Practical Research On Integrating Ideological And Political Education Into The Teaching Of Classical Chinese In Junior High School

The curriculum ideological and political education embodies the educational requirements of the Party and the state,and is an important way to comprehensively improve the quality of educational personnel training and implement the fundamental task of establishing morality and cultivating people.In recent years,the Ministry of Education has carried out the integrated construction of ideological and political courses in primary and secondary schools,aiming to promote the effective connection between ideological and political courses in colleges and universities and moral education in primary and secondary schools.The research scope of ideological and political courses has gradually shifted from the field of higher education to junior high school education and organic integration with various disciplines.Chinese is a humanities subject rich in ideological and political elements.Classical Chinese selected into junior middle school Chinese textbooks contains Chinese traditional virtues,good sentiments of people with lofty ideals,and rich philosophy of life.This is a high-quality ideological and political resource to cultivate students ’ noble moral sentiment,form a correct and positive attitude towards life,and guide students to practice socialist core values.Therefore,this study specifically analyzes the ideological and political elements of 40 classical Chinese in the junior middle school Chinese textbooks compiled by the Ministry,and excavates the rich resources of ideological and political education in classical Chinese.By interviewing front-line teachers and investigating students ’ideological and political learning in classical Chinese courses,we find out the practical problems of integrating ideological and political education into classical Chinese and put forward corresponding implementation strategies to enhance the effectiveness of ideological and political education in classical Chinese in junior high school.In addition to the introduction and conclusion,this paper consists of five chapters.The first chapter is an overview of the ideological and political course of classical Chinese in junior high school.Firstly,it briefly analyzes the change of the connotation from “moral education in discipline” to“ideological and political education in curriculum”.Although they have similarities,their emphasis is different.Secondly,it points out the reality of integrating curriculum ideology and politics into Chinese teaching;Finally,it analyzes the ideological and political value of the course and points out the necessity of ideological and political teaching.The second chapter is the analysis of ideological and political elements of the selected courses of classical Chinese in junior middle schools.This chapter analyzes the ideological and political elements of 40 classical Chinese texts in junior middle school Chinese textbooks,and classifies them into five categories: feelings of home and country,humanistic spirit and scientific spirit,responsibility and awareness of the rule of law,ideals and beliefs and learning methods,hoping to provide some ideas for teachers to extract ideological and political elements from each classical Chinese text.The third chapter is the analysis of the current situation and causes of the integration of curriculum ideology and politics into classical Chinese teaching in junior high school.Through students’ questionnaires and teachers’ interviews,we can understand the current situation of integrating ideological and political education into classical Chinese teaching in junior high schools,clarify the existing problems and analyze the reasons.The fourth chapter is an exploration of the integration of curriculum thinking and politics into the teaching strategies of middle school literary texts.Firstly,from the school’s perspective,the school should play a leading role.Strengthen the learning and communication among teachers,and build a resource sharing platform to provide institutional and technical safeguards for the implementation of curriculum thinking and politics.Secondly,from the teachers’ perspective,the teaching strategies are proposed in three aspects: enhancing the awareness of teaching Civics,improving the content of Civics teaching,and enriching the form of Civics teaching to promote the infiltration of Curriculum Civics in literary languages.The fifth chapter,according to the proposed teaching strategy,takes Zui Weng Pavilion as an example to make a teaching design and briefly analyzes which teaching strategies are used in this teaching design.