introduction

The high school stage is a critical period for the formation of students' values, and moral education cultivation has a long cycle and inherent nature. The explicit moral education curriculum has limitations and needs to be integrated with subject teaching to incorporate moral education content. English education has the responsibility to provide students with moral education, and textbooks are carriers of national culture and will, containing rich moral education resources. English teachers need to rely on textbooks to practice moral education and cultivate talents.

The connotation, characteristics, and infiltration methods of disciplinary moral education

Explored the connotation, characteristics, and infiltration methods of disciplinary moral education. Disciplinary moral education is the integration of moral education into the teaching of various subjects, with indirect, implicit, and penetrative characteristics. It gradually internalizes and generates moral qualities with disciplinary characteristics through students' perception or teacher guidance in the process of subject learning. The "Curriculum Standards for Ordinary High School English (2017 Edition, 2020 Revision)" emphasizes that the core competencies of the subject are the concentrated embodiment of the educational value of the subject, and are closely related to the moral education of the English subject. Early research on subject based moral education teaching included Ryan's 5Es model, the New London School's diverse reading and writing model, Shaaban's comprehensive framework for English moral education, and Feng Dezheng's teaching principles and strategies based on systemic functional linguistics and diverse reading and writing theory. These theories explain the principles, methods, and strategies of moral education, but further investigation and research are needed on English teachers' understanding and application of subject moral education and the moral education content contained in textbooks, as well as how to implement moral education tasks on the basis of developing students' language abilities.

Investigation on the Implementation Status of Moral Education in Textbooks and Disciplines

A survey was conducted on 50 teachers who used the People's Education Press high school English textbook through questionnaires and interviews to understand the current implementation status of subject based moral education in the textbook. The results show that teachers have sufficient recognition of moral education content in textbooks, but their practical application and expansion are insufficient, and moral education penetration has not become a universally conscious behavior. Teachers often overlook moral education goals when designing teaching objectives, and the moral education approach tends to be preachy, lacking students' active participation. The main difficulties in implementing subject based moral education include increasing workload, having fewer class hours and heavier tasks, and lacking suitable entry points. This reflects the heavy task of high school English teaching, and the need for teachers to improve their understanding of subject moral education. They need to update their language perspectives and combine moral education with language knowledge teaching.

Implementation Path of Moral Education in English Subject Based on Textbooks

Explored the path for teachers to implement moral education in high school English teaching. Firstly, the importance of holistic unit teaching was emphasized, highlighting its role in connecting class hours and modules. It was suggested that teachers focus on the unit theme and extract the thematic meanings of each discourse. Secondly, it is proposed that teachers should conduct in-depth analysis of moral education elements in discourse and design activities based on the perspective of English learning activities to achieve the coordinated development of moral education and language learning. Next, it is suggested that teachers use the moral education methods in the textbook to design activities and guide students to participate in exploring the significance of the theme. In addition, it emphasizes the importance of seizing educational opportunities and integrating moral education into activities, advocating the creation of scenarios related to students' experiences to enhance their literacy through practice. Finally, it is proposed to use moral education elements to promote the development of English language ability. Teachers should deeply explore the language means used by authors to express meaning, provide language support and materials for students, and promote the cultivation of students' critical thinking.

conclusion

The importance of subject based moral education in high school English education was emphasized, and it was pointed out that teachers should attach importance to the moral education elements in textbooks, and achieve moral education penetration through unit based teaching and in-depth study of discourse. At the same time, teachers should design activities to encourage students to participate in the generation and construction of moral values, and return the space for moral thinking to students.