| Summary: | 碩士 === 國立臺南大學 === 體育教育學系 === 92 === The study aims to explore and analyze the development of folklore sports curricula in the standard syllabuses and outline syllabuses of nine-year integrated curriculum announced by the Ministry of Education from 1975 to 2000, which was affected by the historical background and the educational policy of our government. This is carried out by analyzing the historical documents about folklore sports. The purpose of this study is to classify some important indicators from the collected information in order that they can be the reference for improving the folklore sports curricula. The conclusions of this study are below.
1. Before 1968, when the temporal standard syllabuses were announced, the policy on Anti-communist and reconquer of Mainland China was the main administration. Thus, the martial arts became the main concern of the traditional PE course. The folklore sports received no attention.
2. In order to fight against "the Cultural Revolution" policy practiced in Mainland China, "the Campaign for Chinese Cultural Revival" was advocated, which affected the development of the later folklore sports activities. Because of the rapid development of folklore sports activities, the folklore sports curricula were greatly emphasized.
3. In 1975, the Ministry of Education declared the policy of "the Prevailing Folklore Sports Activities," which commanded all the schools in Taiwan to focus on the proceeding of the folklore sports activities. However, at this period, the contents of the folklore sports curricula were unable to have a complete scheme in the standard syllabuses in time.
4. After the Martial law period, "local consciousness" and "Taiwan consciousness" were emphasized increasingly. For this reason, the local education or local curriculum were noticed. In this trend, the types and the amount of folklore sports reached its apex in the contents of standard syllabuses in 1993.
5. In 2000, the contents of folklore sports were transformed into some competence indicators in the nine-year integrated curriculum guidelines. Since the nine-year integrated curriculum emphasized the release of the curriculum design and the characteristics of school-based idea and teachers'' professional autonomy, it enabled the teachers and schools that were willing to develop folklore sports to have more freedom in teaching.
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