Preliminary Exploration of the Reform of Curriculum Ideology and Politics in Drama Appreciation Courses: A Case Study of History-based Education at UESTC

Purpose/Significance Integrating the history of the university into the curriculum ideology and politics can innovate the ideological and political education, and achieve better effect of education. Design/Methodology Taking the experience of incorporating history into drama appreciation courses at the UESTC as an example, this paper discusses the necessity of reforming the curriculum ideology and politics of drama appreciation courses in university from three aspects: construction requirements, educational models, and contemporary development needs. It also examines the practical challenges faced in terms of teacher engagement, teaching practices, and curriculum design. Conclusions/Findings It is concluded that in order to cultivate high-quality students for the contemporary era who possess unwavering “four confidences”, correct value, and experience comprehensive development, it is necessary to enhance teachers’ awareness of curriculum ideology and politics and the concept of integrating ideological and political education with drama in nurturing individuals. Additionally, it is crucial to empower students to take an active role in curriculum ideology and politics in drama appreciation courses, and integrate elements of school history and ideological and political education throughout the entire process of drama appreciation courses.