As a public course in colleges and universities, college English courses involve a wide range of students. We should adhere to moral education and integrate ideological and political education into college English teaching. As college English teachers, we should tap the value and resources of ideological and political education contained in college English courses, adhere to the integration of ideological and political education into college students' English knowledge learning, enhance the affinity of ideological and political education and the correct value orientation of college students' English courses, and cultivate students' feelings of home and country, and correct outlook on life, world and values. In college English teaching, students should be given ideological and political education in a subtle way to avoid troubles. ?

First of all, we can't deny that college English is a basic language course. Some teachers think that since it is a basic language course, we should focus on language teaching. Ideological education is the task of teachers such as Ma Zhe, Allen and Maugham, and it has nothing to do with us. I don't agree with this view. We often say that learning must first learn to be a man, and being a man is sometimes more important than learning. I attach great importance to students' ideological education in my usual teaching. Maybe I did what a counselor should do. One day, I felt sorry for the laziness of some students. A student with good grades said to me. Teacher, you don't need to be angry with them. You just have to do your own class well. Whether they learn or not is their own business. Doing ideological work is a counselor's business, so don't worry so much. ? Admittedly, many teachers have this idea.

In the revision principle of New Horizon College English (Second Edition), there is such a point. It embodies the requirements of basic language courses in language skills, language application, language culture and so on. Considering the instrumentality and humanity of language? . It can be seen that even when compiling textbooks, we should give consideration to both instrumentality and humanity. Why can't we give consideration to both in teaching? In fact, I think college English, as a language course, is also a good humanities education course, because language itself is the carrier of culture. While imparting language knowledge to students, it can well educate humanistic thoughts. In addition, Chinese teachers can convey humanistic information more effectively than math teachers and ideological and political teachers, because he can make use of his own language advantages, and his education is subtle and easier for students to accept. Therefore, language teachers play a vital role in shaping students' personality.

No matter how high a person's knowledge is, if his quality is low and his moral quality is corrupted, he will be the scum of society after all, and the harm to society may be greater than those with less knowledge to a certain extent. As a Chinese teacher, we should actively use our own advantages to carry out humanities education through Chinese knowledge teaching, and effectively unify the two. Among them, the humanity of college English course actually coincides with the ideological and political education we advocate, and the two are organically unified. ?

In the era of market economy, students' thoughts have also been greatly impacted, with less idealism and more pragmatism and utilitarianism. College English teaching tends to take exams. Value skills over humanities? This phenomenon is very common. It seems that the teacher's teaching is to let students pass CET-4 and CET-6, and they can have a stepping stone to find a job when they graduate. Moreover, students' study seems to be very clear, that is, they have passed CET-4 and CET-6, and then everything will be fine. In this way, humanistic education or ideological and political education is ignored in college English teaching intentionally or unintentionally. As a public compulsory language course, college English should not only embody the instrumental characteristics of English, but also give full play to its unique humanistic advantages, so that students can really grow into high-quality talents. We should help students button up a button in life. So-called? Keep a section of canal and plant a responsible field? As college English teachers, we should do a good job in the course of college English, plant the responsible field of college English well, and cultivate a new generation of responsible people. ?

Now take the New Horizon College English Test, 3rd Edition, Volume 3, Unit 1 paragraph? For example, carry out the teaching design of ideological and political courses. The title of this text is Never. Never? Pay? Get up. The teaching steps are divided into the following steps:

First, import:?

This part guides students to get to the point by asking questions. ?

1. What? Success? 2. What? Do what? What about you? Think? Is it? That? Secret? Yes? Success leads students to discuss success through these two questions. ?

Second, pre-class activities:

1. First, play the students an audio about how to realize their dreams, and ask questions about the content of the article: What? Is it? That? Three? Steps? Did you mention it? Are you online? That? Talk? Where to? Manufacturing? For one person? Dream? Coming? real

2. Discussion: Why? Do what? Answer? A lot? Yes? People? Failure? Where to? Realize? Success? Where is it? Finally? What? Do what? What about you? Think? Is it? That? Other? Steps? Where to? Manufacturing? For one person? Dream? Coming? Really? Besides? That? Three? Steps? Did you mention it? Are you online? That? Talk?

Three. Introduction to cultural background:

According to the cultural background involved in the text, we will extend and expand the text, introduce public schools in Britain and America to students, let students know about schools in other countries in the world, and compare them with those in China, thus broadening their horizons. ?

Fourth, the text explanation:?

1. Text structure analysis. Let the students read the whole text and divide it into sections to cultivate their logical thinking ability. ?

2. Ask questions to help students understand the text. Some famous people are mentioned in the article, Winston? Churchill? Esteen. Edison? Abraham? Lincoln, before class, ask the students to look up the information and understand the successful experiences of these people, and then let the students share them in class. ?

3. Interpretation of key language points. ?

Verb (abbreviation of verb) summarizes the discussion:

What is the secret of success mentioned in the article? Let the students summarize the text they have learned and consciously cultivate their thinking ability.

? VI. Thematic discussion:?

1.？ How to understand:? Is it? Isn't it? How come? A lot? Times? What about you? Fall? Come down? That? Things. ? Is it? How come? A lot? Times? What about you? Get? Back? Up? That? Manufacturing? Success! ?

2.？ How can we avoid wasting too much time and energy in the pursuit of success? What's your opinion?

Through special discussion, students' critical thinking ability is consciously cultivated, and the knowledge they have learned is further sublimated. ?

Through the above teaching design, ideological and political education will be organically integrated into college English teaching, so as to realize the smoothness and silence. Through the study of this lesson, students deeply realize that if they want to succeed, they must study hard, make full preparations for their future career, have plans, perseverance and perseverance, thus helping students to establish a correct outlook on life and values. ?

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