Advancing the Integrated Construction of Ideological and Political Courses in Universities, Middle Schools, and Primary Schools: Following Fundamentals, Strengthening Practice, and Pursuing Innovation

On March 18, 2019, Xi Jinping pointed out at a symposium for teachers of ideological and political theory courses in schools: “The coordinated advancement of the integrated construction of ideological and political courses in universities, middle schools, and primary schools must be treated as an important project, combining a problem-oriented approach with a goal-oriented approach, and unifying adherence to fundamental principles with innovation, so as to promote the connotative development of ideological and political course construction.” [1]1 The fundamental task of fostering virtue through education (立德树人) is a core principle of Chinese education policy, emphasizing moral cultivation as the foundation of talent development.(P27) Over the past five years, the integrated construction and research of ideological and political courses in universities, middle schools, and primary schools have yielded rich results. In areas such as textbook system construction, course content construction, teaching resource construction, practical teaching advancement, teaching staff construction, long-term mechanism construction, and evaluation system construction, analyses have been made of goals and current conditions, problems and difficulties have been discussed, and pathways and countermeasures have been proposed, thereby promoting the connotative development of ideological and political course construction. Faced with the increasingly prominent position of school ideological and political courses in the overall strategic landscape of the Party’s and the state’s governance, persistently advancing the optimization of the overall ecology of the integrated construction of ideological and political courses in universities, middle schools, and primary schools, deepening research on the new proposition of high-quality development in this integrated construction, and actively exploring new fields and new strategies are the new missions and tasks that the development of the New Era continuously entrusts to us.

2019年3月18日，习近平在学校思想政治理论课教师座谈会上指出：“要把统筹推进大中小学思政课一体化建设作为一项重要工程，坚持问题导向和目标导向相结合，坚持守正和创新相统一，推动思政课建设内涵式发展。”[1](P27)五年来，大中小学思政课一体化建设和研究取得丰富成果，在教材体系建设、课程内容建设、教学资源建设、实践教学推进、师资队伍建设、长效机制构建、评价体系建设等方面分析了目标与现状、探讨了问题与困境、提出了路径与对策，促进了思政课建设的内涵式发展。面对学校思政课在党和国家治国理政战略全局中日益凸显的地位，驰而不息地推进大中小学思政课一体化整体生态的优化，深化研究大中小学思政课一体化建设高质量发展的新命题，积极研究新领域、探索新方略，是新时代发展不断赋予我们的新的使命任务。

I. Deeply Comprehending the Fundamental Guidelines for the Integrated Construction of Ideological and Political Courses in Universities, Middle Schools, and Primary Schools

一、深刻领悟大中小学思政课一体化建设的根本遵循

As key courses for implementing the fundamental task of fostering virtue through education [n] across all school levels, ideological and political courses occupy a special position and bear a special mission among all types of courses in school education. “To run ideological and political courses well, the most fundamental thing is to fully implement the Party’s educational policy and solve the fundamental question of what kind of people to cultivate, how to cultivate them, and for whom to cultivate them.” [1]1 The fundamental task of fostering virtue through education (立德树人) is a core principle of Chinese education policy, emphasizing moral cultivation as the foundation of talent development.(P9) Advancing the integrated construction of ideological and political courses in universities, middle schools, and primary schools, and offering these courses step by step and in a spiraling upward manner, means firmly taking the fundamental standpoint of national strategic needs, the development of education, and the growth and success of students; deeply comprehending the fundamental guidelines for the integrated construction of ideological and political courses in universities, middle schools, and primary schools; clarifying the value orientation of actions; and exploring feasible basic pathways.

思政课作为大中小学各学段落实立德树人根本任务的关键课程，在学校教育的各类课程中占据着特殊地位、承载着特殊使命。“办好思政课，最根本的是要全面贯彻党的教育方针，解决好培养什么人、怎样培养人、为谁培养人这个根本问题。”[1](P9)推进大中小学思政课一体化建设，循序渐进、螺旋上升地开设思政课，就是要站稳国家战略需要、教育事业发展、学生成长成才的根本立场，深刻领悟大中小学思政课一体化建设的根本遵循，明确行动的价值取向，探索可行的基本路径。

1. Taking Service to National Strategic Needs as the Primary Goal

1. 以服务国家战略需要为首要目标

Starting from the successive cultivation of new-era individuals. “It is very necessary to offer ideological and political courses step by step and in a spiraling upward manner in universities, middle schools, and primary schools; this is an important guarantee for cultivating generation after generation of socialist builders and successors.” [1]1 The fundamental task of fostering virtue through education (立德树人) is a core principle of Chinese education policy, emphasizing moral cultivation as the foundation of talent development.(P6) Running ideological and political courses well concerns the socialist orientation of school education at all levels; coordinating the advancement of the integrated construction of ideological and political courses in universities, middle schools, and primary schools concerns the successive guidance of ideological values and behavioral modes in the process of cultivating socialist builders and successors. Over the past five years, management departments at all levels, starting from this strategic height, have successively issued documents to advance the construction of school ideological and political courses. The General Office of the Central Committee of the CPC and the General Office of the State Council issued the “Opinions on Deepening the Reform and Innovation of Ideological and Political Theory Courses in Schools in the New Era” (2019), and the Ministry of Education issued the “Opinions on Further Strengthening the Construction of Ideological and Political Courses in Primary and Secondary Schools in the New Era” (2022), making deployments to deepen the integrated construction of ideological and political courses in universities, middle schools, and primary schools. These documents take adhering to education serving the people, serving the governance of the CPC, serving the consolidation and development of the socialist system with Chinese characteristics, and serving reform and opening up and socialist modernization, as well as giving full play to the political and value-leading role of ideological and political courses within the curriculum system, as the guiding ideology and basic principles. They have also carried out systematic planning from perspectives such as overall planning of course objectives, adjusting and innovating the course system, coordinating the advancement of course content construction, and strengthening textbook system construction, thereby creating a favorable overall atmosphere for the successive cultivation of new-era individuals.

从时代新人的接续培养出发。“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。”[1](P6)办好思政课，事关各级各类学校的社会主义办学方向；统筹推进大中小学思政课一体化建设，事关社会主义建设者和接班人培养进程中的思想价值观念和行为方式的接续引领。五年来，各级管理部门从这一战略高度出发，相继出台推进学校思政课建设的文件，中办、国办印发《关于深化新时代学校思想政治理论课改革创新的若干意见》（2019），教育部印发《关于进一步加强新时代中小学思政课建设的意见》（2022），就深化大中小学思政课一体化建设做出部署，把坚持教育为人民服务、为中国共产党治国理政服务、为巩固和发展中国特色社会主义制度服务、为改革开放和社会主义现代化建设服务，把发挥思政课在课程体系中的政治引领和价值引领作用，作为指导思想和基本原则，并从整体规划思政课课程目标、调整创新思政课课程体系、统筹推进思政课课程内容建设、加强思政课教材体系建设等角度开展了系统性谋划，为时代新人的接续培养营造了良好的整体氛围。

Starting from consolidating the joint force of talent cultivation. Under the premise of segmented implementation of ideological and political course teaching in universities, middle schools, and primary schools, how to avoid the fragmentation of the integrity of knowledge transmission and the systematic nature of value construction caused by the segmentation of school levels, how to achieve the ideal state of vertical articulation and horizontal integration among ideological and political course teaching at different levels, and how to ensure that ideological and political course teaching at each stage of the education process both does its best and shows its strengths while complementing and reinforcing each other, are the difficulties and blockages in the integrated construction of ideological and political courses. To this end, the Ministry of Education and four other departments issued the “Opinions on Strengthening the Construction of the Team of Ideological and Political Theory Course Teachers in Primary and Secondary Schools in the New Era” (2019), proposing to advance the integrated construction of the professional development of ideological and political course teacher teams in universities, middle schools, and primary schools, promote the construction of integrated teams, encourage pairing activities between university Marxist colleges and primary and secondary schools, and regularly carry out activities such as teaching seminars, curriculum research, and teacher practical education. They also issued the “Notice of the General Office of the Ministry of Education on Carrying out the Construction of a Community for the Integration of Ideological and Political Courses in Universities, Middle Schools, and Primary Schools” (2022), putting forward work goals and requirements for deeply promoting nationwide theoretical research and practical exploration of the integration of ideological and political courses in universities, middle schools, and primary schools. These measures have greatly promoted the consolidation of the joint force of talent cultivation at all school levels, forming a favorable situation of “coordinated operations” among ideological and political courses in universities, middle schools, and primary schools.

从凝聚人才培养的合力出发。在大中小学思政课教学分段实施的前提下，如何避免因学段的分割而对知识传授的整体性与价值观建构的系统性造成的割裂，如何达成各学段思政课教学之间的纵向衔接与横向贯通的理想境界，如何确保育人过程各个阶段的思政课教学既各尽所能、各展所长又取长补短、相辅相成，是思政课一体化建设中的难点与堵点。为此，教育部等五部门印发《关于加强新时代中小学思想政治理论课教师队伍建设的意见》（2019），提出推进大中小学思政课教师队伍专业发展一体化建设，推动一体化团队建设，鼓励高校马克思主义学院与中小学开展结对活动，定期开展教学研讨、课程研究、教师实践教育等活动。还下发《教育部办公厅关于开展大中小学思政课一体化共同体建设的通知》（2022），对深入推动全国大中小学开展思政课一体化理论研究和实践探索提出工作目标和工作要求。这些举措极大推动了各学段人才培养合力的凝聚，形成了大中小学思政课“协同作战”的良好局面。

2. Taking Promoting Student Growth and Success as the Core Mission

2. 以促进学生成长成才为核心使命

Starting from clarifying the course objectives of ideological and political courses. The special mission undertaken by ideological and political courses in universities, middle schools, and primary schools is to play their political and value-leading role among all types of courses, guiding students to form a correct worldview, outlook on life, values, and methodology; to acquire necessary theoretical reserves and ways of thinking; to strengthen their ideals and convictions and enhance the “Four Confidences” [n]; to cultivate deep patriotic feelings; and ultimately to be able to use the theories they have learned to correctly understand the characteristics of the times, objectively analyze social phenomena, actively participate in social practice both on and off campus, closely link their own destiny with that of the Chinese nation, and consciously integrate their patriotic feelings and aspirations for a strong country into the striving journey for the great rejuvenation of the Chinese nation. The integrated construction of ideological and political courses means that while clarifying the course objectives for each school level, an overall plan must be formed so that each level can perform its respective duties with a division of labor, focusing on cultivating students of specific age groups with different emphases; at the same time, it must take into account the integrity of the objective system, viewing the tasks of each stage from the perspective of the entire process of talent cultivation. From the cultivation of fine emotions of love for the Party, the country, socialism, the people, and the collective, to the strengthening of ideological awareness, the formation of political identity, and the practice of mission and responsibility as socialist builders and successors, accompanied by the gradual formation of knowledge literacy and ideological cultivation, this is the entire process from primary school, through middle school, to university, in which ideological and political courses promote students’ moral establishment and aspiration to become capable individuals.

从明确思政课的课程目标出发。大中小学思政课所承担的特殊使命是在各类课程中发挥其政治引领与价值引领作用，引导学生形成正确的世界观、人生观、价值观和方法论，形成必要的理论储备和思维方式，坚定理想信念、增强“四个自信”，厚植爱国情怀，最终能运用所学理论正确认识时代特点、客观分析社会现象，在校园内外积极投身社会实践，能把自己的命运与中华民族的命运紧密相连，能把自身的爱国情怀与强国之志自觉融入中华民族伟大复兴的奋斗征程中。思政课的一体化建设就是要在明确各学段课程目标的同时，形成整体规划，使各学段既能各司其职地有所分工，各有侧重地培养特定年龄阶段的学生；又能关照目标系统的整体性，站在人才培养的全过程来看待各阶段的任务。从对爱党、爱国、爱社会主义、爱人民、爱集体的美好情感培育，到成为社会主义建设者和接班人的思想意识的强化、政治认同的形成、使命担当的践行，伴随着知识素养和思想修养的逐步形成，就是从小学、中学到大学的思政课促进学生立德成人、立志成才的全过程。

Starting from following the laws of students’ cognitive development. Although the objects targeted by ideological and political courses at different levels in universities, middle schools, and primary schools share commonalities, each level faces students at different stages of growth and development. Students at each level have their own characteristics in terms of physiological, psychological, intellectual, and thinking development. Primary school students mostly hold perceptual thinking; their understanding of things is easily influenced by sensory impressions, and their judgments of things tend to be subjective, usually expressing their emotions and preferences quite directly; this is an important stage for ideological enlightenment. Middle school students’ cognition and emotions become increasingly rich, and the progressiveness and independence, one-sidedness and logicality of their thinking grow simultaneously; this is a period for continuously cultivating rational thinking and promoting its consolidation and development. University students’ physical and mental development matures, and their thinking becomes more diverse, open, inclusive, and dialectical; this is a stage of continuously moving from rich knowledge to applying what they have learned and fulfilling their mission and responsibility. To gradually construct individuals’ ideological values and coordinate the advancement of the integrated construction of ideological and political courses in universities, middle schools, and primary schools, it is necessary to “follow the laws of students’ cognitive development in designing course content, reflecting the characteristics of different school levels,” [2]2 The “Four Confidences” (四个自信) refer to confidence in the path, theory, system, and culture of socialism with Chinese characteristics. and also to use different methods in education and teaching. It is necessary to recognize both the differences among students at each school level in terms of ideological emotions, intellectual development, and cognitive levels, and to carry out targeted education and teaching oriented toward the particularities of the objects.

从遵循学生认知发展规律出发。大中小学各学段思政课所面向的对象虽然具有同一性，但各学段所面对的是不同成长发展阶段的学生，每个学段的学生在生理、心理、智能、思维的发展上都具有各自特点。小学生多持感性思维，对事物的认识易受感官影响，判断事物易带有主观色彩，通常比较直白地表达自己的情感与喜好，是进行思想启蒙的重要阶段；中学生的认知和情感日益丰富，思维的进步性与独立性、片面性与逻辑性同时生长，是不断培养理性思维并促进其巩固发展的时期；大学生身心发育走向成熟，思维更具多元性、开放性、包容性、辩证性，是不断从丰富知识走向学以致用和践行使命担当的阶段。逐步建构个体的思想价值观念，统筹推进大中小学思政课一体化建设，就需要“遵循学生认知规律设计课程内容，体现不同学段特点”，[2]也需要在教育教学中运用不同的方法。既要认识到各学段学生在思想情感、智力发展、认识水平等方面的差异性，又要面向对象的特殊性而针对性地开展教育教学。

3. Taking Enhancing the Practical Effectiveness of Course Teaching as the Action Orientation

3. 以提升课程教学实效为行动导向

Proceeding from the coordinated advancement of curriculum content construction. Viewed from the practical process of constructing ideological and political courses in universities, middle schools, and primary schools, “content is king” is a necessary principle for all such courses to achieve practical teaching effectiveness. At present, the content system of ideological and political courses at each educational stage is implemented through the curriculum system. The curriculum system, formed by combining compulsory and elective courses tailored to the characteristics of each stage, systematically presents the guiding ideology of unremittingly using Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to forge souls and educate people. At the same time, given that an overall plan for the objectives of ideological and political courses has already been established, the main themes and threads presented by the curriculum system, textbook system, and course content are determined. The general requirement to design course content by following students’ cognitive laws and reflecting the characteristics of each educational stage is also clear. Thus, it is necessary to focus on the entire process of student growth to examine how ideological and political course teaching at each stage can be implemented to achieve both the established stage-specific goals and the overall objectives. On the one hand, regarding curriculum content construction, it is necessary to build a content system that is vertically connected and horizontally integrated across all courses in universities, middle schools, and primary schools, so that the course content, as the object of teaching and learning, is structurally complete, systematic in its exposition of thought and theory, and progressive in the construction of values. On the other hand, regarding student learning, in the process of promoting the formation of ways of thinking and value concepts through the study of course content, it is necessary to achieve a stepwise progression from mental enlightenment to life experience, from knowledge learning to common-sense construction, and from the cultivation of theoretical thinking to in-depth problem exploration and practical action, thereby forming a closed loop in which ideological and political course teaching moves from implementation to achieving practical effectiveness.

从统筹推进课程内容建设出发。从大中小学思政课建设的实践进程来看，“内容为王”是一切思政课取得教学实效的必要遵循。当前，各学段思政课的内容体系是通过课程体系来贯彻的，结合各学段特点所形成的必修课加选修课的课程体系，系统地呈现了坚持不懈用习近平新时代中国特色社会主义思想铸魂育人的指导思想。同时，在对思政课课程目标已形成整体规划的情况下，课程体系、教材体系和课程内容所呈现的主题主线是确定的，遵循学生认知规律、体现学段特点而设计课程内容的总体要求也是明确的。由此，就需要聚焦学生成长的全过程来考察各学段的思政课教学究竟如何实施才能达成既定的分阶段目标和整体性目标。一方面，就课程内容建设而言，须在大中小学各门课程之间构建纵向衔接、横向贯通的内容体系，使得作为教学和学习对象的课程内容在结构上是完整的、在思想理论的阐释上是系统的、在价值观念的建构上是渐进的。另一方面，就学生学习而言，在通过对课程内容的学习而促进思维方式和价值观念的养成中，要阶梯式地实现从心智启蒙走向生活体验，从知识学习走向常识构建，从理论思维的培育走向深入的问题探究和现实践行，从而形成思政课教学从实施走向取得实效的闭环。

Proceeding from increasing the intensity of curriculum teaching and research communication. To achieve the overall objectives of ideological and political course teaching in universities, middle schools, and primary schools, effective action must be taken under the guidance of enhancing the practical effectiveness of course teaching. Strengthening curriculum teaching and research communication among teachers of ideological and political courses at each educational stage becomes necessary. Over the past five years, under the promotion of the Ministry of Education, various localities and schools have taken multiple measures to carry out actions such as institutional construction, mechanism exploration, and platform setup. Through the construction of communities and normalized collective actions, they have effectively promoted teaching research and communication among teachers at different stages. Specifically, first, there is exploration into establishing and improving the system of collective lesson preparation for ideological and political course teachers in universities, middle schools, and primary schools. This exploration includes both the normalized promotion of collective lesson preparation for specific courses within and outside schools, horizontal communication between different courses, and exchange and discussion among teachers at different educational stages. Second, there is exploration into building national and local collective lesson preparation platforms, including the construction of physical platforms, the setup of online platforms, and experiments and simulations on virtual simulation platforms based on the application of modern information technologies such as artificial intelligence. Third, there is exploration into various types of teaching demonstration activities, including presentations of teaching paradigms in the form of lesson explanations, on-site teaching demonstrations in the form of special topics, and displays of teaching plans for the same special topic at different educational stages. The increased intensity of curriculum teaching and research communication has effectively promoted the enthusiasm and initiative of teachers at all stages in jointly exploring integrated teaching.

从加大课程教研沟通力度出发。为了实现大中小学思政课教学的整体性目标，就需要在提升课程教学实效的导向上采取有效行动，而加强各学段思政课教师的课程教研沟通就成为必要。五年来，在教育部推进下，各地各校多措并举地开展了制度建设、机制探索、平台设置等行动，以共同体的构建和常态化的集体行动有效地促进了各学段教师之间的教学研究与沟通。具体而言，一是对大中小学思政课教师集体备课制度建立健全的探索，这种探索既包括常态化地推进特定课程的校内校外集体备课，也包括各门课程之间的横向沟通，还包括不同学段教师之间的交流研讨；二是对全国性和地方性集体备课平台建设的探索，其中既有实体平台的搭建，也有网络平台的设置，还有建立在对人工智能等现代信息技术应用基础上的虚拟仿真平台的实验与模拟；三是对各种类型教学示范活动的探索，有以说课方式呈现的教学范式讲解，也有以专题形式呈现的现场教学展示，还有就同一专题呈现的各学段教学方案展示；等等。课程教研沟通力度的增强，有力地促进了各学段教师共同探索一体化教学的积极性和主动性。

II. Accurately Grasping the Practical Logic of the Integrated Construction of Ideological and Political Courses in Universities, Middle Schools, and Primary Schools

二、准确把握大中小学思政课一体化建设的实践逻辑

The integrated construction of ideological and political courses in universities, middle schools, and primary schools emphasizes practice. Under the overall construction and layered implementation of course objectives, the overall planning and stepwise design of the curriculum system, the main-thread penetration and gradual progression of course content, and the unified compilation, review, and use of the textbook system with classified guidance, fully mobilizing the enthusiasm and initiative of the teaching staff and organizational management staff at each stage, and accurately grasping the practical logic of the integrated construction of ideological and political courses in universities, middle schools, and primary schools, requires continuously forming a clear practical viewpoint, gathering a strong problem awareness, and constructing effective coordination mechanisms. This involves both implementing various work objectives and requirements in practice and continuously innovating in practice, carrying out breakthrough explorations and forming innovative mechanisms under the guidance of problem orientation.

大中小学思政课一体化建设重在实践。在课程目标的总体构建与分层落实、课程体系的整体规划与阶梯式设计、课程内容的主线贯穿与渐次递进、教材体系的统编统审统用与分类指导之下，充分调动各学段师资队伍、组织管理队伍的积极性与主动性，准确把握大中小学思政课一体化建设的实践逻辑，就需要不断形成鲜明的实践观点、汇聚强烈的问题意识、构建有效的协同机制，既把各项工作目标与工作要求落到实处，又在实践中不断推陈出新，在问题导向下开展突破性的探索、形成创新性的机制。

1. Leading Construction Actions with a Clear Practical Viewpoint

1. 以鲜明的实践观点引领建设行动

Proceeding from the mutual promotion of theory and practice. The practical viewpoint is the primary and basic viewpoint of Marxist epistemology. An important goal of the integrated construction of ideological and political courses in universities, middle schools, and primary schools is to transform the worldview and methodology in the course content system into a powerful ideological weapon for young students to transform their subjective and objective worlds, enabling students to achieve the unity of knowledge and action through the interaction of theoretical learning and social practice. The times continuously endow young people with new historical missions and responsibilities. The construction of ideological and political courses at each stage must both promote young people, through theoretical learning from the integrated course content, to be adept at observing and interpreting the times, and at actively recognizing changes amid the mutual agitation of history and theory; and drive young people, with an ever-strengthening ideological comprehension, to grasp and lead the times, and to actively respond to changes and courageously seek change amid the interweaving of experience and confusion. The thoughts, theories, viewpoints, and methods that need to be imparted in the content system of ideological and political courses in universities, middle schools, and primary schools are all formed in practice, and for theory to be transformed into the material force of young students, it must also pass through practice. “The essence of learning lies indeed in practice. If one merely knows but does not act, it is truly no different from not learning.” [3]3 A classical Chinese quotation from the Song dynasty scholar Zhu Xi’s *Reflections on Things at Hand* (《近思录》), emphasizing the inseparability of knowledge and action. Leading the integrated construction of ideological and political courses in universities, middle schools, and primary schools with a clear practical viewpoint means, while strengthening the theoretical empowerment of courses, clarifying the practical orientation, and running the characteristics of mutual dependence and mutual promotion between theory and practice through the entire process of ideological and political course teaching and integrated construction. In the gradual construction of students’ theoretical thinking, it promotes the integration of learning, thinking, and application, and the unity of knowledge, belief, and action.

从理论与实践的相互促进出发。实践观点是马克思主义认识论首要的和基本的观点，大中小学思政课一体化建设的重要目标是把课程内容体系中的世界观、方法论转化为青年学生改造主观世界和客观世界的强大思想武器，使学生能在理论学习和社会实践的相互作用下走向知行合一。时代不断赋予青年人新的历史使命与责任担当，各学段的思政课建设，既要促进青年人通过一体化课程内容的理论学习善于观察时代、解读时代，善于在历史与理论的相互激荡中积极识变；又要推动青年人以不断强大的思想感悟去把握时代、引领时代，在经验与困惑的相互交织中主动应变、勇于求变。大中小学思政课的内容体系中需要传授的思想、理论、观点、方法，都是在实践中形成的，而理论要转化为青年学生的物质力量，也必须通过实践。“为学之实，固在践履。苟徒知而不行，诚与不学无异。”以鲜明的实践观点引领大中小学思政课一体化建设，就是在加强理论赋能课程的同时，明确实践导向，把理论与实践相互依存、相互促进的特点贯穿思政课教学和一体化建设的全过程，在学生理论思维逐步建构的过程中推进学思用贯通、知信行统一。

Proceeding from forming the practical character of ideological and political courses. Xi Jinping pointed out, “We must attach great importance to the practicality of ideological and political courses, combine the small classroom of ideological and political courses with the big classroom of society, and, in the integration of theory and practice, educate and guide students to translate their life aspirations into down-to-earth practical actions.” [1]1 The fundamental task of fostering virtue through education (立德树人) is a core principle of Chinese education policy, emphasizing moral cultivation as the foundation of talent development.(P20-21) [4]4 Xi Jinping, *Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools* (Beijing: People’s Publishing House, 2019), pp. 20-21. Ideological and political courses are not merely knowledge confined to the study; vivid practice is the living source of theory. Promoting the integrated construction of ideological and political courses in universities, middle schools, and primary schools in the process of moving from theoretical explanations in the classroom to social practice not only provides a broader space for action to achieve practical teaching effectiveness but also offers a larger stage for enhancing students’ direct experience and personal insights into social reality. Beyond the classroom, the content of practice is rich and diverse, and the connotation of forming the practical character of ideological and political courses is also rich. This includes both strengthening guidance for students’ participation in social practice and strengthening practical training for ideological and political course teachers; both integrating practice into teaching and conducting teaching within practice; both specifically referring to the construction of practice teaching bases and venues on various themes and generally referring to the practice of socialism with Chinese characteristics in all its processes, as well as the extraction of various elements rich in ideological and political connotations from social practice at any time and place. Broad social practice not only provides multiple types of high-quality teaching resources for the construction of ideological and political courses but also raises questions and requirements for how courses at different stages can orderly utilize these resources. Advancing the integrated construction of ideological and political courses requires in-depth exploration of how each stage approaches and deepens practice, thereby forging correct ideological and value concepts and establishing firm ideals and beliefs through continuous practice.

从形成思政课的实践品格出发。习近平指出，“要高度重视思政课的实践性，把思政小课堂同社会大课堂结合起来，在理论和实践的结合中，教育引导学生把人生抱负落实到脚踏实地的实际行动中来”。[1](P20-21)思政课不仅仅是书斋里的学问，生动的实践更是理论的源头活水，在从课堂的理论讲解走向社会实践的过程中推进大中小学思政课一体化建设，既为课程教学实效的取得提供了更加广阔的行动空间，也为增进学生对社会现实的直接体验和切身感悟提供了更大的舞台。课堂之外，实践的内容丰富多样，形成思政课实践品格的内涵也是丰富的，既包括加强对学生参与社会实践的引导，也包括加强思政课教师的实践研修；既包括在教学中融入实践，也包括在实践中开展教学；既特指各种主题的实践教学基地建设和场馆建设，也泛指所有进程中的中国特色社会主义实践，以及随时随地在社会实践中对富有思政内涵的各类元素的萃取。广阔的社会实践不仅为思政课建设提供了多种类型的优质教学资源，而且对不同学段的课程如何有序地运用资源提出了问题与要求。思政课一体化建设的推进需要深入探讨各学段究竟以怎样的方式走向实践、走深实践，从而在接续的实践中铸牢正确的思想价值观念，确立坚定的理想信念。

2. Confronting Construction Bottlenecks with a Strong Problem Awareness

2. 以强烈的问题意识直面建设瓶颈

Starting from breaking down the narrow mindset of each going its own way. The advancement of the integrated construction of ideological and political courses in universities, middle schools, and primary schools must first begin with the transformation and construction of concepts and thinking. School ideological and political course teachers have a strong awareness of guarding their own stretch of canal and cultivating their own responsibility field [5]5 “Guarding their own stretch of canal and cultivating their own responsibility field” (各守一段渠、种好责任田) is a common metaphor in Chinese educational discourse, originating from agricultural imagery, meaning each teacher focuses narrowly on their assigned segment of the curriculum without regard for the whole.; they generally formulate teaching plans based on the content system of the textbooks for the school segment they teach, and proceed from the students’ age stage and growth patterns. However, this also easily creates a situation of seeing only the trees but not the forest, focusing only on the part while neglecting the whole. Unsatisfactory results in action often stem from conceptual misalignments and misunderstandings. The task of integrated construction is precisely to break down the narrow mindset of each going its own way and to form an overall view, a view of the greater self, and an open view in the construction of ideological and political courses. Currently, teachers at each segment need to confront the following issues in the realm of concepts and thinking: first, the issue of segment positioning—how to position the starting point of ideological and political course teaching in a given segment through systematic analysis of the position of students’ physical and mental conditions within their growth system, and through systematic analysis of the position of each segment’s knowledge within the entire knowledge system; second, the issue of hierarchy and unity—how to reflect both the hierarchy of each performing its own duties in the teaching objectives and content of each segment, while also responding to the consistency of the overall goal of ideological and political courses in students’ growth and development; third, the issue of openness—how the curriculum teaching of each segment, while starting from the tasks of that segment to strengthen teaching design, can also proceed from the requirements of wholeness to provide students with more space for thinking and reserved developmental space, handling the relationship between teaching presuppositions in different segments and the generation of students’ overall ideological and value concepts with an open attitude.

从破除各行其道的狭隘思维出发。大中小学思政课一体化建设的推进首先要从观念和思维的转变与建构入手。学校思政课教师各守一段渠、种好责任田的意识是强烈的，一般都能围绕所教授学段的教材内容体系，并从学生年龄阶段和成长规律出发制定教学方案，但也容易造成只见树木不见森林、只顾局部不顾整体的局面。行动结果上的不尽如人意往往源于观念上的错位与误区，一体化建设的任务就是要破除各行其道的狭隘思维，形成思政课建设的全局观、大我观、开放观。当前来看，各学段教师需要在观念和思维领域直面以下几个问题：一是学段定位问题，如何通过系统分析各学段学生身心状况在其成长系统中所处的方位，以及如何通过系统分析各学段知识在整个知识系统中所处的方位，来定位本学段思政课教学的出发点；二是层次性与统一性问题，如何在各学段的教学目标和教学内容上既体现各司其职的层次性，又回应思政课在学生成长发展中总体目标的一致性；三是开放性问题，各学段的课程教学如何既从本学段任务出发加强教学设计，又从整体性要求出发给学生提供更多思考、预留发展性空间，以开放性的姿态处理好不同学段的教学预设与学生整体思想价值观念生成的问题。

Starting from stimulating the motivation for teaching communication and articulation. The realization of the overall goal of the integrated construction of ideological and political courses in universities, middle schools, and primary schools fundamentally stems from various subjects promoting positive action through endogenous motivation, among which the insufficient active teaching communication and articulation between teachers of different segments has become a significant bottleneck. Under normal circumstances, the motivation for teaching originates from the principal contradiction that needs to be faced and resolved in the teaching process, namely the contradiction between students’ needs, generated under the teacher’s guidance, to master knowledge, skills, and values, and the realistic possibility of meeting these needs. The motivation for teaching communication and articulation between segments is also formed in the contradictory movement between needs and the current situation, and the bottleneck problems here manifest in the following aspects: first, the issue of linkage between segments—how to stimulate teachers in each segment to form research motivation for “looking back and forth” [6]6 “Looking back and forth” (瞻前顾后) is a Chinese idiom literally meaning “to look ahead and behind,” used here to describe the need for teachers to consider content from both preceding and subsequent school segments. at content in teaching, and how to overcome the fear of difficulty in communication and the tendency to shirk and evade, thereby stimulating initiative; second, the issue of linkage between teachers and students—how to construct teachers’ teaching plans through in-depth understanding of the existing knowledge and value structures of students in a given segment and their needs for teaching content, thereby giving play to the teacher’s leading role and the student’s main role, and promoting teaching communication and articulation through the construction of a teacher-student community; third, the issue of forming external motivation—how to put forward requirements for communication and articulation through the establishment and improvement of the evaluation system, measuring teaching effectiveness with normative and standard requirements, thereby enhancing the sense of responsibility of teachers in each segment for communication and articulation.

从激发教学沟通衔接的动力出发。大中小学思政课一体化建设总体目标的实现，从根本上来源于各类主体以内生动力促进积极行动，而其中各学段教师之间主动教学沟通衔接不足则成为重要瓶颈。通常情况下，教学的动力源于教学过程中需要面对和解决的主要矛盾，即学生在教师指引下所产生的对掌握知识、技能、价值观的需要与满足这些需要的现实可能性之间的矛盾。各学段之间教学沟通衔接的动力也是在需要和现状之间的矛盾运动中形成的，而此间存在的瓶颈性问题则表现为以下几个方面：一是学段之间的联动问题，如何激发各学段教师在教学中形成对内容“瞻前顾后”的研究动力，以及如何克服开展沟通的畏难情绪和推诿躲避并由此激发主动性；二是师生之间的联动问题，如何通过深入了解本学段学生的已有知识与价值观结构及其对教学内容的需求来构建教师的施教方案，由此发挥好教师的主导作用和学生的主体作用，以师生共同体的构建来促进教学的沟通衔接；三是外部动力的形成问题，如何通过评价体系的建立健全来提出沟通衔接要求，以规范性、标准性的要求来衡量教学成效，由此增强各学段教师对沟通衔接的责任感。

3. Enhancing the construction pattern with effective coordination mechanisms

3. 以有效的协同机制提升建设格局

Starting from strengthening knowledge integration and resource sharing. The integrated construction of ideological and political courses in universities, middle schools, and primary schools is a systematic project, completing the task and goal of educating and guiding students to establish correct ideological and value concepts through the collaborative cooperation of each segment. Over many years of advancing construction, building effective coordination mechanisms has become an important pathway for each segment to achieve established goals, but currently the advantages of coordination have not been better utilized. There are mainly the following prominent problems: first, structural issues—in the process of moving from the transmission of the knowledge system to the construction of value concepts, the continuous construction process of students’ values should be kept consistent with the deepening process of the knowledge system, overcoming the problem of weakening the value construction process caused by simple repetition of knowledge; that is, a strong correlation should be established between the high-level development of knowledge and the strengthening of values, and structural difficulties urgently needing resolution in integrated construction should be cracked by strengthening knowledge integration; second, the issue of cost and value—the development and utilization of teaching resources is a common topic faced by each segment in the construction of ideological and political courses. From the perspective of institutional mechanisms, it is difficult for teaching investment and cost expenditure to reach a settlement between different institutions and segments. Each segment may think and act from its own perspective to maximize its own interests, but it is difficult to share costs and benefits jointly between segments. Therefore, how to strengthen resource sharing and reduce duplicate investment through effective coordination is worth in-depth exploration.

从加强知识整合与资源共享出发。大中小学思政课一体化建设是一项系统工程，通过各学段的协同合作来完成教育指导学生树立正确思想价值观念的任务和目标。在多年来的建设推进中，构建有效的协同机制已成为各学段实现既定目标的重要途径，但目前协同的优势尚未得到更好的发挥，主要存在以下几方面突出的问题：一是结构性问题，在通过知识体系的传授走向价值观念的建构过程中，应使学生价值观的持续建构过程与知识体系的不断深化进程保持一致，克服因知识的简单重复而造成价值观建构进程的疲软问题，即要在知识的高阶性发展与价值观的强化之间建立强关联，通过加强知识整合来破解一体化建设中亟待解决的结构性难题；二是成本与价值问题，教学资源的开发和运用是各学段思政课建设中共同面临的课题，从体制机制上看，教学的投入与成本的付出尚难在不同机构和学段之间达成和解，各学段可能从各自的角度出发思考和践行自身利益最大化的问题，却难以在学段之间共同分摊成本与收益，因此，如何通过有效协同来加强资源共享、减少重复投入是值得深入探索的。

Starting from promoting mutual supervision and work feedback. The construction of coordination mechanisms between segments is also a process of forming a work philosophy and working method based on team cooperation. Under the guidance of common goals, strengthening division of labor and cooperation, communication and coordination, and feedback and adjustment are necessary pathways. Therefore, from the perspective of improving the quality of the integrated construction of ideological and political courses in universities, middle schools, and primary schools, it is necessary to avoid the occurrence of superficial integration, patchwork integration, and other such phenomena, adopt effective measures to address the problem of each going its own way without consulting others in integrated construction, promote mutual supervision between segments in the construction of the teaching content system, and strengthen work feedback on the effectiveness of teaching implementation. On the one hand, mutual supervision helps to overcome the departmentalist mentality and decentralist actions of each segment, enhancing mutual understanding and seeking unified action through mutual supervision, avoiding the neglect of overall beauty due to each only focusing on its own beauty. Continuous mutual supervision helps teachers of ideological and political courses in each segment to build good teaching habits, enhancing their initiative to strengthen communication with other segments based on their own segment’s teaching. On the other hand, timely strengthening of work feedback not only helps to understand work results, thereby clarifying the direction of subsequent efforts, but also facilitates adjustment and optimization based on actual conditions, thereby strengthening the directional regulation of curriculum construction and teaching strategies in each segment.

从促进相互督促与工作反馈出发。各学段之间协同机制的构建也是一种基于团队合作的工作理念和工作方法的形成过程，在共同的目标指引下，加强分工合作、沟通协调和反馈调整是必要的路径。因此，从提高大中小学思政课一体化建设质量的角度出发，就需要避免浅表式一体化、拼盘式一体化等现象的发生，采取有力措施应对一体化建设中存在的各不相谋问题，促进各学段之间在教学内容体系构建中的相互督促，加强对教学实施成效的工作反馈。一方面，相互督促有利于克服各学段的本位主义心态和分散主义行动，在相互督促中增进彼此了解、谋求一致行动，避免因只顾各美其美而忽视整体之美；而持续的相互督促则有助于各学段思政课教师构建良好的教学习惯，增强其基于本学段的教学而加强与各学段沟通的主动性。另一方面，及时加强工作反馈既有助于增强对工作结果的了解，从而明确后续的努力方向，也有利于根据实际情况做出调整和优化，从而加强对各学段课程建设和教学策略的导向调控。

3. Actively seeking innovative development in the integrated construction of ideological and political courses in universities, middle schools, and primary schools

三、积极谋求大中小学思政课一体化建设的创新发展

Advancing the integrated construction of ideological and political courses in universities, middle schools, and primary schools requires high levels of holism, system, and coordination. Continuously summarizing experience to consolidate existing achievements, actively exploring innovative pathways to seek and develop new prospects, is the proper posture for running ideological and political courses well. New environmental conditions mean that the construction of school ideological and political courses and their integrated construction are constantly encountering new ecologies. Especially under the empowerment of new technologies, students’ channels for acquiring knowledge and information are continuously expanding, their abilities are increasingly strengthened, and the influencing factors are more diverse. Opportunities and challenges coexist in the construction of ideological and political courses. The internal conditions and external environment affecting the integrated construction of ideological and political courses are becoming more complex, urgently requiring us to constantly break old thinking and models, exploring new quality, new domains, and new strategies for advancing integrated construction with high quality, and creating new possibilities.

推进大中小学思政课一体化建设，整体性、系统性、协同性要求高，不断总结经验巩固已有成效、积极探索创新路径谋求开拓新的发展局面是办好思政课的应有姿态。新的环境条件使得学校思政课建设和思政课一体化建设不断迎来新的生态，特别是在新的技术赋能下，学生获取知识和信息的途径不断拓展、能力日益增强、影响因素更加多元，思政课建设的机遇和挑战并存，影响思政课一体化建设的内在条件和外部环境更加复杂，亟待我们不断打破旧的思维和模式，为高质量推进一体化建设探索新质、新域、新略，创造新的可能性。

1. New quality: Understanding the new characteristics of the teaching ecosystem

1. 新质：领悟教学生态系统新特点

Proceeding from mutual interdependence and harmonious coexistence. In the ecosystem of ideological-political course teaching activities, the ecological chain composed of factors such as teachers, students, environment, teaching objectives, teaching content, teaching methods, and teaching evaluation is a constantly interacting whole. In the integrated construction, this ecological chain, due to the mutual interdependence among different educational stages, forms a larger aggregate. Each factor in the aggregate not only possesses its own "ecological niche" but also continuously generates new qualities under new conditions. These new qualities are specifically manifested as follows: first, all types of ecological factors constituting teaching activities have new developments, including the proposal of new requirements for education and teaching, the expansion of new content, the construction of new objectives, the application of new methods, and the presentation of new environments; second, teachers and students, as the subjects of the teaching activity ecosystem, exhibit new performances in their mastery of knowledge and technology and in the richness of their thoughts and emotions; third, the resource content of ideological-political course teaching becomes richer, the forms more diverse, and the system more integrated; fourth, under integrated construction, characteristics and properties emerge that are absent when each factor exists alone. The continuous formation of these new qualities influences the current and future integrated construction of ideological-political courses. Advancing integrated construction requires deeply understanding and firmly grasping the new characteristics emerging in the teaching ecosystem, seizing opportunities, proactively responding, actively embracing new qualities in strengthening mutual interdependence among different educational stages, and seeking harmonious coexistence of the teaching ecosystem under new conditions.

从相互依存与和谐共生出发。在思政课教学活动生态系统中，由教师、学生、环境、教学目标、教学内容、教学方法、教学评价等因素构成的生态链是一个不断相互作用的整体，这个生态链在一体化建设中又由于各学段之间的相互依存而构成更大的集合体，集合体中每一个因素既拥有自身的“生态位”，又会在新的条件下不断产生新质。这些新质具体地表现为：一是组成教学活动的各类生态因素均有新发展，包括教育教学新要求的提出、新内容的扩展、新目标的构建、新方法的运用、新环境的呈现等；二是作为教学活动生态系统主体的教师和学生，在知识和技术的掌握上、在思想和情感的丰富性上都有新的表现；三是思政课教学的资源内容更加丰富、形式更加多样、系统更加集成；四是一体化建设下还出现了各个因素单独存在时所没有的特点和性质。这些新质的不断形成，影响着当下和未来的思政课一体化建设。一体化建设的推进，需要深入领悟并牢牢把握教学生态系统正在出现的新特点，抓住机遇、主动应对，在加强各学段之间的相互依存中主动拥抱新质，谋求教学生态系统在新条件下的和谐共生。

Proceeding from educational evolution and dynamic equilibrium. Education is an undertaking oriented toward the future. Its core mission is to cultivate high-quality talents capable of facing the future through the foundational and leading nature of education. One of the important tasks of the integrated construction of ideological-political courses in universities, middle schools, and primary schools is to ensure that the students we cultivate can more calmly and confidently represent China to the world in the future. Against the educational and teaching backdrop of constantly changing teaching models, shifting learning centers, redefined roles of teachers and students, and more diverse sources of information, the issues that integrated construction of ideological-political courses needs to focus on are also iterating and upgrading. The requirements and experiences proposed under traditional thinking, such as vertical articulation, horizontal connection, and internal-external linkage, need to respond to the occurrence of educational evolution and the emergence of new educational qualities with a renewed posture and appearance. Generally speaking, the coherence of students' thinking development and the continuity of their growth in the desire for knowledge are important bases for advancing the integrated construction of ideological-political courses in universities, middle schools, and primary schools. However, students' thinking development is not linear, and students' thirst for knowledge and thinking advancement not only varies among individuals but also differs in performance across different educational stages. From a developmental perspective, when both teaching and learning sides in a specific educational stage break through the boundaries of that stage's textbooks and content to seek higher-level knowledge, this is an inevitable manifestation of educational evolution. This requires that the articulation, connection, and linkage between different educational stages all proceed dynamically. There is no fixed scope of knowledge, nor can limits be set on the development of students' thinking. Promoting student growth and curriculum development in dynamic equilibrium is a topic that integrated construction needs to correctly address.

从教育进化与动态平衡出发。教育是一项面向未来的事业，其核心使命是以教育的基础性和先导性来培育能够面向未来的高质量人才，大中小学思政课一体化建设在其中的重要任务之一是使我们所培养的学生能在未来更加从容自信地代表中国面对世界。在教学模式不断更迭、学习中心发生转移、师生角色重新定义、信息来源更加多元等教育教学背景下，思政课一体化建设所需要聚焦的问题也在迭代升级，传统思维下提出的纵向衔接、横向贯通、内外联动等要求与经验，需要以更新的姿态和样貌来应对教育进化的发生和教育新质的出现。通常而言，学生思维成长发展的连贯性与求知欲增长的持续性是推进大中小学思政课一体化建设的重要依据，但是，学生的思维发展并非线性，学生对知识与思维进阶的渴求不仅在个体之间各不相同，而且在不同学段之间的表现也存在差异。从发展的观点来看，特定学段思政课教与学的双方突破本学段教材与内容的边界而谋求对更高阶知识的获取，是教育进化的必然表现，这就要求各学段之间的衔接、贯通、联动都要在动态中进行，没有一成不变的知识范围，也不能为学生思维的发展设限，在动态平衡中促进学生成长和课程发展是一体化建设需要正确面对的课题。

2. New Domain: Grasping the New Trend of Digital-Intelligent Integration Application

2. 新域：把握数智融合应用新趋势

Proceeding from the new scenario of digital twin and virtual-real interaction. When traditional concepts of library management and archive management gradually evolve into information resource management, people increasingly perceive that the arrival of the digital-intelligent era has become an irreversible trend. The combination of digitalization and intelligence pushes the human living world into new scenarios, and digital education has become a trend leading the future. The digital-intelligent era provides us with a completely new key to understanding things and carrying out practice. This change first occurs in technology and equipment, then in application, and subsequently in concepts and logic, driving people's thinking and actions toward a new paradigm. For the construction and integrated advancement of ideological-political courses, issues that need in-depth consideration include: first, the problem of interconnection. Under the condition of the Internet of Everything, what does ideological-political course teaching need to connect and can connect? What changes will the data generated by these connections bring to integrated curriculum construction, classroom teaching, and student learning? How can effective data extraction be carried out to advance integrated construction? Second, the problem of virtual-real interaction. Under the condition of data electronification, how can integrated construction and curriculum teaching of ideological-political courses make good use of the rich mine of data resources? What conveniences will the modeling of the virtual world achievable through digital twin technology, and its perception of individual thinking and action based on real-time data, bring to the advancement of integration? After the data carrier shifts from "real" to "virtual" becomes possible, how to achieve inter-stage communication and effective governance of curriculum teaching under virtual-real integration? The raising of these issues has quietly brought the integrated construction of ideological-political courses in universities, middle schools, and primary schools into a new domain.

从数字孪生与虚实交互的新场景出发。当传统概念上的图书管理、档案管理逐步演变为信息资源管理时，人们日益明显地感知到数智时代的到来已成为不可逆转的态势，数字化与智能化相结合，把人类的生活世界推向新的场景，数字教育已经成为引领未来的趋势。数智时代为我们认识事物和开展实践提供了全新的钥匙，这种改变，首先发生在技术和设备上，继而在应用上，而后又在理念和逻辑上，驱动着人们的思维和行动向着新的范式转变。对于思政课建设和一体化推进而言，需要深入思考的问题包括：一是相互连接问题，在万物互联的条件下，思政课教学需要连接和能够连接的是什么，这些连接产生的数据将为一体化的课程建设、课堂教学、学生学习带来哪些变化，如何为推进一体化建设开展有效的数据提炼；二是虚实交互问题，在数据电子化的条件下，思政课一体化建设和课程教学如何用好数据的资源富矿，数字孪生技术所能够实现的虚拟世界建模及其依托实时数据而对个体思维和行动的感知，将给一体化推进带来哪些便利，在数据载体从“实”到“虚”成为可能之后，如何在虚实融合下实现学段沟通以及对课程教学的有效治理，等等，这些问题的提出已悄然将大中小学思政课一体化建设带入了新的领域。

Proceeding from the new form of human-machine relationship and space-time relationship. Since Turing raised the question "Can machines think?" in 1950, the continuous progress and development of computer science have pushed artificial intelligence and its applications to new heights. On the one hand, as machine systems are continuously endowed with new "intelligence," their capabilities in logical problem-solving, simulated decision-making, etc., become increasingly prominent. Coexistence between humans and machines through mutual collaboration has become an irreversible future. On the other hand, "digital-intelligent" technology, using highly structured data and highly credible information, communicates between the virtual and the real through data, empowering various application scenarios. Concepts such as "time-space compression," "time-space travel," and "time-space differentiation," while expressing new changes in interpersonal communication, human division of labor, and the state of mutual interdependence, also prompt people to think about the application of "digital-intelligent" technology in education and teaching. Thus, how the integrated construction of ideological-political courses can transform new developments in the technological field into new driving forces for its own construction and development, achieve safe and orderly flow and full sharing of data elements between different educational stages, promote the organic integration of data elements with traditional teaching elements, construct a value chain that can promote the coupling and reorganization of various links in education and teaching, and thereby advance collaborative symbiosis between management departments of different educational stages—these are all issues we need to ponder deeply.

从人机关系与时空关系的新形态出发。自图灵在1950年提出“机器能思考吗？”这一问题后，计算机科学的不断进步和发展使人工智能及其应用不断走向新的高度。一方面，随着机器系统不断地被赋予新的“智慧”，机器在逻辑求解、模拟决策等方面的能力日益凸显，人与机器以相互协作的方式共存已经成为不可逆转的未来。另一方面，“数智”技术以高度结构化的数据和高可信度的信息，通过数据进行虚实沟通，赋能各类应用场景。“时空压缩”“时空穿越”“时空分异”等概念，在表达人际交往、人类分工和相互依存状态发生新变化的同时，也促使人们思考“数智”技术的教育教学应用。由此，思政课一体化建设如何把技术领域的新发展转化为自身建设发展的新动力，实现不同学段之间数据要素安全有序的流动与充分共享，推动数据要素与传统教学要素有机融合，构建能够促进教育教学各环节耦合重组的价值链，并由此推进各学段管理部门之间协同共生，等等，这些都是我们需要深思的问题。

3. New Strategy: Creating a New Engine for Inter-Stage Collaborative Cooperation

3. 新略：打造学段协同合作新引擎

Proceeding from constructing a traction mechanism to strengthen collaboration. The integrated construction of ideological-political courses in universities, middle schools, and primary schools is fundamentally a collective action. Therefore, in terms of practical work advancement, the emphasis is on strengthening collaboration. Collaborative cooperation is a collectivist value. It not only requires forming holistic thinking, overall concepts, and systematic action but also necessitates achieving mutual respect and perspective-taking among different departments, as well as abandoning departmentalism and individualism. In recent years, considerable collaborative cooperation has been carried out among different educational stages to advance the integrated construction of ideological-political courses. In terms of form, this includes: convening curriculum teaching seminars with the participation of ideological-political course teachers from different stages, jointly conducting collective lesson preparation for related courses or related themes, and on-site teaching where teacher representatives "attend the same class together." However, these collaborative efforts often exhibit characteristics of spontaneity, fragmentation, and segmentation. Who initiates and organizes the integrated construction actions, who initiates and organizes the integrated research activities, and who initiates and organizes the on-site teaching activities are all uncertain. This leaves the integrated construction in an awkward situation lacking "authority," with instances of a group without a leader and each fighting for themselves occurring from time to time. The advancement of integrated construction mainly relies on and depends on each educational stage, each school, and each department leveraging their respective strengths and demonstrating their unique capabilities. Between higher education and basic education schools, there is a lack of both standardized, normalized collaborative cooperation mechanisms and a leading unit that plays a driving role. Therefore, it is necessary to timely construct a traction mechanism that can promote collaborative cooperation, using the leading role of the lead institution to drive the effective implementation of collective action.

从构建加强协同的牵引机制出发。大中小学思政课一体化建设从根本上来说，是一项集体行动，因此，就实际工作推进而言，重在加强协同。协同合作是一种集体主义价值观，不仅需要形成整体性思维、全局性观念、系统性行动，而且需要在不同部门之间达成相互尊重、换位思考，还需要告别本位主义和个人主义。近年来，各学段之间就推进大中小学思政课一体化建设开展了不少协同合作，在形式上包括：召开不同学段思政课教师共同参与的课程教学研讨会，共同开展相关课程或相关主题的集体备课，教师代表“同上一堂课”的现场教学等。但是这些协同合作往往呈现自主性、分散性、片段化等特点，由谁来发起组织一体化建设行动、由谁来发起组织一体化研讨活动、由谁来发起组织现场教学活动等都具有不确定性，这就使得一体化建设陷入缺乏“权威”的尴尬境地，群龙无首、各自为战的情况时有发生。一体化建设的推进，主要依靠和依托各学段、各学校、各部门之间的各扬所长与各显神通，在高等教育和基础教育各学校之间既缺乏规范性、标准化的协同合作机制，也缺乏起龙头带动作用的牵引单位。因此，需要适时地构建能够促进协同合作的牵引机制，以牵头机构的引领作用推动集体行动的有效开展。

Starting from the construction of a cross-domain collaborative governance mechanism. From the perspective of management or governance, in the integrated construction of ideological-political courses in universities, middle schools, and primary schools, a mechanism of top-down supervision and horizontal mutual evaluation and oversight has not yet been formed during the work’s advancement. Essentially, cross-domain collaboration is the interconnection or interlinkage between different parts; because it crosses domains, there are issues of boundaries or demarcations, and it may be precisely these boundaries that make it difficult for the various parts to form a seamless whole. Hence, it is necessary to form a multi-party collaborative governance mechanism to address problems that may arise in resource allocation, information sharing, and interest distribution. From the perspective of the establishment of school stages, the complex problem of conducting holistic education for individuals is handled through segmentation and demarcation, advancing the implementation of holistic issues through the resolution of partial problems. However, this may also cause each partial problem, in the process of being resolved, to either breach boundaries or fail to reach boundaries, thereby creating difficulties in the connection between the parts and hindering the integration process. Our proposal to construct a cross-domain collaborative governance mechanism aims to target the difficult issues of boundary management between school stages in integrated construction, to make each school stage more clearly define the content and methods for connecting with other school stages, to create a cross-overlapping effect of boundary knowledge, and thereby promote the coupling of knowledge transmission and value construction between different school stages.

从构建跨域协同的治理机制出发。从管理或治理的角度上看大中小学思政课一体化建设，工作推进中自上而下的监督和横向之间的互评督促机制尚未形成。本质上说，跨域协同就是不同部分之间的相互连接或者相互联结，因为跨域，所以就存在边界或界限的问题，而且可能就是这些界限使得各部分之间较难成为无缝的整体，因而需要形成多方协同的治理机制来应对其间可能存在的资源分配、信息共享、利益分割等问题。从学段的设立而言，是以分割和划界的方式来处理对个体开展整体性教育的复杂问题，通过局部性问题的解决来推进整体性问题的落实，但由此也可能造成各个局部性问题在解决过程中发生突破边界或未达边界的情形，从而使得各个局部之间的连接发生困难，使得一体化进程受阻。我们提出构建跨域协同的治理机制，就是希望能够瞄准一体化建设中学段边界管理的难点问题，使各学段更加明确与其他学段相衔接的内容与方式，创建边界知识的交叉叠化效应，从而促进不同学段之间知识传授与价值观建构的耦合。

(Author’s brief introduction: Xu Rong, part-time researcher at the Center for Moral Education Research, Tsinghua University; Dean, Professor, and Doctoral Supervisor of the School of Marxism, Tongji University)

（作者简介：徐蓉，清华大学高校德育研究中心兼职研究员，同济大学马克思主义学院院长、教授、博士生导师）

Online editor: Tongxin

网络编辑：同心