Analysis of Teaching Strategies for High School English Reading from the Perspective of Curriculum-based Ideological and Political Education

Abstract

Comprehensively advancing the integration of ideological and political education into curricula is a key measure for fostering virtue and nurturing talents. This paper aims to analyze how to strengthen ideological and political education while enhancing students’ core competencies in English, so as to cultivate their sense of social responsibility, national consciousness, and cultural confidence. The paper first defines the concept of curriculum-based ideological and political education and highlights its significance in high school English reading instruction. It then examines the current issues in high school English reading teaching, including the disconnect between instructional content and ideological-political education, the over-reliance on a single teaching method, and the inadequacy of the evaluation mechanism. In response to these issues, the paper proposes corresponding teaching strategies: in terms of content, an integration strategy is emphasized to explore the ideological-political connotations of texts; in terms of teaching methods, an innovation strategy is advocated, incorporating project-based learning and cooperative learning; in terms of evaluation, the integration of diverse assessment methods is recommended. The implementation of these strategies aims to achieve an organic combination of knowledge transmission and value guidance, thereby cultivating talents with a global vision and a strong sense of national identity for the new era.