Research On The Current Situation Of Senior High School English Teaching From Ideological-Political Perspective

The world is undergoing profound transformations unseen in a century.The value orientation of teenagers determines that of the whole society in the future.Therefore,it is crucial to promote steady development of ideological-political education in China.The fundamental task of “Lide Shuren”(fostering virtue through education)was further emphasized on the 20th National Congress of the Communist Party of China convened in 2022.One of strategic measures to implement “Lide Shuren” is the ideological-political education of the curriculum which is a prime task for educational institutions at different levels as well as education in different disciplines in China.However,the previously published studies primarily dealt with higher education,and the generalizability of much research on secondary education is problematic.What is the current situation of ideological-political elements in high school English textbooks? What are high school English teachers’ perceptions of ideological-political education of English courses? How is high school English teacher’s classroom teaching of ideological-political education? These questions remain to be explored.This research takes a key high school in Hubei province as an example to explore the current situation of ideological-political education in high school English teaching from the three aspects: teaching materials,teachers’ perceptions and classroom teaching.Text analysis,interview and observation classroom were applied during the research.Firstly,based on the proceduralised grounded theory,the study analyzed the 159 texts from high school English required Book 1 to required selective Book 4 in order to explore the ideological-political elements in the textbooks with the aid of the software Nvivo11.Secondly,the interview was applied to investigate the four teacher representatives’ perceptions on ideological-political education of English courses.Finally,classroom observation scale was employed to record the high school English teacher’s classroom teaching of ideological-political education from Unit 1 to Unit 5 of the required Book 1.The study reveals that the high school English textbooks of People Education Press are abundant in ideological-political elements,which can be derived inductively into three core categories,eleven main categories and thirty-three initial categories.In regard to the frequency distribution,each text in the seven textbooks has at least one corresponding ideological-political element.But the elements are not evenly distributed in each textbook.Several elements may be superficially mentioned or absolutely absent in some textbooks.Moreover,the “culture-centered” presentation accounts for the highest amount,followed by“student-centered” and “character-centered” presentation.The “direct presentation” accounts for the lowest proportion.As for the result of interview,the four teachers have relatively clear but incomplete understanding of ideological-political education in high school English.It is noteworthy that one teacher’s perception deviates from the ideological-political education of English courses in some aspects.In addition,there are some problems in the teacher’s classroom teaching.Some of the ideological-political objectives were not based on the teaching materials,namely,the ideological-political elements were raised subjectively occasionally.Furthermore,the ideological-political content was separated from the subject content in the same class at times.What’s more,the number and time of the “practicing”activities took up the lowest proportion.Additionally,the ideological-political assessment was not carried out in his teaching.Based on the above research findings,the author provides corresponding suggestions for high school English teachers so as to facilitate the ideological-political construction of high school English courses,such as strengthening the professional ethics,deepening the ideological-political cognition of English courses as well as optimizing the ideological-political teaching of English courses.Accordingly,mixed methods were used to investigate the ideological-political elements as well as the teachers’ perception and classroom teaching on the ideological-political education.It not only presents how to explore the ideological-political elements in the textbooks,but also provides empirical implications for the high school English teachers.Despite some limitations,the research results would give valuable reference for ideological-political teaching of high school English courses.