To Assess the Methods of Integrating Ideological Education into The Second Classroom for Physical Education of Higher Vocational Colleges

Abstract

Background: The incorporation of ideological and political education into the second classroom for physical education curriculum is a significant strategy aimed at enhancing students' ideological and political awareness, improving their professional competence, and fostering the development of high-caliber and proficient individuals for the nation. Aim and Objective: This paper elucidates the viability and indispensability of incorporating ideological and political education into higher vocational second classroom for physical education course instruction. It proposes strategies and approaches for integrating ideological and political education into second classroom for physical education courses, taking into account the current state of physical education in higher vocational colleges in China.  Methodology: The sample size added up to 150 respondents, guaranteeing assorted portrayal. Structured interviews were utilized as the primary data collection instrument. Trained interviewers conducted face-to-face interviews with the selected respondents, following a structured interview schedule designed to capture information on course selection reasons, opinions on syllabus content, and attitudes toward apprenticeship programs. Results: The top reason cited for selecting the second classroom for physical education of higher vocational colleges is a liking for such courses, with 57% of respondents indicating this as a motivating factor. This suggests that a substantial portion of students or individuals are genuinely interested in second classroom for physical vocational education, possibly due to its practical and skill-oriented nature. Out of the 150 respondents surveyed, 32% (48 individuals) expressed the opinion that subjects should continue to be taught in the traditional manner without any changes. It is noteworthy that the majority of respondents, comprising 64.45%, answered "No," indicating that they do not believe apprenticeship programs provide significant benefits. Consequently, it is essential for second classroom for physical higher vocational education instructors to modify the conventional pedagogical approach and assume the role of facilitating students' intellectual and political development. These findings offer insightful information on the opinions of those surveyed regarding the status of education and the necessity of any necessary modifications to instructional strategies. Conclusion: The combination of physical education with ideological and political education is a distinct aspect to consider. The integration of organic elements is a crucial approach to enhance the educational standards of higher vocational institutions and a significant strategy to execute educational policies at the national, provincial, and local levels.