Based on the current situation of physical education in colleges and universities and also the notion of "putting health first",the article is attempting to make some theoretical and practice research on the problems in curriculum system reforms such as teaching contents,materials,methods and evaluation.
Based on the author's practice in martin arts teaching and trainings,the paper presents a comprehensive analysis and study of enhancing martial arts teaching effect,in such aspects as teaching contents,features,methods and means,and students' learning motivation.
With distinctive content of courses and method,physical teaching has significant effect on mental health education, but colleges physical teaching education don' t take mental health education seriously,and some teaching forms have disadvantageous effect on student' s mental health.
The principles of choosing the sports teaching methods include according with the purpose and task of sports teaching,with the characteristics of the content of courses,with the possibility of student's study and with the material conditions of the school.
Overall improvement students' overall qualities that only the research has suggested,reform the existing content of courses,teaching means,teaching method,train students' innovative consciousness,initiative spirit and practice ability.
The new physical education course and teaching reform carry out the people oriented trend though such aspects as the idea of the course,content in classroom teaching,teaching method,learning mode and the shift of the part of teacher.
From setting up the new idea of gym instructor's double main body,sports teaching goal and the course content comprehensive conformity,sports education idea transformation,raising student independency study and so on aspect to carrying on the countermeasures and analysis,builds a good teaching ecological environment,and improves the universities sports teaching quality.
The first is that the discussion is intentionally limited to the content of courses of initial training; the more intensive treatment of the topics under review that can undertaken in advanced courses of in-service training is not considered.
Especially noted is research that can serve to prepare instructors, to enrich the content of courses, and to stimulate further research.
This article argues that sociology can make a unique contribution to the integration of service experiences into the academic content of courses across the curriculum.
This should be reflected in the changing content of courses.
This syllabus concentrates on content of courses and does not deal with learning approaches or assessment methods.
We describe our primary pedagogical tools of case discussion and the development of student expert role assignments as a locus, and how they relate to the learning community, course content and course objectives.
This paper provides a retrospective analysis of our course: "Homelessness in the United States: An Interdisciplinary Approach." It analyzes how such a course reveals social distress on two distinct levels: course content and course process.
Approaches to teaching applied (practice) sociology in departments and to integrating service learning and course content show the "natural synergy" between the two types of learning.
This approach could be useful to social work programs and other disciplines interested in measuring the effects of changes in course content.
Positive responses were given by 85.2% of the students for course arrangement, by 92.0% for course content, by 88.3% for clinical correlation, by 95.2% for level of teaching and by 87.2% for overall judgment.