The Study Of Frustrate Teaching In The Ideological And Political Course

Social progress has been pushing the bars for talents higher than ever. As thefuture and hope for the nation, middle school students shoulder great responsibilitiesin the revitalization of the nation. However, with the ever increase of “only child”families, the psychological soundness of adolescents has frequently raised eye brows.The “only kids” are usually raised in well-off families and are purposely spoiled at anearly age with very little chance to experience Frustrate and adversity; and once facedwith any, they usually have a very hard time coping and are very prone to have tragicextreme reactions. Middle school is a very important transitional stage for kids andthis is usually a very vulnerable and sensitive time for them. It is therefore not onlynecessary but also essential to incorporate the teaching of Frustrate into middle schooleducation. The long-established exam-oriented teaching system has pressured middleschool education into the mere teaching of theoretical knowledge, and thus, ignoringthe real inner needs of students, and leaving the cultivation of personal will andintegrity entirely unheeded. Worse still, the teaching of ethics in schools essentiallycomes down to nothing but a tedious formality, running way short of its designatedpurpose, not to mention keeping pace with the times.In schools, ideological and political education serves the very purpose of formingthe right ethics in students, and is therefore, also to assume the great responsibility ofteaching Frustrate. In other words, a more scientific approach is needed in educationto help students build the necessary competence to both face and confront difficultiesand Frustrate that caters to their physiological development and educational needs.Ideological and political education in middle schools not only imparts theoreticalknowledge but also serves other purposes such as helping the students build a soundpsyche, form the right ethics, develop the right behavioral habits, enhance theirpatriotism, and form the right view of life, value systems and world view. With all thatin mind, ideological and political education has its unique inborn edge over any othercourse to teach Frustrate in middle schools. This paper consists of three parts.Part one, literature review. This part first defines Frustrate, Frustrate resistance, and Frustrate education, and then moves on to a brief review of Frustrate teachingboth in China and around the world, serving as a brief introduction to furtherdiscussion later.Part two, Frustrate teaching as it is in middle schools. This part first summarizesthe different types of Frustrate faced by middle school students, followed with ananalysis of the inefficiency of current Frustrate teaching, and finally elaborated on themisunderstanding of Frustrate teaching on both the cognitive and practical level.Part three, what can we do in terms of teaching Frustrate as part of ideologicaland political education. As the most important part of the paper, part three firstanalyzed the necessity for teaching Frustrate in ideological and political education,and then puts forward a framework for Frustrate teaching, and finally discussed thecontent and approach for teaching Frustrate as part of ideological and politicaleducation.Frustrate education has currently generated a lot of attention from all sectors of thesociety including especially schools and parents, yet Frustrate education still has along way to go as it needs to be systematically established. Educational professionalswill need to take the current conditions into full account and start implementingFrustrate teaching through scientific and reasonable planning of course materials andcourse arrangement so as to provide middle school students with the necessaryassistance and guidance for a bright future.