Abstract:

The integration of course-based ideological and political education in primary and secondary schools is an important measure to implement the fundamental task of “cultivating morality and nurturing talents” in the new era. The “integrated” curriculum logic is based on students’ physical and mental development patterns and the educational nature of the disciplinary course, and is reflected in three aspects. One is the integration of the goals of course-based ideological and political education, focusing on the fundamental task of “cultivating morality and nurturing talents”; the other is the integration of the content of course-based ideological and political education, involving the ideological and political elements of “the integration of five educations” ; and the third is the connection between the implementation of course-based ideological and political education, which is in line with the development process of “essential character”. The integration of course-based ideological and political education faces many difficulties at the primary and secondary school levels, including the weak leading role of goals, the imbalance of content embedding space, the single integration method, and the narrowing of the evaluation experience process. To break through the practical dilemma of integrating course-based ideological and political education in primary and secondary schools, it is necessary to take values education as the starting point and strengthen the leading role of course-based ideological and political education in cultivating morality and nurturing talents; to take the “integration of five educations” as the starting point to clarify the limits of course-based ideological and political education on knowledge and morality; to integrate cognitive and non-cognitive course-based ideological and political education methods, with character-shaping as the connecting point; and to take into account the educational value of course-based ideological and political education on results and processes, focusing on value-added evaluation.

Key words: primary and secondary schools, disciplinary course, course-based ideological and political education, integration