Abstract: The national curriculum standards and syllabus of physical education and health as a legal and guiding document for school physical education, is the reflection of the school physical education philosophy in each era, and also the guiding direction for the development of physical education. In the 70 years since the founding of the People's Republic of China, with the eight-time of the physical and health curriculum reform in primary and secondery schools in China, some evolutionary characteristics are shown:①the physical education curriculum value orientation changes from "social-centered" to "discipline-centered" and then to "studentcentered"; ②the curriculum objectives shifts from "double-base" to "three-dimensional goal" and then to "the core literacy of the physical education discipline"; ③ the curriculum content goes from "uniformity and fragmentation" to "flexibility and structured"; ④ the curriculum implementation from "instruction" to "innovation"; ⑤ the evaluation from "knowledge-standard" to "capability-standard" and then to "literacystandard". By examining the changes above, the questions are put foreard thereafter:① the integration and conflict in the process of localization of foreign physical educational theory; ②the gap between the "big theory" and "teachers' practice"; ③ the evolution and contention of "teacher-led" and "student-centered"; ④ the inheritance and development of the standards for national physical education and health curriculum.