Research on the Practical Path of Integrating Red Music into Junior High School Music Classes from the Perspective of Curriculum Ideology and Politics

Abstract

This study explores a systematic and feasible pathway for integrating red music into junior high school music classes within the framework of Curriculum Ideology and Politics. Using literature analysis, questionnaire surveys, and case studies, the research identifies several prominent issues in current practice, including students' limited cognitive understanding and fluctuating levels of interest, teachers' insufficient initiative and confidence in integrating value-oriented content, and the fragmented development and utilization of school-level teaching resources. To address these challenges, the study constructs a three-dimensional practical model of "value cognition - teaching practice - system guarantee." At the value level, it emphasizes enhancing teachers' and students' recognition of the cultural significance and educational function of red music to build a solid conceptual foundation. At the practical level, it proposes embedding red music throughout the teaching process by creatively interpreting textbooks, adopting diversified and experiential teaching models, and expanding thematic activities and learning scenarios. At the institutional level, it highlights the importance of building sustainable support systems through the development of school-based resource platforms, the establishment of collaborative interdisciplinary mechanisms, and the implementation of diversified evaluation approaches that focus on growth and engagement. Research findings indicate that this integrated pathway can effectively improve the educational influence of red music, promote the coordination of aesthetic education and value guidance, and provide meaningful reference for advancing the implementation of Curriculum Ideology and Politics across junior high schools.