Studies of Wushu Specialized Course Teaching Reform of Physical Education Specialty in Ordinary Universities

摘要

Wushu specialized course teaching of physical education specialty in ordinary universities should adhere to education-oriented teaching concept at the core of cultivating students' Wushu education practice quality, implements the "seminar-style teaching" classroom teaching model, strengthen the innovativeness and practicalness of Wushu, and construct the "open and inclusive" practical teaching innovation model of Wushu specialized course teaching of physical education specialty in ordinary universities, so as to cultivate and transport "high-quality, high-attainment, high-level and diversified" Wushu education talents for schools at all levels of different varieties. A high-quality teacher team is the foundation for China's education career development, as well as the key to comprehensively improve education quality of education. For further deepening the teacher education reform, comprehensively improving teaching training quality, and establishing a high-quality professional teaching team, the Ministry of Education promulgated the "Teacher Education Course Standard (Trial)" (hereinafter referred to as the "Course Standard") in October 2011, set up standards of teacher education course standard for educational institutions and provided guidlenline instructions for cultivating high-quality professional teachers' team. Wushu specialized course teaching of physical education specialty in ordinary universities (hereinafter referred to as Wushu specialized course) with cultivating martial arts teachers at all levels in all types of schools as the principal shoulders the heavy responsibility of cultivating "high-quality, high-quality self-cultivation, high-level, and diversified" Wushu teachers. According to the current status of classroom teaching of Wushu specialized course, most teachers use the traditional"oral instruction and physical demonstration, namely, action explanation → demonstration → students' imitation and practice → teacher's correction → students' self-learning → summary. Students can gradually master the essentials of movements until they fully obtain skills after teachers repeatedly explain action, demonstrate, and corrects mistakes. Although this traditional teaching method can directly help students to acquire Wushu skills through repeated imitations and practice, the teaching behavior under the limitation of teachers' unilateral education makes students confined to intuitive perception and cognition of the action appearances. This will easily make students think that the "learning-practice" of Wushu movements means the comprehensive cognition of Wushu technique, and it is impossible for them to experience the profoundness and cultural connotation of the Chinese martial arts during the learning process. At the same time, the teaching evaluation of this teaching model will only focus on how many students master martial arts skills, how good or bad they have learned and the level of individual student's martial arts skills, meanwhile will overlook students' subjective initiative and creativity in the learning process. It can be seen that if "oral instruction and physical demonstration" used as the only method of Wushu specialized course will make the course teaching dominated by teaching Wushu techniques, which makes schools unable to truly inherit and carry forward Chinese excellent traditional culture, or completely, accurately and effectively achieve the cultivation goal of Wushu specialty of physical education in ordinary universities. Therefore, Wushu specialized course teaching of physical education specialty in ordinary universities should follow Teacher Education Course Standard, adhere to education-oriented teaching concept at the core of cultivating and transport "high-quality, high-attainment, high-level and diversified" Wushu education talents, implements the "seminar-style teaching" classroom teaching