An Exploration of Group Reading in High School English from the Perspective of Moral Education

Qian Xie

doi:10.63313/IJSSEH.9040

Authors

Qian Xie China West Normal University, Nanchong Sichuan, 637009, China Author

DOI:

https://doi.org/10.63313/IJSSEH.9040

Keywords:

Moral Education, Group Reading, Discipline-Based Holistic Education, High School English Reading

Abstract

Integrating moral education into English teaching is a key direction for discipline-based holistic education. However, there remain certain challenges in implementing moral education in high school English instruction, primarily reflected in mechanical grafting of moral content and rigid approaches to moral education practices. Based on the essence of moral education and the advantages of group reading in fostering moral development, this paper explores methods for embedding moral education into high school English group reading through case studies. The approach involves using group reading to closely examine central texts, deeply explore thematic values, and set discussion topics; selecting related texts around the core topic and organizing them into a coherent group; integrating teaching objectives, designing collaborative learning activities, and facilitating inquiry-based interaction; and establishing an evaluation system to assess the effectiveness of moral education and guide continuous improvement. In doing so, moral education is naturally embedded in instruction, fulfilling the fundamental goal of fostering virtue and nurturing well-rounded individuals.

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