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Dewey and Tao Xingzhi are famous educators and their physical education thoughts are embodied in their education system. The analysis indicates that Dewey’s ideas of physical education include Sports Power, Children's Games, Skill Learning, etc., while those of Tao Xingzhi include Health First, Lifetime Sports, Little Man Teaching, etc. A comparative study shows that there are both commonness and differences between them, which has an instructive significance for the development of school sports education in China. A preliminary study of physical education thought of Dewey and Tao Xingzhi Documents searching and sorting of sports-related literature indicate that in a fair amount of books such as Chinese Modern School Sports History, Dewey’s sports ideology which are contained in his education thoughts are mentioned, which confirms the influence of Dewey on the development of physical education in China. Scholars have a positive attitude to this kind of influence. Shao Weide et al summarized the physical education thoughts of Dewey from four aspects and believed that Game for Children is the core concept with pragmatism as the basic theory and children instinct and experience as the base. The current researches mainly focus on the enlightenment and significance of Dewey’s sports ideology and the corresponding reviews. And there are only seven articles and two of them were published in core journals from 1915 to now. Literature on Tao Xingzhi and sports mainly focuses on three aspects, his sports ideology, evaluation and significance. Studies on his sports ideology are centered on “health first”, “the equal stress on morality, intelligence and physique”, “Sports connotation”. Some scholars mentioned that when the Chongqing Beipei Yucai School was founded in 1939, Tao Xingzhi blended his sports ideology into the “healthy education” and put the health of students and teachers in the first place and proposed the concept that every should exercise appropriately. [2] Many scholars believe that sports ideology is an important part of his education theory. In recent years, the concept of “Health First”, “Lifetime Sports” and some other education thoughts in China have a high consistency with Tao’s ideology, which has great influence on the Physical Education evaluation system reform of in colleges and universities. Since 1915, there have been 35 related articles and 10 of them were published in core journals, and researches are relatively intensive. Physical Education ideas of Dewey and Tao Xingzhi Physical Education Ideas of Dewey. (1) Sports power. Dewey proposed that body motion plays an important role in promoting the spirit and vitality of people, and advocated the sports games, for he believed that game not only benefits the body, but also plays a positive role in cultivating our thoughts and habit. He once said that because the Greeks regarded games as a way to exercise and maintain a healthy mind, they are strong and energetic. [4] John Dewey pointed out in a speech in China that we should build public playgrounds and associated facilities, which is conducive to improving national physique and physical habits of Chinese people and plays a great role in the status enhancement of a country. (2) Game for children. In Dewey’s ideology, “game” refers to all the sports activities enabling a 3rd International Conference on Education, Management and Computing Technology (ICEMCT 2016) © 2016. The authors Published by Atlantis Press 774 vast majority of people to be involved in. Dewey once cited a visual example: some people take exercise whenever they get a chance, while others do not take exercise. After 10 or 20 years, they have great difference mentally and physically, that is, they have different attitude toward the world. People in the first group have rich thoughts and are more energetic, while people in the second group look on things indifferently. [4] Dewey advocated to play games with free attitude and believed that this kind of attitude is more important than the game itself. Meanwhile, he also proposed to convert the attitude toward game into the work attitude which will make children get more profound experience in the game. [5] (3) Skill learning. Dewey believed that the substance of education is to cultivate a habit which is derived from the control the action ---a skill and ability. [4] To cultivate movement skills requires three stages: the first is the action control, it is necessary to control our own behavior and thoughts; [4] the second is the order movement; the third is the interest in action, thus we can show an interest in new things when we can master them. [4] Skilled people could organize things more rationally and what we do currently is preparing and laying a foundation for the next step. (4) Experience teaching. Dewey advocated “learning through doing” and he believed that a good way to inspire children is to do. He said Chinese children just stand aside quietly and watch people do it.” For example, he cited an example that some students learnt swimming in a school and were required to practice swimming strokes repeatedly on the bank rather than swim in water. When someone asked one student what will happen if he falls into the water, he answered “sink to the bottom”. In addition, Dewey proposed that the sports education in schools should not just focus on the theoretical principles but emphasize the extra-curricular sports. Physical education concept of Tao Xingzhi. (1)Health First. Tao Xingzhi regards a strong physique as the first priority of life. He said physical health is one of the most important life goals.” [7] In the discussion of his concept “four questions everyday”, he believed that the health is more important than academic achievements, work and virtue and “martial arts” is the best way to cultivate physical fitness. Besides, sports and learning should be moderate, and scientific exercise, diet and appropriate rest are conducive to staying healthy. [8] (2)“Lifetime Sports”. The “lifelong sports view” of Tao Xingzhi is contained in his “life education concept”, and the key point is the elaboration based on the methodology. He believed that a school is like a sponsored cultural hotel, and people return to life and society eventually. Therefore, only to train the athletic ability of students in school is not conducive to the long-term development of human. [8] Tao Xingzhi pointed out that great contrast inside and outside of school should be avoided and the school education should make students pay much attention to their health when they step into society. (3)“Little man” teaching. The “little man” method has constructive significance for the school education, especially for schools in areas with critical teacher shortage. He advocated the mutual learning and help in class and after class. He believed that we should spread knowledge to those who have no change to receive education. This is of great significance for students to understand what they have learned. (4)Teaching, learning and practice in sports. Tao Xingzhi believed that it is necessary to combine teaching, learning and practice. Tao Xingzhi said one starts his life as if he knows just by simply relying on his eyes, but often ends up acquiring nothing. [7] He pointed out that in the process of acquiring a skill, the teaching method should be based on the learning method which should be built on the practice. Then teachers will not overlook the need of students, which otherwise may result in the suffering of teachers and students. To have a picture of the needs of students in their lifetime is conducive to developing the teaching methods, including what to teach and how to each them, and then the training of teachers on this basis is effective and feasible. [10] Comparison of Physical Education Thoughts of Dewey and Tao Xingzhi Commonness of Physical Education views between Dewey and Tao Xingzhi and the reason analysis. Both of these two scholars gave special emphasis on the importance of health to personal and social development. Tao believed that physical education could change the outlook of China,

A Comparative Study of Physical Education Ideology between Dewey and TaoXingzhi