A Study On Curriculum Ideological And Political Permeationin Chinese Teaching For Students With Learningdifficulties In High School

Since 2004,the state has promulgated a series of policies and regulations on further strengthening and improving the ideological and moral construction of minors and ideological and political education in schools.In this process,Shanghai took the lead in exploring the reform of ideological and political teaching in colleges and universities.With the deepening of the reform,the goal of ideological and political education reform has gradually changed from the initial production in colleges and universities to the overall construction and development of moral education in universities,middle schools and primary schools,and hopes to form an education system of all-personnel and all-discipline education.From the actual situation,the personality development of current high school students has changed significantly compared with before.Some students,unable to adapt to the new learning stage,gradually become backward students in learning,thinking,behavior and other aspects,which has a negative impact on themselves,the school and even the society.Based on this,this paper takes students with learning difficulties in ordinary high schools as the research object,adopts literature research,questionnaire survey,interview and other methods.First,the two core concepts of "students with learning difficulties" and "curriculum ideology and politics" are defined.Secondly,it expounds the importance and superiority of the ideological and political penetration of curriculum in Chinese teaching.Thirdly,this paper investigates and analyzes the existing problems of the ideological and political penetration of the curriculum in Chinese teaching in senior high schools.Finally,the corresponding improvement measures are put forward for the practical problems.This thesis consists of three parts: introduction,main body and conclusion.Based on the "Chinese Curriculum Standards for General High School"(2017edition,2020 revision)and the spiritual crisis of current high school students,the introduction explains the origin of this research,introduces the research significance,research content and research methods,and summarizes the research status of this topic from three aspects.It is found that there is still a large research space to carry out curriculum ideological and political penetration of students with learning difficulties with Chinese teaching in senior high school.The body part is the main part of this paper,which mainly includes four aspects:The first part defines the two core concepts of "students with learning difficulties" and "curriculum ideology and politics".By comparing with ideological and political curriculum and subject moral education,this paper defines the ideological and political curriculum.The second part introduces the importance and superiority of ideological and political permeation of curriculum in Chinese teaching in senior high school.The importance includes two points: first,it is conducive to the implementation and implementation of the concept of moral education;Second,it can effectively improve the level of school running and education quality.The advantages mainly come from the ideological and political education function of the Chinese curriculum,the rich and unique ideological and political education resources contained in the Chinese textbook,the "aesthetic" of the Chinese curriculum and the "diversity" of the Chinese curriculum.The third part analyzes and summarizes the problems existing in the curriculum ideological and political penetration of students with learning difficulties in Chinese teaching in senior high school.First,there are problems in the consciousness and ability of high school Chinese teachers,which are as follows: the consciousness of high school Chinese teachers is not strong;High school Chinese teachers lack of curriculum ideological and political power;High school Chinese teachers lack of curriculum ideological and political ability.Second,there are some problems in the consciousness and ability of high school students with learning difficulties in curriculum thinking and politics,which are manifested as: the students with learning difficulties in high school have insufficient understanding of curriculum thinking and politics;The students with learning difficulties in senior high school have the psychology of rejecting the curriculum ideology and politics;High school students with academic difficulties lack initiative in curriculum ideology and politics.The fourth part puts forward the improvement measures of the ideological and political permeation of high school students with learning difficulties.First,from the perspective of teachers,high school Chinese teachers should give full play to their own leading role in curriculum thinking and politics,the specific performance is: enhance the high school Chinese teachers in the teaching of curriculum thinking and politics consciousness;Increase the motivation of senior high school Chinese teachers to carry out curriculum thinking and politics in teaching;There are three parts to improve the ability of high school Chinese teachers to carry out curriculum thinking and politics in teaching.Second,from the perspective of students,we should actively guide the students with learning difficulties to play the main role in curriculum thinking and politics,mainly divided into the students with learning difficulties should pay attention to the understanding of curriculum thinking and politics;Students with learning difficulties should reduce the exclusion of curriculum ideology and politics;Students with learning difficulties should strengthen the three parts of the curriculum ideological and political initiative.The conclusion part summarizes the content of this paper and points out the shortcomings in the writing of this paper.