课程思政背景下高中英语阅读教学研究-以s中学为例

AStudyofEnglishReadingTeachinginSeniorHighSchoolsintheContextofCurriculumIdeologicalandPoliticalEducation:ACaseoftheHighSchoolAttachedtoSichuanNormalUniversity1IntroductionThisstudyfocusesontheimplementationofCurriculumIdeologicalandPoliticalEducation(CIPE)inhighschoolEnglishreadingteachingwiththegoalofrealizingthefundamentaltaskof"cultivatingmoralityandeducatingpeople"WiththeemergenceoftheCIPEconcept,integratingideologicalandpoliticaleducationintoEnglishteachinghasbecomeasignificantdirectionforeducationalreform.Byemployingquestionnaires,interviews,thisresearchexaminestheexistingpracticesofCIPEinEnglishreadingteaching,identifieschallenges,andproposesimprovementstrategies.Theultimategoalistooptimizeteachingconcepts,cultivatestudents'positiveoutlooksonlife,values,andworldviews,andenhancetheeducationalfunctionoftheEnglishdiscipline.1.1ResearchBackgroundIn2014,theShanghaiMunicipalGovernmentputforwardtheeducationalconceptofCurriculumIdeologicalandPoliticalEducation(CIPE),whichemphasizesmoralcultivationasthefundamentalgoalofeducation.OnDecember7,2016,GeneralSecretaryXiJinpingattendedtheNationalConferenceonIdeologicalandPoliticalWorkinCollegesandUniversitiesanddeliveredanimportantspeech.Intheconference,PresidentXiemphasizedthat“wemustinsistonmakingthecultivationofmoralityandnurturepeopleasthecentrallinkandcarryoutideologicalandpoliticalworkthroughoutthewholeprocessofeducationandteaching”.CIPEiscloselyrelatedtotheeducationalissuesaboutwhatkindofpeopletocultivate,howtocultivatethem,andforwhomtocultivatethem.Therefore,ourcountry'seducationmustholdafirmandcorrectpoliticalstanceandadheretothedirectionofsocialisteducation.Meanwhile,TheNationalEnglishCurriculumStandards(2017Edition,revisedin2020)(NECS)statesthattheoverallgoaloftheEnglishcurriculumforgeneralhighschoolsistofullyimplementtheParty'seducationpolicy,cultivateandpracticesocialistcorevalues,andcarryoutthefundamentaltaskofcultivatingmoralityandeducatingpeople.Englishlanguageisahumanisticsubject,andthereadingdiscourseofitcontainsrichmaterialsforCIPE,whichprovidesabroadspacefortheeffectiveintegrationofideologyandpoliticsinEnglishteachingandbecomesanimportantcarrierforCIPE.Especiallyintheseniorhighschoolstage,thedeepintegrationofcurriculumideologyandpoliticswithEnglishreadingteachingcanfullyexplorethenurturingfunctionoftheEnglishsubject,helpseniorhighschoolstudentstoformcorrectpoliticalconcepts,cultivatetheirnationalsentiment,andbroadentheirinternationalhorizons,soastoeffectivelyplayanimportantroleintheideologicalleadershipofseniorhighschoolstudentsintheEnglishsubject.Therefore,theorganicintegrationoftheelementsofcurriculumpoliticsintohighschoolEnglishreadingteachingisnotonlyaninevitabletrendofeducationaldevelopment,butalsohasstrongpracticalfeasibility.1.2ResearchPurposeSincethenotionofCIPEwasintroduced,ourcountyhaspromulgatedasuccessionofdocumentsconcerningideologicalandpoliticaleducation,renderingtheimplementationofCIPEasubjectofintensediscussion.However,inreal-worldeducationalpractice,theintegrationofideologicalandpoliticaleducationwithvariouscoursesleavesmuchtobedesired,andtheeducationalfunctionofideologicalandpoliticaleducationhasnotbeenfullyrealized.Consequently,theaimofthisstudyistoinvestigatehighschoolEnglishreadingteachinginthecontextofCIPEfromtheperspectivesofbothteachersandstudents,employingquestionnaires,interviews.ThestudyseekstoanalyzethecurrentstateofhighschoolEnglishreadingteachinginthiscontext,conductanalysis,exploreeffectivepathwaysforhighschoolEnglishreadingteaching,andenhancethenurturingfunctionoftheEnglishcurriculum.1.3SignificanceoftheResearchThisstudyholdssignificantpracticalsignificance.Practically,itenhancesstudents'comprehensiveliteracyandoptimizesEnglishteachingpractices.Ontheonehand,thestudycanimprovestudents'comprehensiveliteracy.ByinfiltratingtheelementsofCIPE

inhighschoolEnglishreadingteaching,itcannotonlyimprovestudents'Englishlanguageproficiency,butalsoguidethemtocomeintocontactwithmulticulturalismintheprocessofreading,setupcorrectvalues,andenhancetheirculturalself-confidence.Ontheotherhand,thestudycanoptimizethepracticeofEnglishteaching,whichcanprovidespecificteachingpracticeguidanceforhighschoolEnglishteachers,helpteacherstoexploretheCIPEintheEnglishreadingmaterials,innovatetheteachingmethods,maketheEnglishreadingclassroommoreattractiveandeffective,optimizetheprocessofEnglishteaching,andimprovethequalityofteaching.1.4StructureoftheDissertationThisthesisisdividedintofiveparts.Partoneistheintroduction,whichmainlyintroducestheresearchbackground,researchpurposeandresearchsignificanceofthisstudy.Parttwoistheliteraturereview.Firstly,itoutlinesthedefinitionoftherelevantconceptsofCurriculumIdeologicalandPoliticalEducationandEnglishReadingLiteracy.Secondly,itcombsthroughthecurrentstatusofdomesticandinternationalresearchonCurriculumIdeologicalandPoliticalEducation

inEnglishReadingTeaching.Finally,itintroducesthetheoreticalfoundationofthisstudy.Partthreeisthemethodology.First,researchquestionsareproposed,thenresearchsubjectsarepresented.Thelastpartisresearchmethods.Partfouristhefindingsanddiscussion.Inthissection,allthedatacollectedisexplainedindetailandtheresultsofthequestionnaireandinterviewarediscussed.Last，thesuggestionsareputforward.Partfiveistheconclusion.Ontheonehand,theimplicationsoftheresearchareputforward.Ontheotherhand,thelimitationsinthisthesisareproposed.Onthebasisofthelimitations,somesuggestionsaregivenforfurtherresearch.2LiteratureReviewThispartisorganizedinthreeparts.Thefirstpartisbasedonacriticalreviewoftheacademicliterature,whichexplainsthecoreconceptsof"CurriculumIdeologicalandPoliticalEducation"and"EnglishReadingTeaching"andestablishestheirbasicconnotationsinthisstudy.Thesecondpartisaliteraturereview,whichanalyzesandevaluatesthedomesticandinternationalstudiesrelatedtothistopic.Thethirdpartlaysthetheoreticalfoundationforthisstudy,focusingonthetheoriesofmoraleducationandimpliciteducation.2.1DefinitionofKeyTermsDrawingonrelevantliteratureandinlinewiththeresearchtopic,thissectionfirstdefinestheconceptof"CurriculumIdeologicalandPoliticalEducation"andthenclarifiestheconceptof"EnglishReading."2.1.1CurriculumIdeologicalandPoliticalEducationThesignificantconceptof"CurriculumIdeologicalandPoliticalEducation"wasputforwardbytheShanghaiMunicipalGovernmentin2014.CurriculumIdeologicalandPoliticalEducationistointegrateelementsofideologicalandpoliticaleducation,includingtheoreticalknowledge,valuesandspiritualpursuitsofideologicalandpoliticaleducation,intovariouscourses,soastosubconsciouslyinfluencestudents'ideology,behaviorandconduct(Wang&Shi,2020).Itscoreliesinemphasizingthefundamentaltaskofeducation,whichistocultivatemoralityandnurturepeople,andfocusesonthein-depthexplorationofvariouseducationalresources.Itbuildsasynergisticpatternofeducatingpeoplethroughtheorganiccombinationofdifferentcurricula,layingthefoundationforrealizingthebestteachinggoalsandeffects,whichisalsoakeyprerequisiteforthesynergisticeffecttobebroughtintofullplay.Asahumanisticsubject,theteachingofEnglishisnotonlytoimprovethecomprehensiveuseoflanguage,butalsoanimportantwayforstudentstogetintouchwithwesternculture,valuesandideology.AccordingtotheEnglishCurriculumStandardsforGeneralSeniorSecondarySchools(2017Edition,2020Revision),thecorequalitiesoftheEnglishdisciplinearetodevelopstudents'languageproficiency,culturalawareness,qualityofthinking,andlearningability",whichmeansthatinadditiontoplayingtheroleof"knowledgetransfer",Englishteachingshouldalsoplaytheroleof"valueleadership".Thus,itisnecessarytointegrateideologicalandpoliticaleducationwithEnglishteachingwhichcanhelpstudents'pluralisticandcriticalthinkingintheprocessoflearning,understandingandappreciatingdomesticandforeignexcellentcultures,correctlyanalyzeChineseandforeigncultures,seekcommongroundwhilereservingdifferences,andimprovethemselves,developthemselvesandperfectthemselvesintheinternationalperspective.2.1.2EnglishReadingReadingisanimportantabilitygraduallyformedintheprocessofhumangrowth,anditisanimportantwayforpeopleto"acquireinformation,knowtheworld,developthinking,andgainaestheticexperience"(MinistryofEducationofthePeople'sRepublicofChina2012:22),anditisalsoanimportantfoundationforimprovingthelevelofnationalcultureandknowledgeandenhancingthecompetitivenessofthecountry.HuChundongandDaiZhongxin(1995)in"ATheoryofEnglishReading"believethatEnglishreadingmeansreadingwhatisexpressedinEnglishandclassifyEnglishreadingintoappliedreadingandlearningreading,andclassifyreadingaccordingtothepurposeofreading:skimming,retrievalreading,detailedreadingandextensivereading.WangQiang(2015)putforwardtheconceptofreadingliteracythatcoversnotonlyaseriesofknowledge,skillsandstrategiesinvolvedindecodingtextualinformationandcomprehendingtextualcontent,butalsoacomprehensivesetofliteracyskillssuchasreadingmotivation,attitudesandhabits,whichareneededtopromotetheparticipationofindividualsinsocialactivitiesandthedevelopmentoftheirwholeperson.Englishreadingplaysakeyroleinimprovingstudents'Englishliteracy.WhenstudentsdevotethemselvestoEnglishreading,theycandrawknowledgeandnutrients,expandtheirinsightsandbroadentheirhorizons.HighschoolEnglishreadingmaterialscontainalargenumberofelementsofideologicalandpoliticalresources.ByskillfullyintegratingtheCurriculumIdeologicalandPoliticalEducationintohighschoolEnglishreadingteaching,theCivicsandPoliticsvalueofEnglishreadingtextscanbefurtherexploredthroughstrengtheningteachers'Ideologicalandpoliticalconcepts,innovatingteachingdesignandothereffectivemeasures,soastogivefullplaytotheireducativeeffects.2.2PreviousResearchonCIPEinEnglishReadingTeaching.Byreviewingrelevantliterature,thissectionfirstdefinesthecoreconceptsrelatedtothisstudy.ItthensummarizesandsynthesizesliteratureonCurriculumIdeologicalandPoliticalEducation(CIPE)frombothdomesticandinternationalperspectives,coveringvariousdimensionsofthetopic.2.2.1PreviousResearchAbroadTheeducationalconceptof"curriculumideologicalandpoliticaleducation"isabrandnewconceptthathasemergedinChinainrecentyears,andthereisnoexactcounterpartforitinforeigncountries.However,fromthemacroscopicperspectiveofhistoricalevolution,everycountryintheworldhasplacedgreatimportanceontheideologicalcultivationandpoliticaleducationofitscitizens.Inthecourseofpromotingthedevelopmentofideologicalandpoliticaleducation,countries,basedontheirownnationalconditionsandculturaltraditions,havecarriedoutuniquetheoreticalinvestigationsandpracticalattempts.TheciviceducationpromotedbytheUnitedStatesfocusesoncultivatingcitizens'understandingandpracticeofthenationalpoliticalsystemanddemocraticvalues.IntheUnitedStates,civiceducationreferstoeducationforself-governmentinademocraticsociety,aimedatproducinginformed,effectiveandresponsiblecitizens.AccordingtoAmericans,thebasiccomponentsofciviceducationinademocraticsocietyincludethreeaspects:civicknowledge,civicskills,andciviccharacter(GaoFeng,2015).Germanyhasalonghistoryofideologicalandpoliticaleducationresearchduetosocialhistory,religionandotherfactors.ThegoalofGermanmoraleducationispremisedontheprincipleofhumanism,theessenceandcoreofwhichistheembodimentoftheindividualist-orientedbourgeoisideologicalvaluesoffreedom,civilrightsandhumanrights(Wang&Fu,2007).Moreover,Germanyalsoattachesgreatimportancetomentalhealtheducationandhasestablishedpermanentpsychologicalcounselingservicesinschools.Theaimoftheseorganizationsistohelpstudentsovercometheirlowself-confidenceandtoguidethemtodealwithsocialrelationshipsinanappropriateway,thusimprovingtheirmentalhealthandpromotingtheirgrowthanddevelopmentinallaspects.InFrance,thegoalofpoliticaleducationistoenablestudentstobecome"self-disciplinedcitizens"or"citizens"withasenseofresponsibilityandduty(Qu&Zhang,1994).Brown(1997)releasedthearticle“Brown(2004)illustratestheimportanceofemotionalexperienceandadvocatesthatteacherscombineprofessionalknowledgewithEnglishcultureintheprocessofeducationandteachingtocultivatestudents'cross-culturalawareness,stimulatestudents'interestinreading,andenhancethelearningeffect.Stephen(2013)arguesthatillustrationsandprintedtextscanbeusedintextbookstosubconsciouslyinfluencestudents'ideologicalandmoralconsciousness.Tosummarize,duetotheinfluenceofsocialculture,historicaldevelopmentandotherfactors,therearesomedifferencesinideologicalandpoliticaleducationamongcountries.Onthewhole,westerncountriesalsobelievethatscientificideologicalandpoliticaleducationcancontributetothecultivationoftalentsandnationaldevelopment,whichhassomereferencesignificanceforthedevelopmentofourcountry'scurriculumideologicalandpoliticaleducation.2.2.2PreviousResearchatHomeInrecentyearscurriculumideologicalandpoliticaleducationhasgraduallybecomeasignificantissueineducationandteachingreform,andhasachievedrelativelyrichresultsintheoreticalresearchandpracticaladvancement.TheconceptofCurriculumIdeologicalandPoliticalEducationwasfirstproposedbytheShanghaiMunicipalGovernmentin2014.Subsequently,aftertheNationalConferenceonIdeologyandPoliticsofUniversitieswasheldin2016,universitiesaroundtheworldbegantoexploreandstudythiseducationaltheme,andscholars'researchresultsonCIPEtheoriesgraduallyincreased.Currently,thetheoreticalresearchandpracticaldevelopmentofcurriculumCIPEhasattractedextensiveattentionintheacademiccommunity,butthedifferentresearchperspectivesandresearchmethodologieshaveledtodifferencesintherichconnotationandpracticaloperationofcurriculumCIPE.Therearemainlyfourrepresentativeviewsontheunderstandingoftheconnotationofcurriculumideologicalandpoliticaleducation:First,"conceptualtheory".Thefirstisthe"conceptualtheory",whichholdsthatcurriculumcivicpoliticsisacomprehensiveeducationalconceptthattakes"cultivatingmoralityandeducatingpeople"asthefundamentaltaskofeducation(Gao&Zong,2017),andthatitisanimportantconceptualinnovationthatcombinesallkindsofcourseswithideologicalandpoliticaltheorycoursesinthesamedirectiontoformasynergisticeffect.Thesecondisthe"resourcetheory".Thispointofviewisthatcurriculumideologyandpoliticsis"asocialpracticeactivitythatfullyexploitsthemoraleducationfactorsandresourcesofallkindsofcoursesanddevelopsandutilizestheminaccordancewiththelawsofcurriculumeducationandteaching"(Lu&Wu,2020).Third,"curriculumtheory".ThisviewpointbelievesthatcurriculumCivicsisaperipheralcourseofthe"CivicsProgram",anexpansioncourseofthe"CivicsProgram",oracomprehensiveliteracycourse(Qiu,2018).Thefourthisthe"synthesistheory".Thisviewpointbelievesthatcurriculumideologyisbothanideologicalandpoliticaleducationconceptandanideologicalandpoliticaleducationmethodatthesametime(He,2019).Basedonaboveallliterature,theauthorbelievesthatcurriculumideologyandpoliticsisaneducationalpracticethateducatorsuseprofessionalandgeneraleducationcoursesotherthanideologyandpoliticscoursesasacarrier,fullyexplorethenurturingelementsandresourcesofallkindsofcourses,andfollowthelawsofeducationandteachingtoachievetherealizationofestablishingmoralityandshapingpeople.2.2.3SummaryoftheResearchStatusTheaboveliteraturereviewshowsthatbothdomesticandforeigncountriespayattentiontoideologicalandpoliticaleducation,andthedifferenceisthatthetermCIPEdoesnotexistinforeigncountries,whilesincetheintroductionoftheconceptofCIPEinChina,scholarshavepaidextensiveattentiontoandresearched,notonlyclarifyingitsmeaning,butalsoexploringtheconnotation.Existingresearchfocusesonuniversityandvocationalschoolstudents,andthereisascarcityofresearchatthehighschoollevel.However,asanimportantpreparatoryforcefornationaldevelopmentandconstruction,helpinghighschoolstudentstoestablishcorrectideologicalvaluesandfirmpoliticalstanceistheprimarytaskofeducation.Intermsofresearchcontent,CIPEismostlystudiedinthefieldofsubjectteaching,andthereislessliteratureonitsintegrationwithEnglishteaching.Intermsofresearchmethodology,theintegrationofCIPEintosubjectteachingasahiddeneducationalelementhasbeenwidelyrecognized,butitisstillinthestageoftheoreticalresearch,andthespecificpracticalmethodsneedtobeexpanded.ThisstudywillcollectandanalyzedatathroughquestionnairesandinterviewstounderstandthecurrentsituationoftheintegrationofCIPEinhighschoolEnglishreadingteaching,andproposecorrespondingstrategiesfortheproblemsfound.2.3TheoreticalBasisBasedonthereviewofrelevantliteratureonCurriculumIdeologicalandPoliticalEducation(CIPE)andthefocusofthisstudy,itwasdeterminedthatthegroundedtheoriesofthisstudyweremainlymoraleducationtheoriesandimpliciteducationtheories.2.3.1MoralEducationTheoryMoraleducationisvieweddifferentlybydifferentpedagoguesinthecountryandabroad.Dewey(1909)holdtheconceptthatthemoralresponsibilityoftheschool,andofthosewhoconductit,istosocietyandtheschoolisfundamentallyaninstrumentofsocialservice,anditsmoralitymustbemeasuredbytheextenttowhichitperformsthisfunction.HePointedthattheteacherisengaged,notsimplyinthetrainingofindividuals,butinthesocialfunctionofthemaintenanceofpropersocialorderandthesecuringoftherightsocialgrowth.Inthearticle“ReconstructingDewey:ThePhilosophyofCriticalPragmatism”,Alison(2016)exploresDewey'sphilosophyofpragmatism,particularlyhiscommitmenttodemocracyandeducation,whicharesimilartothephilosophyofideologicalandpoliticaleducation.Comeniusemphasizedthatmoraleducationshouldbecarriedoutinmotherhoodschoolstocultivatechildren'svirtues.Lockeadvocatedshapingthemoralityofagentlemanthroughreasonandhabitandadvocatedagentlemethodofeducation.Rousseaubelievedthatmoraleducationshouldfollowchildren'snatureandletthemdevelopmoraljudgmentinnature.Pestalozziproposedmoraleducationthroughloveandlabortocultivatechildren'smoralemotions.Hurlbutemphasizedthesystematicnatureofmoraleducationandintegratedmoraleducationintotheteachingprocessinordertocultivatemoralcharacter.Deweyadvocated"learningbydoing",combiningmoraleducationwithlifepracticetopromotechildren'smoralgrowth.Despitethedifferencesintheirviews,theyallemphasizetheimportanceofmoraleducation.TheintegrationofcurriculumideologicalandpoliticaleducationintoEnglishreadingdiscussedinthispaperaimstocultivatepeoplewithbothlanguageliteracyandcorrectvalues.Moraleducation,ontheotherhand,istomoldpeople'smoralcharacterandpromotetheoveralldevelopmentofindividuals.Therefore,thetwoarejointlycommittedtothegrowthofstudentsandhelpthemformapositiveattitudetowardslife,asenseofsocialresponsibilityandacorrectworldview,outlookonlifeandvalues.2.3.2ImplicitEducationTheoryTheconceptofImpliciteducationbeganin1968whentheAmericanscholarJacksonresearchedabouttheschool's"potentialcurriculum"(Hiddencurriculum)in“LifeinClassrooms”(Margolis,2005).Later,theterms"Implicitcurriculum"and"Implicitmoraleducation"appeared.InChina,discussionsinthisareabeganinthe1990sanddevelopedintotheconceptof"Impliciteducation".Impliciteducationisthewayandprocessofguidingstudentstoacquireeducationalexperiencesthatarebeneficialtotheirphysicalandmentalhealthandtheoveralldevelopmentoftheirpersonalitiesthroughdirectexperienceandsubconsciousnessintheeducationalenvironmentoftheschool(Jia,etal.,2000).Impliciteducationhassimilaritiesanddifferenceswiththeconceptof"CurriculumIdeologicalandPoliticalEducation"studiedinthispaper.Impliciteducationfocusesonsubtleinfluencesandtransmitsvaluesthroughtheenvironmentandactivities，whiletheCIPEintegrateselementsofCurriculumIdeologicalandPoliticalEducationintocurriculumteaching.Bothofthemarecommittedtoeducatingpeople.TheCIPEcandrawontheconceptofimpliciteducationtoquietlypenetrateCurriculumIdeologicalandPoliticalEducationcontentintheteachingofknowledgeandrealizetheeducationalgoalofcultivatingmoralityandnurturingpeople.Meanwhile,impliciteducationiscloselyrelatedtohighschoolEnglishreadingteaching.InhighschoolEnglishreadingteaching,theconceptofimpliciteducationcanbeskillfullyintegrated.Ontheonehand,throughcarefullyselectedreadingmaterials,suchasarticlesrichinculturalvaluesandmoralstories,studentscanreceiveculturalinculcationandvalueguidancethroughreading.Ontheotherhand,implicitfactorssuchasteachers'teachingstyleandthecreationofclassroomatmospherecanalsoinfluencestudents'attitudestowardsEnglishlearning,cultivatetheirabilitiesofindependentlearningandcriticalthinking,andhelpthemgrowupinanall-roundway.3MethodologyBasedonthestudyoftheliterature,theresearchdesignofthispaperwasdeveloped,theresearchmethodologywasdetermined,andtheresearchstudywasconducted.Thispartistheresearchdesign,whichfocusesontheresearchquestions,thesubjectofthestudyandtheresearchmethods.3.1ResearchQuestionsThepurposeofthisstudyistoinvestigateandstudythecurrentsituationofcurriculumideologicalandpoliticaleducationinthehighschoolEnglishreadingcourse,andtoattributeandanalyzetheexistingproblems,andtoproposeimprovementmeasuresfor

promotingthedevelopmentofcurriculumideologicalandpoliticaleducation

intheEnglishcourse.Therefore,themainquestionsofthisstudyareasfollows:(1)WhatisthecurrentstatusoftheimplementationoftheconceptofcurriculumideologicalandpoliticaleducationinhighschoolEnglishreadingteaching?(2)WhatarethefactorsaffectinghighschoolEnglishreadingteachinginthecontextofcurriculumideologicalandpoliticaleducation?(3)HowtoimprovethecurrentsituationofhighschoolEnglishreadingteachinginthecontextofcurriculumideologicalandpoliticaleducation?3.2ResearchSubjectsThestudentquestionnairewasadministeredtothestudentsoftheAffiliatedHighSchoolofSichuanNormalUniversityinChengdu.Inordertoensurethediversityofthequestionnairesamples,thequestionnairewasdistributedandcollectedfromamongonehundredstudentsinthreedifferentgradesintheschool,usingthequestionnairestarformofonlinequestionnairedistributionandcollection.TeacherinterviewswereconductedwiththreecurrentseniorhighschoolEnglishteachersattheschoolwheretheinternshiptookplace.TeacherAisaEnglishteacherforthefirstyearofhighschoolwith3yearsofteachingexperience;TeacherBisaEnglishteacherforthethirdyearofhighschoolwith20yearsofteachingexperience;andTeacherCisaEnglishteacherforthethirdyearofhighschoolwith22yearsofteachingexperience.3.3ResearchMethodsInordertobetterimplementtheinvestigationandresearchonhighschoolEnglishreadingteachinginthecontextofcurriculumideologicalandpoliticaleducation,inthepreliminarystageofthedissertation,thequestionnairemethod,andinterviewsareusedtoanalyzethecurrentsituationofcurriculumideologicalandpoliticaleducationinhighschoolEnglishreading.Onthisbasis,thefactorsaffectingtheteachingofhighschoolEnglishreadinginthecontextofcurriculumideologicalandpoliticaleducationareanalyzedandimprovementstrategiesareproposed.3.3.1QuestionnaireThisstudyfocusesonhighschoolEnglishteachinginthecontextofcurriculumideologicalandpoliticaleducation.Inordertogainadeeperunderstandingofthecurrentsituationofthisissue,aquestionnairesurveywasconductedamongthestudentsinAffiliatedMiddleSchoolofSichuanNormalUniversity,whichaimstocomprehensivelygraspthelevelofstudents'awarenessofthecurriculumideologicalandpoliticaleducation,aswellastheactualsituationofcurriculumideologicalandpoliticaleducationinthepracticeofhighschoolEnglishreadingteaching,andthen,basedontheresultsofthesurvey,itwillexploreandputforwardtargetedsuggestionsforimprovement.Atotalof104studentsfromtwoclassesinseniorTwoparticipatedinthesurveyandall104questionnaireswereeffectivelycollectedafterbeingdistributed.Thestudentquestionnairewasdesignedwith20questions.Thequestionnairewasdividedintothreedimensions,whichweremainlyreferredtoinXiTong’s(2022)“QuestionnaireonEnglishReadingTeachinginHighSchoolsintheContextofCurriculum

IdeologicalandPoliticalEducation”.Thefirstdimensionisques