Research On The Disabled Students’ Physical Education Of The Colleges And The Universities In Tianjin

In the course of building the harmonious society, the concept of education equity has been promoting the development of higher education and special education in our country, on the basis of which, the research on Physical Education situations of the disabled students can not only make us understand the fairness and care of the China’s new-era higher education, but also give the students more scientific and rational guidance with the purpose of integrating Physical Education and special education in the universities, achieving the expected goal of Physical Education to meet the sports needs of the disabled students, and providing some relevant laws and regulations as well as some new ideas and theoretical basis to the relevant departments.By making use of literature, survey and other scientific methods, this paper systematically studies the Physical Education situations of the disabled students of the Colleges and the Universities in Tianjin. On the basis of this, some conclusions have been drawn, which are as follows:Firstly, the Colleges and the Universities in Tianjin have set up the special Physical Education curriculum for the physically disabled students, but the actual teaching situations are not optimistic. For example, many colleges and the universities, in which only theoretical teaching have been provided (43.75%), or there has not been the complete syllabus (31.25%), or there has not been the particular Physical Education items for the disabled students (56.25%), still exist. As for stating the teaching goals in sports, the very colleges and the universities pay more attention to enhancing the physical quality, providing ideological and moral education, and imparting basic sports knowledge than to improving the ability of social adaptation, promoting mental health, disability compensation and rehabilitation, and developing the sense of life-long sports.Secondly, the courses for the physically disabled students of the Colleges and the Universities in Tianjin mainly include health-care courses and movement-technology courses, such as Taijiquan, a variety of gymnastics, basketball and other sports items. Summative evaluation has been made every semester and every academic year, but the evaluation process has weakened motor skills, technical indicators. At the same time, the evaluation contents have mostly laid in the aerobic, low-intensity movement items.Thirdly, most Colleges and Universities in Tianjin (81.25%) do not have the specialized sports equipment for the disabled students to practice. Dumbbells, skipping ropes, soft volleyballs and other low-cost sports equipment and facilities have usually been used in their PE. The lessons of PE. in general have been instructed by the general physical education teachers, the vast majority of whom have not the experiences in achieving the special Physical Education. The teaching materials are mainly edited by those teachers (68.8%). Most colleges and universities (81.3%) did not subscribe or buy the special physical education journals or books, and some colleges and universities (31.3%) have not any special audio-visual education materials about the Special PE.Finally, there have almost no extra-curricular sports activity for the physically disabled students organized in the colleges and the universities. However, about 59.9 % of the disabled students regularly make some sport activities, such as jogging and some physical flexibility and stretching gymnastic exercises in the morning, in the evening or at night. And the vast majority of those students (90%) have engaged in extra-curricular sports activities individually or in the form of informal groups, and the sports activities have usually been carried out independently with the normal students. The major factors in preventing the disabled students of the Colleges and the Universities in Tianjin have been participating in extra-curricular sports activities mainly include the following aspects:the lack of the sports items and the sports equipments, the fear of some students about having been made fun of and the fear of injury as well as the inconvenience feeling of the activities in participating extra-curricular sports activities.