Research on the Reform Pathways of Physical Education Teaching in Colleges and Universities from the Perspective of Curriculum-based Ideological and Political Education

Abstract

Against the grand backdrop of the high-quality development of higher education in the new era, Curriculum-based Ideological and Political Education has evolved from a singular innovation in teaching models into a strategic measure for implementing the fundamental task of fostering virtue through education. As the discipline with the broadest coverage, the largest student enrollment, and the strongest practicality within the higher education system, physical education in colleges and universities bears the responsibility not only for enhancing students' physical fitness, imparting sports skills, and improving their mental and physical health-functions that are biological and sociological in nature, but also contains exceptionally rich ideological and political education resources, including patriotism, collectivism, striving for excellence, and the observance of rules and the rule of law. However, for a long time, physical education teaching in colleges and universities has exhibited a tendency to "emphasize skills while neglecting moral education" and to "focus on physical training while overlooking holistic nurturing." This has resulted in shortcomings within the educational chain of physical education curricula. This paper adopts Curriculum-based Ideological and Political Education as its macro perspective, grounded in the reform of educational evaluation in the new era and the educational policy of "simultaneous development in the five domains of education" (moral, intellectual, physical, aesthetic, and labor education). Employing the literature review method, logical analysis, and systems theory, it conducts an in-depth interpretation of the coupling mechanism between Curriculum-based Ideological and Political Education and physical education teaching in colleges and universities. The study begins by reviewing the Marxist Theory on the All-round Development of Human Beings, Embodied Cognition Theory, and Recessive Education Theory, thereby establishing the theoretical cornerstone for their integration. Subsequently, through a thorough analysis of the current status of implementing Curriculum-based Ideological and Political Education in college physical education, the research accurately diagnoses five core issues: the "superficial integration" of ideological elements, the "forced infusion" in instructional design, the "competency gap" among faculty, the "monotonous" teaching methods, and the "excessive reliance on quantification" in the evaluation system.