? Suhomlinski's point of view is outdated or even avant-garde today-it is one of the hot topics in the field of education to play the role of the main channel of classroom education with ideological and political education and ideological and political lessons.
? Suhomlinski said in his article that there is a wrong view in teaching practice: students get moral education while mastering knowledge. So far, teachers generally don't think that students can spontaneously carry out ideological education while learning knowledge, but there are some other views: the task of ideological education only needs ideological and political courses, and other subjects only need knowledge education. Even in the process of school education, ideological education is "blurred", thinking that other intellectual movements are real and can be quantified through examinations, but ideological education is difficult to be measured, which makes ideological education ineffective in the implementation process. In fact, ideological education has the dual functions of maintaining social stability and promoting personal development, especially in personal growth, which helps to cultivate students' innovative spirit, creative consciousness, critical spirit and public participation. This is what all natural and humanistic classes need to work together through ideological and political courses.
? Curriculum ideological and political education and ideological and political education are both important components of ideological education. They are "the same body of curriculum ideological and political education", * * * both shoulder the fundamental task of educating people and play a leading role in students' ideological value. Their common goal is to train students to be qualified builders and reliable successors of Socialism with Chinese characteristics. Some subjects are ideologically neutral, such as mathematics, physics and chemistry. When learning trigonometric function or force decomposition, the content of social teaching under various ideologies is basically the same. But now every subject has its own core literacy. For example, the core literacy of physics discipline is physical concept, scientific thinking, scientific inquiry, scientific attitude and responsibility, which puts forward new requirements for the value leading role of classroom. As Suhomlinski said, "Don't just explain the truth without emotion, but guide young people along the dangerous road of science to make a journey full of exploration spirit and lofty motivation to fight for the truth." "The internal struggle against complex philosophy, ignorance and religious poison that makes people blindly believe in creeds and forbids people to dare to think and do." Integrating curriculum ideological and political education into these disciplines, adopting the most effective educational form, that is, combining knowledge teaching with value guidance, and integrating value guidance into professional knowledge teaching, can effectively improve students' stereotype of ideological and political education and enhance its persuasiveness and appeal.
? However, in the humanities, it is difficult to have a classroom with ideological neutrality and no value judgment, which is a major focus of ideological and political education in the middle school curriculum. One of my English majors decided to study cultural self-confidence in middle school English classroom teaching in her graduation thesis. Especially in the ideological education class, students should establish a correct world outlook and outlook on life, and learn to use dialectical materialism and historical materialism to observe, analyze and solve problems. At present, it is especially necessary to guide students to care about current affairs and politics, rationally treat all kinds of complicated political phenomena in society, and resolutely keep consistent with the CPC Central Committee and keep the bottom line in the face of some major issues of right and wrong.
? It is not difficult to see that many of Suhomlinski's viewpoints still have reference significance today. His educational thoughts are rich, comprehensive and profound, and moral education, intellectual education, physical education, aesthetic education and labor education are all within his vision, so I think it is necessary to continue to explore the practical significance of Suhomlinski's educational thoughts.