|(1.College of Physical Education and Sport,Beijing Normal University,Beijing 100875,China;2.College of Physical Education,South China Normal University,Guangzhou 510631,China)
Abstract: For decades, the ultimate standard that governs the basic contents of physical education curriculum in China is the body indices established by the state in a unified manner. These evaluating indices seem to appear at the end of physical education curriculum as per time order. However, they actually control specific operating manner during curriculum operation. It is these indices that are the true “steersman” who controls the “sailing direction”. Not only has the pursuit of body indices resulted in the violation and denial of cultural inheritance – the basic nature of this curriculum, but also has its philosophic foundation sunk into the morass of body and mind dualism. Under the condition of less than 40 hours sports time each semester, it is a violation of scientific common sense to consider that body evaluating indices are the same as the fulfillment of curriculum objectives. While the operating manner to evaluate a student in accordance with his/her performance of sports skill as well as the opinion that the requirement for the acquirement of sports skill in physical education curriculum should be set to “make a student master 2 sports skills (events) that can be engaged for a life time” have also reflected that the basic precondition of curriculum setting of “what is physical education curriculum for” is in a unclear condition, since the thinking manner itself to made a direct correspondence between the relation of physical education curriculum and lifetime sports and the acquirement of specific sports skill is a misinterpretation and deviation of lifetime sports.
Key words: physical education curriculum; curriculum nature; cultural inheritance; lifetime sports