Present situation and problems of public physical education elective courses in Guangzhou University

Present situation and problems of public physical education elective courses in Guangzhou University

Keywords: * * Guangzhou University, the status of physical education elective courses

This study describes the current situation of offering PE elective courses in Guangzhou University, analyzes the important factors that affect the teaching quality of PE elective courses, and discusses how to realize the hierarchical and advanced teaching of PE elective courses and cultivate students' thoughts, abilities and habits of lifelong sports.

introduce

The physical education elective course system in China originated from Tsinghua University. 1992, the State Education Commission (now the Ministry of Education) clearly stipulated in the "Guiding Outline of National Curriculum Teaching in Ordinary Colleges and Universities" that ordinary colleges and universities should offer PE optional courses in the first and second grades, so that students can choose their own teaching contents, teachers and teaching venues, pay attention to students' personality development and arouse their enthusiasm to participate in physical exercise. Objectively speaking, the offering of optional physical education courses has broken the traditional physical education class teaching mode, brought great vitality to the teaching reform of physical education class in colleges and universities, and brought gratifying changes to the teaching of physical education class in colleges and universities, which is embodied in the close connection between college physical education and lifelong physical education, enhanced the continuity, integrity and systematicness of college physical education teaching content, fully developed students' personality and fully exerted teachers' specialties.

However, with the development of society, the demand for talents in the new century is constantly changing and improving, and some disadvantages of unreasonable physical education elective courses in colleges and universities are gradually emerging, which has triggered a big discussion on the teaching reform of physical education class in colleges and universities. Many colleges and universities have implemented some reforms in college physical education teaching and achieved good results.

First, the status quo of public physical education elective courses in Guangzhou University

(1) Comment on the current situation of the teaching mode of public physical education elective courses.

Elective physical education courses are accepted by most schools because they can satisfy students' interests in sports, fitness, entertainment and leisure to the greatest extent, but the teaching arrangement and organization vary from school to school. According to the different teaching arrangements, teaching organizations and teaching objectives, it is generally believed that the teaching mode of public physical education elective courses.

Among them, the "two-stage" mode means that the teaching idea of physical education teaching mode is to cultivate students' interest in physical education while strengthening the cultivation of students' basic physical education, and its teaching arrangement is generally to offer basic physical education class in grade one and optional physical education courses in grade two; The teaching idea of "attaching importance to optional courses" physical education teaching mode is to transition to "optional courses" mode with less class hours. Generally, it takes one semester to develop students' physical fitness and lay a good foundation for elective courses teaching in the next three semesters; The teaching idea of "optional course" physical education teaching mode is to cultivate students' physical exercise ability and habit to a greater extent; The teaching idea of "club-style" physical education teaching mode is to let students further stimulate the desire of physical exercise and meet the requirements of sports on the basis of experiencing options, and conduct self-sports management in the form of voluntary club formation.

Judging from the above ideas and corresponding organizational forms, the current teaching mode of physical education class in our school is close to the third category, that is, the type of elective courses. The specific way of organization is that the school will set up a public physical education class in the first and second grades, and students can choose freely according to their own interests and school public physical education teaching resources.

Judging from the teaching evaluation and the survey of students over the years, the advantage of this model is that students can choose physical education class independently according to their hobbies, and their personal hobbies are fully developed, and the teaching effect in physical education class is better. The disadvantage is that due to the limited teaching resources, many students' interests and hobbies are not satisfied, and the lag of public sports venues and equipment does not match the requirements of giving full play to the autonomy of students and teachers in this mode. Especially in the 2008-2009 school year, the reform of increasing the number of public physical education elective courses to reduce the total workload shows that the management has no objective and comprehensive understanding of the particularity of physical education teaching and the actual situation of public physical education teaching facilities in Guangzhou University. Whether to continue to implement this model requires in-depth investigation and comprehensive discussion.

(2) Evaluate the teaching status of public physical education elective courses.

1. Course Offering Status

Judging from the courses offered in the 2005-2008 academic year, great changes have taken place in the resources of public sports after entering the university town, mainly because the teachers and venues are relatively unified and concentrated. The elective courses of public physical education in our school mainly include basketball, volleyball, table tennis, football, tennis, shuttlecock, martial arts, taekwondo, Sanda, aerobics, sports dance, bodybuilding, street dance, fitness, swimming, wrestling, judo and badminton. Compared with other sister universities in other provinces, the courses offered are wider in scope and richer in content, and the courses themselves can basically meet the needs of existing students.

The survey of students' visits and the actual course selection show that although the three major balls (football, basketball and volleyball) have a broad mass base in China, the number of course selection is decreasing year by year, especially for the elderly students. This is mainly because of the high temperature and long sunshine time in Guangzhou all the year round, and there are no greening and heatstroke prevention facilities in the stadiums of our school. According to a teacher's on-site measurement, the highest temperature in the venue is above 50 degrees Celsius. In this environment, students (especially old students) can only choose "It's not easy to say I love you". For this reason, indoor sports such as table tennis, sports dance and aerobics are favored by students, especially girls. Although traditional Wushu and Qigong have special self-defense and fitness functions, from the survey results, students choose very few, indicating that students do not know enough about traditional sports, or feel that such sports are single and boring.

To sum up, colleges and universities offering elective courses strive to meet the interests and hobbies of college students in the selection and arrangement of teaching projects, and the majority of public physical education teachers should try their best to create conditions to meet their requirements, so as to lay a good foundation for increasing college students' lifelong sports awareness, ability and habits.

2. Course content arrangement

In the arrangement of course content, since 2006, each project has used a unified syllabus and teaching progress, which was compiled by the responsible teacher designated by the public sports department and distributed to the classroom teachers. The teacher arranges the teaching content and time according to the unified teaching schedule. Take Wushu class as an example. Generally, in the first semester, the basic skills of Wushu, three-way long boxing and short instruments are arranged, and in the second semester, the 24-style Tai Ji Chuan and long instruments are simplified. The advantage of this is that no matter which teacher students choose to attend the same class, the content of learning is the same, which is conducive to the unification of the evaluation criteria for students at the end of the term. For teachers with unified projects, it also avoids the trouble of handing in different teaching outlines, schedules and teaching plans at the beginning of each semester. The disadvantage is that the teaching progress and content are too fixed and unified, which is not conducive to the enrichment of students' learning content and the improvement of teachers' teaching interest, and is also not conducive to the display of teachers' personal specialties.

3. Teaching evaluation methods and standards

No matter how deep students' interests and hobbies are in physical education elective courses, it is the biggest reality that students must face to get credits through exams. Therefore, the evaluation of public physical education elective courses is an important learning link for every student. However, due to our narrow understanding of physical education teaching objectives, the evaluation of physical education teaching in China has long deviated from the development track centered on value judgment, and the physical education teaching objectives have experienced the evolution process of "skills-physique-health". Influenced by exam-oriented education, the previous process evaluation paid too much attention to the results of activities, that is, the acquisition of students' knowledge and skills, but ignored the enthusiasm and efforts of students in the learning process and the dynamic evaluation of students' development, change and growth process. This kind of evaluation often leads teachers and students to pay too much attention to exam results, while ignoring the acquisition and cultivation of students' attitudes and habits in the teaching process. This summative evaluation only pays attention to the final learning effect of students, ignoring the specific process of students' learning, which eventually leads to students' simple memory results and blunt imitation in the learning process. Although under the slogan of "health first" and "happy sports", the evaluation of physical education elective courses in Guangzhou University fully considers subjective factors such as students' own development progress and learning attitude, and students' acquisition of sports emotions to make the final teaching evaluation, the skill evaluation according to objective and unified standards still does some damage to the fairness and rationality of teaching evaluation. The specific performance is as follows:

First, it is very difficult for different projects to achieve the same score, which leads to differences and unfairness among teaching evaluation projects. In reality, students often ask this question: "Why does basketball score higher than your martial arts, aerobics and other projects?" "If other students in our class can score 100, we will be less than others?" It is a typical embodiment of the difference in evaluation criteria between such projects.

Second, the single evaluation method is not conducive to mobilizing students' learning enthusiasm. The theory of multiple intelligences was put forward by Gardner, an educational psychologist at Harvard University. He believes: "Intelligence is a person's ability to solve problems or make products that are considered valuable in one or more cultural backgrounds. Intelligence is carried out in groups, and everyone is an individual with a combination of abilities, not an individual with a single pen and paper test ability. " Many students who study hard but have poor sports talent have certain psychological fear and pressure on physical education class, and often ask the teacher about the content of the class in the first class. Teachers will generally eliminate their learning fears and pressures through encouragement and special care, and they will be treated with caution in teaching evaluation. The purpose is to encourage them to love sports emotionally, eliminate the misunderstanding of sports learning difficulties, and receive good learning results in reality. However, objectively speaking, these behaviors have also caused some unfairness to other truly outstanding students. In addition, students have to evaluate teachers' teaching work at the end of the term, which eventually leads to a "harmonious" two-way teaching evaluation between teachers and students.

4. Teaching resources

"A clever woman can't cook without rice", no matter how reasonable the teaching organization and arrangement, it must also be supported by excellent teaching conditions. After entering the university town, the teaching conditions of public physical education in our school have been greatly improved, especially the chaotic situation of decentralized management and busy teachers in the past few campuses has been ended, which has made earth-shaking changes in public physical education in our school. In the undergraduate teaching evaluation in 2006, the public physical education teaching has also been affirmed by experts. In 2007, college physical education, as the first batch of excellent courses in Guangzhou University, played an important role in improving the teaching resources of public physical education elective courses. All kinds of teaching resources have realized information management, which facilitates students' study and effectively promotes the development of public physical education elective courses in our school. College physical education is developing in the direction of network courses and excellent courses. ? However, for the increasing number of students and the growing demand for students' physical education learning, the current physical education teaching resources in our school are still unsatisfactory, and we must also face up to the current situation that the teaching demand cannot be met, mainly as follows:

First, there are few venues and facilities are dehumanized. In particular, there is little greening in the three big balls, and there is no sunshade facilities; There are no toilets in all venues, making it difficult for teachers and students to go to the toilet; The classroom is too small, which affects students' study.

Second, the updating speed of teaching equipment is slow. Rusty swords, shuttlecocks without feathers, and CD players that don't play or ring have seriously affected teaching and often caused students' dissatisfaction.

Third, there is a lack of stable and suitable teaching materials. Every year, the college physical education textbooks for freshmen are different, and the content is more technical. The teaching content of optional courses should follow the principle of "National Physical Education Teaching Guidelines for Colleges and Universities" to meet the needs of college students for their interests, hobbies and specialties in different sports, and the proportion of project arrangement should follow the psychological and physiological characteristics of college students. However, according to the survey, most students and teachers think that due to the lack of teaching materials, the content arrangement is not reasonable enough, and the teaching materials are all furnishings and have no substantive significance.

Second, thinking about the problems existing in the optional course of physical education in Guangzhou University.

(A) change the teaching concept, for all students, the implementation of hierarchical teaching.

Zhou Ji said at the Seventh National University Games that we should firmly establish the idea of "health first" and strive to "exercise for one hour every day, work healthily for 50 years and live happily for a lifetime". The school physical education department is responsible for organizing and implementing students' extracurricular physical exercise, sports training and sports competitions, which is an important part of higher education and talent training. Although the reform of physical education in colleges and universities has been carried out for many years, there are still many problems in physical education and sports activities due to the influence of traditional exam-oriented education. In teaching, teachers can't ignore the complex factors of students' personality formation, and students' learning ability varies from person to person. According to the specific situation, different requirements should be put forward for different students, and hierarchical teaching should be implemented.

(B) boldly explore experience in practice, and strive to promote the transformation of teaching mode to "club" style.

Some experts pointed out that college physical education in China is basically "two skins": on the one hand, the school physical education curriculum is outdated, and the physical quality of college students generally declines. On the other hand, colleges and universities recruit special students and retired athletes to form school teams, the main task of which is to win glory for the school. Those with good academic performance are unhealthy, and those with high sports level are often not good. Mao Zhenming, dean of the School of Physical Education of Beijing Normal University, bluntly said: "At present, college students can't learn one thing, two things can't be understood, and three things are unhappy. The reason is that the curriculum is outdated, regardless of students' interests, and it is disgusting. " [2] Many universities at home and abroad have adopted the club-style teaching mode. The main advantages are that it can effectively cultivate students' sports interests and hobbies, improve students' sports ability, give full play to students' subjectivity and initiative, enable students to establish lifelong sports ideas and develop sports habits, and lay the foundation for the integration of school sports and social sports.

(C) In-depth study of a reasonable teaching evaluation system.

Traditional physical education teaching evaluation pays more attention to the screening and selection function of physical education teaching, pays too much attention to the summative evaluation of students' learning, and ignores the formative evaluation of learning. The new educational concept requires more attention to the combination of summative evaluation and formative evaluation, quantitative evaluation and qualitative evaluation, and self-evaluation and other evaluations. The main purpose of evaluation is to stimulate students' learning and cultivate students' lifelong physical education. Therefore, with the deepening of the new educational concept, physical education teaching can not stay on the previous evaluation indicators and contents, but must be continuously expanded. [3]

(4) Improve teaching conditions and environment.

As the superior resources of university campus, physical education teaching resources should be fully utilized and improved. Integrating venue resources, opening venues reasonably, perfecting existing humanized facilities and speeding up the renewal of physical education teaching equipment are the core factors to improve the teaching quality of public physical education elective courses.

References:

[1] Deng Shujun. Research on the present situation and countermeasures of public physical education elective courses in colleges and universities in Hunan Province [D]. Excellent master's and doctoral theses of CNKI Journal Network.

[2] Universities have to wait 10 years to leave Yao Ming-colleges and universities need clubs for physical education [n]. China Youth Daily, 07: 13, September 2, 2004.

[3] Tian Yaru, Yan,. Analysis of the necessity and feasibility of building a new college sports evaluation system [N]. /article /BBS/? id=599 1 16。

[4] Zhang Jianhua. On the reform of physical education teaching evaluation in China from the development of physical education teaching evaluation in the United States and Japan [J]. China Sports Science and Technology, 200 1, 37 (1): 24-27.

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