Strategies of Infiltrating Psychological Fitness Education Into Ideological and Political Education

Introduction

Today is an era of the internet and science and technology. Under the background of this era, a new generation of IT and modern manufacturing industry has been formed and, at the same time, a comprehensive innovative industry such as producer services has been formed (Y. Zhu et al., 2020). Under the background of cultural diversity, great changes have taken place in university students' ideology, value orientation, lifestyle, and psychological state, which means ideological and political education in colleges and universities (IPECU) faces severe challenges. There are some problems in contemporary university students' thinking, including hedonism, selfish mentality, decadent ideas, and so on. All these have impacted the spiritual growth of university students and the establishment of three views (Lin et al., 2019). Therefore, the integration of ideological and political education (IPE) into the teaching of various subjects has played a role in helping students correct their thoughts and establish three views to a certain extent. Ideology courses are the main channel and front for universities to spread Marxist theory and educate students in ideological theory, and they shoulder the special mission of training builders and successors of socialist construction with Chinese characteristics (Jiang et al., 2018). The quality of IPE for university students is directly related to the quality of talent cultivation in universities and to the realization of the goal of IPE. Therefore, research on IPE has certain theoretical and practical significance.

The IPE received in school has the same goal as psychological fitness education (Gociman et al., 2018). The teaching of ideology theory courses can be regarded as a dynamic system centered on education. This dynamic system educates students systematically in Marxist theory and helps them to establish a correct world outlook, outlook on life and values. Within the system, teachers' knowledge transfer, students' cultivation of ability, and students' values education are interrelated (Johnson et al., 2013). The purpose of IPE and psychological fitness education is highly consistent, and the inducing reasons are also consistent. The course of psychological fitness education mainly starts with students' personality, emphasizing internal psychological education and guidance, eliminating students' psychological problems through teaching cases and conversation, and encouraging them to establish a strong, confident and optimistic personality (Osborne & Sibley, 2015). The content of moral code of conduct and ideal belief education in IPE also emphasizes the inner world of individuals. Only when students are psychologically healthy can they better establish their ideals and beliefs. In the past, the IPE mode was relatively rigid, the instructional method was rigid, the teaching content was outdated, and the teaching interest was insufficient, which resulted in poor teaching effects (Tsamakis et al., 2017). The way of psychological fitness education is more perceptual, visual, and specific, and the combination with IPE can make boring content vivid and interesting and create a relaxed teaching atmosphere for teachers and students (Galey, 2015). Therefore, the education of university students can well combine the characteristics of the two, which is more conducive to give full play to their advantages and make up for each other's shortcomings, so as to guide university students to establish correct values and outlook on life and help them to improve their scientific and cultural qualities, strengthen their ideological and moral qualities, and promote their healthy physical and mental development.