Reflections on Promoting the Connotative Development of Ideological and Political Theory Course Construction

Since the New Era, under the leadership of our Party in the construction of ideological and political theory courses (hereinafter referred to as “ideological and political courses”), the socialist orientation of higher education institutions has been clear, the confidence and foundation of ideological and political course teachers in enjoying teaching, being skilled at teaching, and dedicating themselves to educating people have been ample, college students’ “Four Confidences” have been significantly strengthened, their mental outlook has been vigorous and uplifting, and the development environment and overall ecology of ideological and political courses have undergone comprehensive and fundamental changes. How to “optimize” and “strengthen” ideological and political courses through connotative development, driving a holistic leap in the quality of ideological and political course construction, remains an important issue for the construction and development of ideological and political courses in the New Era. Xi Jinping pointed out that it is necessary to “uphold fundamental principles and break new ground to promote the connotative development of ideological and political course construction, continuously improving the pertinence and appeal of ideological and political courses.” Xi Jinping’s assertion emphasizes the prerequisite requirements and target requirements for the connotative development of ideological and political course construction. Ideological and political course construction is a systematic project involving many elements; it includes not only a series of issues such as the curriculum system, textbook system, and teaching system, but also content such as students’ ideological education, campus cultural construction, and teacher team building. The connotative development of ideological and political course construction further involves the inherent essential requirements of ideological and political course construction, as well as issues such as the ideological nature, political nature, academic rationality, and critical thinking nature of ideological and political courses. Based on the systematic project of ideological and political course construction, this article discusses promoting the connotative development of ideological and political course construction from four aspects: the connotation of “upholding fundamental principles and breaking new ground” in ideological and political course construction, the improvement of the curriculum system, running “big ideological and political courses” well, and enhancing the quality of the teacher team.

新时代以来，在我们党对思想政治理论课（以下简称“思政课”）建设的领导下，高校社会主义办学方向明确，思政课教师乐教善教、潜心育人的信心底气充足，大学生“四个自信”明显增强、精神面貌奋发昂扬，思政课发展环境和整体生态发生了全局性、根本性转变。如何以内涵式发展“做优”“做强”思政课，驱动思政课建设质量整体跃升，依然是新时代思政课建设发展的重要课题。习近平指出，要“守正创新推动思政课建设内涵式发展，不断提高思政课的针对性和吸引力”。习近平的这一论断强调了思政课建设内涵式发展的前提要求和目标要求。思政课建设是关联众多要素的系统工程，它不仅包括课程体系、教材体系、教学体系等一系列问题，还包括学生的思想教育、校园文化建设、教师队伍建设等内容，思政课建设内涵式发展更是涉及思政课建设的内在本质要求，涉及思政课的思想性、政治性、学理性、思辨性等问题。本文立足思政课建设系统工程，从思政课建设“守正创新”的内涵、课程体系的完善、办好“大思政课”、提升教师队伍素质四个方面，对推动思政课建设内涵式发展作出探讨。

I. Promoting the Connotative Development of Ideological and Political Course Construction in “Upholding Fundamental Principles and Breaking New Ground”

一、在“守正创新”中推动思政课建设内涵式发展

“Upholding fundamental principles and breaking new ground” is the prerequisite and foundation for promoting the connotative development of ideological and political course construction. In ideological and political course construction, achievements and problems, experiences and lessons coexist simultaneously. Only by “upholding fundamental principles” can achievements be continued, and only by “breaking new ground” can development be achieved through breakthroughs. “Upholding fundamental principles” and “breaking new ground” jointly regulate the direction of the connotative development of ideological and political course construction.

“守正创新”是推动思政课建设内涵式发展的前提和基础。在思政课建设中，成绩和问题、经验和教训同时存在，只有“守正”才能赓续成就，唯有“创新”才能突破发展。“守正”与“创新”共同规制着思政课建设内涵式发展的方向。

On the one hand, “upholding fundamental principles” is the prerequisite for “breaking new ground,” and it is also the basic requirement for the connotative development of ideological and political course construction. Only by “upholding fundamental principles can we avoid losing our direction and committing subversive errors,” and “only by upholding fundamental principles can we ensure that innovation always advances in the correct direction.” The “upholding fundamental principles” in the connotative development of ideological and political course construction includes not only upholding the “correctness” of theory, upholding the “correctness” of politics, and upholding the “correctness” of thought, but also upholding the “correctness” of course construction.

一方面，“守正”是“创新”的前提，更是对思政课建设内涵式发展的基本要求。只有“守正才能不迷失方向、不犯颠覆性错误”，也“只有守正才能保证创新始终沿着正确方向前进”。思政课建设内涵式发展中的“守正”，既包括守理论之“正”、守政治之“正”、守思想之“正”，也包括守课程建设之“正”。

The upholding of the “correctness” of theory in the connotative development of ideological and political course construction is intended to emphasize that ideological and political courses are “Marxist.” Marxism is the fundamental guiding ideology for the founding of our Party and the rejuvenation of our nation, and it must never be abandoned at any time. “Although the era we live in has undergone tremendous and profound changes compared with the era in which Marx lived, from the broad perspective of 500 years of world socialism, we are still in the historical era indicated by Marxism. This is the scientific basis for our firm confidence in Marxism and our firm belief in socialism.” The tremendous achievements of more than 40 years of reform and opening up, the great accomplishments of more than 70 years since the founding of New China, and the magnificent picture of more than 100 years of great social revolution under the leadership of the Communist Party of China have declared to the world: The reason why the Communist Party of China is capable and why socialism with Chinese characteristics is good is, in the final analysis, that Marxism works, and that Marxism adapted to the Chinese context works. As the “main channel” for teaching and disseminating Marxism, ideological and political courses are a direct, formal, and official venue for students to understand and engage with Marxism. Therefore, upholding the “correctness” of theory lies not only in “upholding,” but more importantly in “upholding correctness” through “teaching accurately,” that is, accurately understanding the positions, viewpoints, and methods of Marxism, accurately grasping the theoretical logic, historical logic, and practical logic of Marxism adapted to the Chinese context, accurately integrating the innovative theories of Marxism adapted to the Chinese context, and accurately recognizing the organic connections among the content of various ideological and political courses.

思政课建设内涵式发展中的守理论之“正”意在强调，思政课姓“马”。马克思主义是我们立党兴国的根本指导思想，任何时候都不能丢。“尽管我们所处的时代同马克思所处的时代相比发生了巨大而深刻的变化，但从世界社会主义500年的大视野来看，我们依然处在马克思主义所指明的历史时代。这是我们对马克思主义保持坚定信心、对社会主义保持必胜信念的科学根据。”改革开放40多年的巨大成绩、新中国成立70多年的伟大成就、中国共产党领导下100多年伟大社会革命的壮美画卷向全世界宣告：中国共产党为什么能，中国特色社会主义为什么好，归根到底是马克思主义行，是中国化时代化的马克思主义行。思政课作为讲授、传播马克思主义的“主渠道”，是学生与马克思主义之间的一场正面的、正规的、正式的认识与交流之所。因此，守理论之“正”不仅在于“守”，更在于通过“讲准”来“守正”，即准确理解马克思主义的立场观点方法，准确把握中国化时代化的马克思主义的理论逻辑、历史逻辑和实践逻辑，准确融入中国化马克思主义的创新理论，准确认识思政课各门课程内容的有机联系等。

The upholding of the “correctness” of politics in the connotative development of ideological and political course construction is intended to emphasize that ideological and political courses are “socialist.” Establishing a communist society based on public ownership, without exploitation or oppression, is the lofty ideal of Marxism. Socialism with Chinese characteristics is the Chinese practice-based interpretation of the lofty ideal of Marxism. It is not capitalism; it is socialism with its own characteristics and advantages. “Adhering to the Party’s overall leadership, adhering to Marxism, adhering to socialism with Chinese characteristics, and adhering to the people’s democratic dictatorship, with promoting social fairness and justice and enhancing the well-being of the people as the starting point and foothold—these are fundamental, directional, and long-term matters, reflecting the Party’s nature and purpose, conforming to China’s national conditions, and meeting the fundamental interests of the people. At no time and under no circumstances can there be the slightest wavering.” The key to upholding the “correctness” of politics is to “stand firm” in one’s stance. It is necessary not only to consolidate the foundation with a firm political stance, a clear political attitude, and profound political literacy, but also to strengthen the ability to resist corruption and prevent change with a high degree of political acumen and political discernment, helping students recognize the essence of various social trends of thought that seek to grow in cracks and “change costumes” to appear on stage, and strengthening students’ socialist beliefs.

思政课建设内涵式发展中的守政治之“正”意在强调，思政课姓“社”。建立以公有制为基础、没有剥削和压迫的共产主义社会，是马克思主义的崇高理想，中国特色社会主义是马克思主义崇高理想的中国化实践阐释，它不是资本主义，是具有自身的特点和优势的社会主义。“坚持党的全面领导、坚持马克思主义、坚持中国特色社会主义、坚持人民民主专政，以促进社会公平正义、增进人民福祉为出发点和落脚点，这些都是管根本、管方向、管长远的，体现党的性质和宗旨，符合我国国情，符合人民根本利益，任何时候任何情况下都不能有丝毫动摇。”守政治之“正”的关键是“站稳”立场，既要以坚定的政治立场、鲜明的政治态度、深厚的政治素养固本培元，也要以高度的政治敏锐性和政治鉴别力夯实防腐拒变的能力，帮助学生认清各种觅缝生长、“变装”上场的社会思潮的本质，坚定学生的社会主义信念。

The upholding of the “correctness” of thought in the connotative development of ideological and political course construction is intended to emphasize that ideological and political courses “cultivate people.” As the key course for fostering virtue and nurturing people, ideological and political courses are the key course for cultivating “socialist builders and successors.” It inherits the cultural genes of the Chinese nation, such as “the world is for all,” “the people are the foundation of the state,” and “governing with virtue,” adheres to the Marxist value goal of achieving the free and comprehensive development of each individual, teaches the basic principles of Marxism concerning human needs and human nature, and disseminates ideas such as “people-centered” in Marxism adapted to the Chinese context. The people are the original aspiration of the Chinese Communists, the purpose of the Communist Party of China, and the source of strength for the construction of socialism with Chinese characteristics. “All theories that are divorced from the people are pale and feeble, and all theories that do not benefit the people have no vitality.” The core of upholding the “correctness” of thought is to foster virtue and nurture people. The “virtue” here is “great virtue,” which includes not only personal morality, family virtues, professional ethics, and social public morality, but also ideals and beliefs, national spirit, and the spirit of the times. To cultivate such “great virtue,” it is necessary to combine scientific theory with moral requirements, persist in integrating moral education with Marxist theoretical education, and allow the “correctness” of thought to be integrated and interpenetrated with the “correctness” of theory and the “correctness” of politics.

思政课建设内涵式发展中的守思想之“正”意在强调，思政课“树人”。作为立德树人的关键课程，思政课是培养“社会主义建设者和接班人”的关键课程。它秉承中华民族“天下为公”“民为邦本”“为政以德”的文化基因，坚持马克思主义实现每个人自由而全面发展的价值目标，讲授马克思主义关于人的需要、人的本质等基本原理，传播中国化马克思主义的“以人民为中心”等思想。人民是中国共产党人的初心所向，是中国共产党的宗旨所在，是中国特色社会主义建设的力量所系，“一切脱离人民的理论都是苍白无力的，一切不为人民造福的理论都是没有生命力的”。守思想之“正”的核心是立德树人。这里的“德”是“大德”，不仅包含个人品德、家庭美德、职业道德、社会公德，还包括理想信念、民族精神、时代精神等方面。要立这样的“大德”，必须将科学理论与道德要求结合起来，坚持德育与马克思主义理论教育相结合，让思想之“正”与理论之“正”、政治之“正”融会贯通。

The upholding of the “correctness” of course construction in the connotative development of ideological and political course construction is intended to emphasize that ideological and political courses are, in the final analysis, “courses.” Courses are the carriers of teaching. Whether teaching activities follow objective laws directly affects the development of the teaching process and the quality of teaching outcomes. The requirement for upholding the “correctness” of course construction in the connotative development of ideological and political course construction is to “abide by rules.” First, abide by the laws of education and teaching; second, abide by the laws of students’ psychological development and thinking and cognition; third, abide by the laws of knowledge dissemination and ideological propaganda; fourth, abide by the principle of holistic construction of ideological and political courses. That is, the laws of education and teaching are the basic guidelines for teachers to carry out teaching activities; constructing teaching content differentially and selecting appropriate teaching methods based on students’ physiological characteristics, cognitive characteristics, personality traits, as well as their interests and concerns at different stages will directly affect teaching outcomes; grasping the laws of knowledge dissemination and ideological propaganda, shifting the focus of teaching from “what to say” to “how to say it,” changing from “I speak, you listen” to “speaking in a way you like,” so that students not only “hear” but also “take in” and consider it “well said,” and are even willing to “spread it,” means an improvement in teaching effectiveness; playing the “symphony” of coordinated development among various elements and links of ideological and political course construction, forming an educational synergy, is an important approach to the connotative development of ideological and political course construction.

思政课建设内涵式发展中的守课程建设之“正”意在强调，思政课归根结底是“课”。课程是教学的载体，教学活动是否遵循客观规律，直接影响教学过程的开展和教学效果的好坏。思政课建设内涵式发展守课程建设之“正”的要求是“守矩”。一是守教育教学规律，二是守学生心理发展和思维认知规律，三是守知识传播和意识形态宣传规律，四是守思政课整体性建设原则。即教育教学规律是教师开展教学活动的基本遵循；根据学生不同阶段的生理特点、认知特点、性格特点以及兴趣点、关注点等情况差异化建构教学内容、选取恰当的教学方法将直接影响教学效果；把握知识传播规律和意识形态宣传规律，将教学的着力点从关注“说什么”延伸到“怎么说”，变“我说你听”为“以你喜欢的方式说”，让学生不只是“听到”还“听进”并认为“说得好”，甚至还愿意“传播开”，则意味着教学效果的提高；奏响思政课建设各要素、各环节协同发展的“交响曲”，形成教育合力，是思政课建设内涵式发展的重要思路。

On the other hand, “breaking new ground” is the goal of “upholding fundamental principles,” and it is also the source of vitality for the connotative development of ideological and political course construction. If “upholding fundamental principles” does not “break new ground,” then “upholding fundamental principles” loses vitality; if “breaking new ground” does not “uphold fundamental principles,” then “breaking new ground” has no root. For ideological and political courses to achieve connotative development, improve quality and increase efficiency, it is necessary to “seek vitality from reform and innovation.” Therefore, for the connotative development of ideological and political course construction, “breaking new ground” is an attitude, a culture, an experience, and more importantly, a way of thinking and a method.

另一方面，“创新”是“守正”的目标，更是思政课建设内涵式发展的活力之源。“守正”不“创新”，则“守正”失活力；“创新”不“守正”，则“创新”无其根。思政课要实现内涵式发展，提质增效，则需要“向改革创新要活力”。因此，对于思政课建设内涵式发展来说，“创新”是态度，是文化，是经验，更是思维和方法。

Insofar as innovation is an attitude, the ideological and political theory course, as a "characteristic" educational course of socialism with Chinese characteristics, has no ready-made ideas provided by the classical Marxist writers regarding its construction. The contingent of teachers of ideological and political theory courses under the leadership of the CPC is not only the pioneer and explorer but also the innovator of the course's construction. They promote the connotative development of ideological and political theory course construction with an innovative posture, thereby demonstrating firm confidence in adhering to the socialist direction of running schools and in developing socialist education with Chinese characteristics, as well as a strong determination to cultivate more new-era individuals who can reassure the Party, love the country, contribute to society, and shoulder the heavy responsibility of national rejuvenation.

就创新是态度而言，思政课作为中国特色社会主义的“特色”教育课，马克思主义经典作家没有提供任何关于思政课建设的现成思路。在中国共产党领导下的思政课教师队伍，是思政课建设的先行者和探索者，更是创新者，他们以创新的姿态推进思政课建设内涵式发展，从而彰显对坚持社会主义办学方向、对发展中国特色社会主义教育的坚定信心，以及努力培养更多让党放心、爱国奉献、担当民族复兴重任时代新人的坚强决心。

Insofar as innovation is a culture, the Chinese nation is a nation that "upholds fundamental principles and breaks new ground," and Chinese civilization is a civilization that discards the old and introduces the new, constantly renewing itself. "The continuity of Chinese civilization is not stagnation, let alone rigidity, but a historical process of progress supported by innovation." "The innovative nature of Chinese civilization fundamentally determines the enterprising spirit of the Chinese nation to uphold what is right without being conservative, to respect antiquity without restoring the old, and determines the fearless character of the Chinese nation in not fearing new challenges and being brave in accepting new things." Innovation, as the cultural gene of the Chinese nation, flows in the blood of the builders of ideological and political theory courses and is also engraved in the teaching content of these courses. Marxism adapted to the Chinese context and the needs of the times embodies the compatibility of Marxism with fine traditional Chinese culture and its adaptability to socialism with Chinese characteristics in the New Era, showcasing the spiritual outlook of the Chinese nation in pursuing progress, daring to try, and continuously breaking through.

就创新是文化而言，中华民族是“守正创新”的民族，中华文明是革故鼎新、辉光日新的文明。中华文明的“连续不是停滞、更不是僵化，而是以创新为支撑的历史进步过程”。“中华文明的创新性，从根本上决定了中华民族守正不守旧、尊古不复古的进取精神，决定了中华民族不惧新挑战、勇于接受新事物的无畏品格”。创新作为中华民族的文化基因，流淌在思政课建设者的血脉里，也镌刻在思政课的教学内容之中。中国化时代化的马克思主义体现了马克思主义与中华优秀传统文化的契合性、与新时代中国特色社会主义的适应性，展现着中华民族追求进步、勇于尝试、不断突破的精神风貌。

Insofar as innovation is experience, since the founding of New China, the Party and the state have promulgated several versions of implementation plans for ideological and political theory courses, nurturing, reforming, and developing them. The historical facts of the evolution of these implementation plans show that innovation is a valuable experience in the construction of ideological and political theory courses. The "52 system" at the beginning of New China advocated "drawing on the advanced experience of Soviet educational construction," "eliminating feudal, comprador, and fascist ideologies," "developing the ideology of serving the people," and promoting "New Democratic education"; the "61 system" adapted to changes in the domestic and international situation, exploring a development path for ideological and political theory courses suited to China's national conditions with the ideas of "de-Sovietization" and "Sinicization"; the "85 plan" promulgated after reform and opening up adopted the policy of "making corrections and adjustments," innovating the "two courses" [2]2 This is a direct quotation from official CPC documents on education, emphasizing the political orientation of schooling. education model, constructing a curriculum system for ideological and political theory courses covering bachelor's, master's, and doctoral levels, fundamentally changing prominent problems such as unsuitable teaching materials, unstable courses, lack of leadership attention, teachers unwilling to teach, and students unwilling to learn; the "98 plan" built on this basis sought innovation in response to the times, adjusting course settings and increasing educational content in step with the times; the "05 plan" adhered to a problem-oriented approach, targeting issues such as the overall improvement of China's economic development but the varying degrees of "confusion in political beliefs, vague ideals and convictions, distorted value orientations, weak sense of integrity, lack of social responsibility, fading spirit of hard struggle, poor sense of unity and cooperation, and inadequate psychological quality" among college students, comprehensively promoting course construction from aspects such as disciplinary support, course positioning, subject setting, textbook standardization, team improvement, and organizational guarantee. Continuing the experience of innovation is an important magic weapon for the connotative development of ideological and political theory course construction to continue opening up new prospects.

就创新是经验而言，自新中国成立以来，党和国家颁布了数版思政课实施方案，孕育、改革并发展着思政课。思政课实施方案演化的历史事实表明，创新是思政课建设的宝贵经验。新中国成立之初的“52体系”，主张“借助苏联教育建设的先进经验”，“肃清封建的、买办的、法西斯主义的思想”，“发展为人民服务的思想”，推进“新民主主义教育”；“61体系”顺应国内外形势变化，以“去苏化”和“中国化”为思路探索符合中国国情的思政课发展道路；改革开放后颁布的“85方案”，采取“打牮拨正”的方针，创新“两课”教育模式，建构本硕博思政课程体系，从根本上改变了当时教材不适应、课程不稳定、领导不重视、教师不愿教、学生不愿学等突出问题；以此为基础的“98方案”向时代求新，与时俱进调整课程设置、增加教育内容；“05方案”则坚持问题导向，针对我国经济发展整体向好，但大学生群体却不同程度地存在“政治信仰迷茫、理想信念模糊、价值取向扭曲、诚信意识淡薄、社会责任感缺乏、艰苦奋斗精神淡化、团结协作观念较差、心理素质欠佳等问题”，从学科支撑、课程定位、科目设置、教材规范、队伍提升和组织保障等方面全面推进课程建设。赓续创新经验是思政课建设内涵式发展继续开创新局面的重要法宝。

Insofar as innovation is thinking and method, innovation is a distinctive trait of the Marxist worldview and methodology. Worldview and methodology are internally identical; the worldview guides the methodology, and the methodology implements the worldview, jointly explaining the viewpoint of the unity of knowledge and action from the two aspects of "knowing the way" and "practicing the way." Thinking is the hub linking worldview and methodology. It is precisely in the process of gradually establishing a mode of thinking and subtly influencing people's behavior that the worldview is transformed into specific methods of thought and action. It can be seen that innovation shines with the theoretical light of dialectical materialism, runs through the practical character of emancipating the mind and seeking truth from facts, and carries the logic of critical thinking and revolutionary thinking. It is an important thinking and method for promoting the connotative development of ideological and political theory course construction.

就创新是思维和方法而言，创新是马克思主义世界观和方法论的鲜明特质。世界观和方法论是内在同一的，世界观指导方法论，方法论贯彻世界观，分别从“知道”和“行道”两个方面共同阐释着知行合一的观点。思维是链接世界观和方法论的枢纽，正是在思维方式逐步确立并潜移默化地影响人们行为的过程中，世界观才转化为特定的思想方法和行为方法。可见，创新闪耀着辩证唯物主义的理论之光，贯穿着解放思想、实事求是的实践品格，承载着批判思维和革命思维的逻辑之理，是推动思政课建设内涵式发展的重要思维和方法。

In summary, "upholding fundamental principles" and "breaking new ground" are dialectically unified. "Upholding fundamental principles" does not mean sticking to old ways or being rigid and unchanging, but rather respecting objective laws and adhering to the right path; "breaking new ground" is not a tree without roots or water without a source, but rather breaking through the status quo and advancing with the times. "Upholding fundamental principles" is the foundation, embodying a kind of persistence, confidence, and composure; "breaking new ground" is development, embodying a kind of courage, responsibility, and commitment. The two complement each other and are inseparable, together constituting the basic requirement for the connotative development of ideological and political theory course construction, running through all aspects of the course's construction.

总之，“守正”和“创新”是辩证统一的。“守正”不是墨守成规、一成不变，而是尊重客观规律、坚守正道；“创新”不是无本之木、无源之水，而是突破现状、与时俱进。“守正”是基础，体现了一种坚守、自信和定力；“创新”是发展，体现了一种胆识、责任和担当。两者相辅相成、不可分割，共同构成思政课建设内涵式发展的基本要求，贯穿于思政课建设的各个环节。

II. Promoting the Connotative Development of Ideological and Political Theory Course Construction in Perfecting the Curriculum System

二、在完善课程体系中推动思政课建设内涵式发展

Connotative development is an internally driven development based on the improvement of the system's interior, achieving optimal function through optimal elements and optimal structure. On the development chain of "elements—structure—function," the curriculum system, as the driving force activating the development of ideological and political theory courses, is the core element for promoting their connotative development. At present, China has basically formed a curriculum system running through primary and secondary schools and universities, covering bachelor's, master's, and doctoral levels, initially realizing the idea of constructing ideological and political theory courses throughout the entire process and full coverage during the critical period of young people's growth and development. However, due to the characteristics of the large span of integrated course construction, many school segments, many courses, and significant differences in teaching objects, it also presents many aspects that need improvement. Summarizing experience, optimizing structure, refining levels, strengthening connections, enhancing differentiation while reducing repetition, increasing cohesion while focusing on independence, and strengthening the supporting capacity of the curriculum system in integrated construction are the keys to currently promoting the connotative development of ideological and political theory course construction.

内涵式发展是立足系统内部完善，通过要素最优、结构最优来实现功能最优的内驱性发展。在“要素—结构—功能”的发展链条上，课程体系作为激活思政课发展的动力，是推动思政课建设内涵式发展的核心要素。目前，我国已基本形成了贯穿大中小学、覆盖本硕博的课程体系，初步实现了思政课在青少年成长成才关键时期全过程、全覆盖的建设思路，但也因课程一体化建设的跨度大、学段多、课程多、教学对象差异明显等特点，呈现出诸多需完善之处。总结经验、优化结构、细化层次、强化衔接，在降低重复性的基础上提升差异性，在注重独立性的基础上增强黏合性，在一体化建构中强化课程体系的支撑力，是当前推动思政课建设内涵式发展的关键。

In the integrated construction of ideological and political theory courses spanning six school segments—primary school, junior high school, senior high school, undergraduate, master's, and doctoral levels—the difficulty lies in how to "integrate" the numerous ideological and political theory courses contained in each school segment into "one body." The "one body" in "integration" refers not only to the consistency of each course in terms of worldview and methodology, guiding ideology, and political stance, but also to the overall progressive ideological and political theory course formed based on the hierarchy, progressiveness, and synergy of courses across school segments, as well as the integrity of each course itself, with core elements such as course nature, course objectives, and course content.

在贯通大中小学、本硕博六个学段的思政课程一体化建设中，如何将小学、初中、高中、本科、硕士、博士各学段所包含的众多思政课程“化”为“一体”是难点。“一体化”中的“一体”，不仅指各门课程在世界观和方法论、指导思想、政治立场等方面的一致性，也指基于各学段课程的层次性、递进性、协同性而形成的循序渐进的思政课程整体，还指以课程性质、课程目标、课程内容等为核心要素的每门课程自身的整体性。

First, regulate course content by course nature to ensure the correct direction of ideological and political course construction. As the “soul course” for cultivating “new-era individuals who reassure the Party, are patriotic and dedicated, and bear the heavy responsibility of national rejuvenation,” [1]1 This phrase, “让党放心、爱国奉献、担当民族复兴重任的时代新人” (new-era individuals who reassure the Party, are patriotic and dedicated, and bear the heavy responsibility of national rejuvenation), is a standard formulation from recent CPC educational policy documents, defining the target of ideological and political education. ideological and political courses must “uphold the guiding position of Marxism, uphold the path of socialist education development with Chinese characteristics, and uphold the socialist orientation in running schools.” [2]2 This is a direct quotation from official CPC documents on education, emphasizing the political orientation of schooling. This is both a requirement for the construction of ideological and political courses and an experience gained since the founding of New China. In 1951, China established three courses: “Dialectical Materialism and Historical Materialism,” “New Democracy,” and “Political Economy,” which fully reflected the construction approach of centering courses on Marxist theory. Although the scientific socialism component was embodied in “New Democracy,” this was adapted to the objective fact that China was then in transition from a New Democratic society to a socialist society. Since then, “taking Marxist theory as the core” and “proceeding from reality and advancing education with the times” have served as two basic principles running through the entire process of China’s ideological and political course curriculum. With the deepening application and innovative development of Marxism in China, the scientific, theoretical, and systematic nature of adapting Marxism to the Chinese context and the needs of the times has become increasingly prominent. The requirement to synchronously advance ideological and political course construction with the Party’s innovative theoretical arming has become increasingly urgent and has become an important principle for adjusting the ideological and political course curriculum. For example, “Foundations of Marxism-Leninism” and “History of the Chinese Revolution” (established in 1956), “Introduction to Mao Zedong Thought” (established in 1998), “Introduction to Deng Xiaoping Theory” (established in 1998), “Introduction to Deng Xiaoping Theory and the Important Thought of Three Represents” (established in 2003), “Introduction to Mao Zedong Thought, Deng Xiaoping Theory and the Important Thought of Three Represents” (established in 2005), “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” (established in 2008), and “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” (established in 2019). [3]3 These are the official names of successive required ideological and political theory courses in Chinese higher education, each corresponding to a major development in the Party’s guiding theory. Similarly, taking Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as the core content, closely following the actual development of society, and continuously integrating the Party’s innovative theories organically into courses, textbooks, and teaching have become inevitable requirements for promoting the connotative development of ideological and political course construction.

首先，以课程性质规范课程内容，确保思政课建设的正确方向。作为培养“让党放心、爱国奉献、担当民族复兴重任的时代新人”的“灵魂课程”，思政课必须“坚持马克思主义指导地位，坚持中国特色社会主义教育发展道路，坚持社会主义办学方向”。这既是对思政课课程建设的要求，也是新中国成立以来我国思政课课程建设的经验。1951年，我国开设了“辩证唯物论与历史唯物论”“新民主主义论”“政治经济学”三门课程，充分体现了以马克思主义理论为核心设置课程的建设思路。虽然科学社会主义部分体现为“新民主主义论”，但这是与我国当时正处于从新民主主义社会向社会主义社会过渡的客观事实相适应的。自此，“以马克思主义理论为核心”和“从实际出发、与时俱进办教育”就作为两个基本原则，贯穿我国思政课课程设置始终。随着马克思主义在中国的深入运用和创新性发展，中国化时代化马克思主义的科学性、理论性、体系性日渐凸显，坚持思政课建设与党的创新理论武装同步推进的要求日益迫切，并成为思政课课程设置调整的重要原则，比如“马克思列宁主义基础”和“中国革命史”（1956年设置）、“毛泽东思想概论”（1998年设置）、“邓小平理论概论”（1998年设置）、“邓小平理论和‘三个代表’重要思想概论”（2003年设置）、“毛泽东思想、邓小平理论和‘三个代表’重要思想概论”（2005年设置）、“毛泽东思想和中国特色社会主义理论体系概论”（2008年设置）、“习近平新时代中国特色社会主义思想概论”（2019年设置）等。同理，以习近平新时代中国特色社会主义思想为核心内容，紧跟社会发展实际，不断将党的创新理论有机融入课程、教材、教学，成为推动思政课建设内涵式发展的必然要求。

Second, take course standards as the starting point, and plan course objectives by combining stages with the whole. Course objectives are the primary element of course construction. In the integrated construction approach linking primary school, secondary school, university, master’s, and doctoral levels, course objectives are actually manifested at three levels: first, the overall objective, namely “striving to cultivate more new-era individuals who reassure the Party, are patriotic and dedicated, and bear the heavy responsibility of national rejuvenation.” Second, the stage objectives, namely the construction objectives for each of the six stages. For example, the primary school stage aims to enlighten moral emotions, the junior secondary stage emphasizes laying a solid ideological foundation, the senior secondary stage advocates enhancing political literacy, the undergraduate stage encourages strengthening mission and responsibility, the master’s stage requires applying what is learned, and the doctoral stage strengthens theoretical research. Third, the individual objectives, namely the specific objectives of each course within each stage. The three levels of objectives are progressively refined and advanced layer by layer, outlining the integrated development trend of ideological and political courses advancing step by step and spiraling upward. Combining stages with the whole to plan course objectives essentially involves using systems theory to conduct top-level design for the integration of the course system. In concrete operation, we can draw on the experience of ideological and political course construction in primary and secondary schools by drafting “course standards” to strengthen the standardization of course construction, ensure the consistency of educational nature and objectives, and place the construction of the ideological and political course system on a track of standardized and scientific development. Course standards are normative documents formulated by educational institutions or government departments to clarify the teaching objectives, teaching content standards, implementation suggestions, and academic quality standards for a specific course or stage. They are the core basis for guiding textbook compilation, teaching practice, and academic evaluation. Given the hierarchical nature of course objectives, the drafting of course standards must also be subdivided into levels: first, adhere to the principle of “one standard per stage” to regulate the relationship between the overall ideological and political course and each stage, that is, decompose the overall course standard into the course standards of the six stages; second, adhere to the principle of “one standard per textbook” to clarify the relationships among all ideological and political courses within a stage, that is, refine the stage’s course standard into the course standards of the ideological and political courses encompassed by that stage, thereby forming a blueprint for the integrated construction of ideological and political courses based on a logic of “general-specific” relationships.

其次，以课程标准为抓手，在坚持阶段性与整体性相结合中规划课程目标。课程目标是课程建设的首位要素。在大中小学、本硕博贯通一体化建设思路中，课程目标实际上表现为三个层次：一是整体目标，即“努力培养更多让党放心、爱国奉献、担当民族复兴重任的时代新人”。二是阶段目标，即六个学段各自的建设目标，比如小学阶段以启蒙道德情感为目标，初中阶段强调打牢思想基础，高中阶段主张提升政治素养，本科阶段鼓励增强使命担当，硕士阶段要求学以致用，博士阶段强化理论研究等。三是个体目标，即各学段各门课程的具体目标。三个层次目标逐层细化、层层推进，勾勒出思政课循序渐进、螺旋上升的一体化发展态势。坚持阶段性与整体性相结合规划课程目标，实质上是运用系统论对课程体系一体化进行顶层设计。在具体操作上，我们可以借鉴中小学思政课建设经验，通过拟定“课程标准”来强化课程建设的规范性、保障教育性质和目标的一致性，将思政课课程体系建设纳入标准化、科学化发展轨道。课程标准是教育机构或政府部门制定的用于明确某一课程或学段的教学目标、教学内容标准、实施建议及学业质量标准等内容的规范性文件，是指导教材编写、教学实践和学业评价的核心依据。鉴于课程目标的层次性，课程标准的拟定也要做到细分层级：一是坚持“一段一标”的原则规范思政课整体与各学段之间的关系，也即把思政课整体的课程标准分解在六个学段的课程标准中；二是坚持“一标一本”的原则理清学段内部所有思政课程之间的关系，也即把学段的课程标准细化到学段所囊括的思政课程的课程标准中，由此形成一个以“总—分”关系为逻辑的思政课程一体化建设蓝图。

Finally, take precautions against distant dangers, and coordinate course content by combining uniformity with diversity. Infusing the correctness of theory, politics, and thought of ideological and political courses into course content is a basic requirement of the nature and overall objectives of ideological and political courses. However, the stage objectives and individual objectives of the courses also require that each ideological and political course must possess a certain degree of diversity. The “diversity” here refers to diversity that reflects progressive, spiraling development, diversity that represents the advancement, sublimation, and transcendence of preceding content. To this end, it is necessary to break through stage barriers and thoroughly clean up and overcome practical problems such as repetition, disconnection or gaps, and inversion in course content. Repetition is a typical problem in ideological and political course construction. It refers to the reappearance or repeated occurrence of the same content in different courses, mainly existing between courses of different stages or between different courses of the same stage. For the problem of repetition between different courses of the same stage, we can elaborate on the content through the differences in the perspectives of the courses themselves, forming an interpretive effect of “a range of views from different angles.” [4]4 This is a classical Chinese allusion from the poem “Written on the Wall of Xilin Temple” by Su Shi (1037–1101), meaning that a mountain looks different from different angles, used here to suggest that the same content can be taught from varied perspectives. For the problem of repetition between different courses of different stages, we can use the principle of differentiated construction of spiraling progression between stages to solve the problem of same-level repetition that marks time, through the developmental and transcendent nature of the content. Disconnection or gaps are manifestations of problems in the articulation of course content. Disconnection refers to the lack of logical links in course content horizontally, while gaps refer to poor articulation in course content vertically. For example, the four compulsory courses in the senior secondary stage explain socialism with Chinese characteristics from the four aspects of politics, economy, culture, and society respectively, with ecological civilization construction as important content integrated into these four courses. If the course is set with the logic of the overall layout of socialism with Chinese characteristics, then from the perspective of the current “Five-Sphere Integrated Plan,” [5]5 The “Five-Sphere Integrated Plan” (五位一体) refers to the overall plan for socialism with Chinese characteristics, covering economic, political, cultural, social, and ecological civilization construction. there is a problem of disconnection. Another example: in the arrangement of moral education content, both primary and junior secondary ideological and political courses cover it and are mutually articulated, and universities also have specialized courses, but the senior secondary stage has no separate arrangement. This is a gap phenomenon in the integrated construction of moral education. Inversion refers to the phenomenon of reversing the order of content between higher and lower stages, violating the logic of knowledge education and value education. There are mainly three situations: first, reflected in the order of course offerings. For example, among the four ideological and political courses at the undergraduate stage, the “Basic Principles of Marxism” course is the prerequisite and foundation. Following knowledge logic, it should be offered first, but due to various reasons, many universities arrange it after other courses. Second, reflected in the order of content appearance. For example, in senior secondary textbooks, the first use of concepts such as productive forces, relations of production, and basic laws of human society occurs in the first lesson of Compulsory Course 1 “Socialism with Chinese Characteristics,” but their formal appearance is in Compulsory Course 4 “Philosophy and Culture.” Third, reflected in the analysis of specific content, where higher stages do not follow the principle of spiraling progression to develop and transcend the content analysis of lower stages.

最后，防微虑远，在坚持统一性与差异性相结合中统筹课程内容。把思政课的理论之正、政治之正、思想之正贯穿到课程内容中，是思政课课程性质和整体目标的基本要求。但课程的阶段目标和个体目标又要求各门思政课必须具有一定的差异。这里的“差异”，是体现循序渐进、螺旋上升的发展中的差异，是对前段内容的进阶、升华和超越的差异。为此，必须打通学段壁垒，彻底清理和克服课程内容上的重复、脱节或断层、倒挂等现实问题。重复是思政课建设中的一个典型问题，它是指相同内容在不同课程中再次或反复出现，主要存在于不同学段的课程之间或同一学段的不同课程之间。对于同一学段不同课程的重复问题，我们可以透过课程自身视角的差异去阐述内容，以形成“横看成岭侧成峰”的解读效果；对于不同学段不同课程的重复问题，我们可以借助学段间螺旋上升的差异化建构原则，以内容的发展性和超越性来破解原地踏步式的同水平重复问题。脱节或断层是课程内容衔接出问题的现象表征。脱节是指课程内容在横向上缺失逻辑环节，断层是指课程内容在纵向上衔接不畅。比如，高中学段的四门必修课分别从政治、经济、文化、社会四个方面阐释中国特色社会主义，生态文明建设作为重要内容分别融入这四门课程之中。如果课程是以中国特色社会主义总体布局为设置逻辑，那么，从当前“五位一体”的总体布局来看，就存在脱节的问题。再如，在道德教育的内容安排上，小学和初中思政课中均有涉及且相互衔接，大学也设有专门的课程，但高中学段却没有单独安排，这就是道德教育一体化建设中的断层现象。倒挂，指的是违背知识教育和价值教育的逻辑而出现的高学段与低学段内容顺序颠倒的现象。主要有三种情况：一是体现在课程开设顺序上。比如，在本科学段的四门思政课程中，“马克思主义基本原理”课是前提和基础，遵循知识逻辑，应先行开设，但因各种原因，很多高校将其安排在其他课程之后。二是体现在内容的出场顺序上。比如，在高中教材中，生产力、生产关系、人类社会基本规律等概念的首次使用是在必修1《中国特色社会主义》的第一课中，但它们的正式出场却是在必修4的《哲学与文化》中。三是体现在具体内容的解析上，高学段没有遵循螺旋上升的原则发展和超越低学段的内容解析。

In summary, the integrated construction of ideological and political courses across primary school, secondary school, university, master’s, and doctoral levels is a key issue in promoting the connotative development of ideological and political course construction. The coordinated promotion of the integrated construction of ideological and political courses across primary school, secondary school, university, master’s, and doctoral levels must be treated as an important project. It is necessary to both strengthen overall construction, carrying out overall planning, coordinated arrangement, and systematic promotion of ideological and political courses at different stages from primary school to doctoral level, and also reflect the progressive and developmental nature of courses and content at each stage.

总之，大中小学、本硕博的思政课一体化建设是推动思政课建设内涵式发展的关键问题。必须把统筹推进大中小学、本硕博的思政课一体化建设作为一项重要工程来抓，既要加强整体性建设，对大中小学、本硕博不同学段的思政课程进行整体规划、统筹安排、系统推进，也要体现出各学段在课程及内容上的递进性和发展性。

III. Promoting the Connotative Development of Ideological and Political Course Construction in Running the “Great Ideological and Political Course” Well

三、在办好“大思政课”中推动思政课建设内涵式发展

Life is education; society is school. The connotative development of ideological and political course construction requires driving internal motivation, but also skillfully using external assistance. In the New Era, "ideological and political courses should not only be taught in the classroom, but also in social life." [6]6 This is a quotation from a speech by Xi Jinping. The "grand ideological and political course" expands teaching subjects, fields, materials, resources, and other elements into society, transforming the ideological and political course from a single-track operation mainly based on traditional classroom teaching into a multi-track parallel work involving the full participation of families, schools, government, and society. By forming an educational pattern of "grand classrooms," "grand platforms," and "grand teaching staffs," it creates an ideological and political education ecology of all-staff, whole-process, all-round education, improving national quality and harmonizing social relations in the interaction between people and the environment. The "grand ideological and political course" has become an important form for linking and integrating social resources and promoting the connotative development of ideological and political course construction.

生活即教育，社会即学校。思政课建设内涵式发展需要驱动内在动力，也需要巧用外在助力。新时代的“思政课不仅应该在课堂上讲，也应该在社会生活中来讲”。“大思政课”把教学主体、场域、素材、资源等要素拓展到社会，把思政课从以传统课堂教学为主的单线作业变为家庭、学校、政府、社会全员参与的多元并线工作，通过形成“大课堂”“大平台”“大师资”的育人格局，营造出全员全程全方位育人的思政教育生态，在人与环境的互动中提升国民素质、和谐社会关系。“大思政课”成为链接和整合社会资源、推动思政课建设内涵式发展的重要形式。

To run the "grand ideological and political course" well and skillfully use it to promote the connotative development of ideological and political course construction, the "grand ideological and political course" must be understood within the framework of the integrated construction of ideological and political courses. This is because the integrated construction of ideological and political courses reflects the requirement of the holistic nature of Marxist theory and embodies the concrete application of holistic thinking, systematic thinking, dialectical thinking, and their methods. It extends our understanding of the holistic nature of Marxism from the holistic nature of theory to the holistic nature of the internal and interrelationships among the various elements of ideological and political course construction based on Marxist theory. It unfolds logically from both vertical and horizontal dimensions, ultimately forming a "capital-letter" holistic nature of ideological and political course construction centered on the holistic nature of Marxist theory. [7]7 The Chinese term "大写" (dàxiě, literally "capital-letter") is used metaphorically here to mean a holistic or comprehensive form, analogous to writing a word in capital letters to emphasize its totality.

办好“大思政课”、巧用“大思政课”，推动思政课建设内涵式发展，必须把“大思政课”置于思政课一体化建设中来认识。这是因为思政课一体化建设反映了马克思主义理论整体性的要求，体现了整体性思维、系统性思维、辩证性思维及其方法的具体应用。它使得我们对马克思主义整体性的理解，从理论整体性延伸到以马克思主义理论为基础的各思政课建设要素内部及其之间关系的整体性上，并从纵横两个维度逻辑展开，最终形成以马克思主义理论整体性为核心的关于思政课建设的“大写”的整体性。

Viewed vertically, the integrated construction of ideological and political courses is manifested as the in-depth development across universities, middle schools, and primary schools, and across undergraduate, master's, and doctoral levels, with the target of instruction as the core. Currently, China's ideological and political course construction is still in a research stage where the integration of universities, middle schools, and primary schools and the integration of undergraduate, master's, and doctoral levels are treated as two separate segments. Merging these two parts and achieving through-type development across all educational stages should be the direction of effort for the connotative development of ideological and political course construction. Viewed horizontally, the integrated construction of ideological and political courses can be divided into three levels: micro, meso, and macro. At the micro level, it takes the educational stage as a unit and implements the integrated construction of courses for each stage. For example, the five compulsory courses at the undergraduate level take the course "Basic Principles of Marxism" as the core, based on China's social reality, explaining the historical process of the CPC's choice of Marxism and its development of Marxism (the course "Outline of Modern Chinese History") and the theoretical achievements (the courses "Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics" and "Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era"). Finally, from the perspective of worldview and methodology, they cultivate university students' Marxist faith, nurturing successors for advancing the cause of socialism with Chinese characteristics and the development of Marxist theory (the course "Ideological and Moral Cultivation and Rule of Law"). These five courses not only present the overall logic of theoretical principles, the application of theoretical principles, and the development of theoretical principles, but also contain the process of theoretical formation and development where theory and practice complement each other, and history and reality connect sequentially. At the meso level, it advocates a construction approach of coordinated advancement among discipline, scholarship, and curriculum. Ideological and political courses are a course cluster that teaches scientific theoretical knowledge. Like other courses, they require disciplinary support and scholarly nourishment. The first-level discipline of Marxist theory and its six subordinate second-level disciplines provide strong support for their development. Scholarship is an important element for developing course content and enhancing course appeal. In the teaching process of explaining principles, techniques, and doubts, teachers should inspire students with the power of truth and win them over with profound theoretical grounding. To explain ideological and political courses thoroughly, deeply, and vividly, teachers cannot do without solid knowledge and deep scholarly cultivation. Discipline and scholarship cooperate to create a "small environment" that promotes course development, echoing the content construction of the course itself, and supporting course development from both internal and external aspects. At the macro level, it requires the coordinated development of society, schools, and disciplines. Course construction requires disciplines; discipline construction relies on schools; schools are promoters of discipline construction, organizers of scientific research, builders of talent cultivation, and responsible for resource integration; the development of schools also cannot be separated from society. By gradually improving and developing the "small environment" of ideological and political course construction, it connects with the larger social environment, forming the educational concept and construction path of the "grand ideological and political course." It can be seen that in the integrated construction plan of ideological and political courses centered on "two dimensions," "three levels," and "six educational stages," the "grand ideological and political course" is of crucial importance.

从纵向上看，思政课一体化建设体现为以授课对象为核心的大中小学、本硕博的纵深发展。目前我国思政课建设还处于大中小学一体化、本硕博一体化两段化的研究阶段，融通这两个部分，实现各学段全过程贯通式发展应是思政课建设内涵式发展努力的方向。从横向上看，思政课一体化建设可分为微观、中观、宏观三个层次。在微观层面，它以学段为单元，实行各学段课程的一体化建设。比如本科学段的五门必修课程就是以“马克思主义基本原理”课为核心，立足中国的社会现实，阐释了中国共产党选择马克思主义、发展马克思主义的历史过程（“中国近现代史纲要”课）和理论成果（“毛泽东思想和中国特色社会主义理论体系概论”课和“习近平新时代中国特色社会主义思想概论”课），最后从世界观、方法论的视角涵养大学生的马克思主义信仰，为推进中国特色社会主义事业发展、马克思主义理论发展培养接班人（“思想道德与法治”课）。五门课程不仅展现了理论原理、理论原理运用、理论原理发展的整体思路，也蕴含着理论与实践交相辉映、历史与现实前后相接的理论形成和发展过程。在中观层面，它主张学科、学术、课程协同推进的建设思路。思政课是讲授科学理论知识的课程群。和其他课程一样，它需要学科的支撑和学术的滋养。马克思主义理论一级学科及其所属的六个二级学科为其发展提供了强有力的支撑。学术是发展课程内容、提升课程魅力的重要元素，在释理、释技、释疑的教学过程中，教师要以真理的力量感召学生、以深厚的理论功底赢得学生。把思政课讲深讲透讲活，离不开教师扎实的学识和深厚的学养。学科、学术相互配合共同营造了一个推进课程发展的“小环境”，并与课程自身的内容建设相呼应，从内外两个方面托举课程的发展。在宏观层面，它要求社会、学院、学科携手发展。课程建设需要学科，学科建设依托学院，学院是学科建设的推动者、科研活动的组织者、人才培养的建设者、资源整合的责任者；学院的发展也离不开社会，它通过逐步提升和发展思政课建设的“小环境”，与社会大环境相对接，形成“大思政课”的教育理念和建设路径。可见，在以“两个维度”“三个层次”“六个学段”为核心的思政课一体化建设方案中，“大思政课”至关重要。

Understanding the "grand ideological and political course" within the framework of the integrated construction of ideological and political courses, it is not difficult to see that using the "grand ideological and political course" to promote the connotative development of ideological and political course construction hinges on achieving the combination of theory and practice, the unity of in-class and out-of-class activities, and the joint efforts of schools and society, adhering to the principle of integrated construction. Among these, three aspects deserve particular attention: First, the ideological integration based on "the correctness that must be upheld." In terms of guiding ideology, political stance, theoretical viewpoints, and value pursuits, the "grand ideological and political course" must maintain a high degree of consistency with ideological and political courses. Ultimately, the "grand ideological and political course" is also an ideological and political course. The two differ only in form of presentation, not in ideological content. It shares the same roots and veins as ideological and political courses and must adhere to the "correctness that must be upheld" in ideological and political course construction. This is the basic prerequisite for selecting course resources for the "grand ideological and political course." Second, the curriculum integration based on intrinsic construction. As a component of ideological and political courses, the "grand ideological and political course" is intrinsically integrated with the ideological and political curriculum. The "05 Plan" [8]8 The "05 Plan" refers to the "Opinions on Further Strengthening and Improving the Construction of Ideological and Political Theory Courses in Institutions of Higher Learning under the New Situation" (2005), which mandated the inclusion of practical teaching components in all ideological and political courses. proposed the construction requirement that "all courses should strengthen practical components." Since the implementation of the "05 Plan," universities have been exploring forms of social practice intrinsically integrated with ideological and political courses, achieving gratifying results and clarifying the direction for further development: namely, closely linking content to the corresponding ideological and political course content, highlighting distinctiveness; effectively avoiding various risks in form, ensuring student safety; overcoming the coordination difficulties brought by large numbers of students and courses in teaching arrangements, achieving reasonable scheduling. Third, the integration focused on external cooperation. The integrated development model where society and schools, as responsible subjects, construct independently while cooperating with each other is the main form of "grand ideological and political course" construction. For example, cooperation between schools and communities, museums, exhibition halls, enterprises, etc., in areas such as propaganda and popularization, social services, and project implementation. This model ensures the quality of resources for "grand ideological and political course" construction through clear division of powers and responsibilities, revitalizes social resources by tapping into their ideological and political functions, and popularizes ideological and political education through the integration of social resources, helping to create a favorable ideological and political education ecology.

把“大思政课”置于思政课一体化建设中来认识，就不难看到，以办好“大思政课”推动思政课建设内涵式发展，关键在于做到理论与实践相结合、课内外相统一、学校与社会共携手，坚持一体化建设原则。其中，特别要注意三个方面：一是立足“必守之正”的思想一体化。在指导思想、政治立场、理论观点、价值追求等方面，“大思政课”要与思政课程保持高度一致。“大思政课”归根结底也是思政课，两者只在呈现形式上存在差别而无思想内容上的差别，它与思政课同根同脉，必须坚守思政课建设的“必守之正”。这是“大思政课”遴选课程资源的基本前提。二是立足内在建设的课程一体化。“大思政课”作为思政课的组成部分，与思政课程内在地融为一体。“05方案”提出“所有课程都要加强实践环节”的建设要求。自“05方案”实施以来，各高校都在探索与思政课程内在融合的社会实践形式，取得了可喜成绩，明确了进一步发展的方向，即在内容上紧扣所属的思政课程内容，凸显特色性；在形式上有效规避各种风险，确保学生的安全；在教学安排上克服人数多、课程多带来的统筹难度，做到安排的合理性。三是着眼外在合作的一体化。社会和学校作为责任主体独立建设而又相互合作的一体化发展模式是“大思政课”建设的主要形式。比如，学校与社区、博物馆、展览馆、企业等在宣传普及、社会服务、项目开展等方面的合作。它在权责分明中保障了“大思政课”建设资源的质量，在挖掘资源的思政功能中盘活了社会资源，在整合社会资源中普及了思想政治教育，有助于营造良好思政教育生态。

To run the “grand ideological and political courses” well and promote the connotative development of ideological and political course construction, we must focus on software, emphasize coordination, and strengthen guidance. First, strengthen the software construction of “grand ideological and political course” resources. Most resources for building “grand ideological and political courses” are strongly supported and funded by the state, with abundant hardware facilities; the current focus of construction is to improve quality and efficiency starting from the software side. For example, for practice teaching bases of the visit-and-study type, improving the quality of commentary services is very important. In terms of content, different commentary scripts can be set according to the differences in the audience being taught, to meet the needs of different age groups; in terms of form, students from universities, middle schools, and primary schools in the local area can be recruited and trained to serve as volunteer commentators, or students can be allowed to rent playback-type commentary devices for free with their student ID or ID card, and artificial intelligence can also be used to enliven the commentary methods. Second, fully leverage the linking capacity and creativity of Marxist colleges to collaboratively advance the construction of “grand ideological and political courses.” Marxist colleges are the main departments responsible for implementing ideological and political course construction in universities, and they are also the main bodies that link various functional departments inside and outside the school to promote the construction of “grand ideological and political courses.” Whether it is determining, seeking, and connecting the required “grand ideological and political course” resources based on the goals and content of ideological and political courses, or studying how to effectively integrate local resources into ideological and political courses, or creatively developing practical teaching themes in conjunction with the content of ideological and political courses and making good use of existing practice teaching bases, all require the active leadership and proactive promotion of Marxist colleges. Third, eliminate tendencies such as entertainment, formalization, and superficiality in “grand ideological and political courses,” and strengthen their political guiding power and theoretical appeal. In this regard, it is necessary to refine specific tasks, improve assessment methods, strengthen the reflective relationship between practice and theory, and enhance the targeted nature of teaching.

办好“大思政课”，推动思政课建设内涵式发展要抓软件、重协同、强引领。第一，强化“大思政课”资源的软件建设。“大思政课”建设资源大多是国家大力扶持和资助的，硬件设施丰富，目前建设的重点是从软件着手提质增效。比如，就参观学习类的实践教学基地而言，提升讲解服务质量十分重要。在内容上，可以根据讲授对象的差异设置不同的讲解文案，以满足不同年龄群体的需要；在形式上，既可招募和培训所在地区大中小学的学生担任义务讲解员，也可凭学生证或身份证让学生免费租赁播放型讲解器，还可利用人工智能活化讲解方式。第二，充分发挥马克思主义学院的链接力和创造力，协同推进“大思政课”建设。马克思主义学院是高校思政课建设实施的主要部门，也是链接校内外各职能部门、推进“大思政课”建设的主体。无论是从思政课程的目标、内容出发确定、寻求、对接所需的“大思政课”资源，或是立足本地资源研究如何有效融入思政课程，还是结合思政课内容创造性开发实践教学主题、用好现有实践教学基地等，都需要马克思主义学院的积极主导和主动推进。第三，杜绝“大思政课”中的娱乐化、形式化、表面化等倾向，强化其政治引领力和理论感召力。对此，要细化具体任务、完善考核方式、强化实践与理论的观照性、提升教学针对性。

IV. Promoting the Connotative Development of Ideological and Political Course Construction by Improving the Quality of the Teacher Team

四、在提升教师队伍素质中推动思政课建设内涵式发展

“The key to running ideological and political theory courses well lies in the teachers.” In the process of promoting the connotative development of ideological and political course construction, if perfecting the curriculum system is about stimulating endogenous momentum, and running “grand ideological and political courses” is about gathering exogenous impetus for development, then ideological and political course teachers are the important force that links endogenous momentum and exogenous impetus, realizing the connotative development of ideological and political course construction. Therefore, forging a high-quality team of ideological and political course teachers that can develop sustainably and stably is of utmost importance.

“办好思想政治理论课关键在教师”。在推动思政课建设内涵式发展的过程中，如果说完善课程体系是在激发内生动力，办好“大思政课”是在汇集推动发展的外生助力，那么，思政课教师就是链接内生动力和外生助力，实现思政课建设内涵式发展的重要力量。因此，锻造一支持续稳定发展的高素质的思政课教师队伍至关重要。

On the one hand, it is necessary to comprehensively enhance the core competitiveness of ideological and political course teachers. “To be a teacher, one must first correct oneself before correcting others.” Teachers are mirrors for students, and students are shadows of teachers. For teachers, what kind of people they want to cultivate students to become, they themselves must first become that kind of person. “Strong in politics, deep in sentiment, new in thinking, broad in vision, strict in self-discipline, and upright in character” is Xi Jinping’s summary, expectation, and requirement of the core competencies that ideological and political course teachers should possess, and it is also the core competitiveness for ideological and political course teachers to establish themselves and their positions. The six elements are interlinked and mutually reinforcing, clearly pointing out the basic standards for ideological and political course teachers to guard the “three passes” and achieve the “six essentials.” [9]9 "Educating teachers" (育师), "refining teachers" (炼师), "evaluating teachers" (评师), and "encouraging teachers" (励师) are four-character phrases used by the authors to structure their argument around the training, development, assessment, and motivation of ideological and political theory course teachers.

一方面，要全面提升思政课教师的核心竞争力。“为师者，必先正其身，方能正人。”教师是学生的镜子，学生是教师的影子。对教师而言，想把学生培养成什么样的人，自己首先就要成为什么样的人。“政治强、情怀深、思维新、视野广、自律严、人格正”是习近平对思政课教师所应具备的核心素养的概括、期许和要求，也是思政课教师立身立岗的核心竞争力。六个要素环环相扣、相辅相成，清晰地指出思政课教师守“三关”、做“六要”的基本标准。

The first is the political pass. They must be politically minded and have sentiment, inspiring students with the power of truth. Political firmness stems from theoretical clarity. The core of the political pass is to firmly believe in Marxism and clarify the question of “for whom to cultivate people.” Only by letting those who have faith talk about faith, and those who are political talk about politics, can we help students form a firm political stance, clear political awareness, strong political sense of responsibility, keen political insight, and a serious sense of political discipline through words and deeds. “Only with true faith can there be true feeling; only true feeling can move people.” Having faith is the foundation of having sentiment; having sentiment is the emotional extension and guarantee of having faith. Ideological and political course teachers shoulder the historical responsibility of educating people for the Party and the country. Deep family-country sentiment, sentiment for transmitting the Way, and benevolent sentiment all inherently contain firm Marxist belief and convey a political attitude of high identification with the cause of the Party and the state. Holding high the great banner of Marxism, guarding the political pass, explaining Marxist theory thoroughly, clearly, and vividly, and attracting and inspiring students with the truth power of Marxism are the most basic requirements for ideological and political course teachers.

一是政治关。要讲政治、有情怀，用真理的力量感召学生。政治上的坚定源于理论上的清醒。政治关的核心是坚定马克思主义信仰，明确“为谁培养人”的问题。只有让有信仰的人讲信仰、讲政治的人讲政治，才能在言传身教中帮助学生形成坚定的政治立场、清晰的政治意识、强烈的政治责任感、敏锐的政治洞察力、严肃的政治纪律观。“真信才有真情，真情才能感染人。”有信仰是有情怀的基础，有情怀是有信仰的情感延伸和保障。思政课教师肩负着为党育人、为国育才的历史重任，深厚的家国情怀、传道情怀、仁爱情怀都内蕴着坚定的马克思主义信仰，传递着对党和国家事业高度认同的政治态度。高举马克思主义伟大旗帜，坚守政治关，把马克思主义理论讲深讲透讲活，用马克思主义的真理力量吸引学生、感召学生，是对思政课教师的最基本要求。

The second is the professional competence pass. They must have knowledge and be capable of innovation, winning over students with profound theoretical grounding. “The political nature, ideological nature, academic nature, and professional nature of ideological and political courses are closely linked; their academic depth, breadth, and academic value are no less than any philosophy or social science discipline!” [10]10 "Retaining people with the mission" (使命留人), "retaining people with emotion" (情感留人), "retaining people with career" (事业留人), and "retaining people with treatment" (待遇留人) are four-character slogans commonly used in Chinese cadre and talent management discourse to describe strategies for attracting and keeping personnel. Theoretical literacy is an important condition for ideological and political course teachers to stand firm on the podium and win over students. Ideological and political course teachers must deeply cultivate theoretical knowledge, be able to respond to students’ demand for “a cup of water” with the standard of “a pool of water” or “a long flow of water,” and convince students with solid professional knowledge; they must expand their knowledge horizons, be able to construct a knowledge system three-dimensionally with the breadth of knowledge horizons, the height of international perspectives, and the depth of historical perspectives, and through vivid, in-depth, and concrete vertical and horizontal comparisons, clarify principles, explain reality, and look to the future, earning students’ admiration with a broad knowledge framework; they must change their thinking habits, step out of cognitive dilemmas, be able to internalize the basic principles of Marxism into thinking and transform them into methods, and with super-strong dialectical thinking ability, bottom-line thinking ability, historical thinking ability, strategic thinking ability, and innovative thinking ability, earn students’ submission; they must dare to enter the era, be adept at using modern information technologies such as artificial intelligence to empower ideological and political course teaching, while skillfully preventing the alienation of digital technology, dominate the entire teaching process, and earn students’ willing acceptance with innovative teaching methods.

二是业务关。要有学识、能创新，以深厚的理论功底赢得学生。“思政课的政治性、思想性、学术性、专业性是紧密联系在一起的，其学术深度广度和学术含金量不亚于任何一门哲学社会科学！”理论素养是思政课教师站稳讲台、赢得学生的重要条件。思政课教师要深耕理论知识，能以“一潭水”“长流水”的标准回应学生“一杯水”的需求，以扎实的专业知识功底让学生信服；要扩大知识视野，能以知识视野的广度、国际视野的高度、历史视野的深度三维立体地建构知识体系，通过生动、深入、具体的纵横比较，讲清道理、解释现实、观照未来，以渊博的知识架构让学生佩服；要转变思维习惯，走出认知困局，能将马克思主义基本原理内化为思维、转化为方法，以超强的辩证思维能力、底线思维能力、历史思维能力、战略思维能力、创新思维能力让学生折服；要敢于走进时代，既善于运用人工智能等现代信息技术赋能思政课教学，又能巧妙防止数字技术异化，主导教学全过程，以创新的教学方式让学生悦服。

The third is the teacher ethics pass. They must have character and emphasize self-discipline, influencing students with noble character. “Talent is the asset of virtue; virtue is the commander of talent.” [11] An excellent teacher values “talent” but even more so “virtue.” Ideological and political course teachers must cultivate virtue to cultivate themselves, establish learning with virtue, teach with virtue, and nurture virtue with virtue, regarding themselves as mirrors for students’ moral cultivation, taking the lead and setting an example, guiding and helping students to steer the direction of life, fasten the first button of life, and attract, influence, and guide students with noble personality charm. To this end, ideological and political course teachers must practice self-discipline when alone, adhere to self-discipline and self-reflection, and maintain the stability of personality in the complex and ever-changing social relations. Only by being good at disciplining the mind, good at controlling words, and cautious in actions, being consistent inside and outside the classroom, consistent online and offline, consciously promoting the main theme, and firmly transmitting positive energy, can ideological and political course teachers be worthy of being “great masters” in learning, affairs, and conduct.

三是师德关。要有人格、重自律，用高尚的人格感染学生。“才者，德之资也；德者，才之帅也。”一个优秀的教师重在“才”更在“德”。思政课教师要以德修身、以德立学、以德施教、以德育德，将自己作为学生道德修养的镜子，率先垂范、以身作则，引导和帮助学生把好人生方向，扣好人生的第一粒扣子，用高尚的人格魅力吸引学生、感染学生、引导学生。为此，思政课教师必须慎独，坚持自律自省，在纷繁复杂的社会关系中保持人格的稳定性。只有善于律心、长于律言、谨于律行，做到课上课下一致、网上网下一致，自觉弘扬主旋律，坚定传递正能量，思政课教师才配做为学、为事、为人的“大先生”。

On the other hand, it is necessary to stabilize the talent output capacity of the ideological and political course teacher team. “Teaching ideological and political courses well is not easy, because the requirements for this course are high.” While

另一方面，要稳定思政课教师队伍的人才输出力。“讲好思政课不容易，因为这个课要求高。”习近平在讲思政课教师不易的同时，也强调了建设一支稳定的高素质思政课教师队伍的必要性。持续稳定地培养、输出高素质的思政课教师，离不开一套完善的体系化培养机制。习近平在学校思想政治理论课教师座谈会上发表重要讲话以来，特别是随着《关于深化新时代学校思想政治理论课改革创新的若干意见》的颁布落实，我国思政课教师队伍培养体系的建设思路逐渐清晰。思政课建设内涵式发展在教师队伍上必须以“六要”为核心素养选师，此外，还需进一步加强“育师”“炼师”“评师”“励师”等环节的体制机制建设工作，让思政课建设有人可依。

In the aspect of "educating teachers," we should give full play to the advanced nature and leading role of national key Marxist colleges, formulate a scientific and systematic integrated training plan for the undergraduate, master's, and doctoral programs in the discipline of Marxist theory, and form an overall design for the cultivation of reserve talents for ideological and political theory course teachers. After years of honing, development, and accumulation, many colleges and universities have begun to recruit undergraduates in the discipline of Marxist theory, enriching the sources for training ideological and political theory course teachers. With the accumulation of experience in specialty construction and a comprehensive grasp of graduates' employment and further education information, a demand-oriented scientific formulation of the integrated training plan for the undergraduate, master's, and doctoral programs in the discipline of Marxist theory will gradually weaken the dependence of the Marxist theory specialty on other specialties, enhance its independence, highlight its characteristics, and gradually strengthen the layering, progressiveness, and coherence of the undergraduate, master's, and doctoral training in the Marxist theory specialty. Opening up the growth and education channel for reserve talents of ideological and political theory course teachers, and comprehensively promoting the integrated talent cultivation of the undergraduate, master's, and doctoral programs in the discipline of Marxist theory, will inevitably become an important part of the connotative development of ideological and political theory course construction.

在“育师”方面，充分发挥全国重点马克思主义学院的先进性和引领性，制定科学系统的马克思主义理论学科本硕博一体化培养方案，形成关于思政课教师后备人才培养的整体设计。经过多年的磨砺、发展和积累，许多高校开始招收马克思主义理论学科的本科生，丰富了思政课教师的培养来源。随着专业建设经验的丰富以及对毕业生就业升学信息的全面把握，以需求为导向科学制定马克思主义理论学科本硕博一体化培养方案，逐步弱化马克思主义理论专业对其他专业的依附性、提升独立性、凸显特色性，逐步增强马克思主义理论专业本硕博培养的层次性、渐进性和衔接性，打通思政课教师后备人才的成长教育通道，统筹推进马克思主义理论学科本硕博一体化人才培养，必将成为思政课建设内涵式发展的重要内容。

In the aspect of "refining teachers," we should strengthen top-level design, construct a lifelong learning re-training mechanism, and lay the foundation for the developmental and scientific nature of ideological and political theory courses through the advanced nature of ideological and political theory course teachers. In order to effectively improve the comprehensive quality of the ideological and political theory course teacher team, the Ministry of Education has formulated a series of training plans for the ideological and political theory course teacher team. From the central to the local level, from theory to practice, various types of theoretical training courses and research bases at all levels have been established one after another, aiming to comprehensively enhance the knowledge literacy and theoretical foundation of ideological and political theory course teachers. How to effectively utilize these facilities and conditions, improve efficiency, and reduce waste is an important issue to be solved in the current connotative development of ideological and political theory course construction. Strengthen top-level design, formulate re-training plans for the ideological and political theory course teacher team in each school according to local conditions, rationally use existing training resources, appropriately develop local educational resources, strengthen inter-school exchanges and cooperation based on the principles of "combining strengths" and "supporting the weak with the strong," strengthen overall planning to avoid blindness in resource construction, and improve plans to enhance the pertinence of the direction of re-training for the ideological and political theory course teacher team.

在“炼师”方面，加强顶层设计，建构终身学习的再培养机制，以思政课教师的先进性奠基思政课的发展性和科学性。为切实提高思政课教师队伍的综合素质，教育部制定了一系列思政课教师队伍培养培训规划，从中央到地方、从理论到实践，各级各类的理论研修班和研学基地陆续建立，旨在全面提升思政课教师的知识素养和理论功底。如何有效应用好这些设施和条件，提升效益、减少浪费，是当前思政课建设内涵式发展要解决的重要问题。强化顶层设计，因地制宜制定各校思政课教师队伍再培养方案，合理利用现有培养资源，适度开发本地教育资源，以“强强结合”和“以强扶弱”为原则加强院校交流与合作，加强统筹避免资源建设的盲目性，完善计划提升思政课教师队伍再培养方向的针对性。

In the aspect of "evaluating teachers," we should adhere to a problem-oriented approach and effectively reform the evaluation mechanism for ideological and political theory course teachers. Teaching and scientific research have always been the two yardsticks for assessing and evaluating teachers. How to effectively use these two yardsticks to assess, evaluate, and stimulate the work enthusiasm, initiative, and creativity of ideological and political theory course teachers is the focus of the connotative development of ideological and political theory course construction. The currently controversial evaluation standard of "valuing scientific research over teaching" does indeed need adjustment. Compared with teachers of specialized courses, ideological and political theory course teachers have a heavy teaching load and spend more time on teaching. If the assessment values scientific research over teaching, it is equivalent to ignoring or denying the labor results on which teachers expend the most effort. To complete scientific research tasks, teachers will inevitably take the initiative to reduce the time and energy invested in teaching, and even perfunctorily handle teaching. Over time, this will form a "strange phenomenon" of disconnection between the upper and lower levels: in the construction and development of ideological and political theory courses, the requirement to "improve the practical effectiveness of ideological and political theory course teaching" is transmitted from the top down, but the existing assessment standards present a situation from the bottom up where "scientific research cuts to the quick, teaching is useless to oneself." In fact, both scientific research and teaching have qualitative and quantitative distinctions. Scientific research assessment can measure the quality of scientific research through the level of projects and academic achievements, but teaching assessment mainly uses teaching hours as a quantitative indicator. The resulting evaluation appearance of "valuing teaching hours over teaching quality" has become another sharp blade stabbing the effectiveness of ideological and political theory course teaching. It can be seen that to form a good situation where the upper and lower levels work together to improve the practical effectiveness of ideological and political theory course construction and promote the connotative development of ideological and political theory course construction, it is necessary to formulate a compliant and reasonable evaluation system for ideological and political theory course teachers, and enhance the professional identity, sense of honor, and sense of responsibility of ideological and political theory course teachers.

在“评师”方面，坚持问题导向，切实改革思政课教师评价机制。教学与科研一直是考核评价教师的两把尺子，如何有效利用这两把尺子考核，评价并激发思政课教师的工作积极性、主动性和创造性，是思政课建设内涵式发展的重点。当前备受争议的“重科研轻教学”的评价标准确有调整的必要。相较于专业课教师，思政课教师教学任务重，在教学上投入的时间较多，如果考核时重科研轻教学，就等同于忽视或否定教师耗费最多心力的劳动成果。为完成科研任务，教师势必会主动缩减投入教学的时间和精力，甚至敷衍教学。长此以往，就会形成一个上下脱节的“怪象”，即在思政课建设发展上，自上向下传递着“提升思政课教学实效”的要求，但现有考核标准却自下向上地呈现出“科研切中发肤、教学于己无用”的景象。事实上，科研和教学都是有质、量之分的。科研考核可通过项目、学术成果的水平来衡量科研质量，但教学考核主要是以授课时数为量化指标，由此形成的“重教学时数，轻教学质量”的评价表象又成为背刺思政课教学效果的一把利刃。可见，要形成上下合力提升思政课建设实效的良好局面，推进思政课建设内涵式发展，必须制定合规合理的思政课教师评价体系，提升思政课教师的职业认同感、荣誉感和责任感。

In the aspect of "encouraging teachers," we should listen to teachers' voices and increase the intensity of incentives for ideological and political theory course teachers. Running ideological and political theory courses well "depends on giving full play to the enthusiasm, initiative, and creativity of teachers," and the key to stimulating teachers' enthusiasm, initiative, and creativity is to arouse their professional identity, sense of honor, and sense of responsibility. We should base ourselves on the vital interests of ideological and political theory course teachers, adopt multiple measures simultaneously to improve the social status of ideological and political theory course teachers, enhance their welfare benefits, smooth their career development channels, and increase the attractiveness of ideological and political theory course teacher positions, permeating care, concern, and assistance for ideological and political theory course teachers throughout the entire process of their growth and development. In short, on the basis of "retaining people with the mission," we should strengthen the construction of mechanisms such as "retaining people with emotion," "retaining people with career," and "retaining people with treatment," so as to ensure the stable cultivation and output of the ideological and political theory course teacher team.

在“励师”方面，倾听教师心声，加大思政课教师激励力度。办好思政课“关键在发挥教师的积极性、主动性和创造性”，而激发教师积极性、主动性和创造性的关键是唤起教师的职业认同感、荣誉感和责任感。要立足思政课教师切身利益，多措并举提高思政课教师社会地位、提升思政课教师福利待遇、畅通思政课教师职业发展通道、增强思政课教师岗位吸引力，把对思政课教师的关心、关怀、帮助渗透于教师成长发展的全过程。简言之，就是在“使命留人”的基础上，强化“情感留人”“事业留人”“待遇留人”等方面的机制建设，以保障思政课教师队伍的稳定培养和输出。

Online Editor: Jing Mu

网络编辑：静穆