A Study On The Present Situation Of Curriculum Setting And Implementation In The Field Of PE Teaching For Full-time PE Masters In Guangdong Province

On September 25,2020,the Ministry of Education issued and promulgated the Development Plan for Professional Degree Postgraduate Education(2020-2025),which set higher requirements for full-time professional degree postgraduate education.As one of the 47 professional degrees in China,Master of Physical Education includes4 fields: physical education teaching,sports training,social sports guidance and competition organization.Different fields have different curriculum Settings,and curriculum Settings,as an important measure of talent training,play a vital role in the development of master of physical education.Therefore,in view of the limitation of research ability,the thesis focuses on the field of physical education teaching.By collecting,sorting out and analyzing the postgraduate curriculum of all 6 universities in Guangdong Province that are qualified to enroll students in the field of physical education,and combining with the relevant data and materials of 5 similar universities outside Guangdong province,this paper summarizes the characteristics,differences and existing problems of the postgraduate curriculum in the field of physical education of full-time master of physical education in Guangdong Province,and puts forward corresponding countermeasures on this basis.It provides quantitative data and decision basis for the optimization of the curriculum setting in the field of physical education in Guangdong Province.The research mainly adopts the methods of literature,interview,questionnaire and logical analysis.On the basis of understanding the training program of postgraduates in the field of physical education in Guangdong Province,combined with the methods of questionnaire and interview survey,systematic research is carried out from the aspects of curriculum basis(i.e.training objectives),curriculum structure,curriculum content,curriculum assessment and so on.The results are as follows:Curriculum basis(i.e.training objectives).The six universities in Guangdong Province have the same points:(1)they all rely on or refer to the national program(that is,the common national guiding training program in the four fields);(2)All involve the following keywords: systematic professional knowledge,high-level,applied,sports specialized talents.Differences:(1)Guangzhou Sport University,South China University of Technology and Jinan University,on the basis of referring to the macro national program,specially set the unique training objectives in the field of physical education teaching(that is,the training objectives in different fields are different),while the other three universities just basically refer to the original national program as the training objectives in the field of physical education(that is,different fields share the same training objectives);(2)Guangzhou Sport University,South China Normal University and South China University of Technology emphasize academic elements(i.e.special emphasis on academic ethics and academic research ability);(3)Guangzhou Sport University and Sun Yat-sen University emphasize that sports teaching talents should keep pace with The Times(understand the frontier trends of the field).The structure of the course.Compared with the six universities in the province,the similarities are as follows: they are divided into four categories: public courses,core courses in professional fields,elective courses and teaching practice courses.Among them,core courses in professional fields account for the highest proportion,while elective courses account for the lowest proportion.Differences: Only Guangzhou Sport University has a more balanced proportion of the four types of courses,while the other five universities all show a disparity in the proportion of the four types of courses.Compared with universities outside the province,the similarities are as follows: the core courses in the professional field account for the highest proportion,and the credits of core courses,elective courses and teaching practice courses in the professional field are similar to those outside the province;Difference: The proportion of public course credits in universities in Guangdong Province is much higher than that in universities outside Guangdong Province.In terms of course content.Compared with the six universities in the province,the differences are as follows:(1)Guangzhou Institute of Physical Education offers the most technical courses and general professional courses;(2)Jinan University offers the most interdisciplinary courses.Compared with universities outside Guangdong Province,the differences are as follows:(1)Universities in Guangdong Province offer more technical courses;(2)There are relatively few interdisciplinary courses and compulsory courses for practical guidance in Guangdong Province.In terms of curriculum assessment.Similarities: In addition to the teaching practice course,the other three types of courses in Guangdong colleges and universities all include two parts: ordinary scores and final scores;Teaching practice courses are assessed in the form of practice reports.Differences: The teaching practice course assessment of Guangzhou Institute of Physical Education specifically requires the submission of lecture records,practice teaching plans and teaching videos.Graduates’ evaluation of the curriculum.The questionnaire survey of students shows that the graduates hold a positive attitude towards the overall evaluation of the curriculum.The proportion of students with positive attitude towards the four aspects of the curriculum is in descending order: course assessment,course content,course structure,and training objectives.Deficiencies of curriculum and optimization countermeasures.(1)Disadvantages:the major features of the degree are not prominent enough;There is room for improvement in the specialization of training objectives in the field of physical education.The matching degree between curriculum and training objectives needs to be further optimized;Pay more attention to public courses and less attention to elective courses;Insufficient interdisciplinary(subject)courses;The process evaluation of curriculum assessment needs to be strengthened.(2)Optimization countermeasures:further highlighting the characteristics of master of physical education;The training objectives in the field of physical education should be more professional and operational;Optimize and improve the matching degree of curriculum and training objectives;Optimize the proportion of elective and teaching practice courses;Expand the breadth and depth of the course content;Curriculum assessment should be more reasonable combination of process evaluation and end period evaluation.