Folk Sports Curriculum Resources Development Status And Influence Factors Research In Hangzhou Middle School

According to the actual demand of the implement of the three-level managerial system of curriculum in our country, this paper researches and even analyzes problems of the national folk sports curriculum resources development practice and theory at home and abroad from the angle of developing highly adaptive local courses and school curricula, which contributes to stimulating students' interest to take part in sports learning and activities and forming the school sports characteristics.By using questionnaires, statistics, logic analysis, interviews, and so on. This study makes a questionnaire as well as an analysis among 150 randomly selected physical education teachers and 1000 students from 30 different secondary schools in the 8 districts of Hangzhou. Then with adoption of bucket theory, environment mode theory and the Tyler Rationale as well as through all the data obtained, we came up with the following conclusions:(1) Hangzhou national folk sports is rich in sports event resources, in terms of Census statistics of Hangzhou intangible cultural heritage resources in 2009 shows that Hangzhou traditional sports, entertainment and athletics consist of 706 sports events in all, including Fork Traditional Game more than 500. However, there are less than 20 which develop successfully, and the rate of exploitation and utilization is very low.lt is mainly displaying the following aspects:PE teachers rarely participate in the development of the national folk sports curriculum resources; national folk curriculum content seldom develop, it is mainly still about modern competitive sports; the resource situation of extracurricular and school curriculum are not very well; the sports facilities' overall situation is not bad, but very few have national folk sports activities; also the national folk sports information resources development and utilization needs to be further strengthened.(2)The factors which influences the national folk sports curriculum resources development from the most significant are sorted by the following; human factors, financial factors, knowledge factors, material factors, experience factors, spatial and temporal factors, thought factors, material factors, and information factors.(3)The analysis of physical factors between urban areas and rural areas shows that there is no significant differences in the human factors between them; but both are affected in material factors and financial factors, the urban middle schools and rural schools have a big difference, and rural middle school sports are affected largely; however, urban middle schools influence more than the rural middle schools in spatial and temporal factors, moreover, material factors make a difference but they are not obvious.(4)The analysis of non-material factors between urban areas and the rural middle schools reveals that they affect national folk sports curriculum resources development in the following factors, urban middle schools suffer a obviously greater influence than a rural school's, and both have very big differences; In experience factors, knowledge factors, and information factors, both are affected basically the same and have no significant difference.