This paper aims to provide theoretical reference and warning for the reform issues and decisions of the PE entrance exam for senior high school and college. It points out the misunderstanding and dilemma of theoretical assumptions such as examination setting, usual performance, and burden reduction after analyzed the operational and practical problems of China's current reform orientation with gradually increasing the score of physical education in the high school entrance examination (until the same as the main subject) and taking physical education as a compulsory subject in the college entrance examination. It argues that: (1) The items (content) of PE entrance exams exist operational difficulties. They are also difficult to relate to sports (and health). Examination items are difficult to reflect the essence of physical education and its multi-dimensional goals. There are theoretical deficiencies, ambiguity, and defects in the number of examination items, options and selective examination and other measures. The examination items (test what) also misdirect "teach what" and fail to evaluate. (2) The usual score of PE entrance exams is difficult to connect to process evaluation and physical exercise. It deviates from the real function of ordinary grade evaluation of regular PE teaching, and it also lacks fairness. At the same time, the usual performance is difficult to cultivate students' exercise consciousness, habits, and inherent related qualities. Sports competition and sports literacy (as the expression of usual score) are introduced into PE entrance exams has major drawbacks and limitations. (3) The PE entrance exams are difficult to hedge against exam-oriented education and to promote burden reduction. The misconception is to equate general physical exercise with utilitarian and extreme training under the pressure of entrance examination. The study proposes the fundamental reason for the separation of physical exams and physical education is that the individualized, physical fitness, simple-fragmented, standardized, and other chara- cteristics of the examination items can't reflect the PE items, the content of physical education and related literacy, or even the sports ability. It also proposes physical education course can't only teach what to test which is the structural factor that restricts the exam-oriented of this curriculum and the inclusion of PE entrance exams. |