| The purpose of this study is to provide a reference path for junior high school English teachers to integrate the Ideological and Moral Education in Curriculum into daily teaching.The subjects involved in the study were 5 English teachers and grade 9students from a junior high school in Tianjin.This study adopted the classroom observation and structured interviews to explore teachers’ understanding of the integration of Ideological and Moral Education in Curriculum into English reading teaching.Based on this,the paper put forward two research questions: 1.What is the ideological and political integration in the different stages of(before,during,and after)reading? 2.What are the different forms of activities adopted by teachers to integrate ideology and politics into the curriculum? The study found that:(1)There is more Ideological and Moral Education in Curriculum in pre-reading and post-reading activities than in while-reading activities.(2)Teachers usually present pictures or share audiovisual media to get students to think in pre-reading activities,and use roleplaying,group discussion or debate in post-reading activities to promote students’ thinking transformation.However,in while-reading,teachers mainly help students grasp the details and structure of the articles through practicing topics,and lack Ideological and Moral Education in Curriculum.Researchers conducted relevant discussions and provided practical support for speculative research. |
