure that personal exercise development and knowledge to the physical education can be spread through competitions as well.The article looks for new ways to innovate the PE curriculum and a scientific basis for the development of decision-makers in design and development of school courses.