The Rearch For Professional Structures Of The Sports Training Curriculum In Innovation Education Background

In order to provide abundant and powerful backups for the construction of an innovation-oriented country, the cultivation of talents with innovation and creativity has become the priority of higher education in China. Meanwhile, the rapid development of in the field of sports brings about both opportunities and challenges for the sports training major. The core of all the previous curriculum reforms has been on the reformation and adjustment of curriculum structure. During the entire process of curriculum compiling, whether knowledge is systematic and whether subject structure is complete tends to be the starting point of the issue. Therefore, first and foremost, the innovation of sports training curriculum structure of Xi’an Physical Education University needs to make some adjustment in curriculum concept. And then, on the basis of course objectives as well as demands from society, it is necessary to carry out in-depth and comprehensive curriculum reformation so as to cultivate talents with innovation and creativity to meet the need from social development. This thesis, based on the domestic and overseas research accomplishments in this field, borrowing theories and research designs relevant to physical education curriculum reform, adopts scientific research methods such as literature material analysis, investigations, interviews, statistics and logics analysis to systematically investigate into the necessity, reality and plausibility of the innovation of sports training curriculum structure in Xi’an Physical Education University.There exist some weaknesses in the sports training curriculum structure in Xi’an Physical Education University. Firstly, although the cultivation objective basically meets the need of social development, it is narrow to certain degree. For instance, the cultivation objective established by the teachers is not very clear; moreover, the percentage of achieving the cultivation objective is not optimal. Secondly, during the survey on sports training curriculum structure among the senior students in Xi’an Physical Education University,72.6% of them think that it is necessary to adjust the proportion of basic courses and compulsory courses in the entire major courses. It indicates that students are not satisfied enough with the training are not greatly valued. Thus, over 68% of the students think that it is emergent and essential to subtract the amount of compulsory courses and add that of the optional courses. Thirdly, under the macro-circumstance of innovation and creativity education, the cultivation objective should be to cultivate talents with overall qualities in morality, intelligence, physical strength, aesthetics and diligence. That is to say, to cultivate qualified and elite talents with solid knowledge and theory in sports training, outstanding professional skills, creativity and practicality. Furthermore, those talents cultivated will also outstand in all the fields including basic training education, teaching, management and scientific research and so on and so forth. Through the investigation, the author discovers that the most significant influence the curriculum structure has on the students is the formation of their awareness of innovation and creativity. Therefore, we come up with the suggestion that the main subjects should be psychology, sports science and education. And to further define the main courses as education, sports psychology, sports training, sports competition and project theory and practice. Moreover, the proportion of basic courses and compulsory courses should be 30% to 35% and 35% to 40% respectively. The basic courses are sports anatomy, sports physiology, sports technical analysis and diagnosis, sports psychology, sports pedagogy and sports scientific research methods. The compulsory courses should be project theory and practice, track and field, gymnastics, martial art, sports training and sports competition. The optional course modules should be sports training module, sports teaching module, sports management module and sports game management module. The proportion of practice-related courses should be adjusted to from 61% to 70%; and the proportion of the optional courses to about 30% of the total teaching hours.