Ordinary High School Political Teacher Reading Condition And Related Studies

Politics in the high school curriculum is by nature a dominant subject with intrinsicintegration of intellectual and moral education. Not only does it cover such a wide range aseconomics, politics, culture, philosophy, etc, but also is closely related to our daily lives. Underthe background of the New Curricular Reform，the special properties and contents of the subjecthave posed higher reading requirements for politics teachers in high schools, which call for moreattention and efforts from the academic circle. An investigation into the reading competence ofpolitics teachers in high schools is helpful for the research of the influence of politics teachers’reading competence on the overall education; it may also deepen the study on the relationshipbetween reading and teachers’ career development. In addition, it will enrich the contents andknowledge structure of politics and pedagogy, laying a solid foundation for the improvement andoptimization of moral education. At the same time, a study on politics teachers’ reading mayenrich notions such as teachers learning and independent career development and providereference suggestions on school-based training and school management. Through it, politicsteachers in high schools may become aware of the importance and imperativeness of reading,aswell as what books to read and how to read; school administrators may also have enhancedunderstanding of teachers’ reading.Reading is the basic means through which humans acquire culture and knowledge and it isan important part of human spiritual lives. Reading can be interpreted in either broad or narrowsense. The reading in this paper refers to its narrow-reading, which means the process andactivity in which the reader achieves wisdom and spiritual growth through communication withtexts.This research chose politics teachers in high schools in Y-county as the subjects,questionnaires and interviews being the main methods for investigation. The results show fivequestions which are as follows. First, politics teachers in high schools spend limited time readingand books available are few. Second, their reading motivations are too utilitarian and withoutemphasizing long term benefits. Third, the reading range is narrow and the contents aremonotonous. Fourth, those teachers lack good habits and right methods of reading. Fifth, there isa scarcity of reading resources and an absence of guidance. The reasons that lead to theseproblems involve internal aspects and external ones of teachers. Social blundering mentality andthe absence of humanistic values, exam-oriented educational evaluation system blockingteachers reading, films and television networks changing teachers reading style, work and lifepressures squeezing reading time and mood, the shortage of school reading resources, cheerlessatmosphere affecting reading all belong to teachers’ external causes. Lack of reading consciousness, insufficient domestic demand, incorrect reading habits, bad effects, utilitariancontents’ structure, narrow visual fields can be regarded as the internal causes of the teachers.For the above reasons, the management of politics teachers’ reading should be emphasizedand strengthened. The specific solutions can be achieved from two aspects: teachers and schools.From the teachers’ angle, conscious reading and self management are very important. Teachersshould consciously develop internal needs, strengthen reading consciousness and set up correctreading ideas. Also teachers should select reading contents carefully, promote reading tastes andform reasonable reading frameworks. Besides, making reading plans, paying attention to readingmethods, improving the quality and effectiveness of reading are also things teachers need to tendto. From the schools’ perspective, guidance and regulations are indispensable. Schools shouldpay more attention to the change of educational concepts, support teachers reading earnestly. Theschools should advocate guided reading, use activities to lead and make every attempt toencourage teachers’ reading. And last, schools should establish standard systems to ensureteachers’ reading.