The historical experience of physical education curriculum construction shows that it is of decisive significance to determine the appropriate curriculum purpose and design concept, but the choice of curriculum content and the division of learning fields also affect the effect of curriculum implementation. For example, for a long time, although school physical education in our country correctly stipulated the objectives and tasks of physical education curriculum, it failed to fully reflect the requirements of curriculum objectives and tasks in the teaching content, thus affecting the full realization of the objectives and tasks of physical education curriculum.
In the more than two hundred years since the formation of modern school physical education, the teaching content of physical education curriculum is mainly divided according to the form and function of action. According to this idea, there are six kinds of sports textbooks published in China since 1980s:
(1) focuses on the overall physical exercise, which is classified according to the anatomical parts of the human body, such as upper and lower limb movements, trunk movements, jumping movements, whole body movements, etc.
(2) The classification mainly focuses on developing the basic activity ability of human body, and takes walking, running, jumping, throwing, climbing, hanging support and balance, wrestling, etc. as teaching materials;
(3) completely classify sports events, and use the contents other than sports events as auxiliary teaching materials or teaching means;
(4) Teaching materials are divided into speed, agility, strength, endurance and flexibility according to the function of developing physique.
(5) According to the effect of developing human function, the teaching materials are divided into aerobic exercise and anaerobic exercise;
(6) Classification for the purpose of health preservation, fitness, disease prevention, treatment and rehabilitation.
The advantage of this division of learning fields is that it is convenient for teachers to organize teaching, but it also has some obvious shortcomings. The main problem is to overemphasize the significance of sports in promoting physical perfection and development, thus diluting or even completely covering up the role of sports in people's all-round development, such as forming group and normative consciousness, perfecting personality and tempering will. , thus contributing to the wrong concept of "sports = sports". Secondly, it is easy to cause the dislocation of teachers' roles. Under the traditional physical education curriculum model, physical education teachers are more like coaches than teachers, and their classroom behavior is more like training than teaching. This situation is more obvious in the teaching of senior physical education class. This is the main reason why there are a lot of deviations between the objectives and means in traditional physical education teaching.
In view of this situation, "Physical Education and Health Curriculum Standards" has changed the traditional way of dividing curriculum content and arranging teaching hours according to sports events. According to the requirements of quality education and the goal of physical education, starting from the three-dimensional concept of physical, mental and social health and the characteristics of physical education, this paper fully considers the development trend of foreign physical education class curriculum and draws lessons from the experience and lessons of physical education curriculum construction in China. The learning content of physical education and health course is divided into five learning areas, namely, sports participation, sports skills, physical health, mental health and social adaptation. In the past, the field of study was determined by sports events, but now it is determined by the function of sports. This is mainly to emphasize the following points:
(1) Students' sports performance, including sports participation behavior and sports skills, is still the main form of sports and health course learning, but mastering sports skills is not the only content and purpose of sports and health course learning, and improving students' attitude and degree of participating in sports is also the goal of this course learning.
(2) Students' health, including physical health, mental health and the development of social adaptability, is the main goal and important content of course learning.
(3) Students' sports behaviors include sports interests, hobbies and habits, as well as their sense of responsibility and ability for their own health and social health, which is also an important issue of curriculum concern.
What needs to be emphasized is that, firstly, five learning fields constitute the content system of physical education and health curriculum, which are interrelated and influence each other, and it is impossible for a certain learning field to exist independently without other learning fields; Second, the goals of physical health, mental health and social adaptation are mainly achieved through sports participation and sports skill learning, not through "knowledge education".