Digital Ideological-Political Education and the Reshaping of the Competence Structure of Ideological-Political Course Teachers

Against the backdrop of the rapid development of digital technologies such as big data, blockchain, artificial intelligence, and cloud computing, digital technology empowers all industries and sectors,助推ing the great rejuvenation of the Chinese nation. The report of the 20th National Congress of the CPC explicitly states: “Advance the digitalization of education and build a learning society and a learning country where lifelong learning is pursued by all.”[1]1 The “20th National Congress of the CPC” refers to the 20th National Congress of the Communist Party of China, held in October 2022. (P34) This is the first time our Party has written “advancing the digitalization of education” into a National Congress report, meaning that the 20th National Congress has made new strategic deployments for building a digital China and a learning country, drawing a grand blueprint for advancing the digitalization of education, and also sounding the clarion call for reform in the digital transformation of ideological-political courses. The epochal topic of “digital ideological-political education” (数字思政) has thus emerged as the times require.

在大数据、区块链、人工智能、云计算等数字技术迅猛发展的背景下，数字技术赋能千行百业，助推中华民族伟大复兴。党的二十大报告明确提出：“推进教育数字化，建设全民终身学习的学习型社会、学习型大国。”[1]（P34）这是我们党首次将“推进教育数字化”写进了全国代表大会报告，意味着党的二十大对于建设数字中国、学习型大国作出了新的战略部署，为推进教育数字化擘画了宏伟蓝图，也为思政课数字化转型吹响了改革的号角，“数字思政”这一时代课题应运而生。

I. Digital Ideological-Political Education Is an Important Dimension of Ideological-Political Course Construction in the New Era

一、数字思政是新时代思政课建设的重要向度

Digital ideological-political education is an important dimension of ideological-political course construction in the New Era, a determination driven by the inherent developmental requirement for ideological-political courses to adapt to the network digital age. Digital ideological-political education is rooted in digital technologies such as big data, blockchain, artificial intelligence, and cloud computing, achieving the intelligent integration of ideological-political course resources, empowering the modernization transformation of ideological-political courses with digital technology, and thereby realizing the deep integration of information technology with ideological-political course education and teaching. In December 2016, at the National Conference on Ideological and Political Work in Colleges and Universities, General Secretary Xi Jinping pointed out: “We must use new media and new technologies to make work come alive, promote the high integration of the traditional advantages of ideological and political work with information technology, and enhance its appeal and sense of the times.”[2]2 The “3·18 Symposium” refers to the Symposium for Teachers of Ideological and Political Theory Courses in Schools, held on March 18, 2019. The “Guiding Outline for Curriculum-Based Ideological-Political Construction in Higher Education Institutions” issued by the Ministry of Education in 2020 emphasizes that “we must innovate classroom teaching models and promote the application of modern information technology in curriculum-based ideological-political teaching,” pointing the direction for the construction of digital ideological-political education.

数字思政是新时代思政课建设的重要向度，这是由思政课与网络数字时代相适应的内在发展要求所决定的。数字思政以大数据、区块链、人工智能、云计算等数字技术为根基，实现对思政课资源的智能整合，以数字技术赋能思政课现代化变革，进而实现信息技术与思政课教育教学深度融合。2016年12月，习近平总书记在全国高校思想政治工作会议上指出：“要运用新媒体新技术使工作活起来，推动思想政治工作传统优势同信息技术高度融合，增强时代感和吸引力。”[2]教育部于2020年印发的《高等学校课程思政建设指导纲要》强调，“要创新课堂教学模式，推进现代信息技术在课程思政教学中的应用”，为数字思政建设指明了方向。

With the vigorous development of digital technology, the modes of production, life, interaction, and thinking of humanity have undergone and are undergoing profound changes. The construction of ideological-political courses faces unprecedented new problems and new challenges. Integrating digital technology into the entire process of ideological-political course construction is both an inevitable requirement for adapting to the development of the times and an important measure for enhancing the practical effectiveness of ideological-political course teaching. In this era of “digital supremacy,” the internet has become an important channel for college students to express, shape, and strengthen their own ideological consciousness. To enhance the practical effectiveness of ideological-political course teaching, it is necessary to align with the important characteristic of contemporary college students’ “networked existence” and vigorously promote the digital transformation of ideological-political courses. At the same time, the digitalization trend of ideological-political courses conforms to the development trend of the contemporary information technology revolution. Digital empowerment provides massive data support for ideological-political course teaching, endowing ideological-political courses with positive changes in both content and form. Being adept at controlling and utilizing these changes can alter the stereotypical impression of ideological-political courses among students and the public, achieving innovative breakthroughs and keeping pace with the times in ideological-political course teaching. In ideological-political course teaching, teachers must pay attention to handling the relationship between the application of digital technology and traditional teaching methods. Whether it is traditional teaching methods or the application of digital technology, the ultimate goal is to enhance the teaching effect of ideological-political courses. The two are not mutually exclusive; on the contrary, they can complement and promote each other, forming a symbiotic relationship of mutual reinforcement. In the process of integrating the two, care must be taken to avoid a situation of “pan-entertainment” in the ideological-political classroom due to the excessive use of digital technology. On the basis of leveraging the advantages of traditional teaching methods, and in light of teaching content and student needs, digital technology should be introduced and applied at the right time, to the right degree, and in the right amount, so as to enhance the targetedness, effectiveness, appeal, and influence of ideological-political course teaching.

随着数字技术的蓬勃发展，人类的生产生活方式、交往方式、思维方式已经发生了并且正在发生着深刻变化，思政课建设面临着前所未有的新问题和新挑战。将数字技术融入思政课建设全过程，既是适应时代发展的必然要求，也是提升思政课教学实效的重要举措。在这个“数字为王”的时代，互联网已经成为大学生表达、塑造、强化自身思想意识的重要渠道，提升思政课教学实效性，就必须契合当代大学生“网络化生存”这一重要特质，大力推进思政课数字化转型。同时，思政课数字化趋势符合当代信息技术革命的发展趋势，数字赋能为思政课教学提供海量数据支撑，从内容和形式上赋予思政课积极的变化。善于把控和运用这些变化，能够改变思政课在学生及社会公众心目中的刻板印象，实现思政课教学的创新突破、与时俱进。在思政课教学中，教师要注意处理好数字技术应用与传统教学方法的关系。无论是传统教学方法，还是数字技术的应用，归根到底都是为了提升思政课的教学效果。二者不仅不相互排斥，还能够相互补充和促进，形成相辅相成的共生关系。在二者相互融合的过程中，要注意避免由于数字技术的过度使用而导致思政课堂“泛娱乐化”的局面，要在发挥传统教学方法优势的基础上，结合教学内容及学生需要，适时、适度、适量地引进及运用数字技术，提升思政课教学的针对性、实效性和吸引力、感染力。

II. The Key to Digital Ideological-Political Education Construction Lies in Teachers

二、数字思政建设关键在教师

In March 2019, at the Symposium for Teachers of Ideological and Political Theory Courses in Schools (hereinafter referred to as the “3·18 Symposium”), General Secretary Xi Jinping pointed out: “Ideological-political courses are the key courses for implementing the fundamental task of fostering virtue through education; the role of ideological-political courses is irreplaceable, and the responsibility of the ideological-political course teaching force is immense.” He emphatically stressed that “running ideological and political theory courses well depends on the teachers, and on unleashing the teachers’ initiative, proactiveness, and creativity.”[3]3 The “Six Requirements” (六个要) are a set of criteria for ideological-political course teachers proposed by Xi Jinping at the 3·18 Symposium. The above important assertions have pointed the way forward for the construction of the ideological-political course teaching force in the New Era, and have also clearly answered the question of what constitutes the primary factor in the construction of digital ideological-political education.

2019年3月，习近平总书记在学校思想政治理论课教师座谈会（以下简称“‘3·18’座谈会”）上指出，“思政课是落实立德树人根本任务的关键课程，思政课作用不可替代，思政课教师队伍责任重大”，并着重强调“办好思想政治理论课关键在教师，关键在发挥教师的积极性、主动性、创造性”[3]。上述重要论断为新时代思政课教师队伍建设指明了前进方向，也明确回答了何为数字思政建设第一要素的问题。

The key to digital ideological-political education construction lies in teachers. For teachers to play a leading role well, they must uphold the concept that “only when one is close to the teacher can one believe in the Way,” and focus on enhancing their own personal charisma and moral cultivation. By regulating their own words and deeds, they establish good teacher ethics and conduct, becoming models and examples for students. At the “3·18 Symposium,” General Secretary Xi Jinping explicitly put forward the “Six Requirements” for ideological-political course teachers, namely: “strong in politics, deep in sentiment, new in thinking, broad in vision, strict in self-discipline, and upright in character.”[4]4 The “Four-Haves” (四有) good teachers are a standard for teachers proposed by Xi Jinping in 2014, emphasizing ideals, moral sentiment, knowledge, and a benevolent heart. The “Six Requirements” are General Secretary Xi Jinping’s ardent hopes and earnest entrustments to the vast number of ideological-political course teachers, among which “upright in character” centrally embodies the requirements for teacher ethics and conduct. The enhancement of teachers’ personal charisma and moral cultivation helps to change students’ stereotypical impressions of ideological-political courses and the resulting resistance, enabling them to consciously accept the guidance and shaping of ideological-political courses through empathetic interaction with teachers. In September 2014, during a symposium with representatives of teachers and students at Beijing Normal University, General Secretary Xi Jinping put forward four requirements for how to be a good teacher, namely: to “have ideals and convictions, have moral sentiment, have solid knowledge, and have a benevolent heart.”[5]5 The phrase “fostering virtue and nurturing people” (立德树人) is a central tenet of Chinese education policy, emphasizing moral education as the foundation of talent cultivation. General Secretary Xi Jinping’s important exposition on “Four-Haves” good teachers is the concretized standard for the personal charisma and moral cultivation of ideological-political course teachers. For ideological-political course teachers to continuously enhance their own personal charisma and moral cultivation: First, they must have ideals and convictions. They must always firmly uphold political faith, possess a high degree of political sensitivity and sense of responsibility, pay close attention to national affairs and hot social issues, maintain a clear mind and correct political direction, focus on cultivating students’ political literacy and civic awareness, and guide students to care about the nation’s future and the destiny of the Chinese nation. Second, they must have moral sentiment. “A teacher is a model for others.” Continuously cultivating one’s own moral sentiment is one of the important factors in enhancing the personal charisma and moral cultivation of ideological-political course teachers. Teacher ethics and conduct are the primary criterion for evaluating teacher quality. Ideological-political course teachers must consciously adhere to high standards and strict requirements in teacher ethics and conduct, achieving what General Secretary Xi Jinping requires: “Consciously uphold the spiritual home, uphold the bottom line of character, take the lead in promoting socialist morality and traditional Chinese virtues, and influence and drive students with one’s own exemplary behavior.”[6]6 The “Second Classroom” (第二课堂) refers to extracurricular activities and practical learning experiences that complement formal classroom instruction. Third, they must have solid knowledge. The cultivation of teachers’ personal charisma and moral cultivation also requires a solid professional foundation and broad knowledge reserves to provide support. Ideological-political course teachers should strengthen their own theoretical construction, improve their teaching skills, and convince students with rich teaching reserves and solid theoretical grounding. To give students “a bowl of water,” teachers must first have “a pool of water.” This requires ideological-political course teachers to always remain in a learning state, display a spirit of hard work, continuously delve into academic research, and explain profound theoretical knowledge clearly and thoroughly in ways that students find enjoyable, making ideological-political courses not only “meaningful” but also “interesting,” stimulating the vitality and appeal of the courses, and enhancing the teachers’ personal charisma. Fourth, they must have a benevolent heart. Ideological-political course teachers should use love to nourish students’ hearts, sincerely narrow the distance with students, and demonstrate care for them, making the classroom not only full of wisdom but also full of warmth.

数字思政建设关键在教师。教师要发挥好主导作用，就要秉承“亲其师，才能信其道”的理念，注重自身人格魅力和道德修养的提升。通过规范自身的言行举止，树立良好的师德师风，成为学生的楷模和榜样。习近平总书记在“3·18”座谈会上对思政课教师明确提出“六个要”的要求，即“政治要强、情怀要深、思维要新、视野要广、自律要严、人格要正”[4]。“六个要”是习近平总书记对广大思政课教师的殷切希望和谆谆嘱托，其中“人格要正”集中体现了对师德师风的要求。教师人格魅力和道德修养的提升有助于改变学生对思政课的刻板印象及由此产生的抵触情绪，在与教师的共情互动中自觉接受思政课的引领和塑造。2014年9月，习近平总书记同北京师范大学师生代表座谈时就如何做一名好老师提出了四点要求，即要“有理想信念、有道德情操、有扎实学识、有仁爱之心”[5]。习近平总书记“四有”好老师的重要论述是思政课教师人格魅力和道德修养的具象化标准。思政课教师不断提升自身人格魅力和道德修养，一要有理想信念，必须始终坚定政治信仰，具备高度的政治敏感度和责任感，关心关注国家大事和社会热点问题，保持清醒的头脑和正确的政治方向，注重培养学生的政治素养和公民意识，引导学生关心国家前途和民族命运。二要有道德情操，“师者，人之模范也”，不断涵养自身道德情操是提升思政课教师人格魅力和道德修养的重要因素之一。师德师风是评价教师素质的第一标准，思政课教师更要在师德师风上自觉坚持高标准、严要求，做到习近平总书记所要求的“自觉坚守精神家园、坚守人格底线，带头弘扬社会主义道德和中华传统美德，以自己的模范行为影响和带动学生”[6]。三要有扎实学识，教师人格魅力和道德修养的培养还需要扎实的专业基础和广博的知识储备来保驾护航。思政课教师应加强自身理论建设，提高教学本领，以丰富的教学储备、过硬的理论功底说服学生。给学生“一碗水”，教师自己先得有“一潭水”，这就要求思政课教师始终处于学习状态，发挥肯吃苦的精神，不断钻研学术，以学生喜闻乐见的方式说清楚、讲透彻深刻的理论知识，让思政课在“有意义”的基础上还“有意思”，激发思政课的活力与感染力，提升教师的人格魅力。四要有仁爱之心，思政课教师应该用爱浸润学生心灵，真心拉近与学生之间的距离，体现对学生的关爱之情，不仅让课堂充满智慧，而且让课堂充满暖意。

For ideological-political course teachers to play a leading role well, they must also precisely analyze students’ interests and needs, formulate teaching strategies that align with students’ discourse style and emotional needs, and stimulate students’ consciousness and initiative in learning. Students are the subjects of learning, and their interests and needs directly affect learning outcomes. Therefore, teachers need to gain an in-depth understanding of students’ points of interest, concerns, and needs regarding the course content through observation, communication, questionnaires, and other methods, conduct precise analysis of the collected data to understand students’ personality traits, learning styles, and cognitive levels, and, starting from the demand side of students’ sense of gain, formulate more targeted and timely teaching strategies by continuously optimizing teaching content and innovating teaching methods, firmly grasp students’ classroom attention, improve classroom interactivity and effectiveness, and achieve the goals of convincing through reason, moving through emotion, and transforming through culture, thereby better implementing the fundamental task of fostering virtue and nurturing people [n5].

思政课教师要发挥好主导作用，还要精准分析学生的兴趣需求，制定符合学生话语风格和情感需求的教学策略，激发学生学习的自觉性和主动性。学生是学习的主体，他们的兴趣需求直接影响着学习效果。因此，教师需要通过观察、交流、问卷调查等方式，深入了解学生对课程内容的兴趣点、关注点和需求点，对收集到的数据进行精准分析，以了解学生的个性特点、学习风格和认知水平，从学生获得感的需求侧出发，通过不断优化教学内容、创新教学方法来制定更具针对性、时效性的教学策略，紧抓学生课堂注意力，提高课堂互动性和实效性，做到以理服人、以情动人、以文化人，从而更好地落实立德树人根本任务。

Furthermore, a very crucial point is that for ideological-political course teachers to play a leading role well, they must start from themselves, strengthen their political convictions, establish lofty ideals and beliefs, persist in arming their minds with the scientific system and latest achievements of the Party’s innovative theories, proficiently master and apply the standpoints, viewpoints, and methods that run through them, and through classroom instruction, enable students to personally perceive the theoretical charm and practical power of the Party’s innovative theories, and transform them into action guides on the path of growing into talents.

此外，非常关键的一点是，思政课教师要发挥好主导作用，就必须从自身做起，坚定政治信仰、树立崇高的理想信念，坚持用党的创新理论的科学体系和最新成果武装自己的头脑，熟练掌握和运用贯穿其中的立场观点方法，通过课堂讲授，让学生切身感悟党的创新理论的理论魅力和实践伟力，并将其转化为成长成才道路上的行动指南。

III. Promoting the Construction of Digital Ideological-Political Education through the Reshaping of the Teacher Competence Structure

三、以教师能力结构再塑推动数字思政建设

Teachers occupy a leading position in the construction of digital ideological-political education and are the primary and most important dynamic factor. To solve the various difficulties and obstacles currently facing the development of digital ideological-political education, the key is to address the adaptability of the teacher competence structure. We should closely focus on the central task of enhancing and strengthening the digital literacy of ideological-political course teachers in the New Era, and achieve the reshaping of the teacher competence structure from four main aspects: improving the level of network application, establishing the concept of human-machine collaborative teaching, exploring digital teaching methods, and carrying out immersive teaching practice.

教师在数字思政建设中居于主导地位，是第一重要的能动性要素。破解当前数字思政发展所面临的各种难题和障碍，关键是要解决好教师能力结构的适应性问题。应紧紧围绕提升和强化新时代思政课教师数字素养这一中心任务，从提高网络运用水平、树立人机协同教学理念、探索数字化教学方法、开展沉浸式教学实践等四个主要方面，实现教师能力结构的再塑。

1. Improving the Level of Network Application. Ideological-political course teachers should base themselves on their own efforts, actively improve their level of network application, and arm themselves with comprehensive digital technology. For example, ideological-political course teachers should learn how to use digital teaching platforms such as online courses and teaching management systems, so that they can publish courses online, manage students, assign homework, and conduct online tests. Ideological-political course teachers should also learn and master the production skills of multimedia courseware, using accurate, vivid, diverse, and novel multimedia courseware to stimulate students’ learning interest and increase their classroom participation.

1. 提高网络运用水平。思政课教师要立足自身，主动提高网络运用水平，以全面的数字技术武装自己。例如，思政课教师应学习如何使用在线课程、教学管理系统等数字化教学平台，以便能够在线发布课程、管理学生、布置作业和进行在线测试。思政课教师还要学习掌握多媒体课件的制作技巧，以表达准确、形象生动、形式多样的新型多媒体课件激发学生的学习兴趣，提高学生的课堂参与度。

To further improve the network application level of ideological-political course teachers, schools should organize digital technology training classes for ideological-political course teachers regularly or irregularly. The main training content should include the use of digital teaching platforms, the recording and editing of teaching videos, the production of multimedia courseware, and the analysis and use of big data. Training plans should be tailored to teachers’ specific digital technology needs and technical difficulties encountered in teaching practice. In terms of training methods, schools can provide online, offline, and blended training methods for teachers to choose from, maximizing and optimizing the training effect. In terms of training content, it should not only stay at the level of theoretical explanation and expert demonstration but should also provide teachers with practical opportunities to test the training results. Only by letting teachers operate hands-on can they deepen their understanding of digital technology, accumulate experience in dealing with different situations and handling specific problems, and continuously improve their digital technology application skills.

为了进一步提高思政课教师网络运用水平，学校应定期或不定期地组织针对思政课教师的数字技术培训班，主要培训内容应包括数字化教学平台的使用、教学视频的录制与编辑、多媒体课件的制作、大数据的分析和使用等方面，并应结合教师在教学实践中的具体数字技术需求和存在的技术困惑，有针对性地制订多样化的培训方案。在培训方式上，学校可以提供线上、线下及混合式的培训方式供教师选择，实现培训效果的最大化和最优化。在培训内容上，不能只停留在理论讲解、专家示范的层面，还应当为教师提供实践机会来检验培训成果。只有让教师亲自动手操作，才能加深他们对数字技术的理解，积累应对不同情况和处理具体问题的经验，不断提高数字技术应用技能。

The digital education resource database provides an important resource platform for the digital transformation of ideological-political courses. Actively participating in the construction of the digital education resource database is conducive to ideological-political course teachers improving their network application level and enhancing teaching effectiveness. In the process of participating in the construction of the digital education resource database, ideological-political course teachers should firmly grasp the characteristic of digital technology “interconnecting all things,” effectively promote the co-construction, sharing, interconnection, and interoperability of digital education resources, and thus advance the integration of digital technology with ideological-political courses. They can rely on digital ideological-political education platforms such as the Smart Ideological-Political Teaching Service Cloud Platform, the Second Classroom Activity Platform [n6], and China University MOOC (Massive Open Online Courses), fully develop and utilize high-quality digital education resources, build a high-quality course resource library, and achieve the sharing of high-quality teaching resources.

数字教育资料库为思政课数字化转型提供了重要的资源平台，积极参与数字教育资料库的建设有利于思政课教师提高网络运用水平、提升教学效果。思政课教师在参与数字教育资料库建设的过程中，要抓牢数字技术“互联万物”的特性，有效推动数字教育资源共建共享、互联互通，以推进数字技术与思政课的融合。可依托智慧思政教学服务云平台、第二课堂活动平台和中国大学MOOC（慕课）等数字思政平台，充分开发和利用高质量数字教育资源，搭建精品课程资源库，实现优质教学资源共享。

The digital education resource database contains learning resources such as text, images, audio, and video, which play an important supporting role in the comprehensiveness, vividness, and interest of the content taught by ideological-political course teachers. Building and continuously enriching the digital education resource database can inject “fresh blood” into the traditional ideological-political course teaching system, gain vitality that keeps pace with the times, and enhance its appeal and influence on students while upholding fundamental principles and breaking new ground [n7]. Building and continuously enriching the digital education resource database also helps teachers systematically grasp efficient and advanced digital technology, break the “dimensional wall” of time and space in traditional teaching processes, improve the level of digital resource utilization, promote communication and interaction between students and teachers from different majors, mobilize students’ classroom initiative and autonomy, and enhance students’ sense of participation and gain in the classroom. In addition, the rich content and multi-dimensional presentation methods of the digital education resource database help overcome the drawbacks of “scripted” and “preachy” teaching. While expanding students’ learning horizons and thinking, it also helps ideological-political course teachers explore more precise and personalized teaching methods, achieving better classroom teaching results.

数字教育资料库包含文字、图片、音频、视频等类型的学习资源，对思政课教师授课内容的全面性、生动性和趣味性具有重要支撑作用。建设并不断丰富数字教育资料库能够为传统思政课教学体系增添“新鲜血液”，获得与时代同行的生机活力，在守正创新中增强对学生的吸引力和感染力。建设并不断丰富数字教育资料库还有助于教师系统把握高效、先进的数字科技，打破传统授课过程中的时空“次元壁”，提升数字资源利用水平，促进不同专业学生与教师的沟通互动，调动学生课堂积极性和自主性，增强学生在课堂上的参与感和获得感。此外，数字教育资料库的丰富内容与多维度呈现方式还有助于克服“照本宣科式”与“说教式”教学的弊端，在拓展学生学习视野和思路的同时，有助于思政课教师探求更加精准化、个性化的教学方法，取得更好的课堂教学效果。

2. Establishing the Concept of Human-Machine Collaborative Teaching. Ideological-political courses are key courses for implementing the fundamental task of fostering virtue and nurturing people. The teaching purpose of ideological-political courses is not only the transmission of knowledge but also to enlighten wisdom, nourish the heart, shape students’ correct worldviews, outlooks on life, and values, and cultivate new generations capable of shouldering the heavy task of national rejuvenation. The application of digital technology in ideological-political courses must serve the educational function of ideological-political courses, break through the constraints of traditional educational time and space, reconstruct the virtual-real boundaries of education, create human-machine collaborative relationships, and avoid technological dependence and digital addiction. Human-machine collaboration is both the normal state of future school education and an important trend in the development of ideological-political courses. The teaching concept of human-machine collaborative cooperation emphasizes the mutual cooperation between humans and computers, using digital technology to provide personalized teaching services. Guided by this concept, ideological-political course teachers should actively use digital technology to assist classroom teaching, fully realize human-machine interaction and complementary advantages in the teaching process, ensure that students truly learn and gain something in the classroom, and promote the improvement of quality and efficiency in ideological-political courses. Digital technology transforms ideological-political courses from traditional monotonous “human-human” communication to in-depth “human-machine-human” communication. “Human-human” communication lacks the connecting role of digital technology as an “intermediary,” does not adequately address students’ needs and interests, and to a certain extent makes ideological-political courses lack appeal and influence. The “human-machine-human” communication method compensates for the vacancy of the “intermediary” in the past “human-human” communication method, builds a digital technology bridge between teachers and students, acquires knowledge and information through human-machine interaction, promotes communication between people, and endows ideological-political courses with new momentum and new normalcy through the multi-dimensional and comprehensive application of digital technology.

2. 树立人机协同教学理念。思政课是落实立德树人根本任务的关键课程。思政课的教学目的不仅仅是知识的传授，而是要启智润心、塑造学生正确的三观，培养堪当民族复兴重任的时代新人。数字技术在思政课中的应用，需以服务于思政课的育人功能为目的，突破传统教育时空束缚、重构教育虚实边界、创生人机协同关系，规避技术依赖和数字成瘾。人机协同既是未来学校教育的常态，又是思政课发展的重要趋势。人机协同合作的教学理念强调人与计算机相互配合，利用数字技术提供个性化的教学服务。在这一理念的引导下，思政课教师应积极利用数字技术辅助课堂教学，充分实现教学过程中的人机互动与优势互补，让学生在课堂上真正有所学、有所获，促进思政课提质增效。数字技术使思政课从传统单调的“人—人”交流转向“人—机—人”的深度交流。“人—人”交流缺乏数字技术这一“中介”的联通作用，没有很好地照顾到学生的需求和兴趣，在一定程度上使思政课缺乏吸引力和感染力。“人—机—人”的交流方式则弥补了过去“人—人”交流方式中“中介”的空缺，在教师和学生之间架起数字技术桥梁，通过人机交互获取知识和信息，促进人与人之间的交流，以数字技术多维度、全方面地赋予思政课新动能、新常态。

In the process of using digital technology to achieve human-machine collaborative teaching, teachers must adapt to the needs of the digital transformation of ideological-political courses, transform their own roles, from traditional knowledge transmitters to guides for student learning and designers of digital education resources, from simple educators to service-oriented educators, and from one-way transmitters to interactive communicators. Neither the concept of teachers over-relying on nor completely ignoring digital technology is advisable. The reason why artificial intelligence cannot completely replace humans is that the core of digitalization does not lie in pure technology, but in how humans effectively use technology and how to endow technology with new meaning. Digital technology itself is only a technical means, lacking the value rationality and human warmth unique to humans. If the teaching teacher can accurately position themselves and skillfully use the human-machine collaborative teaching method, it is possible to integrate humanistic care into the ideological-political classroom, enabling ideological-political courses to transcend cold digital technology and radiate even more dazzling humanistic brilliance in the process of digital transformation.

在利用数字技术实现人机协同授课的过程中，教师要适应思政课数字化转型的需求，转变自身角色，从传统的知识传授者转变为学生学习的引导者和数字教育资源的设计者，从单纯的教育者转变为服务型教育者，从单向传授者转变为互动交流者。教师过度依赖或完全无视数字技术的理念都不可取。人工智能之所以不能完全取代人类，是因为数字化的核心不在于纯粹的技术，而在于人如何有效运用技术，如何赋予技术新的意义。数字技术本身只是一种技术手段，没有人类所独有的价值理性和人文温度。授课教师若能找准自身定位，运用好人机协同的教学方法，就有可能将人文关怀融入思政课堂中，使思政课超越冰冷的数字技术，在数字化转型过程中焕发出更加耀眼的人文光辉。

In the process of transforming their own role, teachers should also master the basic knowledge and skills of digital technology, establish a professional teacher team with human-machine collaboration, jointly participate in the design and development of digital educational resources, digitize the content of traditional ideopolitical courses, and guide students to think, discuss and explore through interactive communication, cultivating students’ critical thinking ability, information literacy, innovative ability and practical ability, so as to meet the needs of the digital era. Teachers of ideopolitical courses should proactively bring digital technology into the ideopolitical classroom, offering students from different majors a brand-new teaching experience. For example, in the course “Outline of Modern Chinese History,” VR technology can be used for collaborative teaching, providing students with a more immersive and personalized learning experience, allowing them to experience historical events as if they were there, and enhancing their understanding and memory of the teaching content. Teachers of ideopolitical courses should be adept at using digital technology, improve their digital teaching skills, continuously strengthen cooperation with venues rich in red resources [n8] such as museums, memorial halls and exhibition halls during the teaching process, make good use of new platforms and new technologies, free historical figures and historical events from simple textual retelling, break the limits of time and space, communicate face-to-face with students in a new form beyond text, so that ideopolitical courses truly enter the mind and heart, empowering a new way of opening up ideopolitical courses with digital technology. In addition, in the process of digital transformation, teachers also need to pay attention to student feedback and evaluation, promptly understand students’ learning needs and opinions, continuously improve and optimize digital educational resources and teaching methods, and after the end of a teaching cycle, should promptly summarize and evaluate the phased results of digital ideopolitical construction, laying the foundation for further advancing the work.

在转变自身角色时，教师还应该掌握数字技术的基本知识和技能，建立人机协同的专业教师团队，共同参与数字教育资源的设计和开发，将传统的思政课内容数字化，通过互动交流来引导学生思考、讨论和探索，培养学生的思辨能力、信息素养、创新能力和实践能力，以适应数字化时代的需求。思政课教师应该主动让数字技术进入思政课堂，给来自不同专业的学生带来全新的教学体验。例如，在“中国近现代史纲要”课中，可以利用VR技术进行协同授课，为学生提供更加沉浸式和个性化的学习体验，让学生可以身临其境地感受历史事件，增强对教学内容的理解和记忆。思政课教师要善用数字技术，提升数字教学本领，在授课过程中不断加强与博物馆、纪念馆和展览馆等具有丰富红色资源的场馆合作，用好新平台、新技术，让历史人物、历史事件脱离纯文字的简单转述，打破时空限制，以超文字的新兴形态，面对面与学生沟通，让思政课真正入脑入心，以数字技术赋能思政课新的打开方式。此外，在数字化转型的过程中，教师还需要注重学生的反馈和评价，及时了解学生的学习需求和意见，不断改进和优化数字教育资源和教学方式，在一个教学周期结束后，应当对数字思政建设的阶段性成果及时进行总结与评估，为进一步推进工作打下基础。

3. Exploring digital teaching methods. General Secretary Xi Jinping put forward the important principle of the “Eight Unifications” [n9] at the “3·18” symposium [n10], namely, “upholding the unity of political orientation and academic rigor, upholding the unity of value orientation and knowledge transmission, upholding the unity of constructive critique and critical reflection, upholding the unity of theoretical depth and practical application, upholding the unity of uniformity and diversity, upholding the unity of teacher guidance and student initiative, upholding the unity of inculcation and inspiration, and upholding the unity of explicit education and implicit education” [7]7 “Upholding fundamental principles and breaking new ground” (守正创新) is a key concept in contemporary Chinese political discourse, advocating for adherence to core principles while encouraging innovation.. This provides the fundamental guidance for ideopolitical course teachers to innovate teaching methods. At present, with the rapid development of technology and the diversification of information dissemination methods, students’ personality traits and ways of thinking are also constantly changing. Therefore, when teaching, teachers should combine the development of the times and students’ personality traits, continuously innovate digital teaching methods, integrate fragmented knowledge into a systematic knowledge system, simplify obscure concepts and theories, so as to meet the needs of different students.

3. 探索数字化教学方法。习近平总书记在“3·18”座谈会上提出了“八个相统一”的重要原则，即“坚持政治性和学理性相统一，坚持价值性和知识性相统一，坚持建设性和批判性相统一，坚持理论性和实践性相统一，坚持统一性和多样性相统一，坚持主导性和主体性相统一，坚持灌输性和启发性相统一，坚持显性教育和隐性教育相统一”[7]。这为思政课教师创新教学方法提供了根本遵循。当前，随着科技的飞速发展和信息传播方式的多样化，学生的个性特点和思维方式也在不断变化。因此，教师在授课时，应当结合时代发展和学生的个性特点，不断创新数字化教学方法，将碎片化的知识整合成系统化的知识体系，简化生涩难懂的概念和理论，以适应不同学生的需求。

Teachers exploring digital teaching methods need to, under the guidance of the important principle of the “Eight Unifications,” use digital means to reintegrate and present traditional teaching content. In the digital era, students can conveniently and efficiently obtain the information they need, but this information often lacks systematicity and completeness, which is not conducive to students’ learning and understanding. This requires human-computer interactive teaching methods to help students integrate fragmented information into a systematic and complete knowledge system, reducing inefficient learning time. For example, using resources such as multimedia courseware, online courses, and digital libraries, fragmented knowledge points can be classified and summarized, organized into a digital educational resource system, facilitating students’ learning anytime and anywhere. Human-computer interactive teaching methods can also adjust course arrangements in a timely manner according to students’ learning situations, provide personalized services for students, help students shift their attention from the small screen of their mobile phones to the large screen of the classroom, and better understand and master knowledge. In addition, human-computer interactive teaching methods can make the content of ideopolitical courses more intuitive and interesting, increasing students’ learning interest and participation. In the process of human-computer interaction, teachers need to focus on guiding students to establish a correct worldview, outlook on life and value system, cultivate students’ innovative spirit and practical ability, and promptly adjust teaching content and methods according to students’ needs and feedback, improving teaching quality. Digital teaching methods can simplify obscure concepts and theories, breaking down profound theories into concise and understandable vivid cases through digital technology. For example, using digital technology to produce animations, videos, virtual simulation projects, etc., to assist teaching, turning the abstract into the concrete, helping students better understand and master knowledge. At the same time, through digital technology means, teaching activities such as online interaction and real-time feedback can be carried out, increasing students’ learning participation, enhancing learning effectiveness, and truly making the ideopolitical classroom “come alive.”

教师探索数字化教学方法需要在“八个相统一”重要原则的指导下，通过数字化手段，将传统的教学内容重新进行整合与呈现。在数字化时代，学生可以便捷高效地获取所需信息，但这些信息往往缺乏系统性和完整性，不利于学生的学习和理解，这就需要人机交互的教学方法来帮助学生将碎片化的信息整合为系统完整的知识体系，减少低效学习时间。例如，利用多媒体课件、网络课程、数字图书馆等资源，将碎片化的知识点分类归纳，整理成数字教育资料系统，方便学生随时随地学习。人机交互的教学方法还可以根据学生的学习情况及时调整课程安排，为学生提供个性化服务，帮助学生将注意力从手机的小屏幕转向课堂的大荧幕，更好地理解和掌握知识。此外，人机交互的教学方法还可以使思政课内容更加直观和有趣，提高学生的学习兴趣和参与度。在人机交互的过程中，教师需要注重引导学生树立正确的世界观、人生观和价值观，培养学生的创新精神和实践能力，根据学生的需求和反馈，及时调整教学内容和方法，提高教学质量。数字化教学方法可以简化生涩难懂的概念和理论，将深刻的理论通过数字技术拆解成简练易懂的生动案例。例如，利用数字技术制作动画、视频、虚拟仿真项目等辅助教学，变抽象为具体，帮助学生更好地理解和掌握知识。同时，通过数字技术手段，可以开展在线互动、实时反馈等教学活动，提高学生的学习参与度，增强学习效果，让思政课堂真正“活”起来。

4. Carrying out immersive teaching practice. In order to enrich the ideopolitical classroom and enhance classroom communication and interactivity, teachers can adopt immersive teaching practice that combines the virtual and the real, using technologies such as virtual reality (VR), augmented reality (AR) and mixed reality (MR) to create a multi-sensory interactive immersive learning environment for students, applying the immersive experience combining the virtual and the real to the ideopolitical classroom, providing students with a more vivid and three-dimensional learning experience, enhancing classroom communication and interactivity, improving teaching effectiveness, and strengthening students’ learning feelings and experiences. On the one hand, through digital means such as simulation twin technology, realistic virtual scenes of red cultural memory, ideal and belief education, traditional cultural immersion, etc., can be constructed, allowing students to learn and experience in an environment similar to reality, enhancing students’ understanding and memory of knowledge, and achieving the unity of inculcation and inspiration in the ideopolitical classroom. In addition, teachers can also use these technologies to tap into implicit educational resources in the spiritual field, such as resources of fine traditional Chinese culture, revolutionary culture, and advanced socialist culture. Integrating these resources into virtual learning scenes can enhance students’ perception and understanding of these resources, improve their cultural literacy and ideological awareness, and achieve the unity of explicit education and implicit education in the ideopolitical classroom. The application of digital technology can also promote interaction between educators and educatees. For example, through virtual reality technology, students can conduct practical operations in a simulated virtual environment and interact and communicate with educators or other students. This teaching method can stimulate the initiative of people’s ideological exchange and emotional communication, enhance the interaction and communication between educators and educatees, and achieve the unity of teacher guidance and student initiative in the ideopolitical classroom. At the same time, this teaching method can transcend the traditional ideopolitical course’s educational model of abstract description, planar narration and separation of person and environment, providing students with a more concrete, vivid and three-dimensional learning experience, allowing students to experience the environment of historical figures as if they were there, and better understand the course of social development. On the other hand, processing, embellishing and presenting educational content through digital technology can enhance the contemporary relevance, penetrability, affinity and influence of educational content, help educatees understand and master the educational content, stimulate emotional resonance, and achieve effective transmission of educational content. For example, teachers can use multimedia technology to present theoretical knowledge and social cases and other educational content in a more vivid, intuitive and three-dimensional diverse form, allowing educational content to enter students’ field of vision in a full-time, multi-dimensional manner.

4. 开展沉浸式教学实践。为了丰富思政课堂，加强课堂沟通互动性，教师可以采用虚实结合的沉浸式教学实践，通过虚拟现实（VR）、增强现实（AR）和混合现实（MR）等技术，为学生创造多维感官交互的沉浸式学习环境，将虚实结合的沉浸式体验应用于思政课堂，为学生提供更加生动、立体的学习体验，加强课堂的沟通互动性，提高教学效果，强化学生的学习感受和体验。一方面，可以通过模拟孪生技术等数字化手段，构建红色文化记忆、理想信念教育、传统文化浸润等逼真的虚拟场景，让学生在类似现实的环境中学习和体验，增强学生对知识的理解和记忆，实现思政课堂灌输性和启发性相统一。此外，教师还可以利用这些技术挖掘精神领域的隐性教育资源，如中华优秀传统文化、革命文化和社会主义先进文化等资源。将这些资源融入虚拟学习场景中，可以增强学生对这些资源的感知和理解，提高他们的文化素养和思想觉悟，实现思政课堂显性教育和隐性教育相统一。数字技术的运用还可以促进教育者与受教育者之间的互动。例如，通过虚拟现实技术，学生可以在模拟的虚拟环境中进行实践操作，并与教育者或其他学生进行互动交流。这种教学方式可以激发人们思想交流与情感沟通的主动性，增进教育者与受教育者之间的互动和沟通，实现思政课堂主导性和主体性相统一。同时，这种教学方式可以超越传统思政课抽象描摹、平面叙事和人境分离的育人模式，为学生提供更加具象、生动和立体的学习体验，让学生身临其境地体验历史人物所处环境，更好地理解社会发展的历程。另一方面，通过数字技术对教育内容进行加工、修饰和呈现，可以增强教育内容的时代感、渗透性、亲和力和影响力，有助于受教育者对教育内容的理解与掌握，激发情感共鸣，实现教育内容的有效传达。例如，教师利用多媒体技术，可以将理论知识和社会案例等教育内容以更加鲜活、直观、立体的多元样态呈现，使教育内容全时段、多维度地进入学生视野。

Digital technological means have an important role and advantage in the ideological-political classroom; they can innovate teaching models and enhance learning effectiveness and participation. Teachers should actively explore and apply these technological means to provide students with more high-quality and efficient learning services. In immersive teaching practice, students can participate more actively in the classroom, strengthening their understanding and memory of knowledge points through interaction, exchange, and reflection. Immersive experience allows students to genuinely feel the content taught in the ideological-political course, enhancing their perception and understanding. Through virtual reality technology, it is possible to simulate real scenes and situations, enabling students to learn and experience in a virtual environment. This method can break the limitations of the traditional classroom, allowing students to learn in a more vivid and intuitive environment, increasing their learning interest and initiative. Interactive experience can strengthen the interaction and exchange between teachers and students. The application of digital technological means can achieve multi-dimensional and three-dimensional interactive communication between “human–machine” and “human–human” in the ideological-political classroom, giving students greater space for autonomous learning and exploration according to their own interests and needs.

数字技术手段在思政课堂中具有重要的作用和优势，可以创新教学模式、提升学习效果和参与度。授课教师应该积极探索和应用这些技术手段，为学生提供更加优质、高效的学习服务。在沉浸式教学实践中，学生可以更加主动地参与到课堂中，通过互动、交流和反思等方式，加强对知识点的理解和记忆。沉浸式体验可以让学生切实感受思政课所讲内容，增强他们的感知和理解。通过虚拟现实技术，可以模拟真实的场景和情境，让学生在虚拟的环境中进行学习和体验。这种方式可以打破传统课堂的限制，让学生在更加生动、直观的环境中学习，提高他们的学习兴趣和积极性。交互式体验可以加强师生之间的互动和交流。数字技术手段的运用可以在思政课堂上实现“人—机”“人—人”之间多维立体的互动交流，让学生能够根据自己的兴趣和需求，有更大的进行自主学习和探索的空间。

IV. Conclusion

四、结语

The digital age is profoundly changing educational thinking and the paradigm of educational practice. As a key course for implementing the fundamental task of fostering virtue through education [n11], the ideological-political course is undergoing a comprehensive, multi-dimensional digital transformation. For the development of the ideological-political course in the New Era, digital ideological-political education is both an inherent need and an important trend. General Secretary Xi Jinping emphasized at the “3·18” symposium [n12], “The key to running ideological-political theory courses well lies in the teachers.” [8]8 “Red resources” refers to cultural and historical sites, materials and narratives associated with the revolutionary history of the Chinese Communist Party. To promote the digital transformation of the ideological-political course, the issue of whether teachers’ competence structure is “adapted or not adapted” should first be addressed, with the enhancement and strengthening of digital literacy as the core, to achieve the reshaping of the competence structure. At the same time, it should also be noted that digital ideological-political education is not only a technical means but should also be endowed with rich educational concepts and value connotations. Therefore, promoting the digital transformation of the ideological-political course fundamentally requires ideological-political course teachers to, in accordance with the “eight unifications” [n13] proposed by General Secretary Xi Jinping at the “3·18” symposium, continuously

数字化时代深刻改变着教育思维和教育实践范式。思政课作为落实立德树人根本任务的关键课程，正在经历着一场全方位、多维度的数字化转型。对于新时代思政课的发展来说，数字思政既是内在需求，又是重要趋向。习近平总书记在“3·18”座谈会上强调，“办好思想政治理论课关键在教师”[8]。推动思政课数字化转型，应首先解决好教师在能力结构上“适应不适应”的问题，以提升和强化数字素养为核心，实现能力结构的再塑。与此同时也要看到，数字思政不仅是一种技术手段，而且应当被赋予丰富的教育理念与价值内涵。因此，推动思政课数字化转型，从根本上要求思政课教师按照习近平总书记在“3·18”座谈会上所提出的“八个相统一”的要求，不断坚定政治信仰、增强文化自信、开阔学术视野、厚植家国情怀，做好倾力、倾情指导学生成长成才的领路人和“大先生”。

(Author bios: Jiang Hong, Professor and Doctoral Supervisor at the School of Marxism, Yunnan University; Zhou Hongjiang, Master’s Student at the School of Government, Yunnan University)

（作者简介：蒋红，云南大学马克思主义学院教授、博士生导师；周虹江，云南大学政府管理学院硕士研究生）

Online editor: Tongxin

网络编辑：同心