Abstract: This present paper first proposes that the year of 1919 is the starting point for the development of modern school Wushu by referring to the disputes between Chinese and Western culture, admission of martial arts into schools, replacement of gymnastics by sports, and government orders and norms regarding Wushu education in school. It then analyzes the four representational forms of school Wushu culture corresponding to the four stages in the development of school Wushu in the past hundred years, namely, struggle for dignity, infusion of sports competitiveness, the Olympic dream, and return to nationality. Our research shows that when Wushu is used as a weapon against Western culture, it will weaken its concern for the development of students, resulting in its overdependence on national policies and lack of developmental vitality; the reasons include the historical limitation of cultural thoughts, the disadvantage of cultural imitation and the political attachment of cultural inheritance; measures to change the situation include improving the path to change Wushu cultural position, internalizing cultural self-confidence, and transcending the traditional view of achieving self-improvement through Wushu.

Key words: school sports, Chinese and Western culture, Wushu education, cultural philosophy, cultural self-confidence