A Study on the Spiral-Upward Construction of Teaching Content on the Sense of Community for the Chinese Nation in Ideological and Political Courses across Universities, Middle Schools, and Primary Schools

General Secretary Xi Jinping emphasized, “making the forging of a strong sense of community for the Chinese nation the main line of the Party’s work on ethnic affairs and all work in ethnic regions, continuously strengthening and improving the Party’s work on ethnic affairs, and solidly advancing the cause of ethnic unity and progress.”[1]1 The “Five Identifications” (五个认同) refer to identification with the great motherland, the Chinese nation, Chinese culture, the Communist Party of China, and socialism with Chinese characteristics. Ideological and political courses are “the key courses for implementing the fundamental task of fostering virtue and nurturing people”[2]2 The phrase “fostering virtue through education” (立德树人) is a central tenet of Chinese educational policy, emphasizing the cultivation of moral character as the foundation of talent development. and the main channel for incorporating education on the sense of community for the Chinese nation into youth education. Because students at different stages have different characteristics in terms of cognitive development, psychological activity, and knowledge structure, constructing teaching content on the sense of community for the Chinese nation that is adapted to these characteristics and presents a spiral-upward feature is of great significance for further strengthening students’ “Five Identifications”[n] and continuously advancing the building of the Chinese national community.

习近平总书记强调，“把铸牢中华民族共同体意识作为党的民族工作和民族地区各项工作的主线，不断加强和改进党的民族工作，扎实推进民族团结进步事业”[1]。思政课是“落实立德树人根本任务的关键课程”[2]，是中华民族共同体意识教育纳入青少年教育的主渠道。由于各阶段学生在认知发展、心理活动、知识结构等方面具有不同的特点，因此，构建与之相适应的中华民族共同体意识教学内容，使其呈现螺旋上升式特征，对于进一步坚定学生的“五个认同”、不断推进中华民族共同体建设具有重要意义。

I. The Connotation and Extension of the Sense of Community for the Chinese Nation

一、中华民族共同体意识的内涵和外延

The sense of community for the Chinese nation is the subjective identification with the “diversity in unity” relationship formed in the over five thousand years of the Chinese nation’s history of struggle. It mainly includes the sense of political community of the Chinese nation, the sense of economic community of the Chinese nation, the sense of cultural community of the Chinese nation, and the sense of community of shared future of the Chinese nation.

中华民族共同体意识是对中华民族在五千多年奋斗历史中形成的“多元一体”关系的主观认同，主要包含中华民族政治共同体意识、中华民族经济共同体意识、中华民族文化共同体意识和中华民族命运共同体意识。

1. The connotation of the sense of community for the Chinese nation. The term “Chinese nation” (中华民族) was first proposed by Mr. Liang Qichao, and after continuous interpretation and elaboration, a modern understanding of the “Chinese nation” gradually took shape. Mr. Fei Xiaotong defined the “Chinese nation” as: “the 1.1 billion people within China’s territory who possess a national identity. The more than 50 ethnic units it includes are the diversity, and the Chinese nation is the unity.”[3]3 The phrase "fostering virtue and nurturing talent" (立德树人) is a central educational principle in China, emphasizing moral education as the foundation for cultivating talent. (P478) Here, “diversity” means that each ethnic group retains its own characteristics, has its own individuality, and displays vibrant vitality; “unity” means that the various ethnic groups have formed a comprehensive community based on politics, economy, and territory. The Chinese nation is an inseparable relationship in which each group is interwoven with the others; lacking any single ethnic group, it cannot be called the Chinese nation.

1. 中华民族共同体意识的内涵。“中华民族”一词最早由梁启超先生提出，此后经过不断解释和演绎而逐渐形成了“中华民族”的现代化理解。费孝通先生将“中华民族”界定为：“中国疆域里具有民族认同的11亿人民。它所包括的50多个民族单位是多元，中华民族是一体。”[3]（P478）这里的“多元”是指各民族保留自身特色，各具个性，展现多姿多彩的活力；“一体”则是指各民族形成了基于政治、经济和地域等的综合共同体，中华民族是你中有我、我中有你不可分割的关系，少了任何一个民族都不能被称为中华民族。

The Chinese national community and the Chinese nation are similar in concept, both referring to the ethnic综合体 composed of 56 ethnic groups. The Chinese national community, in its connotation, encompasses the holistic concept of the Chinese nation and adds the organic unity formed in economy, culture, politics, and other aspects. It not only emphasizes the holistic concept but also stresses its internal organic composition, that is, the shared historical destiny, cultural foundation, political experience, and economic interaction of the various ethnic units in the historical process. Marx pointed out, “The ideal is nothing else than the material world reflected by the human mind, and translated into forms of thought.”[4]4 The "Five Identifications" (五个认同) refer to identification with the great motherland, the Chinese nation, Chinese culture, the Communist Party of China, and socialism with Chinese characteristics. (P93) Consciousness is the subjective impression of objective things projected into the human brain. The sense of community for the Chinese nation is the subjective reflection of the organically unified relationship formed in the over five thousand years of the Chinese nation’s history of struggle. It is formed in a specific period and develops in a specific period, but the sense of community for the Chinese nation in each era is always inseparable from the identification with the national common history of the previous era, that is, the identification with the history of interaction among various ethnic groups in economy, culture, politics, and other aspects. General Secretary Xi Jinping deeply integrated Marxist theory of ethnic interaction with the objective reality of China’s various ethnic groups being “interwoven with each other” and proposed that “forging a strong sense of community for the Chinese nation means guiding people of all ethnic groups to firmly establish the community concept of sharing weal and woe, honor and disgrace, life and death, and destiny.”[5]5 This quotation is from Xi Jinping's speech at a symposium for teachers of ideological and political theory courses in schools, held on March 18, 2019. This original thesis has greatly enriched the scientific connotation of forging a strong sense of community for the Chinese nation.

中华民族共同体与中华民族在概念上相近，其范围皆是指由56个民族构成的民族综合体。中华民族共同体在内涵上包容了中华民族的整体性概念，还添加了在经济、文化、政治等方面的有机统一构成，不仅强调整体性概念，同时也强调了其内部的有机构成，即各民族单元在历史进程中共同的历史命运、文化基础、政治经历和经济交往。马克思指出，“观念的东西不外是移入人的头脑并在人的头脑中改造过的物质的东西而已”[4]（P93）。意识是客观事物投射到人脑中的主观印象。中华民族共同体意识是对中华民族五千多年奋斗历史中形成的有机统一关系的主观反映，其形成于某一特定时期、又发展于某一特定时期，但每个时代的中华民族共同体意识总是离不开对前一时代民族共同历史的认同，即对各民族在经济、文化、政治等方面交往的历史的认同。习近平总书记将马克思主义民族交往理论与中国各民族“你中有我，我中有你”的客观实际深度结合，提出“铸牢中华民族共同体意识，就是要引导各族人民牢固树立休戚与共、荣辱与共、生死与共、命运与共的共同体理念”[5]。这一原创性论断极大丰富了铸牢中华民族共同体意识的科学内涵。

2. The extension of the sense of community for the Chinese nation. As the subjective identification with the Chinese national community formed in the history of thousands of years of mutual connection among people, the extension of the sense of community for the Chinese nation mainly includes the following aspects.

2. 中华民族共同体意识的外延。作为人们在几千年相互联系的历史中形成的对中华民族共同体的主观认同，中华民族共同体意识的外延主要包括以下几个方面。

First, the sense of political community of the Chinese nation. As a multi-ethnic country, China resolutely safeguards the legitimate rights and interests of ethnic minorities through the formulation of ethnic policies and guidelines, encourages members of ethnic minorities to actively participate in political life and engage in political practice, and effectively embodies that people of all ethnic groups are the masters of the country. General Secretary Xi Jinping pointed out: “It is necessary to take forging a strong sense of community for the Chinese nation as the main line of the Party’s work on ethnic affairs in the New Era, and promote all ethnic groups to firmly establish a high degree of identification with the great motherland, the Chinese nation, Chinese culture, the Communist Party of China, and socialism with Chinese characteristics.”[6]6 *The Chicken-Headed Letter* (《鸡毛信》) is a classic Chinese children’s film from 1954 about a young shepherd boy who helps deliver an urgent message to the Eighth Route Army during the War of Resistance Against Japan. (P244) The sense of political community of the Chinese nation means cultivating a high degree of identification among people of all ethnic groups in the country with the Communist Party of China and socialism with Chinese characteristics, prompting them to resolutely safeguard national unity and ethnic solidarity, jointly participate in the management of state affairs, achieve co-construction and co-governance, reach consensus on political identification, and strive for the great rejuvenation of the Chinese nation.

第一，中华民族的政治共同体意识。中国作为一个多民族国家，通过制定民族政策方针坚决维护少数民族的正当权益，促使少数民族成员积极参与政治生活、投身政治实践，切实体现各族人民都是国家的主人。习近平总书记指出：“必须以铸牢中华民族共同体意识为新时代党的民族工作的主线，推动各民族坚定对伟大祖国、中华民族、中华文化、中国共产党、中国特色社会主义的高度认同。”[6]（P244）中华民族的政治共同体意识，就是要培育全国各族人民对中国共产党、中国特色社会主义的高度认同，促使其坚决维护祖国统一和民族团结，共同参与国家事务管理，实现共建共治，在政治认同上达成一致，为实现中华民族的伟大复兴而奋斗。

Second, the sense of economic community of the Chinese nation. China has a vast territory, and there are differences in the development level of various regions and the economic conditions of various ethnic groups. To promote the economic development of ethnic minority areas, China has carried out actions such as revitalizing border areas and enriching the people, paired-up assistance, and targeted poverty alleviation, aiming to solve the problems of economic poverty and unbalanced development in some areas, and has achieved significant results. General Secretary Xi Jinping emphasized: “From a national perspective, the most arduous task in promoting common prosperity for all people lies in some border ethnic areas. These border ethnic areas must not fall behind on the path to common prosperity.”[7]7 *Tunnel Warfare* (《地道战》) is a 1965 Chinese war film depicting the use of tunnel networks by Chinese civilians and militia to fight the Japanese invaders. The sense of economic community of the Chinese nation means that in the process of Chinese-path modernization, the fruits of economic development should benefit people of all ethnic groups across the country, adhere to the principle that no ethnic group should be left behind, and comprehensively realize the common prosperity and development of all ethnic groups, so that people of all ethnic groups can truly feel the satisfaction and happiness brought by becoming stronger, and widely build consensus.

第二，中华民族的经济共同体意识。我国幅员辽阔，各地区的发展水平、各民族的经济状况都存在差异。为促进少数民族地区经济的发展，我国开展了兴边富民、对口支援、精准扶贫等行动，旨在解决部分地区经济贫困、发展不均衡的问题，并取得了重大成就。习近平总书记强调：“从全国来看，推动全体人民共同富裕，最艰巨的任务在一些边疆民族地区。这些边疆民族地区在走向共同富裕的道路上不能掉队。”[7]中华民族的经济共同体意识，就是要在中国式现代化发展过程中，实现经济发展成果惠及全国各族人民，坚持一个民族也不能少，全面实现各族人民共同繁荣发展，从而让各族人民切实感受到强起来带来的满足感和幸福感，广泛凝聚共识。

Third, the sense of cultural community of the Chinese nation. The Chinese nation has a splendid culture of over five thousand years, including both the Chinese civilization created mainly by the Han ethnic group and the diverse traditional cultures of ethnic minorities. The cultures of various ethnic groups spread among each other, seeking harmonious development amidst contradictions, conflicts, and changes, resulting in a situation where Chinese culture is both diverse and unified, continuous and intermingled. General Secretary Xi Jinping pointed out: “It is necessary to adhere to the correct historical view of the Chinese nation and enhance the sense of identification with and pride in the Chinese nation.”[8]8 *Guerrillas on the Plain* (《平原游击队》) is a 1955 Chinese film about a guerrilla unit operating in the North China Plain during the War of Resistance Against Japan. (P244) The sense of cultural community of the Chinese nation is the crystallization of the wisdom of the Chinese nation, carrying the deep spiritual pursuit of the Chinese nation, and is the spiritual and cultural bond that maintains the common life of all ethnic groups. In the development of civilization over five thousand years, all ethnic groups have jointly opened up the vast territory, jointly written the long history, jointly created the splendid culture, and jointly cultivated the great spirit. Forging a strong sense of cultural community of the Chinese nation is the key to promoting and cultivating the common spiritual home of the Chinese nation.

第三，中华民族的文化共同体意识。中华民族拥有五千多年的灿烂文化，既有以汉族为主体创造的中华文明，也有多元的少数民族传统文化。各民族文化相互传播，在矛盾、冲突和变迁中寻求和谐发展，使得中华文化形成既多样又统一、一脉相承且相互交融的局面。习近平总书记指出：“必须坚持正确的中华民族历史观，增强对中华民族的认同感和自豪感。”[8]（P244）中华民族的文化共同体意识，是中华民族智慧的结晶，承载着中华民族深层的精神追求，是维系各民族共同生活的精神文化纽带。在五千多年的文明发展中，各民族共同开拓了辽阔疆域，共同书写了悠久历史，共同创造了灿烂文化，共同培育了伟大精神。铸牢中华民族的文化共同体意识，是弘扬和培育中华民族共有精神家园的关键所在。

Fourth, the sense of community of shared future of the Chinese nation. Since the Qin and Han dynasties, China has formed a unified multi-ethnic state. The concept of great unity is deeply rooted in people’s hearts, and the pattern of unity has become the mainstream of history. For thousands of years, the Chinese nation has experienced dynastic changes, wars and separations, and then in modern times, resistance to oppression, achieving liberation, and pursuing a better life. Through political, economic, and cultural exchanges and integration, all ethnic groups have long formed a community of shared future where one prospers and all prosper, and one suffers and all suffer. General Secretary Xi Jinping emphasized: “Only by forging a strong sense of community for the Chinese nation can we enhance the conscious identification of all ethnic groups with the Chinese nation, consolidate the ideological foundation for the development of China’s ethnic relations, and promote the Chinese nation to become a community of shared future with a higher degree of identification and stronger cohesion.”[9]9 *On the Xing’an Ridge* (《兴安岭上》) is a 2021 Chinese film about the鄂伦春 (Oroqen) ethnic group and their involvement in the War of Resistance Against Japan in the Greater Xing’an Mountains region. (P245) The sense of community of shared future of the Chinese nation means that people of all ethnic groups must closely link their own destiny with the destiny of the great rejuvenation of the Chinese nation, gathering immense strength for building a strong country and rejuvenating the nation.

第四，中华民族的命运共同体意识。自秦汉以来，我国形成了统一的多民族国家，大一统的观念深入人心，统一的格局成为历史的主流。几千年来，中华民族经历了朝代更迭、战争割据，再到近代的反抗压迫、实现解放、追求美好生活，各民族在政治、经济和文化交流融合中，早已形成了一荣俱荣、一损俱损的命运共同体。习近平总书记强调：“只有铸牢中华民族共同体意识，才能增进各民族对中华民族的自觉认同，夯实我国民族关系发展的思想基础，推动中华民族成为认同度更高、凝聚力更强的命运共同体。”[9]（P245）中华民族的命运共同体意识，意味着各族人民要把自己的命运同中华民族伟大复兴的命运紧紧联系在一起，为强国建设、民族复兴凝聚磅礴力量。

II. The Significance of the Spiral-Upward Construction of Teaching Content on the Sense of Community for the Chinese Nation in Ideological and Political Courses across Universities, Middle Schools, and Primary Schools

二、大中小学思政课中华民族共同体意识教学内容螺旋上升式构建的重要意义

General Secretary Xi Jinping pointed out: “It is very necessary to offer ideological and political courses in a progressive and spiral-upward manner in universities, middle schools, and primary schools. It is an important guarantee for cultivating generations of socialist builders and successors.”[10]10 The “Liaoning Ship Leak Incident” refers to a 2013 case where a Chinese naval officer was convicted of leaking classified information about the aircraft carrier Liaoning to foreign intelligence agencies. The spiral-upward construction of teaching content on the sense of community for the Chinese nation in ideological and political courses across universities, middle schools, and primary schools is of great significance.

习近平总书记指出：“在大中小学循序渐进、螺旋上升地开设思政课非常必要，是培养一代又一代社会主义建设者和接班人的重要保障。”[10]大中小学思政课中华民族共同体意识教学内容的螺旋上升式构建具有重要意义。

1. It is conducive to advancing education on the sense of community for the Chinese nation step by step from the shallow to the deep. In educating young people on the sense of community for the Chinese nation, the main position and main channel of ideological and political courses must be fully utilized. However, education is not accomplished overnight; it is a process of gradual internalization from the shallow to the deep. This requires that teaching on the sense of community for the Chinese nation follow not only the characteristics and laws of ideological and political education in primary, secondary, and tertiary schools, but also the characteristics and laws of education on the sense of community for the Chinese nation itself. On the one hand, education on the sense of community for the Chinese nation is a process that must constantly adapt to students’ cognitive characteristics and patterns. For example, at the primary school stage, students tend to think about things themselves using concrete rather than abstract thinking, so abstract book-based teaching of the sense of community for the Chinese nation cannot achieve optimal teaching results. This means that at the primary stage, activities should be used to achieve an initial grasp of abstract concepts of the Chinese nation, while at the tertiary stage, a variety of methods such as activities, research, discussions, and debates can be comprehensively employed, and from multiple disciplinary perspectives such as philosophy, history, and politics, students’ ideals and convictions for realizing the great rejuvenation of the Chinese nation can be firmly established. The teaching content on the sense of community for the Chinese nation in ideological and political courses across primary, secondary, and tertiary education must conform to students’ cognitive characteristics and patterns, achieving a spiral-upward construction. Only when all stages of primary, secondary, and tertiary education coordinate and cooperate in a spiral-upward manner in education on the sense of community for the Chinese nation can the optimization of teaching effects on the sense of community for the Chinese nation be realized. On the other hand, the shaping of worldviews, outlooks on life, and values among primary, secondary, and tertiary students cannot be accomplished overnight; it requires teachers to continuously guide and repeatedly steer students from the shallow to the deep. For instance, regarding value judgments, primary school students mostly remain at the level of subjective judgment of “right and wrong,” whereas secondary and tertiary students differ; they need to be “confident and justified,” achieving deepening and elevation in multiple aspects such as theoretical reasoning, ability, and emotion. The spiral-upward construction of teaching content on the sense of community for the Chinese nation in ideological and political courses across primary, secondary, and tertiary education is an important pathway for continuously shaping the worldviews, outlooks on life, and values of primary, secondary, and tertiary students.

1. 有利于由浅入深推动中华民族共同体意识教育。对青少年进行中华民族共同体意识教育，要充分发挥思政课主阵地、主渠道的作用。但教育不是一蹴而就，而是一个由浅入深、逐渐内化的过程，这就需要中华民族共同体意识教学既遵循大中小学思想政治教育的特点和规律，也遵循中华民族共同体意识教育的特点和规律。一方面，中华民族共同体意识教育是一个需要不断适应学生认知特点和规律的过程。如小学阶段学生善用具体而非抽象思维思考事物本身，那么抽象的中华民族共同体意识的书本内容式教学就无法达到教学效果的最优化。这就要在小学阶段以活动形式完成对中华民族抽象概念的初步把握，大学阶段则可以综合利用活动、调研、讨论、辩论赛等多种方式，并从哲学、历史、政治等多学科方向树牢学生实现中华民族伟大复兴的理想信念。大中小学思政课中华民族共同体意识教学内容要顺应学生认知特点和规律，实现螺旋上升式构建。只有大中小学各阶段协调配合、螺旋上升地进行中华民族共同体意识教育，才能实现中华民族共同体意识教学效果的最优化。另一方面，大中小学生世界观、人生观、价值观的塑造不能一蹴而就，而是需要教师由浅入深不断牵引和反复引导。如就价值判断而言，小学生较多地停留在“是非对错”的主观判断层面，中学生和大学生则不同，他们更需要“理直气壮”，实现学理、能力和情感等多方面的深化提升。大中小学思政课中华民族共同体意识教学内容的螺旋上升式构建，是不断塑造小中大学生世界观、人生观、价值观的重要途径。

2. It is conducive to perfecting the integrated construction of ideological and political courses across primary, secondary, and tertiary education from the simple to the complex. The integrated construction of ideological and political courses is a means and method that follows the laws of student development, and it is also a process of continuously improving students’ ideological and political quality. Compared with past ideological and political course teaching, “the integrated construction of ideological and political courses across primary, secondary, and tertiary education should emphasize the wholeness of functional positioning, the targeting of goal orientation, the layering of content supply, and the appropriateness of method selection” [11]11 “Thunderbolt-2020” is a nationwide Chinese law enforcement operation launched in 2020 targeting telecommunications and online fraud, particularly involving criminal networks operating from Southeast Asia.. Among these, the integrated construction of teaching content in ideological and political courses is the core of the integrated construction of ideological and political courses. In ideological and political course teaching, teaching content is the foundation for realizing teaching goals and tasks. Lacking scientific and ideological content, ideological and political course teaching would find it difficult to achieve the integrated teaching goals of each stage, let alone realize the effect of ideological and political courses in fostering virtue through education [2]2 The phrase “fostering virtue through education” (立德树人) is a central tenet of Chinese educational policy, emphasizing the cultivation of moral character as the foundation of talent development.. Therefore, promoting the integrated construction of ideological and political courses across primary, secondary, and tertiary education “must adhere to content as king” [12]12 The “Four Histories” (四史) refers to the history of the Chinese Communist Party, the history of New China, the history of reform and opening up, and the history of the development of socialism.. On the one hand, as an important component of the teaching content of ideological and political courses, the spiral-upward construction of teaching content on the sense of community for the Chinese nation is undoubtedly a perfection and supplement to the teaching content of ideological and political courses across primary, secondary, and tertiary education. The spiral-upward construction of teaching content on the sense of community for the Chinese nation not only provides teachers at all levels with the knowledge positioning of textbooks and teaching materials, but also broadens teaching content at multiple levels and in multiple aspects, such as classroom and after-class, activities and practice, and history and the present, offering reliable suggestions on content for teaching the sense of community for the Chinese nation in ideological and political courses across primary, secondary, and tertiary education, thereby enriching and perfecting the overall teaching content of ideological and political courses. On the other hand, the perfection and supplementation of teaching content in ideological and political courses across primary, secondary, and tertiary education is a process of progression from the simple to the complex, layer by layer. The differences in teaching goals and difficulty settings at each stage determine the differences in the quantity of teaching content supplied at different stages. The spiral-upward construction of teaching content in ideological and political courses across primary, secondary, and tertiary education adapts to the requirement of cumulative progression from the simple to the complex in the integrated construction of teaching content in ideological and political courses across primary, secondary, and tertiary education.

2. 有利于由简到繁完善大中小学思政课一体化建设。思政课的一体化建设是遵循学生发展规律的手段和方式，也是不断提高学生思想政治素质的过程。相比于过去的思政课教学，“大中小学思政课一体化建设要注重功能定位的整体性、目标指向的针对性、内容供给的层次性、方法选择的适切性”[11]。其中，思政课教学内容的一体化建设是思政课一体化建设的中心。在思政课教学中，教学内容是教学目标和任务得以实现的基础，缺乏有科学性、思想性的内容，思政课教学就难以实现各阶段的教学一体化目标，更难以发挥思政课的立德树人效果。因此，推进大中小学思政课一体化建设“要坚持内容为王”[12]。一方面，中华民族共同体意识教学内容作为思政课教学内容的重要组成部分，其螺旋上升式构建无疑是对大中小学思政课教学内容的完善和补充。中华民族共同体意识教学内容的螺旋上升式构建不仅为大中小学教师提供了课本教材的知识定位，还拓宽了课堂与课后、活动与实践、历史与当下等多方面多层次的教学内容，为大中小学思政课中华民族共同体意识教学提供了内容上的可靠建议，丰富和完善了思政课整体教学内容。另一方面，大中小学思政课教学内容的完善和补充是一个由简单到复杂、层层递进的过程。各阶段教学目标和教学难度设置的差异性，决定了不同阶段教学内容供给数量上的不同。大中小学思政课教学内容的螺旋上升式构建，就适应了大中小学思政课教学内容一体化建设由简到繁式累积的要求。

3. It is conducive to gathering the mighty force for realizing national rejuvenation by radiating from points to the whole. General Secretary Xi Jinping points out: “To realize the Chinese Dream of the great rejuvenation of the Chinese nation, we must take forging a strong sense of community for the Chinese nation as the main line” [13]13 “Red culture” (红色文化) refers to the cultural heritage and revolutionary traditions associated with the Chinese Communist Party’s revolutionary history. (p. 299). Thought is the guide to action; “once theory grasps the masses, it also becomes a material force” [14]14 “East Data West Computing” (东数西算) is a major national project launched in 2022 to transfer data storage and computing tasks from China’s eastern coastal regions to its western interior, leveraging the latter’s abundant energy and land resources. (p. 11). The sense of community for the Chinese nation is a spiritual force that promotes the consolidation and development of the Chinese national community. Actively cultivating the sense of community for the Chinese nation is conducive to gathering consensus for realizing the Chinese Dream by radiating from points to the whole, and to pooling the mighty force for realizing the Chinese Dream. On the one hand, primary, secondary, and tertiary students are both the objects of education on the sense of community for the Chinese nation and the disseminators of that sense. Dialectical materialism holds that without parts there is no whole, and the function of key parts and their changes can even play a decisive role in the function of the whole. Education on the sense of community for the Chinese nation in ideological and political courses across primary, secondary, and tertiary education is the key to education on the sense of community for the Chinese nation. Through education on the sense of community for the Chinese nation, a large number of primary, secondary, and tertiary students with a sense of community for the Chinese nation are cultivated. They continuously enter society, becoming its main members, forming initial “points.” At the same time, a chain of dissemination linked by school, family, and society is also formed, providing conditions for the expansion of these “points.” In this way, through repeated cycles, the “points” extend toward the “whole” while driving the development of the “whole,” gathering the mighty force of all ethnic groups for realizing the great rejuvenation of the Chinese nation. On the other hand, in the ideological sphere, we also face challenges from Western ideological infiltration and discursive hegemony, such as deliberate slander and smearing of ethnic issues that disregard facts and common sense. Ideological and political courses across primary, secondary, and tertiary education are the main vehicles for disseminating mainstream ideology, and “the sense of community for the Chinese nation is highly compatible in its inherent attributes with China’s mainstream ideology” [15]15 The *Three Character Classic* (《三字经》) is a classic Chinese text for children’s education, composed in the 13th century, consisting of three-character verses that convey Confucian moral principles and historical knowledge.. The spiral-upward construction of teaching content on the sense of community for the Chinese nation in ideological and political courses across primary, secondary, and tertiary education is conducive to primary, secondary, and tertiary students increasingly strengthening their determination and confidence in safeguarding national unity and advancing the building of a strong country from an ideological perspective.

3. 有利于由点带面凝聚实现民族复兴的磅礴力量。习近平总书记指出：“实现中华民族伟大复兴的中国梦，就要以铸牢中华民族共同体意识为主线。”[13]（P299）思想是行动的先导，“理论一经掌握群众，也会变成物质力量”[14]（P11）。中华民族共同体意识是推动中华民族共同体巩固与发展的精神力量，积极培育中华民族共同体意识有利于由点带面凝聚实现中国梦的共识，汇聚实现中国梦的磅礴力量。一方面，大中小学生既是中华民族共同体意识教育的对象，同时也是中华民族共同体意识的传播者。辩证唯物主义认为，没有部分就没有整体，关键部分的功能及其变化甚至对整体的功能起决定性作用。大中小学思政课中华民族共同体意识教育是中华民族共同体意识教育的关键。通过中华民族共同体意识教育，培养了大量具有中华民族共同体意识的大中小学生，他们持续走上社会，成为社会的主要成员，形成初步的“点”。同时，也形成了以学校、家庭和社会为纽带关系的传播链条，为“点”的扩张提供了条件。如此循环往复，“点”在向“面”延伸的同时带动“面”的发展，汇聚起各民族实现中华民族伟大复兴的磅礴力量。另一方面，我们在思想领域还面临着西方意识形态渗透、话语霸权的挑战，如罔顾事实与常识，对民族问题的蓄意污蔑抹黑。大中小学思政课是传播主流意识形态的主要载体，而“中华民族共同体意识与我国主流意识形态内在属性高度契合”[15]。大中小学思政课中华民族共同体意识教学内容的螺旋上升式构建，有利于大中小学生从思想上日益坚定维护民族团结、推进强国建设的决心和信心。

III. Main Principles for the Spiral-Upward Construction of Teaching Content on the Sense of Community for the Chinese Nation in Ideological and Political Courses across Primary, Secondary, and Tertiary Education

三、大中小学思政课中华民族共同体意识教学内容螺旋上升式构建的主要原则

Principles are the criteria on which reasoning and action are based. To realize the spiral-upward construction of teaching content on the sense of community for the Chinese nation in ideological and political courses across primary, secondary, and tertiary education, the following three principles must be adhered to in teaching goals, teaching content, and the teaching process.

原则是说理、行事所依据的准则。要想实现大中小学思政课中华民族共同体意识教学内容的螺旋上升式构建，就要在教学目标、教学内容以及教学过程中坚持以下三个原则。

1. Adhere to the principle of combining overarching goals with stage-specific goals. Teaching goals are the guide for teaching content and also an important basis for formulating teaching content. The primary task of constructing the teaching content on the sense of community for the Chinese nation in a spiral-upward manner is to properly handle the relationship between overarching goals and stage-specific goals. Overarching goals guide the formulation of stage-specific goals, and stage-specific goals serve the overarching goals. The teaching of the sense of community for the Chinese nation in ideological and political theory courses across primary, secondary, and tertiary education lasts a long time. During the teaching process, problems such as unclear teaching direction and regional differences in teaching goals may inevitably arise. The design of overarching goals and stage-specific goals helps to clarify the direction and unify standards. On the one hand, the overarching goals must be clarified. From the perspective of ideological and political theory courses, the fundamental task and ultimate purpose of these courses across primary, secondary, and tertiary education are the same, namely, fostering virtue and nurturing talent (立德树人), "striving to cultivate new generations capable of shouldering the great task of national rejuvenation, and to cultivate socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise" [16]16 *Disciple Rules* (《弟子规》) is a Qing dynasty text based on Confucian teachings, outlining proper behavior and filial piety for children.. [3]3 The phrase "fostering virtue and nurturing talent" (立德树人) is a central educational principle in China, emphasizing moral education as the foundation for cultivating talent. Therefore, cultivating new generations with a sense of community for the Chinese nation who can shoulder the great task of national rejuvenation is the overarching goal of teaching the sense of community for the Chinese nation in ideological and political theory courses across primary, secondary, and tertiary education. According to the three-dimensional goals, these can be divided into: knowledge goals, grasping the connotation of the sense of community for the Chinese nation; ability goals, forming the ability to promote the construction of the Chinese national community and to forge and strengthen the sense of community for the Chinese nation among oneself and the surrounding masses; and emotional-attitude-values goals, establishing a sense of community for the Chinese nation targeting the "Five Identifications" [4]4 The "Five Identifications" (五个认同) refer to identification with the great motherland, the Chinese nation, Chinese culture, the Communist Party of China, and socialism with Chinese characteristics. and forming a sense of mission and responsibility to strive for the great rejuvenation of the Chinese nation. On the other hand, stage-specific goals must be clarified. Based on the cognitive characteristics and laws of students at different stages, the stage-specific goals for teaching the sense of community for the Chinese nation in ideological and political theory courses across primary, secondary, and tertiary education can be set as follows: at the primary school stage, focus on guiding students to form emotions such as loving themselves, their families, and their country, enlightening moral emotions and the construction of basic values, while also allowing students to initially perceive images and symbols such as the Chinese nation, Chinese culture, and the Chinese spirit, remember that they are members of the Chinese nation, and initially establish the awareness that all ethnic groups are one family; at the secondary school stage, focus on cultivating feelings for the Party, the country, and the nation, understanding the concept of the Chinese national community, grasping the essence and connotation of the sense of community for the Chinese nation, and further forming the "Five Identifications" consciousness; at the university stage, take deepening the understanding of the connotation and extension of the sense of community for the Chinese nation as the knowledge goal, take living in harmony with people of all ethnic groups, promoting ethnic unity, and thereby advancing the construction of the Chinese national community as the ability goal, and take establishing correct views of the country, history, ethnicity, culture, and religion as the emotional-attitude-values goal.

1. 坚持顶层目标与阶段性目标相结合原则。教学目标是教学内容的先导，也是教学内容制定的重要依据。螺旋上升式构建中华民族共同体意识教学内容的首要任务便是处理好顶层目标与阶段性目标的关系。顶层目标引领阶段性目标的制定，阶段性目标为顶层目标服务。大中小学思政课中华民族共同体意识教学持续时间长，在教学过程中难免会出现教学方向不够明确、教学目标存在地区差异等问题，而顶层目标和阶段性目标的设计有利于明确方向、统一标准。一方面，要明确顶层目标。从思政课角度来说，大中小学思政课的根本任务、最终目的都是相同的，即立德树人，“努力培养担当民族复兴大任的时代新人，培养德智体美劳全面发展的社会主义建设者和接班人”[16]。是以培养具有中华民族共同体意识、能够担当民族复兴大任的时代新人，便是大中小学思政课中华民族共同体意识教学的顶层目标。根据三维目标的不同可分为：知识目标，把握中华民族共同体意识内涵；能力目标，形成推动中华民族共同体建设、铸牢自身及周围群众中华民族共同体意识的能力；情感态度价值观目标，树立以“五个认同”为目标的中华民族共同体意识，形成为中华民族伟大复兴而奋斗的使命担当。另一方面，要明确阶段性目标。依据不同阶段学生的认知特点和规律，大中小学思政课中华民族共同体意识教学的阶段性目标可设置为：小学阶段，重在引导学生形成爱自己、爱家庭、爱国家等情感，启蒙道德情感和基本价值观的构建，同时让学生初步感知中华民族、中华文化和中华精神等形象和符号，牢记自己是中华民族的一员，初步树立民族团结一家亲意识；中学阶段，重在党、国家、民族情怀的培养，理解中华民族共同体概念，了解中华民族共同体意识的本质和内涵，进一步形成“五个认同”意识；大学阶段，以深化对中华民族共同体意识内涵及外延的理解为知识目标，以与各民族人民和谐共处、促进民族团结进而推动中华民族共同体构建为能力目标，以树立正确的国家观、历史观、民族观、文化观、宗教观为情感态度价值观目标。

2. Adhere to the principle of combining completeness with coherence. Teaching content is the core of the spiral-upward construction of teaching content on the sense of community for the Chinese nation. The integrated teaching of the sense of community for the Chinese nation determines the principle of completeness of its teaching content, while the spiral-upward construction method determines the principle of coherence of its teaching content. The completeness of content provides the possibility for the coherence of content, and the completeness of content is inseparable from the coherence of content at each stage. The combination of the two helps to solve problems such as incomplete teaching content and disconnection of teaching content between different stages. On the one hand, the principle of completeness of teaching content must be adhered to. Complete content is formulated based on and serves the overarching goals and stage-specific goals. This requires that teaching content not only cover all aspects of the sense of community for the Chinese nation horizontally, such as its conceptual origin, connotation formation, and extension connections, but also explain it from different depths vertically to meet the cognitive development needs of students at different stages, thereby achieving better teaching effects. That is to say, the collection of teaching content on the sense of community for the Chinese nation in ideological and political theory courses across primary, secondary, and tertiary education must include multiple aspects such as the connotation and extension of the sense of community for the Chinese nation. On the other hand, the principle of coherence of teaching content must be adhered to. Connections are conditional; unrelated parts cannot be strung together into a whole. This requires that the teaching content at each stage must have obvious knowledge connection points that can echo each other from front to back. For example, the second unit of the high school course *Politics and the Rule of Law* elaborates on the basis, content, and significance of the system of regional ethnic autonomy. For students to deeply understand the multiple roles of the system of regional ethnic autonomy, they need to have recognized it in their earlier studies. In the junior high school course *Ethics and the Rule of Law*, there is an introduction to the relevant content that the system of regional ethnic autonomy is a basic political system of our country. The coherence of content simultaneously brings about the echoing of the three-dimensional teaching goals—knowledge, ability, and emotional-attitude-values—which is conducive to closely linking each educational stage, organically connecting them to jointly serve the overarching goals.

2. 坚持完整性和衔接性相结合原则。教学内容是中华民族共同体意识教学内容螺旋上升式构建的核心，中华民族共同体意识的一体化教学确定了其教学内容的完整性原则，螺旋上升式的建构方式决定了其教学内容的衔接性原则。内容的完整性为内容的衔接提供了可能，内容的完整性离不开各阶段内容的衔接性，二者的结合有利于解决教学内容残缺以及不同阶段教学内容脱节的问题。一方面，要坚持教学内容的完整性原则。完整性内容是以顶层目标和阶段性目标为制定依据又为其服务的，这就要求教学内容不仅要在横向上涉及中华民族共同体意识的各个方面，如概念起源、内涵形成、外延联系等，还应在纵向上从不同深度对其进行解释，以满足不同阶段学生的认知发展需求，从而达到更优的教学效果。这即是说，大中小学思政课中华民族共同体意识教学内容的集合必须包括中华民族共同体意识的内涵、外延等多方面内容。另一方面，要坚持教学内容的衔接性原则。联系具有条件性，毫无关联的部分无法串联成一个整体。这要求各阶段教学内容必须有明显的知识衔接点，能够前后呼应。例如，高中阶段《政治与法治》的第二单元详细阐述了民族区域自治制度制定的依据、内容、意义，要让学生深入了解民族区域自治制度的多方面作用，就需要学生在前期的学习中对其加以认知。而在初中阶段《道德与法治》中就有民族区域自治制度是我国一项基本政治制度的相关内容介绍。内容的衔接同时带来了三维教学目标即知识、能力、情感态度价值观的呼应，有利于密切各学段的联系，把各学段有机串联起来共同为顶层目标服务。

3. Adhere to the principle of combining progressiveness with continuity. The principle of progressiveness addresses the issue of the span of teaching difficulty settings at different stages, while the principle of continuity addresses the issue of fragmentation in the teaching process. The two are like the relationship of crossing steps. If the span between adjacent steps is set too large or the steps are crisscrossed, it is not conducive to crossing the steps. Only the combination of the two can form a stable, orderly, step-by-step teaching process, promoting the spiral-upward construction of teaching content on the sense of community for the Chinese nation. On the one hand, the principle of progressiveness in the teaching process must be adhered to. The principle of progressiveness includes two characteristics: ascendancy and "rule-following." Ascendancy refers to the increase in teaching difficulty. Since human cognition is not constant but is constantly developing, the complexity and depth of teaching content settings must also increase as students' learning stages advance. The rule-following characteristic means that the increase in teaching depth and difficulty at each stage should neither differ too greatly nor be excessively slow, but should be a progression that conforms to the rate of students' cognitive development. This requires that the difficulty of teaching the sense of community for the Chinese nation in ideological and political theory courses across primary, secondary, and tertiary education (including teaching goals, teaching content, and teaching methods) rise slowly in a hierarchical manner along with students' cognitive development. On the other hand, the principle of continuity in the teaching process must be adhered to. It means that the teaching process of ideological and political theory courses across primary, secondary, and tertiary education should be an organically integrated whole rather than mutually separated independent segments. At present, the teaching process of ideological and political theory courses across primary, secondary, and tertiary education has problems such as mutual fragmentation and single, repetitive teaching methods. The degree of continuity in the teaching process at each stage is not high, making it difficult to achieve the progressive goal of the overall teaching process. This requires that, horizontally, the synergy of the teaching process at each stage be strengthened, and the connection of the teaching process at each stage be enhanced by promoting exchanges among ideological and political theory course teachers and co-building and sharing teaching carriers for these courses, forming an organically connected whole; vertically, the diversity of teaching methods should be enriched. The principle of continuity in the teaching process by no means refers to using a specific teaching method throughout ideological and political theory courses across primary, secondary, and tertiary education, but rather requires the mutual coordination and simultaneous advancement of multiple teaching methods. The specific manifestations at each stage of primary, secondary, and tertiary education are: at the primary school stage, focus on practice, emphasizing activity-based teaching and visit-based teaching; at the secondary school stage, focus on knowledge and theoretical learning, emphasizing classroom lectures, case-based teaching, and situational teaching; at the university stage, focus on heuristic teaching and the construction of student subjectivity, emphasizing thematic teaching, inquiry-based teaching, and practice-based teaching.

3. 坚持递进性和贯通性相结合原则。递进性原则针对的是不同阶段教学难度设置的跨度问题，贯通性原则针对的是教学过程的零散化问题。二者好比是跨越阶梯的关系，相邻台阶跨度设置过大或台阶的纵横交错都不利于台阶的跨越，唯有二者的结合才能形成层次稳定、井井有条的阶梯式教学过程，推动中华民族共同体意识教学内容的螺旋上升式构建。一方面，要坚持教学过程的递进性原则。递进性原则包含两个特征，上升性和“依规性”。上升性指教学难度的上升，由于人的认知并非恒定不变而是在一直发展的，因此，教学内容设置的复杂度和深度也必须随着学生学习阶段的前进而上升。依规性特征指各阶段教学深度和难度的上升既不宜相差过大，也不能过度缓慢，而应是符合学生认知发展速率的递进。这要求大中小学思政课中华民族共同体意识教学（包括教学目标、教学内容、教学方法）难度随学生认知发展有层次性地缓慢上升。另一方面，要坚持教学过程的贯通性原则。它是指大中小学思政课教学过程应是有机结合的整体而非相互分离的独立片段。现阶段大中小学思政课教学过程存在相互割裂、教学方法单一重复等问题，各阶段教学过程的贯通度不高，导致整体教学过程的递进性目标难以实现。这要求在教学过程中，从横向上加强各阶段教学过程的协同性，通过促进思政课教师之间交流、共建共享思政课教学载体等方式加强各阶段教学过程的联系，形成有机贯通整体；从纵向上丰富教学方法的多样性，教学过程的贯通性原则绝不是指以某种特定教学方法贯穿大中小学思政课教学，而是要求多种教学方法相互配合、齐头并进。在大中小学各阶段具体表现为：小学阶段，以实践环节为主，重活动教学、参观教学；中学阶段，以知识理论学习为主，重课堂讲授、案例教学、情境教学；大学阶段，以启发式教学和学生主体性构建为主，重专题教学、探究教学、实践教学。

IV. Main Pathways for the Spiral-Upward Construction of Teaching Content on the Sense of Community for the Chinese Nation in Ideological and Political Theory Courses across Primary, Secondary, and Tertiary Education

四、大中小学思政课中华民族共同体意识教学内容螺旋上升式构建的主要路径

General Secretary Xi Jinping emphasized, "The key to running ideological and political theory courses well lies in the teachers, and in giving full play to the teachers' enthusiasm, initiative, and creativity" [17]17 “Two-faced people” (两面人) is a term in Chinese political discourse referring to individuals who publicly profess loyalty to the Party and its policies while privately opposing or undermining them.. [5]5 This quotation is from Xi Jinping's speech at a symposium for teachers of ideological and political theory courses in schools, held on March 18, 2019. This requires that teachers of ideological and political theory courses take General Secretary Xi Jinping's thought on strengthening and improving ethnic work as their fundamental guide, develop more teaching resources to enrich the teaching content at each stage, and employ more teaching methods to drive the teaching content into students' minds.

习近平总书记强调，“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”[17]。这要求思政课教师以习近平总书记加强和改进民族工作的思想为根本遵循，开拓更多教学资源丰富各阶段教学内容，运用更多的教学手段推动教学内容进学生头脑。

1. The spiral-upward construction of the political community consciousness of the Chinese nation. The primary-school stage focuses on guiding students to form feelings of love for the country, the Party, and socialism. When teaching relevant content, teachers can tell students historical stories of the Party leading the people of all ethnic groups to stand up, become prosperous, and grow strong; they can also use commemorative days to take students to visit museums, memorial halls, and martyrs’ cemeteries, organize patriotic-themed activities such as handwritten newspapers, essay writing, and recitation, and have students watch patriotic films such as *The Chicken-Headed Letter* [6]6 *The Chicken-Headed Letter* (《鸡毛信》) is a classic Chinese children’s film from 1954 about a young shepherd boy who helps deliver an urgent message to the Eighth Route Army during the War of Resistance Against Japan., *Tunnel Warfare* [7]7 *Tunnel Warfare* (《地道战》) is a 1965 Chinese war film depicting the use of tunnel networks by Chinese civilians and militia to fight the Japanese invaders., *Guerrillas on the Plain* [8]8 *Guerrillas on the Plain* (《平原游击队》) is a 1955 Chinese film about a guerrilla unit operating in the North China Plain during the War of Resistance Against Japan., and *On the Xing’an Ridge* [9]9 *On the Xing’an Ridge* (《兴安岭上》) is a 2021 Chinese film about the鄂伦春 (Oroqen) ethnic group and their involvement in the War of Resistance Against Japan in the Greater Xing’an Mountains region. and write and share viewing reflections in class, thereby enhancing students’ feelings of love for the Party and the country. The secondary-school stage emphasizes theoretical knowledge learning. When teaching relevant content, teachers can, in connection with “National Security Day,” introduce cases such as the “Liaoning Ship Leak Incident” [10]10 The “Liaoning Ship Leak Incident” refers to a 2013 case where a Chinese naval officer was convicted of leaking classified information about the aircraft carrier Liaoning to foreign intelligence agencies. and the “Thunderbolt-2020” special operation [11]11 “Thunderbolt-2020” is a nationwide Chinese law enforcement operation launched in 2020 targeting telecommunications and online fraud, particularly involving criminal networks operating from Southeast Asia., guiding students to deepen their understanding of the concept of the nation from the perspectives of national interests and national security; they can guide students to understand the Chinese Communist Party’s people-centered commitment from the implementation of the poverty alleviation strategy and the rural revitalization strategy; they can also have students independently collect current political hot topics, take turns giving current affairs reports in class, guide students to pay attention to reality, and, through analysis of specific cases, clarify the leading core role of the Chinese Communist Party, gradually forming political identification.

1. 中华民族政治共同体意识的螺旋上升式构建。小学阶段重在引导学生形成爱国家、爱党、爱社会主义的情感。教师在讲授相关内容时可给学生讲述党领导全国各族人民站起来、富起来、强起来的历史故事，也可利用纪念日带领学生参观博物馆、纪念馆、烈士陵园，举办以爱国为主题的手抄报、征文、朗诵等活动，让学生观看《鸡毛信》《地道战》《平原游击队》《兴安岭上》等爱国主题电影并撰写观后感在班级分享，增进学生爱党、爱国情感。中学阶段重理论知识学习。教师在讲授相关内容时，可结合“国家安全日”引出“辽宁舰泄密事件”“迅雷-2020”专项行动等案例，引导学生从国家利益、国家安全角度深化对国家概念的认识；可引导学生从实施脱贫攻坚战略和乡村振兴战略中理解中国共产党的人民情怀；可让学生自主收集时政热点话题，在课堂上轮流进行时政播报，引导学生关注现实，在对具体案例的分析中明确中国共产党的领导核心地位，逐步形成政治认同。

The university stage focuses on the cultivation of the political community consciousness of the Chinese nation. In teaching specific content: first, attention should be paid to grasping the formation process of political community consciousness from history, promoting students’ formation of the political community consciousness of the Chinese nation through historical identification. General Secretary Xi Jinping pointed out: “In the century-long struggle, the blood of people of all ethnic groups flowed together, their hearts gathered together, the community consciousness was unprecedentedly strengthened, and the Chinese nation achieved a great transformation from a state of being-in-itself to being-for-itself.” [18]18 The term “阻击战” (blocking action) refers to a defensive military-style operation; here it is used metaphorically to describe the comprehensive, multi-layered containment strategy against the pandemic. (P6) The political community consciousness of the Chinese nation was formed in the long historical process of the Chinese nation throwing off humiliation and striving for national independence and national liberation. On the one hand, teachers can have students read books on the “Four Histories” [12]12 The “Four Histories” (四史) refers to the history of the Chinese Communist Party, the history of New China, the history of reform and opening up, and the history of the development of socialism., play Party history-related documentaries and film and television works, etc., guiding students to deepen their understanding of the formation and development process of the Chinese national community consciousness from the history of the War of Resistance. On the other hand, teachers can strengthen the practical component, deepening students’ knowledge of Party history through practice. For example, organize students to form campus red culture [13]13 “Red culture” (红色文化) refers to the cultural heritage and revolutionary traditions associated with the Chinese Communist Party’s revolutionary history. propaganda teams, organize students to conduct visits and investigations of red resource bases, organize students to have dialogues and exchanges with older-generation Party members, and so on. Second, attention should be paid to guiding students to understand “why the Chinese Communist Party can do it, and why socialism with Chinese characteristics is good” from their cognition of the scientific truth of Marxism. Teachers can encourage students to read classic works such as *The Communist Manifesto*, *The State and Revolution*, and *On Protracted War*, list them as required reading for ideological and political courses and explain and analyze them in class, allowing students to gain a deeper understanding of the principles and characteristics of the Chinese Communist Party as a Marxist political party, to understand the original aspiration and founding mission of the Chinese Communist Party, and thus to strengthen their political identification while forming an identification with the truth.

大学阶段注重对中华民族政治共同体意识的养成教育。在具体内容的讲授中：一要注重从历史中把握政治共同体意识的形成过程，促进学生在历史认同中形成中华民族政治共同体意识。习近平总书记指出：“在百年抗争中，各族人民血流到了一起、心聚在了一起，共同体意识空前增强，中华民族实现了从自在到自觉的伟大转变。”[18]（P6）中华民族政治共同体意识是在中华民族摆脱屈辱、争取民族独立和民族解放的历史长河中形成的。一方面，教师可让学生阅读“四史”书籍、播放党史相关纪录片和影视作品等，引导学生从抗战史中深化对中华民族共同体意识形成和发展过程的认识。另一方面，教师可强化实践环节，在实践中加深学生的党史认知。如组织学生成立校园红色文化宣讲团，组织学生进行红色资源基地走访考察，组织学生与老一辈党员对话交流等等。二要注重引导学生从对马克思主义科学真理的认知中理解“中国共产党为什么能，中国特色社会主义为什么好”。教师可鼓励学生阅读《共产党宣言》《国家与革命》《论持久战》等经典著作，将其列为思政课必读书目并在课堂上进行讲解分析，让学生更深入地了解中国共产党作为马克思主义政党的原则和特征，理解中国共产党的初心使命，从而在形成对真理的认同中坚定政治认同。

2. The spiral-upward construction of the economic community consciousness of the Chinese nation. The primary-school stage uses activities as a vehicle, focusing on students’ perceptual understanding of the economic community consciousness of the Chinese nation. When teaching relevant content, teachers can hold discussion and exchange meetings on ethnic cuisines and ethnic costumes, sparking students’ interest in ethnic products such as Xinjiang milk, Xinjiang cotton, Yunnan flower cakes, Mongolian robes, and Mongolian yurts; they can take students on field trips to surrounding ethnic minority industries, such as Lanzhou pulled noodle shops and ethnic costume specialty stores, encourage students to include ethnic regions on their travel lists, and let students personally experience the economic exchanges between various ethnic groups, forming a preliminary impression of the economic community consciousness of the Chinese nation. The secondary-school stage emphasizes theoretical knowledge learning. Teachers can use concepts such as commodities, labor, capital, and technology from the textbooks to lead students to investigate the phenomena of ethnic economic exchange from multiple perspectives, initially forming a rational understanding of the Chinese national community consciousness; they can start from the textbook to guide students to understand the consistency of the Chinese nation’s economic goals, jointly building a strong socialist economic country; they can also combine current affairs to guide students to understand the economic community formed by the Chinese nation in the economic field through the specific implementation of major projects such as “West-East Electricity Transmission,” “West-East Gas Transmission,” and “East Data West Computing” [14]14 “East Data West Computing” (东数西算) is a major national project launched in 2022 to transfer data storage and computing tasks from China’s eastern coastal regions to its western interior, leveraging the latter’s abundant energy and land resources., thereby gradually forming the economic community consciousness of the Chinese nation.

2. 中华民族经济共同体意识的螺旋上升式构建。小学阶段以活动为载体，注重学生对中华民族经济共同体意识的感性认识。教师在讲授相关内容时，可举办关于民族美食、民族服饰的讨论交流会，引发学生对民族产品如新疆奶、新疆棉、云南鲜花饼、蒙古袍、蒙古包的兴趣；可带领学生于周边少数民族产业如兰州拉面馆、民族服饰专卖店等实地考察学习，鼓励学生将民族地区列入旅游清单，让学生亲身感受各民族之间的经济往来，形成对中华民族经济共同体意识的初步印象。中学阶段重理论知识学习，教师可借助教材中的商品、劳动力、资本、技术等概念，带领学生多方面考察民族经济交往现象，初步形成对中华民族共同体意识的理性认识；可从教材出发，引导学生理解中华民族在经济奋斗目标上的一致性，共同建设社会主义经济强国；还可结合时政，引导学生从“西电东送”“西气东输”“东数西算”等重大工程的具体实施中，理解中华民族在经济领域所形成的经济共同体，从而逐步形成中华民族经济共同体意识。

The university stage focuses on a systematic account of the causes and development process of the formation of the economic community consciousness of the Chinese nation. First, teachers can, in connection with relevant content and classic works, guide students to analyze the causes of the formation of the Chinese national economic community from the perspective of historical materialism. Marx pointed out, “The relations of different nations among themselves depend upon the extent to which each has developed its productive forces, the division of labor and internal intercourse.” [19] (P520) The emergence of the division of labor refined the forms of labor, while simultaneously expanding the degree of socialization of production, linking people of various regions and ethnic groups together. The spontaneous formation of an economic community by people of all ethnic groups in pursuit of survival and development marks the initial formation of the Chinese national economic community. Second, teachers can start from the history of New China and the history of reform and opening up to explore the development process of the Chinese national economic community together with students. Since reform and opening up, China’s economy has achieved rapid development, but the problem of uneven economic development between regions still exists. The level of economic development in some ethnic minority areas lags behind the overall development level, and the poverty rate and degree of poverty are relatively significant. Since the 18th National Congress of the CPC, our Party has formulated a series of strategies tailored to the unique regional characteristics, ethnic features, and ecological environment of ethnic areas, achieving great accomplishments and driving the economic development of these areas. The victory in the battle against poverty is the result of the joint efforts of the Chinese Communist Party leading the masses of all ethnic groups. It is an important step for the Chinese nation towards the great rejuvenation of the Chinese nation and the Chinese Dream. It has brought the economies of all ethnic groups into closer integration, gradually forming a more cohesive Chinese national economic community.

大学阶段注重对中华民族经济共同体意识形成原因和发展过程的系统讲述。第一，教师可结合相关内容，联系经典著作，引导学生从唯物史观角度分析中华民族经济共同体的形成原因。马克思指出，“各民族之间的相互关系取决于每一个民族的生产力、分工和内部交往的发展程度”[19]（P520）。分工的出现细化了劳动形式，同时扩大了生产的社会化程度，使各个地区、各个民族的人民联系在一起，各民族人民为谋求生存和发展而自发形成经济关系上的共同体标志着中华民族经济共同体的初步形成。第二，教师可从新中国史、改革开放史出发，与学生一同探究中华民族经济共同体的发展过程。改革开放以来，我国经济实现了快速发展，但是地区与地区间的经济发展不平衡问题仍然存在，一些少数民族地区的经济发展水平落后于整体发展水平，贫困率和贫困程度相对显著。党的十八大以来，我们党针对民族地区特有的地域特点、民族特色、生态环境特点等制定了一系列战略并取得伟大成就，带动了民族地区的经济发展。脱贫攻坚战的胜利，就是中国共产党带领各族群众共同努力的结果，是中华民族朝着伟大复兴中国梦跨越的重要一步，它使各民族的经济更紧密地交融在一起，逐步形成了一个更具凝聚力的中华民族经济共同体。

3. The spiral-upward construction of the cultural community consciousness of the Chinese nation. The primary-school stage is mainly activity-based. When teaching relevant chapters, teachers can have students use open activities such as drawing, singing, and role-playing to display the different customs, religious beliefs, and ethnic festivals of various ethnic groups, allowing students to recognize the differences between different ethnic cultures and the diversity of Chinese national culture; they can also organize fun activities such as imitating and learning ethnic dances and celebrating small-scale ethnic festivals, allowing students to experience the diversity of different ethnic cultures; they can also hold recitation competitions of classic Chinese poetry and prose, such as the *Three Character Classic* [15]15 The *Three Character Classic* (《三字经》) is a classic Chinese text for children’s education, composed in the 13th century, consisting of three-character verses that convey Confucian moral principles and historical knowledge., *Disciple Rules* [16]16 *Disciple Rules* (《弟子规》) is a Qing dynasty text based on Confucian teachings, outlining proper behavior and filial piety for children., and Tang and Song poetry and Yuan opera, allowing students to initially form an appreciation for excellent traditional Chinese culture. The secondary-school stage is mainly about imparting theoretical knowledge, focusing on guiding students to initially understand the connotation of the cultural community consciousness of the Chinese nation in the process of learning theoretical knowledge. Specifically, teachers can use traditional Chinese virtues, the national spirit, and core socialist values as knowledge carriers to guide students to understand “what Chinese culture is,” and on the basis of understanding the connotation, characteristics, and functions of culture, form cultural confidence in Chinese culture; they can also combine historical and current hot topics to guide students to reflect on the connotations of the spirit of the War of Resistance, the spirit of the Long March, etc., and the historical inevitability of their formation, thereby forming a preliminary understanding of the spiritual power of culture.

3. 中华民族文化共同体意识的螺旋上升式构建。小学阶段以活动为主，教师在讲授相关章节时可让学生以绘画、唱歌、角色扮演等开放性活动方式展示各民族不同的风俗习惯、宗教信仰、民族节日，让学生认识到不同民族文化的差异性以及中华民族文化的多样性；也可组织民族舞蹈模仿学习、小型民族节日庆祝等趣味性活动，让学生体验不同民族文化的多样性；还可开展《三字经》《弟子规》和唐诗宋词元曲等中华经典诗文背诵比赛，让学生初步形成对中华优秀传统文化的认可。中学阶段以理论知识传授为主，注重引导学生在学习理论知识的过程中初步理解中华民族文化共同体意识的内涵。具体而言，教师可以中华传统美德、民族精神和社会主义核心价值观为知识载体引导学生了解“中华文化是什么”，在了解文化内涵、特点和作用的基础上，形成对中华文化的文化自信；也可结合历史和现实热点，引导学生思考抗战精神、长征精神等的内涵及其形成的历史必然性，从中形成对文化的精神力量的初步认识。

The tertiary stage focuses on guiding students to strengthen their sense of Chinese cultural community by deepening their identification with Chinese culture. First, grasp the dialectical relationship between Chinese culture and the cultures of the Chinese nation’s various ethnic groups. General Secretary Xi Jinping points out: “The fine traditional cultures of all ethnic groups are components of Chinese culture; Chinese culture is the trunk, and the cultures of each ethnic group are the branches and leaves; only when the roots are deep and the trunk strong can the branches be lush and the leaves abundant.”[20](P246) On the one hand, commonality resides within difference; without difference, there would be no premise or carrier for the existence of commonality. The diversity of the cultures of each ethnic group is an important driving force for the development of Chinese culture; without the differences among the cultures of each ethnic group, Chinese culture would find it difficult to continue moving forward. On the other hand, commonality is the direction for the existence and development of difference; the cultures of each ethnic group need to be presented through Chinese culture, and the development of the cultures of each ethnic group must adhere to the direction of the development of socialist culture with Chinese characteristics, continuously adding luster and impetus to Chinese culture. Second, guide students to deepen their study and understanding of fine traditional Chinese culture, revolutionary culture, and advanced socialist culture. Teachers can recommend that students read classics of fine traditional Chinese culture as well as classic texts of Sinicized Marxism, design thought-provoking questions, and employ methods such as discussion, debate, and speech to deepen students’ knowledge accumulation and value shaping, enhance their cultural identification, and strengthen their cultural confidence. Third, emphasize practical teaching segments to cultivate students’ ability to distinguish right from wrong. For example, organize dedicated discussions on Western distortions and slanders of China’s ethnic affairs, guiding students to recognize the true face of Western “double standards” and “two-faced people,”[17]17 “Two-faced people” (两面人) is a term in Chinese political discourse referring to individuals who publicly profess loyalty to the Party and its policies while privately opposing or undermining them. and to view ethnic, religious, and cultural issues with dialectical thinking.

大学阶段注重引导学生在深化中华文化认同中强化中华民族文化共同体意识。第一，把握中华文化和中华民族文化的辩证关系。习近平总书记指出：“各民族优秀传统文化都是中华文化的组成部分，中华文化是主干，各民族文化是枝叶，根深干壮才能枝繁叶茂。”[20]（P246）一方面，共同性寓于差异性之中，没有差异性也就没有共同性存在的前提和载体，各民族文化的多样性是中华文化发展的重要动力，没有了各民族文化的差异性，中华文化就难以继续向前发展；另一方面，共同性是差异性存在和发展的方向，各民族文化需要通过中华文化呈现出来，各民族文化的发展要坚持中国特色社会主义文化的发展方向，不断给中华文化增添光彩和动力。第二，引导学生深化对中华优秀传统文化、革命文化、社会主义先进文化的学习领会。教师可以推荐学生阅读中华优秀传统文化典籍以及中国化马克思主义经典文本，设计思考题，运用讨论、辩论、演讲等方式，深化学生的知识积累和价值观塑造，增进学生的文化认同，坚定学生的文化自信。第三，注重实践教学环节，培养学生明辨是非的能力。如针对西方歪曲、抹黑我国民族事务的言论展开专门讨论，引导学生认识到西方“双标”“两面人”的本来面目，用辩证思维看待民族宗教文化。

4. The Spiral-Upward Construction of the Sense of Community of Shared Destiny for the Chinese Nation. At the primary stage, enrich teaching content with activities, actively guiding students to form a collective consciousness and collective concepts, thereby laying an ideological foundation for the formation of a sense of community. Teachers can guide students to actively discuss and formulate class rules and class agreements in the classroom, hold chorus performances, collective theatrical performances, etc., allowing students to integrate into the collective, experience the superiority of the collective’s existence, and develop a sense of belonging to the class. They can also have students watch inspirational short videos like “The Power of the Team” and tell the story of “a single chopstick is easy to break, but ten chopsticks bundled together are unbreakable,” enabling students to recognize that unity is strength. At the secondary stage, focus primarily on teaching theoretical knowledge, guiding students to gain an initial understanding of the sense of community of shared destiny for the Chinese nation through the study of theoretical knowledge. In specific teaching, on the basis of guiding students to learn the concept of a community of shared destiny in the textbook, teachers can combine this with the vivid practice of the Communist Party of China leading the people of all ethnic groups across the country in waging the people’s war, the overall war, and the阻击战[18]18 The term “阻击战” (blocking action) refers to a defensive military-style operation; here it is used metaphorically to describe the comprehensive, multi-layered containment strategy against the pandemic. against the COVID-19 pandemic, helping students recognize the necessity and importance of forming a sense of community of shared destiny for the Chinese nation. The COVID-19 pandemic was not an enemy of a single city or a single ethnic group, but a common enemy of the Chinese nation and all of humanity. In the face of this battle, the Chinese nation coalesced into a whole, fully demonstrating its powerful cohesion and centripetal force, and revealing the community relationship of the Chinese nation in which it shares destiny and life-and-death in the face of crises and challenges.

4. 中华民族命运共同体意识的螺旋上升式构建。小学阶段以活动充实教学内容，积极引导学生形成集体意识和集体观念，为共同体意识的形成打下思想基础。教师可以引导学生在课堂上积极讨论制定班规、班约，举办合唱、集体剧目表演等，让学生融入集体，体会到集体存在的优越性，产生对班级的归属感；也可让学生观看励志小短片《团队的力量》、讲述“一根筷子易折断、十双筷子折不断”的故事，让学生认识到团结就是力量。中学阶段以理论知识讲授为主，注重引导学生从对理论知识的学习中初步理解中华民族命运共同体意识。在具体教学中，教师可在引导学生学习教材中命运共同体概念的基础上，结合中国共产党带领全国各族人民开展抗击新冠肺炎疫情人民战争、总体战、阻击战的生动实践，帮助学生认识到形成中华民族命运共同体意识的必要性和重要性。新冠肺炎疫情不是单个城市、单个民族，而是中华民族乃至全人类共同的敌人。在这场战役面前，中华民族凝聚成了一个整体，充分彰显了强大的凝聚力和向心力，展现了中华民族在危机和挑战面前命运与共、生死与共的共同体关系。

The tertiary stage focuses on cultivating students’ ability to deeply grasp the sense of community of shared destiny for the Chinese nation using the Marxist stance, viewpoint, and method. First, ideological-political course teachers in tertiary institutions can use the concept of an “association” to help students deeply understand the connotation of the community of shared destiny for the Chinese nation. Marx proposed that communist society “will be an association in which the free development of each is the condition for the free development of all.”[21](P1-2) The concept of “association” here is Marx’s preliminary elaboration on communism, indicating that communist society is a society of immense material abundance and the free and comprehensive development of each individual; this is also the goal and direction of building a community of shared destiny for the Chinese nation. Second, the essence of the sense of community of shared destiny for the Chinese nation is a spiritual existence. To understand the necessity of cultivating this sense, one must first understand the active role of spirit. Ideological-political course teachers can “discuss history and evaluate the present,” explaining that the sense of community of shared destiny for the Chinese nation originates from the Chinese nation’s more than five thousand years of practical struggle. As a truth-based understanding tested by thousands of years of Chinese practice, it plays an important role in building the Chinese national community and advancing Chinese-path modernization. Third, ideological-political course teachers can help students understand and learn about the regions where various ethnic groups live by organizing activities such as watching videos, giving speeches, and conducting field research in areas inhabited by ethnic minorities. They can also organize exchange meetings between Han and minority ethnic teachers and students on campus, and through activities such as visiting ethnic enclaves and ethnic museums, stimulate students’ sentiment of “the Chinese nation is one family, working together with one heart to realize the Chinese Dream,” prompting students to consciously shoulder the heavy responsibility of forging a strong sense of community of shared destiny for the Chinese nation.

大学阶段重在培养学生用马克思主义立场观点方法深入把握中华民族命运共同体意识。第一，高校思政课教师可以通过“联合体”的概念帮助学生深入理解中华民族命运共同体的内涵。马克思提出，共产主义社会“将是这样一个联合体，在那里，每个人的自由发展是一切人的自由发展的条件”[21]（P1-2）。这里的“联合体”概念是马克思关于共产主义的初步阐述，说明共产主义社会是一个物质资料极大丰富、每个人自由全面发展的社会，这也是构建中华民族命运共同体的目标和方向。第二，中华民族命运共同体意识的本质是精神的存在，要理解培养中华民族命运共同体意识的必要性，首先就要理解精神的能动作用。思政课教师可以“谈史论今”，说明中华民族命运共同体意识来源于中华民族五千多年的奋斗实践。作为中华民族几千年来的实践检验出来的真理性认识，它对我们构建中华民族共同体、推动中国式现代化具有重要作用。第三，思政课教师可通过组织学生观看视频、演讲、到少数民族生活地区调研等方式帮助学生认识了解各民族生活的地区；也可组织校内汉族和少数民族师生的交流会，通过参观民族聚集地、民族博物馆等活动，激发学生“中华民族一家亲，同心共筑中国梦”的情感，推动学生自觉担当铸牢中华民族命运共同体意识的重任。

(Author’s biography: Li Chunhui, President of Inner Mongolia Minzu Preschool Normal College, Second-Level Professor, Master’s Supervisor)

（作者简介：李春晖，内蒙古民族幼儿师范高等专科学校校长，二级教授、硕士生导师）

(Fund project: This article is a phased result of the Inner Mongolia Autonomous Region Philosophy and Social Sciences Planning Key Project “Connotation Interpretation and Contemporary Value of the ‘Mongolian Horse Spirit’” (Project No. 2023ZZA080) and the Inner Mongolia Autonomous Region Higher Education Institutions Philosophy and Social Sciences Major Research Project “Research on the Path for Higher Vocational Colleges to Implement the Spirit of General Secretary Xi Jinping’s Important Speeches and Instructions during His Inspection of the School” (Project No. NMZSZD202208))

（基金项目：本文系内蒙古自治区哲学社会科学规划重点项目“‘蒙古马精神’内涵阐释和时代价值”（项目编号2023ZZA080）、内蒙古自治区高等学校哲学社会科学研究重大项目“高职院校落实习近平总书记考察学校重要讲话重要指示批示精神路径研究”（项目编号NMZSZD202208）的阶段性成果）

Online editor: Tongxin

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