Abstract: The discourse in ideological and political education plays an important role in various aspects of student cognitive construction, emotional internalization, and behavioral choice. Currently, there are problems in the process of accepting discourse in ideological and political education, such as utilitarian tendencies in student discourse acceptance, superficial effects in discourse acceptance, and obstacles in knowledge action transformation. The main causes of these problems include teachers' failure to enter the life of students and thus their incomplete grasp of the characteristics of students' discourse acceptance, the existing assessment methods focusing on the memorization of teaching materials and the failure of curriculum practice education to enter the real life. Therefore, in order to improve the acceptability of ideological and political teaching discourse, it is necessary for ideological and political teachers to enter students' life and realize the integration of teacher-student discourse in the interaction; create a democratic and relaxed activity situation, provide the conditions for students to enter the society, and promote the transformation of knowledge and action; enrich the examination content, and focus on the examination of the three views of students' discourse rather than the memory of the textbook discourse.