The Research On Curriculum Provision Of Physical Education Of The New Upgraded Universities And Colleges Of Undergraduate Course In Hunan

As the guideline of education towards modernization, world and future has been gradually carried out and the reform of physical in schools is deepening constantly, it exerts intensive impact on the existing training system of experts at physical education. The major of higher physical education, as a essential carrier nurturing teachers to work in middle and primary schools, especially in new upgraded universities and colleges of undergraduate course, is whether or not to conform to physical reform of elementary education. According to the requirements of the new curriculum plan, we need to re-position talent cultivation schemes for physical experts in new upgraded universities, to optimize and adjust course system, to highlight characteristics of schooling, and put a nationwide body-building plan into practice. These measures are not an opportunity but challenge for those universities’curriculum provision.Based on document research, survey, comparative and logical analysis, statistical figures, and so on, this paper analyses the current situation of the physical education major in six new upgraded universities in Hunan Province. From the breakthrough point of training objective and curriculum provision, the author sums up and analyzes their characteristics of curriculum provision to propose some constructive opinions through feedback from employers. It aims at providing reference to deepen reform of professional courses of physical education in new undergraduate universities. The main conclusions are as follows:1.Because the periods of required courses are larger than that of selected courses in new universities and colleges of undergraduate course, the distribution between the required courses and selected courses is unreasonable. The large proportion of required courses and small proportion of selected courses are continued, which was used during period of junior colleges. This phenomenon is inconsistent with the referential standard of the selected courses and the required courses in the new curriculum project, which does not benefit integrated development and cultivation of individuality. 2. The proportion of theoretical courses and technological courses of physical education in new upgraded universities and colleges in Hunan Province is at a higher level, which reflects the existing idea of emphasis on technology and neglect of theoretical knowledge to a certain extent.3. The scattered educational curriculum provision neglects humanities and social sciences. Every new promoted university and college of undergraduate course offers course in different ways and the types of offered courses are less.4. The new promoted universities and colleges of undergraduate course offer less periods of limited optional courses and arbitrary selected courses. The selection modes of selected courses are not flexible, which hinders the development of students’individualities and the acquisition of overlapping knowledge on subjects. In addition, two thirds of these universities only offer technological courses in limited optional courses.5. The proportion of the period of the compulsory courses accounting total class hours is almost higher than the requirements in new curriculum plan. The periods of core courses in compulsory courses are less those of new curriculum plan, while the periods of common compulsory courses are more than those of new curriculum plan. Therefore, this situation has some difference in new curriculum plan about emphasis on foundation.6. In the traditional national sports curriculum, many reflect technological courses, which are offered basically in the shape of limited optional courses and arbitrary selected courses. The value of health of traditional national sports is not recognized comprehensively enough. The degree of offering traditional national sports only stays the aspect of athletic competition, namely, a small range.7. The credit hours of educational practice generally perform short. In educational probation, one third of those new universities do not require the probation. It has influence on effects of probation to some extent, which does not benefit the cultivation of practice ability and role change between students and teachers.