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Jiang, J. (2025). A Study on the Strategy of Infiltrating Ideological and Political Elements in Junior High School English Reading Teaching from the Perspective of Core Compe-tencies. China Science and Technology Journal Database, Scientific Research, 6, 117-120. (In Chinese)
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has been cited by the following article:

• TITLE: A Study on the Path of Integrating Curriculum-Based Ideological and Political Education into Junior High School English Reading Teaching under the Background of Fostering Virtue through Education

  AUTHORS: Yin Jiang, Xiuling Shi

  KEYWORDS: Curriculum Ideology and Politics, English Reading Teaching in Junior High School, Layered Teaching, Situational Teaching

  JOURNAL NAME: Open Journal of Social Sciences, Vol.14 No.7, July 28, 2026

  ABSTRACT: Fostering virtue through education constitutes the fundamental task of education, and CIPE is a crucial measure to put it into practice. Deepening the research on its application in English teaching is of great significance for cultivating young people with cultural confidence and a global vision. This paper focuses on the integration of CIPE into junior high school English reading teaching. It firstly elaborates the theoretical value of such integration, then systematically analyzes the prevailing difficulties, including language comprehension barriers, the pressure from exam-oriented education and teachers’ weak awareness of ideological and political teaching. On this basis, the paper puts forward targeted solutions covering stratified teaching, construction of diversified evaluation systems as well as exploration and integration of ideological and political teaching resources. Methodologically, this paper is a policy- and literature-based conceptual study rather than an empirical investigation; it does not draw on questionnaire or interview data. It systematically reviews authoritative national policies and recent domestic scholarship on junior high school English CIPE and synthesizes them across three dimensions—policy orientation, theoretical research and classroom practice—to analyze integration dilemmas and derive targeted paths, which are then illustrated with representative reading texts from current junior high school English textbooks. The aims of this research are to offer theoretical reference and practical guidance for the in-depth integration of curriculum-based ideological and political education and English reading teaching, and facilitate the realization of the fundamental goal of disciplinary education.