Abstract: With reference to the background that the inheritance of excellent Chinese traditional culture has been adopted as the national strategy, Wushu education has deviated from the educational objective of cultural heritage in the process of practicing "how to teach". This paper conducts a historical examination of the transformational characteristics of Wushu education from the perspective of Chinese and western educational theories. The results show that Chinese and western education theories have different views on "how to teach and how to learn"; rooted in the fertile soil of China traditional education philosophy, traditional Wushu education attaches importance to "how to learn"; based on psychological theories, western education theories put stress on "how to teach"; Traditional Wushu education focuses on students' learning quality, while western education theories stress learning strategies. In the process of drawing lessons from the western educational theories, the contemporary Wushu education at school has undertaken the transformation from "how to learn" to "how to teach", but incurred the crisis of lacking cultural education. Adhering to the teaching philosophy of "giving priority to review", emphasizing the goal of"taking cultivating talents as the center"in traditional Wushu education at school, and highlighting the path of "stressing students' experience and understanding" are the important orientations that school Wushu education reform should take.

Key words: Wushu education at school, teaching and learning, educational thoughts, teaching practice