Skillfully Using the “Grand Ideological and Political Course” Triple Narrative: Connotative Characteristics, Value Purport, and Practical Logic

In December 2016, General Secretary Xi Jinping pointed out at the National Conference on Ideological and Political Work in Colleges and Universities: “Ideological and political theory courses must persist in being strengthened through improvement,” and “all other courses must guard their own stretch of canal and tend their own responsibility field, so that all types of courses move in the same direction as ideological and political theory courses, forming a synergistic effect.” In March 2019, General Secretary Xi Jinping pointed out at the Symposium for Teachers of Ideological and Political Theory Courses: “We must adhere to the unity of theory and practice,” and “combine the small classroom of ideological and political education with the big classroom of society.” In March 2021, General Secretary Xi Jinping, when visiting members of the medical and health, and education sectors attending the National Committee of the Chinese People’s Political Consultative Conference, further emphasized: “Ideological and political courses should not only be taught in the classroom, but should also be taught in social life,” and explicitly put forward the requirement that “‘the grand ideological and political course’ we must skillfully use it.” In the New Era, the Party Central Committee with Comrade Xi Jinping at its core, centering on the overall situation of the development of the Party and the country, at the historical juncture of the “two centenary goals” [1]1 The “two centenary goals” (两个一百年) refer to the goals of building a moderately prosperous society in all respects by the centenary of the CPC (2021) and building a modern socialist country that is prosperous, strong, democratic, culturally advanced, and harmonious by the centenary of the People’s Republic of China (2049)., has adhered to taking Marxism as the guide to promote the reform and innovation of ideological and political theory courses. In this process, the narrative logic of skillfully using the “grand ideological and political course” has been laid out and unfolded.

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：“思想政治理论课要坚持在改进中加强”，“其他各门课都要守好一段渠、种好责任田，使各类课程与思想政治理论课同向同行，形成协同效应”。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上指出：“要坚持理论性和实践性相统一”，“把思政小课堂同社会大课堂结合起来”。2021年3月，习近平总书记在看望参加全国政协会议的医药卫生界教育界委员时进一步强调：“思政课不仅应该在课堂上讲，也应该在社会生活中来讲”，明确提出“‘大思政课’我们要善用之”的要求。新时代，以习近平同志为核心的党中央围绕党和国家事业发展大局，在“两个一百年”的历史交汇期，坚持以马克思主义为指导推动思想政治理论课改革创新。在这一过程中，善用“大思政课”的叙事逻辑得以铺陈和展开。

I. Introduction

一、引言

Since General Secretary Xi Jinping put forward the concept of the “grand ideological and political course,” theoretical research and practical exploration of the “grand ideological and political course” have continuously deepened, achieving many results.

自习近平总书记提出“大思政课”理念以来，“大思政课”的理论研究与实践探索不断深化，取得了诸多成效。

First, the connotation of the “grand ideological and political course” has been clarified. The academic community generally believes that “‘the grand ideological and political course’ is not equal to ‘grand ideological and political work’; its stress is still on ‘course,’” and it is “an ideological and political course that combines scientific theory with the characteristics of the times and social practice, an ideological and political course that combines school classrooms with social classrooms.” The “grand ideological and political course” should not be arbitrarily generalized; whether in terms of curriculum or educational subjects, the “grand ideological and political course” has boundaries, emphasizing the participation of multiple subjects in ideological and political course teaching, “not to weaken the core educational subject of full-time ideological and political course teachers.” It should be clear that the “grand ideological and political course” is proposed on the basis of continuing the reform of ideological and political theory courses from the previous stage. Its main purpose is to enhance the pertinence and effectiveness of ideological and political courses by increasing their appeal and attractiveness. Its fundamental purpose is to implement the fundamental task of fostering virtue through education [2]2 “Fostering virtue through education” (立德树人) is a central tenet of Chinese educational policy, emphasizing moral cultivation as the foundation of talent development. by giving full play to the key role of ideological and political courses. The shift from ideological and political courses to the “grand ideological and political course” is not “starting from scratch,” nor is it “setting up one’s own separate school,” but rather an inevitable requirement for adhering to targeted action and promoting the upholding and innovation of ideological and political courses.

其一，明晰了“大思政课”内涵。学界普遍认为“‘大思政课’并不等于‘大思政’，它的重音依然在‘课’”，“是科学理论与时代特征、社会实践结合的思政课，是学校课堂与社会课堂结合的思政课”。不应该将“大思政课”随意泛化，无论是课程还是育人主体，“大思政课”是有边界的，强调多元主体参与思政课教学，“并非要弱化思政课专职教师这一核心育人主体”。应当明确，“大思政课”是在接续上一阶段思想政治理论课改革的基础上提出来的，主要目的是通过增强思政课的感染力、吸引力，提升思政课的针对性和实效性，根本目的在于通过发挥思政课关键课程作用，落实立德树人根本任务。从思政课到“大思政课”并非“另起炉灶”，更不是“自立门户”，而是坚持有的放矢，推动思政课守正创新的必然要求。

Second, the value of the “grand ideological and political course” has been confirmed. Some scholars have proposed that the question of why we must skillfully use the “grand ideological and political course” can be answered from different levels such as theory and reality, and that the “grand ideological and political course” must be understood in conjunction with changes in the world, changes in the times, and changes in history. “Only in such a vast world can we better elevate our emotions and strengthen our convictions.” The “grand ideological and political course” directly faces the practical problems currently faced by ideological and political courses, “focusing more on the social vitality of ideological and political courses, examining the form and pattern of ideological and political courses from the perspective of the relationship between ideological and political courses and society in a popular and vivid way,” thereby “making real life a rich source for ideological and political courses, enhancing their persuasiveness and pertinence.” In summary, the “grand ideological and political course” is based on the New Era and the new journey, serves and submits to the objective requirements of social development, advocates that ideological and political courses should return to the “social matrix,” and is a profound reform and innovation of ideological and political courses.

其二，确证了“大思政课”价值。有学者提出，可以从理论、现实等不同层面来回答为何要善用“大思政课”，要结合世界之变、时代之变、历史之变来认识“大思政课”，“只有在这种广阔天地之中，我们才能更好地升华情感、坚定信念”。“大思政课”直面当前思政课所面临的现实问题，“更多着眼于思政课的社会生命力，以通俗形象的说法从思政课与社会的关系视角审视思政课的形态和格局”，从而“让现实生活成为思政课丰富的源泉，提升思政课的说服力和针对性”。概言之，“大思政课”立足新时代新征程，服从、服务于社会发展的客观要求，倡导思政课要向“社会母体”回归，是一次深刻的思政课改革创新。

Third, the pattern of the “grand ideological and political course” has been explored. Some scholars believe that “all efforts of the ‘grand ideological and political course’ must closely revolve around the upholding and innovation of ideological and political courses,” and that we must “skillfully use historical resources,” “skillfully use international comparisons,” and “skillfully use social resources” to profoundly narrate the world’s general trend, the times’ great tide, the nation’s overall situation, society’s grand view, and life’s great principles. “The various dimensions of the ‘grand ideological and political course’ have different emphases, but their value orientations align, embodying the relationship between ‘grand’ and ‘one,’ one core and multiple dimensions. The optimization of concepts, the expansion of fields, the linkage of teaching staff, the integration of teaching materials, the expansion of methods, and the improvement of evaluation are not ends but strategies.” It must be placed within the process of Chinese-path modernization to understand the construction of the “grand ideological and political course,” adhering to “basing content on ‘grand,’” “basing guarantees on ‘skillful,’” and “basing effects on ‘true,’” with multi-party linkage and complementary advantages, to build a three-dimensional new pattern of education.

其三，探讨了“大思政课”格局。有学者认为，“‘大思政课’的一切努力都要紧紧围绕思政课的守正创新来开展”，要“善用历史资源”“善用国际比较”“善用社会资源”深刻讲述世界大势、时代大潮、国家大局、社会大观和人生大理。“‘大思政课’各维度侧重点不同，但价值指向契合，体现‘大’与‘一’、一核多维的关系。理念的优化、场域的拓展、师资的联动、教材的整合、方法的拓展和评价的完善，不是目的而是策略”，要将其置于中国式现代化进程中理解“大思政课”建设，坚持“在内容上立足‘大’”“在保障上立足‘善’”“在效果上立足‘真’”，多方联动、优势互补，构建立体化育人新格局。

It should be said that the academic community has conducted fruitful explorations around the proposition of the “grand ideological and political course,” achieving rich results. Of course, it should also be noted that practical problems constraining the educational effectiveness of the “grand ideological and political course,” such as unclear subjects, poor results, and even incorrect directions, are gradually becoming prominent. The emergence of these problems means that the construction of the “grand ideological and political course” has entered a deep-water zone, and the deeper the water, the more necessary it is to clarify the fundamentals, and to sort out the “meta-propositions” of the construction of the “grand ideological and political course” and some new issues that have not yet been elucidated. Combining existing academic research results, this article focuses on three dimensions—cognition, value, and practice—of the “grand ideological and political course” to explore how the “grand ideological and political course” transcends the “grandness” of ideological and political courses, the basic characteristics of the “grand ideological and political course,” the specific connotation of “skillful use,” and why skillfully using the “grand ideological and political course” becomes the driving force for cultivating “new persons of the era” [3]3 “New persons of the era” (时代新人) refers to the ideal socialist citizens the CPC aims to cultivate under Xi Jinping Thought,, with a view to contributing to the high-quality development of the “grand ideological and political course.”

应当说，学界围绕“大思政课”这一命题进行了卓有成效的探究，取得了丰硕成果。当然也应该看到，诸如“大思政课”主体不明、成效不佳乃至方向不正等拘囿“大思政课”育人实效的现实问题逐步凸显。这些问题的出现意味着“大思政课”建设进入深水区，而愈是深水区，愈需正本清源，愈要理清楚“大思政课”建设的“元命题”和一些尚未阐明的新议题。结合学界现有研究成果，本文从“大思政课”的认知、价值、实践三重维度重点探讨“大思政课”如何超越思政课之“大”以及“大思政课”的基本特征、“善用”之具体内涵、善用“大思政课”缘何成为培育“时代新人”的动力源泉等议题，以期助力“大思政课”高质量发展。

II. Clarifying the Connotation: The Cognitive Narrative of Skillfully Using the “Grand Ideological and Political Course”

二、明晰内涵：善用“大思政课”的认知叙事

Marxism holds that human cognition arises from practice, serves practice, develops with practice, and is tested and proven in practice. The proposal of the concept of the “grand ideological and political course” is a re-cognition of the practical activity of ideological and political courses. Clarifying what is “grand” about the “grand ideological and political course” and what “skillful use” means is the primary prerequisite for understanding the “grand ideological and political course” and also the logical starting point for skillfully using it.

马克思主义认为，人的认识从实践中产生，为实践服务，随实践而发展，并在实践中得到检验和证明。“大思政课”理念的提出，便是对思政课这一实践活动的再认识。厘清“大思政课”何为“大”，何为“善用”，是认识“大思政课”的首要前提，也是善用“大思政课”的逻辑起点。

(A) What is “Grand”?

（一）何为“大”？

As a superordinate concept of ideological and political courses, the “grand ideological and political course” not only possesses the general attributes of ideological and political courses but also has specific connotations and characteristics. We must connect with General Secretary Xi Jinping’s relevant expositions on the construction of ideological and political courses to comprehensively grasp the “grandness” of the “grand ideological and political course,” and not make isolated, one-sided interpretations.

作为思政课的上位概念，“大思政课”既有着思政课的一般属性，又有着特定的内涵与特征。我们要联系习近平总书记关于思政课建设的相关论述来全面把握“大思政课”之“大”，而不能孤立地作片面理解。

First, the “grand ideological and political course” is a profound reflection of the curricular characteristics of ideological and political courses. As a key course for implementing the fundamental task of fostering virtue through education, the key nature of ideological and political courses is reflected in: through a profound grasp of the general laws of education, the laws of ideological education, and the laws of the formation and development of people’s ideological and moral character, achieving all-round, three-dimensional educational guidance for the ideological and moral quality of the educated. It should be said that ideological and political courses themselves are a “grand” course, possessing the attribute of “grandness,” which not only requires that the vision of ideological and political course teachers be broad, but also that “diverse explorations be carried out in the teaching process, achieving teaching goals through multiple methods,” so as to achieve all-staff, whole-process, all-round education. Therefore, the “grandness” of the “grand ideological and political course” is first of all an inheritance of the “grandness” of ideological and political courses.

首先，“大思政课”是对思政课课程特征的深刻反映。作为落实立德树人根本任务的关键课程，思政课之关键性体现在：通过对一般教育规律、意识形态教育规律和人的思想品德形成发展规律的深刻把握，实现对受教育者思想道德素质的全方位、立体化的教育引导。应当说，思政课本身就是一门“大”课，具有“大”的属性，不仅要求思政课教师的视野要广，而且“要在教学过程中进行多样化探索，通过多种方式实现教学目标”，做到全员全程全方位育人。因此，“大思政课”之“大”首先是对思政课之“大”的沿承。

Second, the “grand ideological-political course” is an innovation of the “grandness” of the ideological-political course. In a certain sense, the “grand ideological-political course” is a new idea and new path proposed to overcome the current common problems of weak targeting, insufficient appeal, and poor effectiveness in ideological-political courses. First, one must recognize the force of “grandness.” The “grand ideological-political course” is not a simple expansion of the educational elements of the ideological-political course, but rather a lever to mobilize coordinated efforts across the entire process and all elements. By leveraging the main role of school education, the foundational role of family education, and the safeguarding role of social education, it gathers the strength of the whole society to create the momentum of the “grand ideological-political course.” Second, one must follow the effectiveness of “grandness.” Advancing the construction of the “grand ideological-political course” must take educational effectiveness as the fundamental yardstick for measuring reform measures. As General Secretary Xi Jinping pointed out at the Symposium for Teachers of Ideological and Political Theory Courses: “What is said above is that only by playing a combined punch can the ideological-political course be taught well, but no matter how the combined punch is played, it must ultimately fall on making the ideological-political course more appealing and infectious, more targeted and effective, achieving the unity of knowledge, emotion, intention, and action, so that people are convinced in both word and heart.” [4]4 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools” (March 18, 2019), in *Selected Readings of Xi Jinping’s Important Works*, vol. 2 (Beijing: Foreign Languages Press, 2023), p. 281. In the final analysis, whether the construction of the “grand ideological-political course” is good or not depends not on “grandness” but on “effectiveness,” on whether it can adhere to being problem-oriented by the practical issues that constrain educational effectiveness, resolutely break down ideological barriers and institutional obstacles, and on the basis of clarifying the relationships among various elements and coordinating the interests of all parties, systematically plan, advance in a coordinated manner, and exert precise force, thereby effectively enhancing educational effectiveness. Third, one must uphold the orientation of “grandness.” Advancing the construction of the “grand ideological-political course” must take educating people for the Party and cultivating talent for the country as the basic orientation of reform and innovation. It must clarify the educational principle that “the foundation of education lies in fostering virtue,” [5]5 This phrase originates from the *Zuo Zhuan* (Zuo Commentary on the *Spring and Autumn Annals*), Xiang Gong, 24th Year: “The great virtue is to establish virtue, the next is to establish merit, and the next is to establish speech.” The modern formulation “the foundation of education lies in fostering virtue” (立德树人) has been adopted as a core principle of Chinese education policy. achieving “grandness” with measure and “action” with roots, and deeply understand and grasp the fundamental educational question of what kind of people to cultivate, how to cultivate them, and for whom to cultivate them.

其次，“大思政课”是对思政课之“大”的创新。一定意义上，“大思政课”是为了克服当前思政课普遍存在的针对性不强、吸引力不足、实效性不佳等难题而提出的新思路、新路径。其一，要认清“大”的力度。“大思政课”不是对思政课育人要素的简单拓展，而是要撬动全程、全要素协同发力的杠杆。通过发挥学校教育的主体作用、家庭教育的基础作用、社会教育的保障作用，聚全社会之力成“大思政课”之势。其二，要遵循“大”的效度。推进“大思政课”建设要把育人实效作为衡量变革举措的根本标尺。正如习近平总书记在学校思想政治理论课教师座谈会上指出：“以上这些，说的是只有打好组合拳，才能讲好思政课，但无论组合拳怎么打，最终要落到把思政课讲得更有亲和力和感染力、更有针对性和实效性上来，实现知、情、意、行的统一，叫人口服心服。”说到底，“大思政课”建设得好不好，关键不在于“大”而在于“效”，在于能否坚持以拘囿育人实效的现实问题为导向，坚决破除思想藩篱和机制壁垒，在厘清各要素关系和协调各方利益关系的基础上，系统谋划、统筹推进、精准发力，切实提升育人实效。其三，坚守“大”的向度。推进“大思政课”建设要把为党育人、为国育才作为改革创新的基本向度。明确“育人的根本在于立德”的教育遵循，做到“大”而有度，“行”之有根，深刻认识和把握培养什么人、怎样培养人、为谁培养人的教育根本问题。

Finally, the “grand ideological-political course” is a grand pattern constructed based on the “grandness” of the ideological-political course. Whether it is the innovation of educational theory or the expansion of teaching practice, the ideological-political course demonstrates strong inclusiveness, which is a basic feature of the ideological-political course. The “grand ideological-political course” requires opening the course to the outside world, further strengthening problem awareness, and highlighting the practice orientation. As the saying goes, “tolerance leads to greatness.” Based on the inclusiveness of the ideological-political course, it is necessary to both draw resources from society and seek experience from society; any element that can effectively enhance educational effectiveness can be incorporated into the perspective of the “grand ideological-political course.” On the basis of mobilizing the strength and resources of the whole society, it is necessary to build “grand classrooms,” set up “grand platforms,” and establish “grand teaching staffs,” truly forming synergistic effects in terms of educational subjects, educational resources, and educational methods, striving to explore a three-dimensional educational field from a larger space, broader domain, and more dimensions, and constructing a grand pattern of diversified synergy between schools and society.

最后，“大思政课”是基于思政课之“大”构建的大格局。无论是教育理论的创新，还是教学实践的拓展，思政课都体现出极强的包容性，这是思政课的基本特征。“大思政课”要求开门办课，进一步强化问题意识、突出实践导向。正所谓“有容乃大”，基于思政课的包容性，既要向社会要资源，更要向社会求经验，凡是能够切实提升育人实效的要素都可纳入“大思政课”的视域。要在调动全社会力量和资源的基础上，建设“大课堂”、搭建“大平台”、建好“大师资”，在育人主体、育人资源、育人手段等方面真正形成协同效应，力争从更大空间、更广领域、更多维度探索立体化的育人场域，构建学校和社会多元协同的大格局。

(2) What is “Skillful Use”?

（二）何为“善用”？

On April 25, 2022, during his inspection at Renmin University of China, General Secretary Xi Jinping pointed out: “The essence of the ideological-political course is to explain principles,” and emphasized that ideological-political course teachers “must pay attention to methods and means, to explain principles deeply, thoroughly, and vividly.” This statement profoundly reveals the essence of ideological-political course teaching and deepens people’s understanding of the nature and function of the ideological-political course. What methods and means can be used to explain principles deeply, thoroughly, and vividly? “Skillfully using” the “grand ideological-political course” becomes the key to solving the problem, and it follows two aspects of narrative logic.

2022年4月25日，习近平总书记在中国人民大学考察时指出：“思政课的本质是讲道理”，并强调思政课教师“要注重方式方法，把道理讲深、讲透、讲活”。这一论述深刻揭示了思政课教学的本质，深化了人们对思政课性质和功能的认识。而用什么样的方式方法才能把道理讲深、讲透、讲活？“善用”“大思政课”成为破题之思，并遵循两个方面的叙事逻辑。

First, the “grand ideological-political course” is the object of “skillful use,” an objectified referential existence, that is, a rational conceptual and methodological expression. Therefore, the first requirement of skillfully using the “grand ideological-political course” is how to skillfully use the concept of the “grand ideological-political course” to guide educational and teaching practice. So-called “skillful use” implies genuine use, extensive use, and flexible use.

首先，“大思政课”是“善用”之对象，是对象化的意指存在，即一种理性的概念和方法论表述。因此，善用“大思政课”的第一要求是如何善用“大思政课”理念指导教育教学实践。所谓“善用”，内含真用、多用、活用之意。

First, genuine use, that is, using it truly and realistically, seeking truth from facts. From the reform process of the ideological-political course, the “grand ideological-political course” is an inevitable conceptual and practical innovation, requiring proceeding from reality, adhering to the concrete analysis of specific problems, truly identifying with and implementing the reform concept of the “grand ideological-political course” in thought, and truly implementing and detailing the reform requirements and plans of the “grand ideological-political course” in action. Second, extensive use, that is, using it in all aspects and consistently. It is necessary to adhere to using the concept of the “grand ideological-political course” to guide ideological-political course teaching and research work, fully integrating the concept of the “grand ideological-political course” into the ideological-political course teaching system, the ideological and political work system, and the education and teaching management system, achieving a beginning and an end with resonance, consistency with effectiveness. Third, flexible use, that is, using it vividly and in a simple and profound manner. Implementing the concept of the “grand ideological-political course” and advancing its construction must avoid falling into the rut of empiricism; it cannot be executed mechanically, nor implemented one-sidedly. It is necessary to truly grasp the core essence of the concept of the “grand ideological-political course,” adhere to the method orientation of vividness and simplicity, strengthen concern for reality, and care for students’ thoughts and emotions. Fundamentally, the proposal of the concept of the “grand ideological-political course” is to strengthen dialogue with reality, to explain the principles of fostering virtue through education deeply, thoroughly, and vividly, and to adhere to “breaking the situation where some teachers and some classes ‘retreat into a small building to become a unified entity’ with a grand vision and grand system, allowing theory to resonate with the times, thereby activating the innovative motivation of youth.” [6]6 This quotation cites a common expression in Chinese educational discourse, “躲进小楼成一统” (retreat into a small building to become a unified entity), which is a paraphrase of a line from Lu Xun’s 1932 poem “Self-Mockery” (自嘲), originally meaning to isolate oneself from the outside world.

其一，真用，即真真切切、实事求是地用。从思政课的改革历程来看，“大思政课”是势在必行的理念创新和实践创新，要求从实际出发，坚持具体问题具体分析，从思想上真正认同、贯彻“大思政课”改革理念，从行动上真正落实、落细“大思政课”改革要求和方案。其二，多用，即方方面面、一以贯之地用。要坚持用“大思政课”理念指导思政课教学和研究工作，把“大思政课”理念全面融入思政课教学体系、思想政治工作体系、教育教学管理体系之中，做到有始有终且有回响，一以贯之且有实效。其三，活用，即鲜活生动、深入浅出地用。贯彻“大思政课”理念，推进“大思政课”建设要避免落入经验论的窠臼，不能机械地执行，更不能片面地落实，要真正领会“大思政课”理念的核心要义，坚持鲜活生动、深入浅出的方法导向，强化对现实的关切，对学生思想情感的关怀。从根本上讲，“大思政课”理念的提出就是要以加强与现实的对话，把立德树人的道理讲深、讲透、讲活，坚持“以大视野和大体系来冲破原有部分教师、部分课堂‘躲进小楼成一统’的态势，让理论与时代同频共振，从而激活青年的创新动力”。

Second, the “grand ideological-political course” exists as a systematized “grand ideological-political course.” Only by observing things with universally connected, comprehensively systematic, and developmentally changing viewpoints can one grasp the laws of development of things. The “grand ideological-political course” is an educational system with a distinct practice orientation, containing diverse elements and involving multiple fields. Skillfully using the “grand ideological-political course” requires advancing its construction with systematic thinking, adhering to the organic combination of principle and flexibility, being adept at grasping both the whole and the key points, and focusing on grasping the integrity, structure, three-dimensionality, and dynamism of the “grand ideological-political course.”

其次，“大思政课”是作为系统化的“大思政课”。只有用普遍联系的、全面系统的、发展变化的观点观察事物，才能把握事物的发展规律。“大思政课”是有着鲜明的实践导向，内含多样要素，涉及多重领域的育人系统。善用“大思政课”要求以系统思维统筹推进“大思政课”建设，坚持原则性与灵活性有机结合，既善于抓整体，又善于抓要害，注重把握“大思政课”的整体性、结构性、立体化和动态性。

First, construct a grand pattern of collaborative education with holistic thinking. Holistic thinking requires understanding and grasping the object from the process of interaction between the whole and its parts, and between the whole and its environment. The “grandness” of the “grand ideological-political course” lies in that it not only contains all the elements of the ideological-political course but also involves multiple fields such as enterprises and institutions, families and communities, and red resources. [7]7 “Red resources” (红色资源) refers to sites, materials, and cultural heritage associated with the history of the Chinese Communist Party’s revolutionary struggle, such as former revolutionary bases, memorial halls, and historical documents. Therefore, constructing a grand pattern of collaborative education must adhere to overall planning and coordinated advancement, grasp and handle the contradictory relationships between various elements and different fields, adhere to the subordination of parts to the whole, focus on the overall situation, and condense the “grand synergy” of education with a holistic grand pattern. Second, integrate the various elements of collaborative education with structural thinking. It is necessary to be adept at analyzing the structure and function of the “grand ideological-political course,” understanding the essential characteristics of each element and the essential relationships between elements, adhere to problem orientation, use problems to lead element reform, use structural adjustment to drive the condensation of structural functions, and actively explore the innovation mechanism of the “grand ideological-political course” of “problem orientation—supply innovation—targeted guidance.” Third, create a field environment for collaborative education with three-dimensional thinking. Adhere to the guidance of three-dimensional thinking to create comprehensive three-dimensionality including teaching objectives, teaching content, educational methods, and means, focus on coordinating classroom teaching, practical teaching, and campus culture, achieve home-school interconnection, school-enterprise interaction, and virtual interaction, jointly create a three-dimensional field environment for the “grand ideological-political course,” making the ideological-political course not only “grand” but also “lively.” Fourth, expand multiple paths for collaborative education with dynamic thinking. The “grand ideological-political course” has dynamic characteristics; whether it is its content system, method system, or resource system, it is difficult to confirm its precise extension. Therefore, actively exploring more educational elements and opening up more diverse educational fields with dynamic thinking is an inherent requirement for maintaining the momentum and vitality of the “grand ideological-political course.”

其一，以整体性思维构建协同育人的大格局。整体性思维要求善于从整体与部分、整体与环境的相互作用过程来认识和把握对象。“大思政课”之大，在于它不仅包含着思政课的全部要素，而且还涉及诸如企事业单位、家庭社区、红色资源等多个领域。因此，构建协同育人的大格局必须坚持整体谋划、统筹推进，把握、处理好各要素之间、不同领域之间的矛盾关系，坚持部分服从整体，把着眼点放在全局上，以整体化大格局凝聚育人“大合力”。其二，以结构性思维整合协同育人的各要素。要善于对“大思政课”进行结构功能的分析，了解各要素的本质特性和要素之间的本质关系，坚持问题导向，以问题引领要素改革，以结构性调整驱动结构性功能的凝聚，积极探索“问题导向—供给创新—靶向引领”的“大思政课”创新机制。其三，以立体化思维打造协同育人的场域环境。坚持以立体化思维为指引，打造包括教学目标、教学内容、教育方法和手段的全面立体化，着力统筹课堂教学、实践教学、校园文化，实现家校互通、校企互联、虚拟互动，共同打造“大思政课”立体化的场域环境，让思政课不仅“大”更要“活”起来。其四，以动态性思维拓展协同育人的多元路径。“大思政课”具有动态化的特征，无论是其内容体系、方法体系抑或是资源系统，都很难确证其准确的外延。因此，以动态性思维积极探索更多的育人要素，开拓更多元的育人场域，是保持“大思政课”动力、活力的题中应有之义。

(3) Basic Characteristics of the “Grand Ideological-Political Course”

（三）“大思政课”的基本特征

Combining the theoretical background and practical context of the construction of the “grand ideological-political course,” the “grand ideological-political course” has distinct problem orientation,突出的实践导向性和显著的跨域协同性.

结合“大思政课”建设的理论背景和现实语境，“大思政课”具有鲜明的问题导向性、突出的实践导向性和显著的跨域协同性。

First, the "grand ideological-political course" has a distinct problem-oriented character. Since the 18th National Congress of the CPC, the Party Central Committee has placed the construction of ideological-political courses in an extremely important strategic position, advancing and implementing a series of reform measures with notable results. The construction of ideological-political courses has undergone comprehensive and fundamental changes, from top-level design to policy support, and from the construction of the element system to the creation of the external environment. The achievements are gratifying, but many problems still exist: the practical dimension from concept to action has not yet been smoothed; the strategic dimension from timeliness to effectiveness still has blockages; the collaborative dimension from point to line, from line to surface, and from surface to body still needs improvement; and the concern of ideological-political courses for reality and problems is insufficient, not deep, and not detailed. It should be said that the "grand ideological-political course" is a re-reform and re-innovation based on a problem orientation. The proposal of the "grand ideological-political course" at this time fully reflects the Party Central Committee's thinking on breaking through difficulties.

首先，“大思政课”具有鲜明的问题导向性。党的十八大以来，党中央把思政课建设摆在极其重要的战略位置，推进实施了一系列成效显著的改革措施，思政课建设从顶层设计到政策支持，从要素体系建设到外部环境营造，都发生了全局性、根本性转变。成绩是可喜的，但仍然存在诸多问题：从理念到行动的实践之维尚未畅通，从时效到实效的策略之维尚存堵点，从点到线、从线到面、从面到体的协同之维尚需完善，思政课对现实、对问题的关切不足、不深、不细。应当说，“大思政课”是基于问题导向的再改革、再创新，此时提出“大思政课”，充分体现了党中央的破局之思。

Second, the "grand ideological-political course" has a prominent practice-oriented character. Ideological-political courses have unique attributes and special missions. A good ideological-political course cannot be separated from the support of practice, nor from the test of practice. To a certain extent, the prominent problems currently constraining the educational effectiveness of ideological-political courses are manifested in the neglect, disregard, and even detachment from practice, causing the teaching of ideological-political courses to become superficial, hollow, and suspended. Adhering to the primacy of practice is a fundamental viewpoint of Marxism. The "Work Plan for Comprehensively Promoting the Construction of the 'Grand Ideological-Political Course'" (hereinafter referred to as the "Plan") issued by the Ministry of Education and ten other departments emphasizes: we must adhere to opening up the course, strengthen problem awareness, and highlight the practice orientation. The difference between an ideological-political course and a "grand ideological-political course" is not just one word, but manifests different realms of "running the course." The key to this difference in realm lies in the fact that the concept of the "grand ideological-political course" breaks down the barriers between the "small classroom" of ideological-political education and the big classroom of society, achieving an effective integration of "theoretical ideological-political education" and "practical ideological-political education."

其次，“大思政课”具有突出的实践导向性。思政课有着独特属性和特殊使命，好的思政课不仅离不开实践的支撑，更离不开实践的检验。一定程度上，当前出现的拘囿思政课育人实效的突出问题表现在对实践的忽视、漠视乃至脱离，致使思政课教学浅表化、空心化、悬浮化。坚持实践第一，是马克思主义的根本观点。教育部等十部门印发的《全面推进“大思政课”建设的工作方案》（以下简称《方案》）强调：要坚持开门办课，强化问题意识、突出实践导向。思政课与“大思政课”不是一字之差，而是彰显着“办课”的不同境界，这种境界之别的关键就在于“大思政课”理念的提出打破了思政“小课堂”和社会大课堂之间的壁垒，实现了“理论思政”和“实践思政”的有效融合。

Finally, the "grand ideological-political course" has significant cross-domain synergy. In March 2019, General Secretary Xi Jinping emphasized at the School Ideological-Political Theory Course Teachers' Forum: "The joint force of schools, families, and society to promote the construction of ideological-political courses has not been fully formed, and the atmosphere of the entire Party and society caring for and supporting the construction of ideological-political courses is not strong enough." It can be found that although consensus has been reached on pooling the strength of all parties to promote the reform and innovation of ideological-political courses, and it is gradually being implemented and advanced, problems such as loose coupling between management systems, poor connection between the first and second classrooms, and inaccurate matching between content, method systems, and student growth needs still objectively exist. This has become one of the motivations for nurturing and proposing the concept of the "grand ideological-political course." The "grand" in the "grand ideological-political course" lies in the multitude of elements it covers and the breadth of fields it involves. Therefore, achieving interconnection of elements and intercommunication of fields, exerting synergistic effects, and forming a joint force for education are necessary measures for the construction of the "grand ideological-political course."

最后，“大思政课”具有显著的跨域协同性。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上强调：“学校、家庭、社会协同推动思政课建设的合力没有完全形成，全党全社会关心支持思政课建设的氛围不够浓厚。”可以发现，凝聚各方力量，推动思政课改革创新，虽已达成共识，并逐步落实推进，但管理体系之间耦合不严，第一、第二课堂之间衔接不畅，内容、方法体系与学生成长需求之间匹配不准等问题仍客观存在。这成为孕育、提出“大思政课”理念的动因之一。“大思政课”之“大”，大在涵盖要素之多、涉及领域之广，因此实现要素互联、领域互通，发挥协同效应，形成育人合力是“大思政课”建设的必要举措。

III. Building Consensus: The Value Narrative of Skillfully Using the "Grand Ideological-Political Course"

三、凝聚共识：善用“大思政课”的价值叙事

Promoting the construction of the "grand ideological-political course" requires a value narrative, that is, recognizing the special value of skillfully using the "grand ideological-political course." This can demonstrate the value of the concept and practice of the "grand ideological-political course" from aspects such as "innovative measures to implement the fundamental task of fostering virtue through education," "thoughts on solving the problem of establishing virtue," and "the driving force for cultivating new people of the era." Currently, the reform of ideological-political courses has entered the "deep water zone." The proposal of the "grand ideological-political course" is timely, significant, and far-reaching. It is necessary to further build a value consensus on skillfully using the "grand ideological-political course."

推进“大思政课”建设需要进行一种价值叙事，即认清善用“大思政课”的特殊价值。这可以从“落实立德树人根本任务的创新举措”“破解立德难题的解困之思”“培育时代新人的动力源泉”等方面来论证“大思政课”理念及其实践的价值所在。当前，思政课的改革已经进入“深水区”，“大思政课”的提出正当其时、意义重大、影响深远，需要进一步凝聚善用“大思政课”的价值共识。

(1) Innovative Measures to Implement the "Fundamental Task"

（一）落实“根本任务”的创新举措

Skillfully using the "grand ideological-political course" is a necessary measure to implement the fundamental task of fostering virtue through education and to promote the reform and innovation of ideological-political courses. Its innovativeness is reflected in: expanding the "spatiotemporal boundaries" of ideological-political courses, which is a major change in the teaching philosophy of ideological-political courses; realizing the "supply innovation" of ideological-political courses, which is an important transformation in the teaching practice of ideological-political courses; and enhancing the "theoretical implication" of ideological-political courses, which is an important opportunity for the teaching and theoretical research of ideological-political courses.

善用“大思政课”是落实立德树人根本任务，推动思政课改革创新的必要举措。其创新性体现在：拓展了思政课的“时空边界”，是一次思政课教学理念的重大变革；实现了思政课的“供给创新”，是一次思政课教学实践的重要转变；提升了思政课的“理论意蕴”，是一次思政课教学与理论研究的重要机遇。

First, it expands the "spatiotemporal boundaries" of ideological-political courses. Admittedly, the small classroom of ideological-political education has its characteristics and necessity of being small, and should follow the general laws of education and the teaching laws of ideological-political courses. However, being confined to one corner may form a fixed mindset, and being confined to a certain time and space may generate inertia. Therefore, expanding the "spatiotemporal boundaries" of the small classroom of ideological-political education and seeking "prescriptions" from the big classroom of society is a matter of following the law and is an innovative move. Specifically, based on the conceptual dimension of the "grand ideological-political course," the "grand ideological-political course" has direction, height, and depth, but no definite limit. It is an educational and teaching concept that transcends spatiotemporal boundaries and advocates field synergy. Based on the practical dimension of the "grand ideological-political course," it is necessary to break down practical barriers, expand the spatiotemporal dimension of the ideological-political classroom, and construct an educational field with deep participation of multiple subjects such as "enterprises, families, society, and schools" and diverse, three-dimensional interactions. By strengthening the driving role of digital elements, the invisible boundaries between the virtual and the real are broken through, jointly guarding a section of the canal. [8]8 "Fostering virtue and nurturing people" (立德树人) is a fundamental task of education in China, emphasizing the cultivation of moral character as the foundation for talent development.

首先，拓展了思政课的“时空边界”。诚然，思政小课堂有小的特点、小的必要，应该遵循一般教育规律和思政课教学规律。然而，偏安一隅可能形成思维定式，囿于确定时空又可能生成惰性心理。因此，拓展思政小课堂的“时空边界”，向社会大课堂索“药方”乃规律使然，更是创新之举。具体来说，基于“大思政课”理念之维，“大思政课”有向度、有高度、有深度，但并无确定的限度，是一种超越时空边界，倡导领域协同的教育教学理念。基于“大思政课”的实践之维，要打破实践壁垒，拓展思政课堂的时空向度，构建“企家社校”等多元主体深度参与、多样态立体交互的育人场域。通过强化数字化要素的驱动作用，打通虚拟与现实之间的无形界限，共同守好一段渠。

Second, it realizes the "supply innovation" of ideological-political courses. General Secretary Xi Jinping emphasized: "We must skillfully use the 'grand ideological-political course' and must combine it with reality. When teaching ideological-political courses, we cannot just read documents, which are lifeless and dry." To endow ideological-political courses with vigorous vitality, the key is to promote supply-side reform of ideological-political courses, realize supply innovation of multiple elements such as content, methods, and carriers, and create a "grand ideological-political course" with internal circulation within the school as the main body and mutual promotion of internal and external dual circulations. To construct a new pattern of education for the "grand ideological-political course," we must focus on the development needs of students' growth and success, adhere to problem orientation and demand traction, adhere to precise differentiation of educational objects, precise content supply, and selection of working methods, and promote the reform and innovation of ideological-political courses from the source.

其次，实现了思政课的“供给创新”。习近平总书记强调：“‘大思政课’我们要善用之，一定要跟现实结合起来。上思政课不能拿着文件宣读，没有生命、干巴巴的。”要赋予思政课以旺盛的生命力，关键是要推动思政课供给侧改革，实现内容、方法、载体等多元要素的供给创新，打造以校内循环为主体、校内校外双循环相互促进的“大思政课”。构建“大思政课”育人新格局，要以聚焦学生成长成才的发展需求为抓手，坚持问题导向、需求牵引，坚持精分教育对象、精确内容供给、精选工作方法，从源头上推动思政课改革创新。

Finally, it enhances the "theoretical implication" of ideological-political courses. Thought is the precursor of action, and theory is the guide to practice. General Secretary Xi Jinping emphasized: "Achieve knowing its words and even more its

最后，提升了思政课的“理论意蕴”。思想是行动的先导，理论是实践的指南。习近平总书记强调：“做到知其言更知其义、知其然更知其所以然，切实把党的创新理论贯彻落实到党和国家工作各方面全过程。”马克思主义政党的先进性，首先表现为理论上的先进性。自习近平总书记提出“大思政课”理念以来，学界结合《方案》进行了卓有成效的研究，初步形成了“大思政课”研究的理论视域，提升了思政课的理论意蕴，是一次思政课教学与理论研究的重要机遇，有助于进一步推动思政课改革创新，实现思政课的高质量内涵式发展。

(II) The Contemplation of Solving the "Difficulty of Fostering Virtue"

（二）破解“立德难题”的解困之思

Since the 18th National Congress of the CPC, the Party Central Committee with Comrade Xi Jinping at its core has assessed the situation, upheld fundamental principles and broken new ground, and made a series of major deployments for ideological and political courses. These courses have become the "key courses" for implementing the fundamental task of fostering virtue and nurturing people [n]. It should be said that the achievements are gratifying and praiseworthy, yet some bottleneck problems remain. The *Plan* points out: "The awareness and ability to open up ideological and political courses and mobilize various social resources are still not strong enough... insufficient attention is paid to practical teaching, some classroom teaching is not closely integrated with reality, and the integrated construction of ideological and political courses across universities, middle schools, and primary schools urgently needs to be deepened; in some schools, the second classroom emphasizes activities over guidance, and curriculum-based ideological and political education suffers from phenomena such as 'forced integration' and 'superficiality'; 'the requirements of fostering virtue and nurturing people have not been fully implemented into the institutional mechanisms.'" These numerous problems are, in essence, "difficulties of fostering virtue." In the report to the 20th National Congress of the CPC, General Secretary Xi Jinping pointed out that "the essence of education lies in fostering virtue," which has pointed the direction for the reform and innovation of ideological and political courses in the New Era, and also provided an important guideline for the overall construction of the "grand ideological and political course" education pattern under the new situation. The "grand ideological and political course" transcends the traditional paradigm of the "small theoretical classroom": by paying more attention to social reality, it teaches the "grand theoretical course"; by more effectively utilizing social resources, it teaches the "grand practical course."

党的十八大以来，以习近平同志为核心的党中央审时度势、守正创新，对思政课作出一系列重大部署，思政课成为落实立德树人根本任务的“关键课程”，应当说成绩可喜、可赞，但还存在一些瓶颈问题。《方案》指出：开门办思政课、调动各种社会资源的意识和能力还不够强……对实践教学重视不够，有的课堂教学与现实结合不紧密，大中小学思政课一体化建设亟需深化；有的学校第二课堂重活动轻引领，课程思政存在“硬融入”“表面化”等现象；“立德树人的要求没有完全落实到体制机制上”，以上诸多问题在本质上都是“立德难题”。在党的二十大报告中，习近平总书记指出“育人的根本在于立德”，这为新时代思政课改革创新指明了方向，也为新形势下统筹构建“大思政课”育人格局提供了重要遵循。“大思政课”超越了“理论小课堂”的传统范式：通过更多地关切社会现实，讲好“理论大课”；通过更有效地活用社会资源，讲好“实践大课”。

First, the “grand ideological-political course” is a “grand theoretical course” that is more concerned with social reality. Only by integrating with reality can it avoid falling into “dry theoretical propaganda”; teachers of ideological-political courses must make good use of the “grand ideological-political course” to explain principles deeply, thoroughly, and vividly, achieving the effects of communicating with the soul, enlightening the mind, and inspiring fighting spirit. Thoroughly explaining theory cannot be separated from the support of reality. For example, to clearly explain the great principle that the reason why the Communist Party of China can succeed and why socialism with Chinese characteristics is good ultimately lies in the fact that Marxism works, and that Marxism adapted to the Chinese context and the needs of the times works, one cannot be divorced from the overall pattern of the development and progress of socialism with Chinese characteristics, nor from the realistic background of the “two overall situations” [n1] at home and abroad.

首先，“大思政课”是更加关切社会现实的“理论大课”。只有与现实结合起来才能避免陷入“干巴巴的理论宣讲”，思政课教师要善用“大思政课”，把道理讲深、讲透、讲活，达到沟通心灵、启智润心、激扬斗志的效果。把理论讲彻底不能脱离现实的支撑。例如，讲清楚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的大道理，就不能脱离中国特色社会主义发展进步的大格局，不能脱离国际国内“两个大局”的现实背景。

Second, the “grand ideological-political course” is a “grand practical course” that more effectively utilizes social resources. A prominent practice orientation is a basic feature of the “grand ideological-political course.” The “Plan” [n2] clearly states: All localities and schools, centering on the great practice of the New Era, should fully tap local red culture and school history resources, and introduce the great spirit of Party building, the spirit of fighting the epidemic, the spirit of scientists, the spirit of manned spaceflight, and other great spirits, vivid and fresh practical achievements, as well as the advanced deeds of heroes and models, into the classroom. First, the “grand ideological-political course” should more effectively integrate social resources into the small classroom of ideological-political courses, expanding the spatial and temporal boundaries of the small classroom, enriching its educational resources, and stimulating its educational vitality. Second, the “grand ideological-political course” should proactively move the small classroom of ideological-political courses into the big classroom of society, using a different field environment to stimulate students’ deeper emotional experiences, allowing students to think, feel, and comprehend in the process of getting close to life, observing society, and experiencing life.

其次，“大思政课”是更有效活用社会资源的“实践大课”。突出的实践导向是“大思政课”的基本特征。《方案》明确提出：各地各校围绕新时代的伟大实践，充分挖掘地方红色文化、校史资源，将伟大建党精神和抗疫精神、科学家精神、载人航天精神等伟大精神，生动鲜活的实践成就，以及英雄模范的先进事迹等引入课堂。其一，“大思政课”要更有效地把社会资源融入思政小课堂，拓展小课堂的时空边界，丰富小课堂的育人资源，激发小课堂的育人活力；其二，“大思政课”要主动把思政小课堂搬进社会大课堂，以别样的场域环境激发学生更加深刻的情感体验，让学生在贴近生活、观察社会、体验人生的过程中有所思、有所感、有所悟。

(III) The Driving Force for Cultivating “New Talents of the Era”

（三）培育“时代新人”的动力源泉

In the report to the 20th National Congress of the CPC, General Secretary Xi Jinping pointed out: “Who to cultivate, how to cultivate, and for whom to cultivate are the fundamental issues of education,” and called for “cultivating new talents of the era who can shoulder the great rejuvenation of the Chinese nation in the new journey of accelerating the modernization of education.” This important exposition fully reflects the high importance the Party and the state attach to educational work, provides a fundamental guideline for cultivating new talents of the era capable of undertaking the great rejuvenation of the Chinese nation, and also becomes the driving force for the construction of the “grand ideological-political course.” It should be said that the concept of the “grand ideological-political course” and its practical exploration scientifically answer the era’s question of “who to cultivate,” respond to the era’s difficult problem of “how to cultivate,” and clarify the era’s proposition of “for whom to cultivate.”

在党的二十大报告中，习近平总书记指出：“培养什么人、怎样培养人、为谁培养人是教育的根本问题”，要求“在加快推进教育现代化的新征程中培养担当民族复兴大任的时代新人”。这一重要论述充分体现了党和国家对教育工作的高度重视，为培养堪当民族复兴大任的时代新人提供了根本遵循，也成为“大思政课”建设的动力之源。应当说，“大思政课”理念及其实践探索，科学回答了“培养什么人”的时代课题，回应了“怎样培养人”的时代难题，明确了“为谁培养人”的时代命题。

First, it answers the era’s question of “who to cultivate.” Education must take cultivating builders and successors for socialism as its fundamental task, cultivating generation after generation of useful talents who support the leadership of the Communist Party of China and China’s socialist system and are determined to strive for the cause of socialism with Chinese characteristics throughout their lives. First, the “grand ideological-political course” is a “grand course of the era” that cultivates people with a concern for the “greatest matters of the state” (国之大者). The “grand ideological-political course” has a distinct epochal character; it is a “grand theoretical course” that

首先，回答了“培养什么人”的时代课题。教育必须把培养社会主义建设者和接班人作为根本任务，培养一代又一代拥护中国共产党领导和我国社会主义制度、立志为中国特色社会主义事业奋斗终身的有用人才。其一，“大思政课”是培养胸怀“国之大者”的“时代大课”。“大思政课”具有鲜明的时代性，是坚持用习近平新时代中国特色社会主义思想铸魂育人的“理论大课”，是坚持用中国特色社会主义伟大实践，尤其是新时代十年的伟大成就来激扬斗志的“实践大课”，彰显出新时代思政课的大担当。其二，“大思政课”是内含立德树人全要素的“创新大课”，既强调政治性又重视学理性，既坚持主导性又紧扣主体性，深耕学生全面发展责任田。

Second, it responds to the era’s difficult question of “how to cultivate people.” “How to cultivate people” embodies the purpose of “for whom to cultivate people” and reflects the Party’s deepening understanding of the laws governing educational development and ideological-political work. The era sets the questions, we answer them, and the people grade them. The examination questions vary in difficulty; “how to cultivate people” is a difficult question that must nonetheless be answered well. Since the founding of the CPC, the Party’s educational policy has undergone a process of adjustment and improvement in accordance with the development requirements of different periods, demonstrating a scientific character that keeps pace with the times, while also adhering to the educational principle of “giving priority to moral integrity.” At present, the proposal to make good use of the “grand ideological-political course” is both an adherence to the educational principle of “giving priority to moral integrity” and an innovative measure that, focusing on the “two overall situations”[n9], is grounded in the profound changes in the world, the nation, and the Party, conforms to the New Era, new circumstances, and new needs, runs the concept of the “grand ideological-political course” through the entire process of ideological-political education, and links the small classroom of ideological-political education with the big classroom of society through the practice of the “grand ideological-political course,” thereby answering the era’s difficult question of “how to cultivate people.”

其次，回应了“怎样培养人”的时代难题。“怎样培养人”体现了“为谁培养人”的宗旨，反映了党对教育发展规律和思想政治工作规律认识的不断深化。时代是出卷人，我们是答卷人，人民是阅卷人。试卷有难有易，“怎样培养人”便是一份有难度但又必须答好的试卷。自中国共产党成立以来，根据不同时期的发展要求，党的教育方针经历了一个调整完善的过程，彰显出与时俱进的科学性，同时，又坚守着“以德为先”的育人准则。当前，善用“大思政课”的提出既是对“以德为先”育人准则的坚守，又是着眼于“两个大局”，立足世情、国情、党情的深刻变化，顺应新时代、新形势、新需要，把“大思政课”理念贯穿思政育人全过程，以“大思政课”实践联动思政小课堂与社会大课堂，回答“怎样培养人”时代难题的创新举措。

Finally, it clarifies the era’s proposition of “for whom to cultivate people.” “For whom to cultivate people” has tensions across different dimensions; it is both a historical principle of educating people for the Party and cultivating talent for the country, and its content takes on different orientations according to the conditions of the times. In the report to the 20th National Congress of the CPC, General Secretary Xi Jinping pointed out: “From now on, the central task of the CPC is to unite and lead the people of all ethnic groups across the country to comprehensively build a great modern socialist country, achieve the Second Centenary Goal, and comprehensively advance the great rejuvenation of the Chinese nation through Chinese-path modernization.” This important thesis endows “for whom to cultivate people” with a new connotation, namely, to cultivate well-rounded, high-quality talent for comprehensively building a great modern socialist country and realizing the great rejuvenation of the Chinese nation. “It can be said that reform is driven by problems and deepened in the process of continuously solving them.”[n10] On the new journey, the Party and the state have placed great trust in the construction of ideological-political courses. The proposal and practical exploration of the concept of making good use of the “grand ideological-political course” are rooted in the “two overall situations,” represent innovative thinking and proactive adaptation to the question of “for whom to cultivate people,” are a systematic transformation that uses a profound classroom quality revolution to propel the mission of rejuvenation, and are the educational manifesto of the New Era regarding “for whom to cultivate people.”

最后，明确了“为谁培养人”的时代命题。“为谁培养人”有着不同维度的张力，既是为党育人、为国育才的历史遵循，又会根据时代条件生成不同向度的内容。在党的二十大报告中，习近平总书记指出：“从现在起，中国共产党的中心任务就是团结带领全国各族人民全面建成社会主义现代化强国、实现第二个百年奋斗目标，以中国式现代化全面推进中华民族伟大复兴。”这一重要论断赋予“为谁培养人”全新内涵，即为全面建成社会主义现代化强国，实现中华民族伟大复兴培养全面发展的高素质人才。“可以说，改革是由问题倒逼而产生，又在不断解决问题中得以深化。”新的征程上，党和国家对思政课建设赋予重托。善用“大思政课”理念的提出和实践探索，根植于“两个大局”，是对“为谁培养人”这一问题的创新思考和主动求变，是以一场深入的课堂质量革命助推复兴使命的系统性变革，是新时代“为谁培养人”的教育宣言。

IV. Forming a Joint Force: The Practical Logic of Making Good Use of the “Grand Ideological-Political Course”

四、形成合力：善用“大思政课”的实践理路

Making good use of the “grand ideological-political course” expands the spatiotemporal dimensions of the ideological-political course, endows it with practical warmth and a practical character, and requires the realization of positive interaction and institutionalized operation among different dimensional elements such as schools and society, between schools, and within the ideological-political course itself. Deepening the construction of the “grand ideological-political course” must adhere to the comprehensive leadership of the Party, rely on the ideological-political curriculum as the foundation, be driven by the synergy of elements, further strengthen problem awareness, place greater emphasis on a practice orientation, and construct a new pattern of education through the “grand ideological-political course.”

善用“大思政课”拓展了思政课的时空向度，赋予思政课现实温度和实践品格，要求实现学校与社会、学校之间、思政课等不同维度要素之间的良性互动和机制化运行。深化“大思政课”建设必须坚持党的全面领导，坚持以思政课程为依托，以要素协同为驱动，更加强化问题意识，更加注重实践导向，构建起“大思政课”育人新格局。

(I) Adhering to the Comprehensive Leadership of the Party in the Construction of the “Grand Ideological-Political Course”

（一）坚持党对“大思政课”建设的全面领导

Education is a major plan of the state and a major plan of the Party. In the New Era, it is necessary to comprehensively implement the Party’s educational policy, fulfill the fundamental task of fostering virtue and nurturing people, and cultivate socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise. Party committees must ensure the correct direction for running schools, form a work pattern of unified leadership by the Party committee and joint management by all departments and parties, and adhere to setting the direction, managing the overall situation, making decisions, and ensuring implementation. At present, to advance the construction of the “grand ideological-political course,” implement the new concepts and new requirements for making good use of the “grand ideological-political course,” and ensure that the “grand ideological-political course” is grand yet orderly, it is necessary to adhere to the comprehensive leadership of the Party and strictly and meticulously implement the political and leadership responsibilities of school Party committees for the construction of ideological-political courses.

教育是国之大计、党之大计。新时代，要全面贯彻党的教育方针，落实立德树人根本任务，培养德智体美劳全面发展的社会主义建设者和接班人。党委要保证正确办学方向，形成党委统一领导、各部门各方面齐抓共管的工作格局，坚持把方向、管大局、作决策、保落实。当前，推进“大思政课”建设，落实善用“大思政课”的新理念、新要求，保障“大思政课”大而有序，必须坚持党的全面领导，从严从细落实好学校党委对思政课建设的政治责任和领导责任。

First, implementing the concept of the “grand ideological-political course” requires Party committees at all levels to set the direction and hold high the banner. Concepts are the guide to action. The proposal of the concept of the “grand ideological-political course” reflects the high importance, careful planning, and strategic thinking of the Party Central Committee with Comrade Xi Jinping at its core regarding ideological-political courses. It is the basic guideline for promoting the reform and innovation of ideological-political courses at present and for a period to come, and must be resolutely implemented. Party committees at all levels must, with a high degree of political consciousness, lead to a thorough theoretical consciousness and a unified action consciousness, stand at the height of ensuring the continuity of the Party and the state’s cause to set the direction and hold high the banner, effectively strengthen the awareness of the “grand ideological-political course,” and reinforce the thinking of the “grand ideological-political course.”

首先，贯彻“大思政课”理念需要各级党委举旗定向。理念是行动的先导，“大思政课”理念的提出体现了以习近平同志为核心的党中央对思政课的高度重视、细心谋划和破局之思，是当前和今后一个时期推进思政课改革创新的基本遵循，必须坚决贯彻执行。各级党委要以高度的政治自觉引领彻底的理论自觉、统一的行动自觉，站在保障党和国家事业后继有人的高度举旗定向，切实增强“大思政课”意识，强化“大思政课”思维。

Second, advancing the construction of the “grand ideological-political course” requires Party committees at all levels to plan the overall layout. Running China’s affairs well depends on the Party. “The construction of the ‘grand ideological-political course’ is a systematic project that is holistic, long-term, and foundational; it cannot rely on unilateral forces alone but requires close cooperation among multiple parties to truly realize the coordinated linkage and integrated coherence of the ‘grand ideological-political course.’” [11]11 Source citation omitted in original. Therefore, in the New Era, constructing a new pattern of educating people through the “grand ideological-political course” requires Party committees at all levels to plan the overall layout, assume the main responsibility, seize the prominent problems constraining the construction of the ideological-political course, adopt effective measures in work patterns, team building, support and guarantees, and persist in advancing it with systematic thinking, thereby providing the necessary organizational and institutional guarantees for the construction of the “grand ideological-political course.”

其次，推进“大思政课”建设需要各级党委谋篇布局。办好中国的事情，关键在党。“‘大思政课’建设是一项全局性、长期性和基础性的系统工程，不能仅依靠单方面的力量，需要多方面的密切合作，真正实现‘大思政课’的协同联动和融合贯通。”因此，新时代构建“大思政课”育人新格局需要各级党委谋篇布局，发挥主体责任，抓住制约思政课建设的突出问题，在工作格局、队伍建设、支持保障等方面采取有效措施，坚持以系统思维统筹推进，为“大思政课”建设提供必要的组织和制度保障。

Finally, resolving the difficulties of the “grand ideological-political course” requires Party committees at all levels to coordinate all parties. “Big things have their difficulties”; the “grand ideological-political course” contains multiple elements such as the “grand classroom,” “grand platform,” and “grand teaching force,” involving multiple domains, and inevitably has more complex structural relationships, interactive relationships, and even interest relationships, inevitably giving rise to various difficulties, large or small, overt or covert. How to coordinate relationships among all parties and resolve the known, unknown, and knowable difficulties all require Party committees at all levels to play the role of the mainstay. School Party committees must grasp the principal contradiction in advancing the construction of the “grand ideological-political course,” grasp the core essence of making good use of the “grand ideological-political course,” and deepen the construction of the “grand ideological-political course” in the process of discovering and solving problems.

最后，化解“大思政课”难题需要各级党委协调各方。大有大的难处，“大思政课”内含“大课堂”“大平台”“大师资”等多元要素，涉及多重领域，必然有着更加复杂的结构关系、互动关系，甚至是利益关系，必然催生出更多或大或小、或隐或现的难题。如何协调各方面关系，化解可知、未知、已知的各种难题，都需要发挥各级党委主心骨作用。学校党委要抓住推进“大思政课”建设过程中的主要矛盾，把握善用“大思政课”的核心要义，在发现、解决问题的过程中深化“大思政课”建设。

(II) Adhering to the Ideological-Political Course as the Foundation

（二）坚持以思政课程为依托

The “grand ideological-political course” is amplified and extended with classroom teaching as its core; the “grand ideological-political course” is not equivalent to “grand ideological-political work,” and its reform focus remains on the “course.” Therefore, enriching the connotation of ideological-political course teaching with direction, depth, and height, and expanding the dimensions of ideological-political course teaching with purpose, targeting, and strategy, are the focal points of constructing the “grand ideological-political course.”

“大思政课”是以课堂教学为核心而加以放大、延展的，“大思政课”并不等同于“大思政”，其改革重心仍然在“课”。因此，有向度、有深度、有高度地丰富思政课教学的内涵，有目的、有针对、有策略地拓展思政课教学的维度，是“大思政课”建设的着力点。

“As a course whose fundamental task is to carry out Marxist theoretical education, the ideological-political course not only bears the educational mission of transmitting the Way, imparting knowledge, and resolving doubts, but also shoulders the political mission of safeguarding national ideological security and cultivating socialist builders and successors.” [12]12 Source citation omitted in original. The construction of the “grand ideological-political course” should adhere to the ideological-political course as its foundation and always unfold around the political and educational missions of the ideological-political course. First, the ideological-political course should be made “grand” with academic rigor. The “grand ideological-political course” emphasizes practicality, but it does not neglect or weaken academic rigor; only by responding to students with thorough academic analysis and convincing them with complete theoretical arguments can students be guided by the power of truth and have their ideological foundations and ideals and convictions reinforced at a deeper level. Second, the ideological-political course should be made “grand” by closely integrating it with reality. The “grandness” of the grand ideological-political course is reflected in the fact that teachers of the ideological-political course can not only clearly and thoroughly explain the great principles in the textbooks in the “small classroom” but also vividly and well tell the small stories that analyze reality and truth. Currently, a large part of the target audience of the “grand ideological-political course” is the post-00s or even post-05s generation; they are active in thinking, have a strong thirst for knowledge, and possess outstanding abilities to question and deconstruct, but their abilities to discern and analyze are insufficient. Therefore, teachers can only resolve their doubts by thinking about what they think. Finally, social resources should be flexibly used to make the ideological-political course “grand.” The key to combining the small classroom of ideological-political education with the big classroom of society lies in the excavation of educational resources; the change in the teaching field is essentially a deeper excavation of educational resources and a spatiotemporal transformation of the small classroom of ideological-political education. Therefore, the core essence of the “grand ideological-political course” is to make full use of social resources to enliven the ideological-political course, thereby making stories more infectious, facts more convincing, and the ideological-political classroom both lofty and warm.

“作为一门以开展马克思主义理论教育为根本任务的课程，思政课既负有传道、授业、解惑的教育使命，同时也肩负维护国家意识形态安全、培养社会主义建设者和接班人的政治使命。”“大思政课”建设应该坚持以思政课程为依托，始终围绕思政课的政治使命和教育使命来展开。首先，要有学理性地把思政课讲“大”。“大思政课”强调实践性，但并非忽视、弱化学理性，只有以透彻的学理分析回应学生，以彻底的思想理论说服学生，才能用真理的强大力量引导学生，在更深层次上筑牢学生的思想根基和理想信念。其次，要紧密结合现实把思政课讲“大”。大思政课之“大”，体现在思政课教师不仅能在“小课堂”上讲清、讲透教材中的大道理，还能够讲活、讲好透析现实和真理的小故事。目前“大思政课”的作用对象很大部分都是“00后”甚至是“05后”，他们思维活跃、求知欲强，质疑解构能力突出，但辨别分析能力不足，因此教师只有想其所想，才能解其所惑。最后，要灵活地运用社会资源把思政课讲“大”。思政小课堂与社会大课堂的结合重点在育人资源的挖掘，教学场域的求变本质上是对育人资源的更深层次挖掘，也是思政小课堂的时空转换。因此， “大思政课”的核心要义就是充分利用社会资源让思政课鲜活起来，从而让故事更具感染力，让事实更具说服力，让思政课堂既有高度，又饱含温度。

Adhering to the ideological-political course as the foundation to advance the construction of the “grand ideological-political course” requires better leveraging the role of the ideological-political course as a “key course,” but the “key course” is not the “entire course.” “The ‘grand ideological-political course’ is to make us change erroneous concepts and truly achieve cultivating people through moral education and moral education through cultivating people; at the same time, it leverages the role of other courses, excavates the ideological-political elements in various courses, advances the construction of course-based ideological-political education, so that the ideological-political course and course-based ideological-political education each guard their own stretch of canal while also working together synergistically.” [13]13 Source citation omitted in original. On the basis of adhering to the ideological-political course as the foundation, it is better to promote the ideological-political course and other specialized courses to move in the same direction and work together in ideological-political education.

坚持以思政课程为依托推进“大思政课”建设，要更好地发挥思政课“关键课程”的作用，但“关键课程”不是“全部课程”。“‘大思政课’就是让我们改变错误的观念，真正做到在立德中树人，在树人中立德；同时，发挥其他课程的作用，挖掘各门课程中的思政元素，推进课程思政建设，让思政课程和课程思政既要各自守好一段渠，又能协同发力。”在坚持以思政课程为依托的基础上，更好地推动思政课和其他专业课在思政育人上同向同行。

(III) Adhering to the Synergy of Elements as the Driving Force

（三）坚持以要素协同为驱动

Marxism holds that the essence of practice is the material activity of human beings transforming the object, and it is the interaction between the subject of practice and the object of practice through the intermediary of practice. Practice is the mode of existence of the “person” being educated; in a certain sense, the “grand ideological-political course” is a grand practical course that guides students to learn to become “persons” through practice. As a social practical activity, the “grand ideological-political course” has a more distinct practical orientation. Whether it is supplementing and improving the teaching content of the ideological-political course or reforming and enriching teaching methods, the “grand ideological-political course” must focus on practical problems in reality, which cannot be separated from the strong support of vivid practice. Therefore, ensuring that the “grand ideological-political course” is grand and effective requires achieving synergy among elements, gathering practical power through element synergy. The “grand ideological-political course” contains multiple elements, including the subject of practice—the “human” element, the object of practice—the “material” element, and the intermediary of practice—the operational element. Whether it is the implementation of the concept of the “grand ideological-political course” or the advancement of its construction, it is necessary to grasp the structural relationships within the elements and their interrelationships.

马克思主义认为，实践的本质是人类改造客体的物质性活动，是实践主体和实践客体借助于实践中介产生的相互作用。实践是所育之“人”的存在方式，一定意义上，“大思政课”就是引导学生在实践中学以成“人”的实践大课。作为一种社会实践活动，“大思政课”有着更加鲜明的实践导向，无论是针对思政课教学内容进行补充完善，还是针对教学方法进行改革丰富，“大思政课”都必须聚焦实践中的现实问题，这离不开鲜活实践的有力支撑。因此，确保“大思政课”大而有为，需要实现要素协同，以要素协同聚合实践伟力。“大思政课”内含多元要素，包括实践的主体——“人”的要素，实践的客体——“物”的要素，实践的介体——可操作性要素。无论是“大思政课”理念的贯彻，还是“大思政课”建设的推进，都必须把握好要素内部的结构关系及其相互关系。

First, the “human” element. The “human” element can be concretized as actual individuals and their cognition; grasping the “human” element requires handling the following relationships: First, the relationship between educators, educatees, and “intermediary” participants. Its core essence is: the dominance of educators, the subjectivity of educatees, and the effectiveness of “intermediary” participants. In the process of practice, the “grand ideological-political course” must adhere to the dominance of educators, fully leverage the initiative and enthusiasm of educators, and purposefully, plannedly, and with focus coordinate educational content and practical arrangements. Unlike the relatively simple teacher-student and peer relationships in the small classroom of ideological-political education, to a certain extent, the “grand ideological-political course” constructs more diverse interpersonal relationships, and “humans are distinguished from all other animals by the infinity and extensiveness of their needs,” [14]14 Quotation from Marx, “Economic and Philosophic Manuscripts of 1844.” thus inevitably giving rise to more complex interest relationships, objectively requiring greater attention to the subjectivity of educatees and the effectiveness of relevant participants. Second, the cognition and identification of educators and “intermediary” participants with the concept of the “grand ideological-political course” and the system it points to, containing four core tenets: theoretical cognition, emotional identification, value consensus, and behavioral intention. Distinguishing and recognizing these elements and grasping their basic relationships is the primary prerequisite for advancing the construction of the “grand ideological-political course.”

首先，“人”的要素。“人”的要素可具象化为现实的个体及其认识，把握“人”的要素需要处理好以下几种关系：其一，教育者、受教育者以及“介体”参与者之间的关系。其核心要义是：教育者的主导性、受教育者的主体性和“介体”参与者的有效性。“大思政课”在实践过程中必须坚持教育者的主导性，充分发挥教育者的主动性和积极性，有目的、有计划、有重点地统筹教育内容和实践安排。不同于思政小课堂相对简单的师生关系、同学关系，一定程度上，“大思政课”架构起更为多样的人际关系，而“人以其需要的无限性和广泛性区别于其他一切动物”，因此必然衍生出更为复杂的利益关系，客观上要求必须更加重视受教育者的主体性和相关参与者的有效性。其二，教育者、 “介体”参与者对“大思政课”理念及其指向系统的认知、认同情况，内含理论认知、情感认同、价值共识、行为意向等四个核心要旨。对以上要素进行厘辨并认识和把握其基本关系，是推进“大思政课”建设的首要前提。

Second, the “material” element. The so-called “material” element refers to the objective existence that the construction of the “grand ideological-political course” points to, which does not depend on the subjective will of the subject of practice. The construction of the “grand ideological-political course” must attach importance to the unique educational value of the object of practice, actively connect with various types of practice teaching bases at all levels, develop on-site teaching topics, and carry out practice teaching. In particular, it is necessary to make good use of the red resources that witness the arduous and glorious struggle history of the Communist Party of China. “It is necessary to strengthen the educational function, focus on major events and major nodes in the various historical periods of revolution, construction, and reform, research and determine a batch of important landmark sites, tell the Party’s stories, the stories of the revolution, the stories of heroes, design educational activities that conform to the cognitive characteristics of young people, build distinctive bases for revolutionary tradition education, patriotic education, and youth ideological and moral education, and guide them to establish red ideals in their hearts from an early age,” [15]15 Quotation from Xi Jinping, speech on education, source citation omitted in original. truly leveraging the unique educational value of red resources to refresh and brighten the bright red background of the “grand ideological-political course.” In summary, the “material” element requires handling the relationship between the object of practice and the educatees, ensuring the positive value of the object of practice; clarifying the structural relationships among the internal elements of the object of practice, ensuring the effective functioning of the overall function of the object of practice; and clarifying the relationships among various types of objects of practice, avoiding value loss in practical education due to functional overlap.

其次，“物”的要素。所谓“物”的要素，是指“大思政课”建设所指向的不依附于实践主体的主观意志的客观存在。“大思政课”建设要重视实践客体的独特育人价值，主动对接各级各类实践教学基地，开发现场教学专题，开展实践教学。尤其是要利用好见证中国共产党艰辛而辉煌奋斗历程的红色资源，“要强化教育功能，围绕革命、建设、改革各个历史时期的重大事件、重大节点，研究确定一批重要标识地，讲好党的故事、革命的故事、英雄的故事，设计符合青少年认知特点的教育活动，建设富有特色的革命传统教育、爱国主义教育、青少年思想道德教育基地，引导他们从小在心里树立红色理想”，真正发挥红色资源的独特育人价值，刷新、刷亮“大思政课”的鲜红底色。概言之，“物”的要素需要处理好实践客体与受教育者之间的关系，确保实践客体的积极价值；明确实践客体内部要素之间的结构关系，确保实践客体整体功能的有效发挥；厘清各类实践客体之间的关系，避免因功能重叠导致实践育人的价值折损。

Finally, the element of operability. The “element of operability” referred to here denotes the tools, procedures, or methods through which the subject acts upon the object. All social life is in essence practical; therefore, the value orientation of practice should be the very purpose of making good use of the “greater political and ideological education course.” General Secretary Xi Jinping has repeatedly stressed the need to uphold the unity of knowledge and action, to focus on learning true knowledge, grasping genuine insights, strengthening tempering, and increasing competence in practice. To advance the construction of the “greater political and ideological education course,” it is necessary to profoundly grasp and flexibly apply the operable elements in practice, and constantly improve practical ability. We must adhere to promoting the construction of the “greater political and ideological education course” with systematic thinking. “A system with wholeness is not a simple superposition of its parts; rather, in the development of each part, the overall goal and task must be taken as the starting point and the pursuit of spiritual belonging (归宿), in order to obtain the optimal overall benefit.” We must adhere to clarifying the relationships among different practical methods and practical strategies, and adhere to coordinating different elements to exert force synchronously and in the same direction, making them key elements that boost the connotative development of the political and ideological education course.

最后，可操作性要素。这里所说的“可操作性要素”是指主体作用于客体的工具、程序或方法。全部社会生活在本质上是实践的，因此实践的价值取向理应是善用“大思政课”的旨趣所在。习近平总书记多次强调要坚持知行合一，注重在实践中学真知、悟真谛、加强磨炼、增长本领。推进“大思政课”建设要深刻把握、灵活运用实践中的可操作性要素，不断提高实践能力。要坚持以系统思维推进“大思政课”建设，“一个具有整体性的系统，并不是各个部分的简单叠加，而是要在各部分的发展上都将整体的目标任务作为出发点和归宿，以取得最优的整体效益”。要坚持厘清不同实践方法、实践策略之间的关系，坚持协调不同要素同步、同向发力，使之成为助推思政课内涵式发展的关键要素。

(About the authors: Fu Hong, Professor and Doctoral Supervisor at the School of Marxism, Nankai University; Cai Chen, Doctoral Candidate at the School of Marxism, Nankai University)

（作者简介：付洪，南开大学马克思主义学院教授、博士生导师；蔡琛，南开大学马克思主义学院博士研究生）

(Fund project: This article is a phased result of the major special research project for teachers of university political and ideological theory courses, “Research on the Current Situation and System Construction of Practical Teaching in the ‘Greater Political and Ideological Education Course’” (project number: 22JDSZKZ04))

（基金项目：本文系高校思想政治理论课教师研究专项重大课题攻关项目“‘大思政课’实践教学现状及体系构建研究”（项目号：作者简介 22JDSZKZ04）的阶段性成果）

Online editor: Tongxin

网络编辑：同心