Exploring the Current Landscape of Primary School Physical Education Within the Framework of the New Curriculum Reform: A Quality Evaluation Model Perspective

The advent of the knowledge economy necessitates a transformation in educational paradigms, especially in primary education. This paper examines the recent shift in physical education (PE) within elementary schools, emphasizing a holistic and student-centered approach aligned with the principles of the knowledge economy. It scrutinizes the current landscape of PE evaluation in three primary schools in Longshan County, using surveys of 20 teachers and 300 students, exploring practices, challenges, and perceptions of multiple assessment methodologies. The study finds that contemporary curriculum reforms advocate a departure from traditional, singular academic evaluations. Instead, they emphasize multifaceted assessments incorporating physical fitness, sportsmanship, and attitudes toward healthy living. This shift reflects a broader educational trend prioritizing comprehensive student development over academic achievement. It underscores the integration of diverse evaluations in PE curricula as essential for capturing the multifarious aspects of student growth in line with a more nuanced, knowledge-driven educational context. Through this investigation, the paper contributes significantly to the dialogue in educational strategies within the knowledge economy, highlighting the importance of dynamic, adaptable evaluation systems. These findings underscore the necessity for educational reforms that respond to the evolving demands of society, advocating for policies and practices that foster both theoretical and practical advancements in the realm of PE in primary education. This research offers insights for educators, policymakers, and researchers, aiming to refine evaluation methodologies and enhance learning outcomes in line with the evolving requirements of the knowledge economy.