Difficulties in Implementing Ideological and Political Education in High School English Continuation Writing Instruction and Corresponding Solutions

Abstract

High school English learning is a crucial period for helping students establish correct worldviews, life perspectives, values, and noble ideological and moral qualities. The newly introduced question type in this year's college entrance examination—continuation writing—precisely enables teachers to integrate the concept of subject-based education into the classroom. This paper focuses on the implementation of ideological and political education in high school English continuation writing instruction. It provides an in-depth analysis of the current difficulties in implementing such education, including the forced integration of ideological and political elements, insufficient teacher competence, and an underdeveloped evaluation system. Furthermore, it explores the underlying causes, such as the challenge of integrating subject-specific features with ideological and political objectives, inadequate teacher training mechanisms, and outdated educational concepts. Based on these analyses, the paper proposes corresponding solutions, including thoroughly exploring ideological and political resources in textbooks, strengthening teacher training and professional development, and constructing a diversified evaluation system. The aim is to provide useful reference and insights for improving the effectiveness of moral education in high school English continuation writing instruction, thereby contributing to the realization of the goal of building a strong education nation.