Investigation And Research On The Current Situation Of Moral Education Of High School English Teacher

“Moral education in course-taking” refers to a form of moral education that infiltrates moral education into the teaching of various subjects,so as to integrate the teaching of various subjects and moral education.Integrating moral education into senior high school English teaching and combining knowledge learning,ability training and moral education is an important way to build morality and cultivate people.In addition,under the pattern of all staff education,all-round education and whole process education,the “ideological and political theory teaching in all courses”further expands the connotation of high school moral education in English course-taking and has some enlightenment to the current high school moral education in English course-taking.Based on this,it is necessary to explore the current situation of moral education in English course-taking of senior high school,further analyze its influencing factors and put forward suggestions for subject moral education of senior high school English in combination with the requirements of English Curriculum Standards for Senior High Schools(2017 Edition).Based on the requirements of Chinese students’ development of core literacy and senior high school English subject core literacy and the concept of curriculum thought and politics,this study takes 91 senior high school English teachers in Shandong Province as the research object,and studies the following questions through questionnaire survey,semi-structured interview and classroom observation:(1)What is the understanding of senior high school English teachers on moral education in English course-taking?(2)What is the current situation of moral education content integrated into senior high school English teachers’ teaching?(3)What is the current situation of moral education in senior high school English teachers’ teaching?(4)What are the influencing factors of high school English teachers’ moral education in course-taking?The results show that:(1)Most senior high school English teachers believe that moral education in English course-taking is very important(M=4.87),and have a deep understanding of the connotation of the concept of moral education in English course-taking(M=4.34),but the understanding of the content of that needs to be strengthened.The interviewed teachers’ understanding of the content of moral education in English course-taking is not comprehensive enough and lack of scientific and accurate grasp.(2)The overall situation of moral education content integrated by teachers in English class is great(M=4.03),but the integration of various indicators is uneven.Among them,the content integration at the level of personal development is the best,followed by the content related to cultural self-confidence,and the content integration at the level of national identity is the least.(3)The overall situation of teachers’ moral education in English is fairly(M=3.89).Among them,the teachers’ integration of moral education in the design of teaching objectives is the best,followed by the use of teaching materials,and finally the teaching process and evaluation.(4)The main reasons affecting teachers’ English subject moral education include that: the lack of English teaching resources related to ideological and moral education,the lack of moral education related content in examination and evaluation,the lack of class hours,the lack of teachers’ moral education in course-taking,teaching practice skills and personal moral education literacy,etc.Based on the findings of the study,this study will put forward some suggestions to promote moral education in English subjects in senior high school from three aspects: teachers,teaching materials and schools.