Action Research Of Implementing Ideological And Political Education In All Courses In Junior High School English Class

In the light of the notion of "Ideological and Political Education in All Courses(IPEAC)",teachers of all disciplines should integrate ideological and political education with the instruction of specific courses to realize the all-around development of students.In recent years,IPEAC has received much attention in universities,while in secondary education,it has been ignored to some extent.Considering the growth stage of junior high school students,IPEAC is compulsory for developing their correct views of life,values,and the world.Then the crucial issue is to discover the way to integrate IPEAC with the instruction of English courses in junior high schools.This action research takes "When in Rome"(the reading part of Unit 5,English,Volume 2 of the eighth grade,published by Yilin Press)as the teaching content,aiming to answer two questions:How can IPEAC be integrated into junior high school English class and How can the effectiveness of IPEAC be increased in junior high school English class?The participants were the Grade 2 sudents from a Junior High School in Guannan,Lian Yungang City,Jinagsu Province,the author and her three colleagues.The teaching content was an interview about British good manners on different occasions.Apart from common teaching objectives,ideological and political objectives were proposed from two aspects:consciousness and behavior.On the part of consciousness,students are enabled to take a correct attitude towards good manners in different countries,tell some stories about traditional Chinese good manners apart from those mentioned in the class,and through group discussion,point out adverse effects of bad manners in school life and the corresponding good manners.As regards behavior,students are enabled to perform good manners mentioned in class in school life.The research mainly utilizes three types of instruments:observation,interview with the observer colleagues and student’s test.The action research contains two cycles and either one involves problem identification,plan making,plan implementation,evaluation and reflection.To answer the first research question,it is found that the Task-based Language Teaching(TBLT)method,when applied to ideological and political education in junior high school English reading class,can greatly arouse students’ learning enthusiasm and promote the achievement of subject knowledge objectives and ideological and political objectives.At the same time,TBLT is also in line with the recessive characteristics of ideological and political education.Secondly,the setting of ideological and political goals should be specific and detectable.Certain measurements should be available to test whether the preset ideological and political objectives have been achieved and to what degree.Some factors are found to have influenced the effectiveness of IPEAC in junior high school English class.First of all,improper allocation of time may result in insufficient ideological and political education.Secondly,each task should focus on the theme of the unit and highlight ideological and political education.This design takes the conversation between Jenny and Daniel as the main line,which closely centers on the theme of good manners.Finally,the ideological and political objectives should include the different layers of consciousness cultivation and behavioral performance.Step-by-step and subtle guidance can better promote the achievement of ideological and political goals.This study has two pedagogical implications.Firstly,TBLT is helpful for the implementation of IPEAC in that it emphasizes the role of students and can better integrate ideological and political education into language learning.Secondly,IPEAC can be carried out through activities because of its recessive characteristics.Some classroom activities,such as simulated interview and situational performance can make students feel and practice ideological and political elements themselves.However,due to the limitations of the research objects,the long-term nature of ideological and political education and some shortcomings of the instructional design itself,there is still room for improvement in this action research.