Curriculum Ideology and Politics in High School English Reading Classes: A Case Study of Unit 4 in PEP Compulsory English Book 2

Binxun Yue; Yiyao Li

doi:10.30560/ier.v8n4p36

Binxun Yue School of Foreign Languages and Literature, Yunnan Normal University, China
Yiyao Li School of Foreign Languages and Literature, Yunnan Normal University, China

DOI: https://doi.org/10.30560/ier.v8n4p36

Keywords: curriculum ideology and politics, core subject literacy, senior high school english, reading and thinking class

Abstract

Based on the perspective of disciplinary core literacy, this paper explores the practical integration of curriculum ideology and politics (CIP) in high school English reading and thinking classes. It first analyzes the theoretical significance of combining CIP with the cultivation of English core competencies—language ability, learning strategies, cultural awareness, and thinking quality—highlighting how this integration promotes students’ comprehensive development and value formation. Taking the Reading & Thinking section of Unit 4 in Required English Book 2 by People’s Education Press as a case study, the paper proposes teaching strategies including precise goal setting, in-depth mining of ideological and political elements in textbooks, and embedding value guidance throughout the teaching process. The practice demonstrates that these strategies effectively realize the organic fusion of disciplinary literacy and CIP, enhancing both students’ language skills and moral qualities, and advancing the educational mission of fostering well-rounded talents with international vision and social responsibility in high school English education. This study offers practical examples for English teachers to implement CIP and enriches the theoretical and practical framework of curriculum ideology and politics in language teaching.

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