Comparative Study Of Practical Courses Of Physical Education In China And United States

With the reform of China's education and the development of sports undertakings,the demand for physical education talents of the society is increasing,and the requirements of teaching practice ability for physical education are continuously improved.As a cradle of cultivating and outputting high-quality physical education talents,physical education specialty is an important means to help students acquire practical teaching ability,practical ability,innovation ability and social adaptability.There are some problems in the current specialty practice course,educational practice setting,practical process and practice evaluation of physical education in ordinary undergraduate schools.So "how to effectively carry out physical education professional practice courses to improve practical teaching ability of the students of physical education",need to be solved currently.The study is to explore the differences between the practical courses of physical education in China and the United States,and to find out the shortcomings of the practice courses of physical education in China,which provides some reference for the development of physical education specialty and the development of physical education.Using the methods of literature,investigation,mathematical statistics,logic and other research methods to take the physical education professional practice courses of the four representative universities in China(Henan University,East China Normal University,Wuhan Institute of Physical Education,Ningbo University)and the physical education specialty of four famous universities in United States(University of Missouri,Central Arkansas University,Aurora University and George Mason University)as the main research content,The study is to make a comprehensive and objective comparison analysis of the training objectives,curriculum standards and practice courses of physical education,education practice objectives,preparation,process and evaluation of the education in China and the United States,which draws the following five conclusions:(1)The training objectives and curriculum standards of physical education in China and the United States are both increasingly perfect,not only reflected in the curriculum reform,but also reflected in the teacher certification standards.Training objectives of physical education and teacher entry standards are closely linked.Compared with the training objectives of the American physical education specialty,the pre-service PE teachers in our country pay less attention to the service ability,the relationship between the school and the society,and the cultivation on the pre-service PE teachers to adapt to the reform and development of the society.(2)In the teaching of physical education,the United States not only pays attention on the teaching of the relevant content and methods,etc.,but also makes arrangements for students to carry out short-term education practice.Therefore,compared with the objective of the education practice of physical education in the United States,the objective of education practice in our country is relatively macroscopic,and the enrollment and final evaluation of the pre-service PE teacher education practice are relatively vague.(3)Both China and the United States attaches great importance to the practice of teaching practice courses the in training of sports education,while,as for China,the standards of the relevant preparation courses for the pre-service physical education teachers to participate in educational practice are more vague.China's teaching methods are more controllable,however,the methods lack of diversity and innovation,with the weakness of the students teaching practice.(4)The educational practice of China's physical education has become more complete,but the teaching reflection of teaching practice,the pre-service PE teacher management responsibilities and relationship between the internships and the school is still vague.(5)The United States practice evaluation criteria of physical education stress more on teaching ability and practical ability of the students,less on the assessment of theoretical knowledge.Compared with the evaluation criteria of the two countries on the practice of physical education,China has paid more attention to the evaluation activities,with more details of the evaluation standards,but less corresponding regulatory measures.