Nurturing the Course: A Skill That Ideological-Political Theory Teachers Must Master to Improve Teaching Effectiveness

On March 18, 2019, Xi Jinping delivered an important speech at the symposium for teachers of ideological-political theory courses in schools (hereinafter referred to as the “Speech”), putting forward a series of requirements for running these courses well. Over the past five years, the Speech has provided the fundamental guidance for the construction of ideological-political theory courses and for teachers to improve teaching effectiveness. Judging from the results achieved so far, teachers of ideological-political theory courses have put in a great deal of labor, and the educational administrative departments have also provided ample conditions for this. Many teachers have made considerable progress at the technical level of lesson preparation and classroom teaching. Some results have been achieved in promoting the reform and innovation of ideological-political theory courses and continuously enhancing their ideological, theoretical, and affinity-based and targeted nature. However, it must be said that if teachers of ideological-political theory courses merely understand the spirit

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，发表了重要讲话（以下简称《讲话》），对办好思想政治理论课提出了一系列要求。五年来，《讲话》为思政课建设和思政课教师提高教学实效性提供了根本遵循。从已有的成果看，思政课教师付出了大量的劳动，教育主管部门也为此提供了丰裕的条件，很多教师在备课、讲课的技术层面都得到了长足发展。在推动思政课改革创新，不断增强思政课的思想性、理论性和亲和力、针对性方面取得了一定的成效。但是，毋庸讳言，思政课教师如果单纯从备课、讲课两个方面理解习近平关于思政课建设的重要讲话精神，就想在实践上提高“到课率”和“抬头率”，还很不够。我们还应该认真学习领会习近平的重要讲话精神，在“养课”方面狠下一番功夫。

The so-called "nurturing the course" (养课) refers to the cultivation work a teacher undertakes in three aspects in order to teach ideological and political theory courses well: cultivating individual moral character, developing competence and quality, and nourishing the teaching environment. As is well known, the quality of any course is inseparable from the teacher's moral character, quality, and environment; this is also a necessary condition for ensuring that ideological and political theory courses are taught well at the technical level. The "Speech" [n] emphasizes: "Ideological and political theory courses should be taught by teachers with firm convictions, profound knowledge, and a solid theoretical foundation,"[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P12) indicating that if teachers only focus on the techniques of lesson preparation and teaching, but neglect the cultivation of personal moral character and the teaching environment, it will inevitably fundamentally affect the effectiveness of ideological and political theory course teaching.

所谓“养课”，就是教师本人为讲好思政课在修养个体品德、培养能力素质、滋养教学环境三个方面所做的涵养工作。众所周知，任何一堂课的质量都与教师的品德、素质、环境密不可分，这也是确保在技术层面把思政课讲好的必要条件。《讲话》强调：“讲思想政治理论课，要让信仰坚定、学识渊博、理论功底深厚的教师来讲”，[1](P12)说明教师如果只重视备课和讲课的技术，而不重视和涵育个人品德与教学环境问题，势必在根本上影响思政课教学的实效性。

I. Implementing the "Six Requirements" is the Foundation of Nurturing the Course

一、贯彻“六个要”是养课的根本

What kind of person can become a teacher and stand firm in the role of teacher among people? Scholars ancient and modern, Chinese and foreign, have discussed this extensively. Yang Xiong, a scholar of the Western Han dynasty, said: "A teacher is a model for others." It is evident that for a person to become a teacher, they must earnestly cultivate their individual moral character to reach the level of being a "model." Ideological and political theory teachers "must plant the seeds of truth, goodness, and beauty in the hearts of students."[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P12) This responsibility is even greater than being a model, and it is not easy to "stand firm" among teachers and students. To plant the seeds of truth, goodness, and beauty in students' hearts, ideological and political theory teachers must first possess such seeds themselves. The "Six Requirements" for ideological and political theory teachers proposed in the "Speech" point the direction for these teachers to nurture these seeds of truth, goodness, and beauty. From the perspective of nurturing the course, we can deeply grasp the core essence of the "Six Requirements" on three levels, so as to promote ideological and political theory teachers' cultivation of individual moral character and enhance their confidence in teaching ideological and political theory courses well.

什么样的人才能成为教师，在人群中能以教师的身份立得住，古今中外学者对此多有论述。西汉学者扬雄说：“师者，人之模范也。”可见，一个人要想成为教师，就必须认真修养个体品德，以达到可以成为“模范”的程度。思政课教师“要给学生心灵埋下真善美的种子”。[1](P12)这要比模范的责任更大，想要在师生中“立得住”更是不容易。要给学生心灵埋下真善美的种子，思政课教师首先自己得有这样的种子。《讲话》对思政课教师提出的“六个要”，为思政课教师孕育这些真善美的种子指明了方向。从养课的视角，我们可以从三个层面深刻领会这“六个要”的核心要义，以促进思政课教师修养好个体品德，增强讲好思政课的底气。

First, ideological and political theory teachers must possess genuine feeling. "Strong political awareness"[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P12) and "deep sentiment"[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P13) are important requirements Xi Jinping has put forward for ideological and political theory teachers. "Strong political awareness" means being adept at seeing issues from a political perspective and maintaining political clarity on matters of principle. "Deep sentiment" means investing genuine feelings in the cause of Marxist theoretical education and having a persistent pursuit of ideological and political theory education and teaching. "Strong political awareness" and "deep sentiment" are both interconnected and mutually reinforcing, as well as dialectically unified and inseparable. On the one hand, for an ideological and political theory teacher to be politically strong, it must be a political strength imbued with feelings for family and country. Talking about politics without genuine feeling easily leads to empty words, clichés, or even falsehoods. On the other hand, for an ideological and political theory teacher to have deep sentiment, it must be sentiment with a firm political stance and feelings for family and country. The sentiment of an ideological and political theory teacher is inevitably closely linked to their political beliefs and inseparable from their ideals and convictions. From this perspective, a firm political stance should be the measure and soul of an ideological and political theory teacher's sentiment. It is evident that whether it is strong political emotion or deep feelings for family and country, ideological and political theory teachers should polish the "genuine feeling" foundation, integrating feelings for family and country, feelings for education, and feelings for students into one.

首先，思政课教师要有真情。“政治要强”[1](P12)“情怀要深”[1](P13)是习近平对思政课教师提出的重要要求。“政治要强”就是要善于从政治上看问题，在大是大非面前保持政治清醒。“情怀要深”就是对马克思主义理论教育事业投入真情实感，对思政课教育教学有执着追求。“政治要强”与“情怀要深”两者既相互联系、相互促进，又辩证统一、密不可分。一方面，思政课教师的政治强，一定是饱含家国情怀的政治强，没有真情实感地讲政治，就容易讲空话，讲套话，甚至讲假话。另一方面，思政课教师的情怀深，必须是有坚定的政治立场和家国情怀。思政课教师的情怀必然是与自己的政治信仰紧密相关，与自己的理想信念密不可分。从这一点来说，坚定的政治立场应是思政课教师情怀的尺度和灵魂。可见，无论是强烈的政治情感，还是仁厚的家国情怀，思政课教师都应擦亮“真情”底色，把对家国的情、对教育的情、对学生的情融为一体。

First, the feeling of talking about politics is genuine. Our Party, as a Marxist political party, must take a clear-cut stand on politics. Among the curriculum systems in higher education institutions, ideological and political theory courses are the ones with the strongest ideological attributes, and their key value lies in providing political navigation and value guidance throughout the entire process of talent cultivation. Therefore, talking about politics is the foundation for ideological and political theory teachers to establish themselves. However, talking about politics is not a cold rational choice; it should be an emotional expression with warmth. The political feeling of an ideological and political theory teacher means adhering to Marxist beliefs, firmly believing in communist ideals, being loyal to the Party's educational cause, and casting loyalty to the Party and love for family and country into the soul and integrating them into the blood.

一是讲政治的感情真。我们党作为马克思主义政党，必须旗帜鲜明讲政治。在高校的课程体系中，思政课是最具意识形态属性的课程，其关键价值体现在人才培养全过程中的政治领航和价值引领。因此，讲政治是思政课教师的立身之本。但讲政治不是冰冷的理性选择，应是有温度的情感表达。思政课教师的政治感情就是坚守马克思主义信仰，坚定共产主义信念，忠诚党的教育事业，把对党的忠诚、对家国的热爱，铸入灵魂、融入血脉。

Second, the enthusiasm for fulfilling duties is genuine. The renowned teachers deeply loved by students all share a common characteristic: whether in class or outside class, they are full of enthusiasm for educating people, always and everywhere acting as "guides" for student growth. They not only pay attention to social hotspots, exploring points of empathy with students' ideological world at a macro level; they also pay attention to various "small problems" encountered by students in their studies, lives, and emotions, touching on the problem points in students' ideological world at a micro level; and they pay even more attention to the interest points in students' ways of expression, exploring the exciting points that make students love ideological and political theory courses at the level of educational methods. It can be said that this kind of sincere enthusiasm is the source of power that can explain ideological and political theory courses deeply, thoroughly, and vividly.

二是尽职责的热情真。深受学生欢迎的教学名师们无不具有一个共同的特征：无论课上还是课下，都饱含着育人的热情，随时随地做学生成长的“引路人”。他们不仅关注社会热点，在宏观的层面探寻与学生思想世界的共情点；还关注学生的学习、生活、情感中遇到的各种“小问题”，在微观的层面触摸学生思想世界的问题点；更关注学生表达方式的兴趣点，在教育方法的层面探索学生喜爱思政课的兴奋点。可以说，这种真挚的热情是能够把思政课讲深讲透讲活的源动力。

Third, the deep feeling of loving students is genuine. Ideological and political theory teachers should be full of sincere care for students throughout the entire process of education. This kind of care is manifested as both warm companionship and guiding growth. It has two specific requirements: On the one hand, love must have warmth. Young university students are in their "jointing and booting stage,"[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P2) most in need of careful guidance and meticulous cultivation. Only warm companionship can effectively guide. Ideological and political theory teachers should proceed from the needs of student growth, rather than simply from the logic of the knowledge system; they should guide students with warm care, rather than simply teach students with theoretical deduction. They should both enlighten wisdom and moisten hearts, being as warm as spring. On the other hand, love must have artistry. Care for students should be principled love, moderate love, with feeling, reason, and measure, appropriate yet profound.

三是爱学生的深情真。思政课教师在教育的全过程中应满怀对学生的真心关爱。这种关爱表现为既温暖陪伴又引领成长。它具有两个方面的具体要求：一方面，要爱得有温度。青年大学生正值“拔节孕穗期”，[1](P2)最需要精心引导和悉心栽培。只有温暖的陪伴才能有效地引导。思政课教师应从学生成长的需要出发，而不是简单地从知识体系的逻辑出发；应以温暖的关爱引导学生，而不是单纯地以理论演绎教导学生。要做到既启智润心又温暖如春。另一方面，要爱得有艺术。对学生的关爱应是有原则的爱、适度的爱，有情、有理、有节，恰如其分而又爱得深沉。

Second, ideological and political theory teachers must possess good ability. "Innovative thinking"[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P14) and "broad vision"[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P14) are the core elements Xi Jinping has put

其次，思政课教师要有善能。“思维要新”[1](P14)“视野要广”[1](P14)是习近平对思政课教师的善能提出的核心要素。“思维要新”就是运用创新思维、辩证思维，创新课堂教学。这里的“新”，不是因“不同”而“新”，而是强调在一定的理论深度的基础上形成的创新思维成果。没有专业理论的深度，创新思维就没有前提和基础。就思维成果本身来说，具有“专”的属性。“视野要广”就是既要有横向的国内国际视野，又要有纵向的历史视野。无论是纵向的还是横向的，都是言说视野的广度。从内容所及的范围来说，“博”的特征显而易见。“思维要新”与“视野要广”两者相互联系、相互成就。视野不广则思维难新，视野广为思维的创新成果提供材料，是思维新的条件。反过来，思维新促进视野广，为开阔的视野提供方法论的武器，使视野的开阔有广度、有深度、有逻辑。因此，与其他专业课教师不同，思政课教师的善能，就是要在视野和思维的两个维度，能够做到深度和广度相结合，即“专”与“博”相结合。从实践看，思政课教师面对学生成长，“专”并不能满足现实多样的需要，还必须在专的基础上强调“博”，非如此不能使思政课“因事而化、因时而进、因势而新”。[2](P378)

First, one must achieve profound professional knowledge. The ideological and political theory course is a soul-shaping course that guides students toward their future lives. Teachers of this course should be able to open a door to truth for students, and profound professional knowledge is an essential quality for them. Without the basic stance, viewpoint, and method of Marxism, it is impossible to enhance the explanatory power of discourse and truly explain the ideological and political theory course thoroughly and clearly. Therefore, solid knowledge of Marxist theory is a fundamental quality they must possess. The basic theories, with the fundamental principles of Marxism and the latest achievements in adapting Marxism to the Chinese context and the needs of the times as the main content, must be firmly grasped. On this basis, the professional knowledge related to the teaching tasks of the ideological and political theory course must be seriously studied and proficiently mastered. In addition, one should also strengthen a rich reserve of historical and humanistic knowledge, as well as cross-era and cross-disciplinary knowledge, so as to better carry out teaching activities around the issues that concern students and bring students a better classroom experience.

一能做到专业学识渊博。思政课是引导学生迈向未来人生的灵魂课程，思政课教师应能够为学生开启一扇通向真理的大门，渊博的专业学识是思政课教师的必备素质。离开马克思主义基本立场、观点、方法，就不能提升话语解释力，真正将思政课讲透彻、说明白。因此，扎实的马克思主义理论知识，是其必备的基本素养。以马克思主义基本原理、马克思主义中国化时代化的最新成果等为主要内容的基础理论必须牢牢掌握。在此基础上，与思政课教学任务相关的专业知识，必须认真学习、熟练掌握。此外，还应加强丰富的历史、人文知识，跨时代、跨学科的知识储备，这样才能围绕学生关注的问题更好地展开教学活动，带给学生更好的课堂体验。

Second, one must achieve a broad academic horizon. Teaching and scientific research are organically unified and mutually reinforcing. A broad academic horizon and high-level scientific research ability are basic professional qualities for ideological and political theory teachers. From the perspective of teaching effectiveness, some phenomena that appear in the teaching of ideological and political theory courses and certain problems arising among students cannot be effectively resolved without a broad academic horizon. As Marx said: "Theory can seize the masses once it persuades people, and it can persuade people once it is thorough." [3]3 A classical allusion to *The Doctrine of the Mean* (《中庸》): "Only when students grow close to their teacher can they believe in their way; only when they believe in their way can they devote themselves to learning."(P9-10) Without a broad academic horizon, where can thorough theory come from? Therefore, in this sense, academic exchange activities actively carried out in the field of ideological and political theory teaching, such as the "Weekend Theory Lecture Hall," not only provide a high-starting-point, high-standard, multi-field academic exchange platform for teachers and students, but also create a good atmosphere of intellectual collision and academic contention. They effectively broaden the academic horizons of ideological and political theory teachers, stimulate their innovative thinking, and are very beneficial to the exchange and integration between disciplines. Facts have proven that in-depth teaching research can both promote teaching reform and innovation and enable ideological and political theory teachers to transform from "experience-based" teachers to "scholar-type" and "expert-type" teachers.

二能做到学术视野广博。教学与科研是有机统一、相互促进的。思政课教师广博的学术视野、高水准的科研能力是基本的职业素养。从教学效果看，思政课教学中出现的一些现象和学生中产生的若干问题非广博的学术视野不能有效解决。正如马克思所言：“理论只要说服人，就能掌握群众；而理论只要彻底，就能说服人。”[3](P9-10)如果没有广博的学术视野，彻底的理论从何而来？因此，从这个意义上看，思政课教学领域积极开展的“周末理论大讲堂”等学术交流活动，不仅为师生提供一个高起点、高水准、多领域的学术交流平台，还营造了思想碰撞、学术争鸣的良好氛围，也有效拓宽了思政课教师的学术视野，激发思政课教师的创新思维，十分有益于学科之间的交流和融合。事实证明，深入的教学研究既能促进教学的改革创新，也能使思政课教师从“经验型”教师向“学者型”和“专家型”教师转变。

Third, one must achieve broad and comprehensive teaching ability. Currently, the teaching tasks of ideological and political theory teachers are generally heavy. While "maintaining quantity," how to "ensure quality" objectively requires that the teaching ability of ideological and political theory teachers be not only professional but also broad and comprehensive. On the one hand, ideological and political theory teachers need to follow the developmental laws of students' thoughts, psychology, and behavior, focus on shaping students' values, and through daily classroom teaching, integrate value guidance into theoretical instruction, guiding students to gradually establish a correct worldview, outlook on life, and value system. On the other hand, ideological and political theory teachers need to master multiple teaching arts that are down-to-earth, vibrant, and engaging, as well as innovative teaching methods such as flipped classrooms, simulated classrooms, smart classrooms, and cloud classrooms. Through equal dialogue and intellectual collision, they guide students to think about problems and seek answers, enhancing students' sense of gain. Furthermore, ideological and political theory teachers must also have practical guidance ability, leading students to "read ten thousand books and travel ten thousand miles." They should be adept at using practical teaching methods such as social surveys, "Three Rural Areas" activities [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty., and social welfare services to enable students to gain knowledge, enhance abilities, and temper their character in practice. With excellent teaching ability, ideological and political theory teachers can become famous teachers who "naturally attract traffic," and students will naturally become their loyal "fans."

三能做到教学能力宽博。当前，思政课教师的教学任务普遍繁重，在“保量”的同时如何“保质”，客观上需要思政课教师的教学能力不仅专业，而且宽博。一方面，需要思政课教师遵循学生的思想、心理、行为的发展规律，聚焦学生的价值塑造，通过日常的课堂教学，将价值引导融汇在理论传授之中，引导学生逐步树立正确的世界观、人生观、价值观。另一方面，需要思政课教师能够掌握接地气、有生气、聚人气的多重教学艺术，以及翻转课堂、模拟仿真课堂、智慧课堂、云课堂等创新教学手段，通过平等的对话交流和思想碰撞，引导学生思考问题、探寻答案，提升学生的获得感。此外，思政课教师还要有实践指导能力。带领学生“读万卷书，行万里路”。思政课教师应善于通过社会调查、“三下乡”活动、社会公益服务等实践教学让学生在实践中增长知识，增强才干、淬炼品格。思政课教师凭借优秀的教学能力，成为“自带流量”的名师，学生自然会成为紧紧跟随的“铁粉”。

Finally, ideological and political theory teachers must possess fine character. The report of the 20th National Congress of the CPC [2]2 The 20th National Congress of the CPC (二十大) was held in October 2022, where Xi Jinping delivered a report outlining pointed out the need to "implement the fundamental task of fostering virtue through education and cultivate a high-quality teaching force." [4]4 Refers to the *Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools* (《在学校思想政治理论课教师座谈会上的讲话》) delivered by Xi Jinping on March 18, 2019.(P34) Xi Jinping's propositions of "strict self-discipline" [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P15) and "upright personality" [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P16) are specific requirements for building a high-quality team of ideological and political theory teachers and are key to ensuring that these teachers consciously fulfill the fundamental task of fostering virtue through education. "Strict self-discipline" means abiding by discipline and rules, being strict with oneself, matching words with deeds, and being consistent inside and outside. Its essence lies in correct behavior and upright conduct. "Upright personality" means being sincere and honest, dignified and upright, and becoming a person beloved by students. Its essence lies in upright personality and the unity of knowledge and action. "Strict self-discipline" and "upright personality" are mutually prerequisite and mutually expressive. A person who is not self-disciplined cannot form an upright personality; similarly, if a person has personality problems, it must be because they are not strict enough with themselves. In other words, a person with an upright personality must be strictly self-disciplined. For ideological and political theory teachers, these two aspects are both inherent requirements of the nature of the ideological and political theory course and a vivid embodiment of professional norms. As the ancients said: "If the person is upright, orders will be carried out without being issued; if the person is not upright, even orders will not be obeyed." [5]5 The "Eight Unifications" (八统一) are eight pairs of principles for reforming ideological and political theory courses, including the unity of political and academic rationality, value and knowledge, theory and practice, etc., as outlined in Xi Jinping's 2019 speech.(P153) A teacher who wants to "correct others" must first "correct themselves." Therefore, ideological and political theory teachers should start with how they treat others and handle affairs, focus on loving students and self-discipline, consciously cultivate their moral character, and develop a correct and fine character.

最后，思政课教师要有美品。党的二十大报告指出，要“落实立德树人根本任务，培养高素质教师队伍”。[4](P34)习近平提出的“自律要严”[1](P15)“人格要正”[1](P16)就是打造高素质思政课教师队伍的具体要求，是确保思政课教师自觉践行立德树人根本任务的关键。“自律要严”就是要遵守纪律和规矩，严于律己、言行一致、表里如一。其本质在于行为端正，作风正派。“人格要正”就是要正心诚意，堂堂正正，做学生喜爱的人。其本质在于人格端正，知行合一。“自律要严”与“人格要正”两者互为前提，互为表征。一个不自律的人，无法形成端正的人格；同样的，如果一个人的人格有问题，一定是因为对自己的要求不够严格。换句话说，人格端正的人，一定是自律严格的人。对于思政课教师来说，这两者既是思政课课程性质的内在要求，更是职业规范的生动体现。正如古人言：“其身正，不令而行；其身不正，虽令不从。”[5](P153)为师者“正人”必先“正己”。为此，思政课教师应从待人处世着手，从爱生自律着力，自觉修身修为，养成端正的美好品格。

First, the character in treating others must be pure and upright. Ideological and political theory teachers bear the important mission of spreading knowledge, spreading thought, spreading truth, and shaping souls, shaping lives, and shaping new people for the times. Therefore, ideological and political theory teachers are not only teachers of knowledge but also teachers of the soul and teachers of conduct, that is, they face students with their own personality. The pure and upright character of ideological and political theory teachers is itself a vivid textbook for "enlightening the mind and moistening the heart," as the saying goes, "example is better than precept." To this end, every ideological and political theory teacher should set an example for students with a pure and upright character in treating others. On the one hand, they must respect colleagues and help them peacefully. No student is the achievement of a single teacher's education; they are all "works" created by the joint efforts of a group of teachers. Therefore, ideological and political theory teachers should not "rank by seniority" based on academic level but should build harmonious colleague relationships through warm mutual assistance and create a good educational atmosphere. On the other hand, they must respect others and treat them equally. People always unfold their entire personal lives in their interactions with others. Undoubtedly, pure and upright character is the fundamental guarantee of a high-quality life. The understanding and interpretation of theory by ideological and political theory teachers invariably reflect their understanding of life and their own state of life. Therefore, in essence, the teaching process of ideological and political theory teachers is a process of permeating their entire lives into the activities of ideological and political education. Clearly, their pure and upright character is undoubtedly high-quality educational material.

一是待人品格纯正。思政课教师承载着传播知识、传播思想、传播真理和塑造灵魂、塑造生命、塑造新人的时代重任。因此，思政课教师是学问之师，更是心灵之师、品行之师，即是用自己的人格面对学生。思政课教师的纯正品格本身就是“启智润心”的生动教材，所谓“身教胜于言教”。为此，每一位思政课教师都应以纯正的待人品格为学生示范。一方面，要尊重同事，平和相助。没有一个学生是一个教师教育的成果，都是一群教师共同努力的“作品”。因此，思政课教师应不以学术水平高低“论资排辈”，而应以温暖的相助建设和睦的同事关系，营造良好的教育氛围。另一方面，要尊重他人，平等相处。人们总是在与他人的交往中展开个人的全部生活，无疑，纯正的品格是优质生活的根本保证。思政课教师对于理论的认知和解读无不折射出其对生活的理解和自身生活的状态。因此，从本质上说，思政课教师的教学过程就是将自己的全部生活渗透到思想政治教育活动的过程。显然，其纯正的品格无疑是优质的教育素材。

Second, the behavior in handling affairs must be honest and upright. Honesty and uprightness refer to being incorruptible and upright. As a personality quality, because its antonym is corruption, people always think that honesty and uprightness are only related to politics. Actually, this is not the case. Strictly speaking, the personality qualities of all professional workers are closely related to honesty and uprightness. Because the personality qualities of ideological and political theory teachers are exemplary, their behavior must especially be honest and upright. On the one hand, behavior related to self-development must be incorruptible. In real life, ideological and political theory teachers will also face a series of contradictions in their personal development, and even some difficult choices involving social "unspoken rules." If not handled well or understood clearly, it will directly affect personal character, making it impossible to confidently teach the ideological and political theory course in the classroom. On the other hand, behavior related to professional work must be clean and honest. The teaching profession is a profession of dedication, not a simple transactional behavior of "you pay to listen, I teach to make a living." Therefore, in educational behavior, the quantity of material gain cannot be used as a measure of the amount of effort given. Ideological and political theory teachers shoulder the historical mission of fostering virtue through education and cultivating the roots and souls of the people, and they must pay even more attention to honest and upright behavior, dedication, and contribution.

二是处世行为廉正。所谓廉正，即指廉洁正直。作为一种人格品质，因为其反义词是腐败，人们总认为廉正只与政治相关联，其实不然。严格来说，所有的职业工作者其人格品质都与廉正密切相关。思政课教师因其人格品质具有示范性，尤其要求其行为必须做到廉正。一方面，围绕自我发展发生的行为要廉洁。在现实生活中，思政课教师个人也会面临个人发展过程中的一系列矛盾，甚至是一些社会“潜规则”的两难选择。如果处理不好，认识不清，就会直接影响个人的品格，无法在课堂上理直气壮地讲好思政课。另一方面，围绕职业工作展开的行为要廉明。教师职业是讲奉献的职业，而不是简单的“你交钱听课，我上课谋生”的交易行为。因此，在教育行为中，不能用物质获取的数量作为付出多少的尺度。思政课教师肩负着立德树人、培根铸魂的历史使命，更应注意行为廉正，敬业奉献。

Third, loving students, self-discipline, and fairness. The foundation of morality is the self-discipline of the human spirit. For ideological and political theory teachers, loving students means respecting them and treating them as equals. The relationship between teachers and students is in fact interdependent; without students, there are no teachers. Therefore, ideological and political theory teachers should not put on airs or save face before students under the pretext of so-called "dignity of the teaching profession," but should instead build a harmonious teacher-student relationship through warm companionship. Only when students "grow close to their teacher" can they "believe in their way." [3]3 A classical allusion to *The Doctrine of the Mean* (《中庸》): "Only when students grow close to their teacher can they believe in their way; only when they believe in their way can they devote themselves to learning." Self-discipline is manifested not only "in class" but, more importantly, "outside class." Efforts must be made to strengthen the study and practice of Party discipline and state regulations, school rules and discipline, and codes of conduct for teachers, striving for consistency inside and outside the classroom, online and offline, consciously promoting the main theme and actively transmitting positive energy. Fairness means treating every student justly, not "labeling" or grading students, and treating all equally. Strict self-discipline is the prerequisite for ensuring fairness and justice, because fairness means acting objectively and rationally according to rules and standards, rather than acting solely on subjective will. Therefore, on the one hand, one must not choose an attitude toward students based on personal likes or dislikes. Doing so not only hurts students' self-esteem and motivation but also damages the teacher's character. On the other hand, one must not choose an attitude toward students based on personal gains or losses. Teachers should always remember their responsibilities and mission, be student-centered, and do their job well.

三是爱生自律公正。道德的基础是人类精神的自律。对于思政课教师而言，爱生就是尊重学生，平等相依。师生之间其实是相互依存的，没有学生，就没有教师。因此，思政课教师不应以所谓的“师道尊严”为由在学生面前摆“架子”，装“面子”，而应以温暖的陪伴建设和谐的师生关系。学生“亲其师”，才能“信其道”。自律，不仅体现在“课上”，更强调“课外”，要在强化党规党纪、校规校纪、教师行为规范的学习和践行上下功夫，努力做到课上课下一致、网上网下一致，自觉弘扬主旋律，积极传递正能量。公正，就是公平地对待每一个学生，不给学生“贴标签”、分等级，做到一视同仁。严格的自律是保证公平公正的前提条件，因为公正是客观而理性地按规矩、按标准做事，而不是仅凭主观意志做事。因此，一方面，不能以个人的好恶选择对待学生的态度。这样不仅伤害学生的自尊心、积极性，也有损教师的人格。另一方面，不能因个人荣辱得失选择对待学生的态度。应时刻牢记责任和使命，以学生为中心，做好本职工作。

II. Practicing the "Eight Unifications" Is the Key to Nurturing the Course

二、践行“八统一”是养课的关键

Ideological and political theory teachers must not only "stand firm" among teachers and students through personal moral cultivation, but also "stand steady" in their posts as ideological and political theory teachers. The two are mutually conditional and mutually causal. "Talent is the resource of virtue; virtue is the commander of talent." [6]6 The *Speech* refers to the speech delivered by Xi Jinping at the Symposium for Teachers of Ideological and Political Theory Courses in Schools on March 18, 2019, which is a key policy document for the reform of these courses in China.(P5) That is to say, ideological and political theory teachers should possess both ability and moral integrity. For good personal character to play its role, ideological and political theory teachers must also make great efforts to cultivate their abilities and qualities in order to "stand steady" on the podium. In this regard, the *Speech* [4]4 Refers to the *Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools* (《在学校思想政治理论课教师座谈会上的讲话》) delivered by Xi Jinping on March 18, 2019. emphasizes that ideological and political theory teachers should "promote the reform and innovation of ideological and political theory courses, continuously enhance their ideological, theoretical, and affinity and targeted nature," [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P17) and strive to achieve the "Eight Unifications." [5]5 The "Eight Unifications" (八统一) are eight pairs of principles for reforming ideological and political theory courses, including the unity of political and academic rationality, value and knowledge, theory and practice, etc., as outlined in Xi Jinping's 2019 speech. As far as nurturing the course is concerned, on the basis of deeply studying and thoroughly understanding the requirements of the "Eight Unifications," ideological and political theory teachers should especially strive to practice them at three levels: the professional post, the teaching content, and the teaching method.

思政课教师不仅要依靠个人的品德修养在师生中“立得住”，还要在思政课教学的岗位上“站得稳”。两者互为条件、互为因果。“才者，德之资也；德者，才之帅也”。[6](P5)也就是说，思政课教师应德才兼备。良好的个人品德要发挥作用，思政课教师还要在培养能力素质上狠下功夫，才能在讲台上“站得稳”。对此，《讲话》强调，思政课教师要“推动思想政治理论课改革创新，不断增强思政课的思想性、理论性和亲和力、针对性”，[1](P17)努力做到“八统一”。就养课而言，思政课教师要在学深悟透“八统一”要求的基础上，尤其要在职业岗位、教学内容、教学方法等三个层面努力践行。

First, at the level of teaching position, ideological and political theory teachers must take the correct position. The fundamental task of education is to foster virtue and nurture people (立德树人), and ideological and political theory courses are the key courses for fostering virtue and nurturing people. This determines that the post of ideological and political theory teacher possesses both the universality and commonality of ordinary teachers and its own particularity and individuality; it is the unity of universality and particularity, commonality and individuality. Therefore, ideological and political theory teachers must, in accordance with the requirements of the *Speech*, "adhere to the unity of political and academic rationality" [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P17) and "adhere to the unity of dominance and subjectivity." [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P21) The correct stance is the key to teaching ideological and political theory courses well. Specifically, there are three aspects that must be clarified.

首先，思政课教师在教学的位置层面，要站好位置。教育的根本任务是立德树人，思政课是立德树人的关键课程。这就决定了思政课教师的岗位既具有一般教师的普遍性、共性，又具有本身的特殊性、个性，是普遍性和特殊性、共性和个性的统一。因此，思政课教师必须按照《讲话》要求，“坚持政治性和学理性相统一”，[1](P17)“坚持主导性和主体性相统一”。[1](P21)正确的站位是讲好思政课的关键。具体来说有三个方面必须明确。

The first is political stance. Ideological and political theory teachers must consciously maintain a high degree of consistency with the Party Central Committee and teach ideological and political theory courses well. They must "comprehensively 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 "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P9) They must deeply recognize that political guidance is the basic function of ideological and political theory courses. Emphasizing the political guidance function of ideological and political theory courses does not mean diluting their academic rationality or turning them into simple political propaganda. Instead, "we must respond to students with thorough academic analysis, convince students with thorough ideological theory, and guide students with the powerful force of truth." [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P18) A firm political stance is what ideological and political theory teachers must clarify; it is of primary importance.

一是政治站位。思政课教师要自觉与党中央保持高度一致，讲好思政课，“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)要深刻认识到，政治引导是思政课的基本功能。我们强调思政课的政治引导功能，并不是要淡化思政课的学理性，把思政课讲成简单的政治宣传，“而要以透彻的学理分析回应学生，以彻底的思想理论说服学生，用真理的强大力量引导学生”。[1](P18)坚定的政治站位是思政课教师必须明确的，是第一位的。

The second is theoretical stance. Ideological and political theory courses should cultivate people with scientific theory, following the cognitive laws of students at different educational stages, and explain the basic principles of Marxism clearly and thoroughly. This requires us to adhere to using Marxism, adhere to using the outstanding achievements of adapting Marxism to the Chinese context and the needs of the times, and adhere to using the positions, viewpoints, and methods of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to arm our minds and guide students. Of course, one must not weaken political nature by emphasizing academic rationality. When teaching ideological and political theory courses to students at different educational stages, whether telling stories or explaining theory, the political guidance function of the course must be reflected.

二是理论站位。思政课要用科学理论培养人，应遵循不同学段学生的认知规律，把马克思主义基本原理讲清楚、讲透彻。这就要求我们坚持运用马克思主义、坚持运用马克思主义中国化时代化的优秀成果、坚持运用习近平新时代中国特色社会主义思想的立场、观点、方法武装头脑、引领学生。当然，不能因为强调学理性而弱化政治性，给不同学段的学生讲思政课，无论是讲故事还是讲理论，都要体现思政课的政治引导功能。

The third is professional stance. This means deeply recognizing oneself as an ideological and political theory teacher, a teacher shouldering the major historical responsibility and mission of the times to "foster virtue and nurture people." Xi Jinping pointed out: "Ideological and political theory courses are the key courses for implementing the fundamental task of fostering virtue and nurturing people. The role of ideological and political theory courses is irreplaceable, and the responsibility of the team of ideological and political theory teachers is immense." [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P2) Teaching ideological and political theory courses well involves not only "technique" but also "scholarship," and even more so "the Way." The range of disciplines involved is very broad, and the requirements for teachers' comprehensive qualities are very high. Therefore, the requirements for ideological and political theory teachers to enrich their individual knowledge and improve their professional skills are stricter than those for ordinary teachers. Simply positioning oneself as a professional teacher means the stance of an ideological and political theory teacher is not precise. Without precise positioning, one can easily become a mere "setter" of Marxist theoretical knowledge, leading to teaching by rote, or even avoiding key points, skirting difficult points, dodging questions, muddling through, being perfunctory, and playing it safe.

三是职业站位。就是要深刻地认识到自己是一名思政课的教师，是肩负“立德树人”重大历史责任和时代使命的教师。习近平指出：“思政课是落实立德树人根本任务的关键课程，思政课作用不可替代，思政课教师队伍责任重大。”[1](P2)讲好思政课不仅有“术”，也有“学”，更有“道”。涉及的学科范围十分广泛，对教师的综合素质要求很高。因此，思政课教师丰富个体学识，提升职业技能，要比一般的教师要求更严格，简单地以一名职业教师的身份给自己定位，思政课教师的站位就不精准。不能精准定位，就容易简单充当马克思主义理论知识的“二传手”角色，在教学中就容易出现照本宣科，甚至会出现避开重点讲、绕开难点讲、躲开问题讲，得过且过、敷衍塞责、明哲保身等现象。

Second, at the level of teaching content, ideological and political theory teachers must tell good stories. There are two basic consensuses regarding the goals of classroom teaching: one is to enable students to master the relevant disciplinary knowledge through teaching, and the other is to stimulate students' interest in learning the subject. The former is inherent in classroom teaching, while the latter is an indicator of teaching success. If teaching cannot stimulate students' interest in learning, it cannot activate their intrinsic motivation for after-class learning, and they will put the course out of their minds as soon as class ends. This is indeed the case. A person's mastery of a discipline is mostly acquired through self-study; what is learned in the classroom is only the foundation of the discipline. Why do students continue to study after class? It is because their learning interest has been activated. Interest is the best teacher, and that is the meaning of this statement. Only by activating students' learning interest can they continue to study deeply through after-class self-study, thereby consolidating and expanding their learning outcomes. Therefore, a course that only imparts knowledge, knowledge that is only learned for the sake of exams, has no vitality. The same is true for ideological and political theory teaching. The difference is that in ideological and political theory classes, students may raise sharp and sensitive questions, often involving deep-seated theoretical and practical issues, and explaining these issues clearly and thoroughly is not easy. Ideological and political theory courses use knowledge as a carrier to flexibly integrate the Party's innovative theories, guiding students to establish a scientific "worldview, outlook on life, and value system" to achieve the goal of fostering virtue and nurturing people. Here, knowledge is the carrier, value is the goal, and value guidance should be embedded in the transmission of knowledge. As for knowledge, it cannot be limited to ideological and political theoretical knowledge; it also involves knowledge from multiple disciplines such as economics, ecology, and history. How to effectively integrate this knowledge into the classroom so that students enjoy listening and stimulate their interest in learning requires "adhering to the unity of value and knowledge" [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P18) and "adhering to the unity of theory and practice." [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P20) The *Speech* points out: "Students' doubts are the key points that ideological and political theory courses must explain clearly. We must be good at using domestic and international facts, cases, and materials to answer students' doubts through comparison." [1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P15) That is to say, ideological and political theory teachers must be good at using facts, cases, and materials to interpret knowledge, so that students can not only resolve their doubts in the learning process but also stimulate their interest in learning ideological and political theory courses.

其次，思政课教师在教学的内容层面，要讲好故事。课堂教学有两个目标是基本共识，一是通过教学让学生掌握相关学科知识，二是激发学生学习这门学科的兴趣。前者是课堂教学的题中应有之义，后者是教学成功与否的表征。如果不能通过教学激发学生学习的兴趣，就无法激活学生课后学习的内在动力，一下课就会将这门课抛之脑后了。事实也是如此，一个人对一门学科的掌握，大部分内容是通过自学获得的，课堂学习获得的只是这个学科的基础。为什么会在课后继续学习，就是因为学习兴趣被激活了。兴趣是最好的老师，就是在这个意义上来说的。只有激活了学生的学习兴趣，才会通过课后的自学不断深入地学习，从而巩固和扩大学习成果。因此，那种只讲知识的课，只是为了考试而不得不学的课堂知识，是没有生命力的。这一点，思政课教学同样如此。不同的是，思政课堂上学生会提一些尖锐敏感的问题，往往涉及深层次理论和实践问题，把这些问题讲清楚讲透彻并不容易。思政课是以知识为载体，灵活地将党的创新理论融入其中，引导学生树立科学的“三观”，以达到立德树人的目的。在这里，知识是载体，价值是目的，要寓价值观引导于知识传授之中。就知识而言，不能局限于思想政治理论知识，还涉及经济、生态、历史等多学科知识。如何将这些知识有效地融入课堂，让学生爱听，激发学生的学习兴趣，应“坚持价值性和知识性相统一”，[1](P18)“坚持理论性和实践性相统一”。[1](P20)《讲话》指出：“学生的疑惑就是思政课要讲清楚的重点。要善于利用国内外的事实、案例、素材，在比较中回答学生的疑惑。”[1](P15)就是说，思政课教师要善于运用事实、案例、素材来解读知识，使学生在学习的过程中不仅能够解惑，而且能够激发学习思政课的兴趣。

Facts, cases, and materials originate from real life and possess natural appeal and persuasiveness. In terms of form, all three share the characteristics of stories and are commonly used teaching tools by ideological and political theory teachers. However, in the actual teaching process, one must distinguish the differences and connections among them in order to use them accurately. If this point is overlooked and they are all presented in the form of storytelling, it can easily give students the false impression that “ideological and political theory teachers only know how to tell stories,” which objectively undermines the theoretical educational effect of the course.

事实、案例、素材，来源于现实生活，具有天然的感染力和说服力。从形式上看，这三个方面都具有故事的特点，也是思政课教师常用的教学手段。但是，在实际的教学过程中，要分清楚三者之间的区别和联系，才能准确运用它们。如果不注意这一点，而都以讲故事的形式呈现，就容易给学生造成“思政课老师只会讲故事”的错觉，客观上影响思政课的理论教育效果。

Presenting facts means using real-life occurrences to illustrate truths and principles, emphasizing outcomes rather than pursuing plot or process. It is generally expressed through concrete data, obtained conclusions, and the like, characterized by conciseness and clarity, with strong persuasiveness, forcefulness, and indisputability. For example, when discussing the current state of national development, a large amount of data is typically used to demonstrate the tremendous achievements made in various aspects of China’s development since the New Era. Through data comparison, the results are clear at a glance and highly impactful.

讲事实，就是用生活中发生的事实来说明道理、原理，看重的是结果，并不追求故事的情节和过程。一般以具体的数据、获得的结论等形式表现出来，具有简洁、清晰的特征，说服力强，铿锵有力，不容争辩。比如在讲到国家发展的现状时，一般会用大量的数据来说明新时代以来我国各方面发展所取得的巨大成就。通过数据比较，一目了然，极具震撼力。

Presenting cases means using stories with a certain plot as teaching cases. Generally speaking, cases have strong narrative elements; they explain the ins and outs of the story, often including characters, plot, and process. Cases may be presented first, using them to derive theoretical conclusions, or presented later, using them to interpret theoretical conclusions. In short, cases serve theory. Stories have an immersive quality that easily engages students. If the teacher can deliver them with vivid expression and emotion, it is easier to achieve good teaching results. However, one must also note that any story is multidimensional, and different aspects can yield different conclusions. Teachers must identify the right entry point, being able to both open up the discussion and keep it under control.

讲案例，就是把具有一定情节的故事作为教学案例。一般来说，案例的故事性强，要交代故事的原委，人物、情节、过程等一般都会有所说明。或讲案例在先，运用案例得出理论成果；或讲案例在后，运用案例解读理论成果，总之，案例为理论服务。故事本身具有代入感，容易吸引学生，如果教师能够声情并茂，更容易取得良好的教学效果。但也要注意，任何一个故事都是立体的，不同的侧面都可以有不同的结论。教师要找准切入点，既要放得开，更要收得住。

Presenting materials mainly refers to the diverse elements used in the teaching process. These are generally presented as pictures, charts, short videos, and the like. Teachers enrich the teaching content by interpreting these elements. Compared with facts and cases, materials have the weakest narrative quality. The teacher’s interpretation primarily revolves around theoretical needs and generally does not expand into story plots or the like. However, materials have the advantage of diversity, combining static and dynamic elements, which can break the monotony and rigidity of purely theoretical deduction, add interest to teaching, and thereby enhance appeal.

讲素材，则主要是指在教学过程中运用的多样元素。一般呈现为图片、图表、短视频等。教师通过解读这些元素，丰富教学内容。和事实、案例相比，素材的故事性最弱。教师的解读主要围绕理论的需要，一般不会展开，更不会有故事的情节等内容。但是素材具有多样性的色彩，可以做到动静结合，能够打破单纯理论演绎的枯燥和呆板的局面，为教学增加趣味性，从而增强吸引力。

Finally, at the methodological level, ideological and political theory teachers must use methods well. Accomplishing any task requires methods suited to it. Without appropriate methods, completing a task is mere armchair strategizing. Over years of teaching practice, ideological and political theory teachers have developed teaching models such as case-based teaching, experiential teaching, thematic teaching, and differentiated teaching. These methods have been relatively widely applied to a certain extent. However, to promote reform in ideological and political theory teaching, it is necessary to build on existing methods by “adhering to the unity of constructiveness and criticalness,”[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P19) “adhering to the unity of uniformity and diversity,”[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P21) “adhering to the unity of indoctrination and inspiration,”[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P22) and “adhering to the unity of explicit education and implicit education.”[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P23) These four “unities” are not applied with equal force or simultaneously in teaching practice; rather, they are organically integrated while also having different emphases.

最后，思政课教师在教学的方法层面，要用好方法。完成任何一项任务都离不开与之相适应的方法。没有恰当的方法，去完成任务就是纸上谈兵。思政课教师在多年的教学实践中已经形成了案例式教学、体验式教学、专题式教学、分众式教学等教学模式，这些方式方法在一定的程度上已被较为广泛地运用。但要推动思政课教学的改革，还应在已有的方法基础上“坚持建设性和批判性相统一”，[1](P19)“坚持统一性和多样性相统一”，[1](P21)“坚持灌输性和启发性相统一”，[1](P22)“坚持显性教育和隐性教育相统一”。[1](P23)这四个“统一”，在教学实践中并不是平均用力、同时用力，而是既有机融合，又有所侧重。

On the basis of criticalness, emphasize constructiveness. Ideological and political theory teachers “must cultivate the true skill of not fearing questions, fearing no questions, and rejoicing when questions arise.”[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P20) They should be adept at using the Marxist stance, viewpoint, and method to confront various erroneous views and trends of thought, analyzing and critiquing them with clear-cut positions. Guide students to view various social issues dialectically and rationally, helping them distinguish right from wrong and black from white. However, it must be clearly understood that “the task of ideological and political theory courses is to transmit mainstream ideology, and constructiveness is their foundation.”[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P19) Teachers should promote the true, the good, and the beautiful while critiquing phenomena of the false, the ugly, and the evil. One-sided criticism can easily lead to student misunderstanding; constructive opinions are more likely to guide students toward acquiring truthful understanding.

在批判性基础上，侧重建设性。思政课教师“要练就不怕问、怕不问、见问则喜的真本领”。[1](P20)要善于运用马克思主义的立场、观点、方法，直面各种错误观点和思潮，旗帜鲜明进行剖析和批判。引导学生辩证看待、理性分析各种社会问题，帮助他们明是非、辨黑白。但要清楚地认识到，“思政课的任务是传导主流意识形态，建设性是其根本”。[1](P19)教师应在批判假恶丑的现象中弘扬真善美。一味地批判，容易引起学生误解，建设性意见更容易引导学生获得真理性的认识。

On the basis of uniformity, emphasize diversity. Uniformity is both an objective necessity and an inevitable requirement for fostering virtue and nurturing talent. The state has put forward clear uniformity requirements for ideological and political theory courses in terms of teaching objectives, curriculum design, textbook use, and teaching management. These requirements must be followed in teaching; one cannot act independently. At the same time, for different regions, different schools, and different educational targets, teachers must integrate concrete realities in teaching practice, adapting to local conditions, time constraints, and individual students. Only by adopting diverse methods, without rigidly adhering to one or a few methods, can the uniformity requirements be organically integrated with the diversity of students’ developmental needs.

在统一性基础上，侧重多样性。统一性既是客观需要，也是立德树人的必然要求。国家对思政课的教学目标、课程设置、教材使用、教学管理等方面提出了明确的统一性要求。教学中必须遵循这些要求，不能各行其是。同时，针对不同地区不同学校不同的教育对象，教师在教学实践中必须结合具体实际，因地制宜、因时制宜、因材施教。只有采用多样性的方法，而不拘泥于某一种或几种方法，才能把统一性要求与学生成长需要的多样性有机融合起来。

On the basis of indoctrination, emphasize inspiration. The “indoctrination method” is a fundamental method of Marxist theoretical education. Lenin believed that “class political consciousness can be brought to the workers only from without.”[7]7 “Jointing and booting stage” (拔节孕穗期) is an agricultural metaphor referring to the critical growth phases of grain crops, used by Xi Jinping to describe the formative period of youth when values and worldviews are established.(P363) Similarly, for students to accept Marxism, necessary indoctrination is indispensable. However, it must be clear that students in the New Era are active-minded and well-informed; simple indoctrination often backfires. Integrating inspirational guidance into teaching practice makes it easier to mobilize students’ subjective initiative, encouraging them to learn to discover, analyze, and think about problems. Forms such as rhetorical questions, hypothetical questions, leaving questions open, and classroom Q&A are all highly inspirational methods that easily provoke students’ reflection and inquiry, and are worth integrating into teaching practice.

在灌输的基础上，侧重启发性。“灌输法”是马克思主义理论教育的基本方法。列宁认为，“阶级政治意识只能从外面灌输给工人”。[7](P363)同样地，要让学生接受马克思主义，也离不开必要的灌输。但要清楚，新时代的学生，思想活跃，见多识广，简单的灌输，往往适得其反。在教学实践中融合启发式引导，更容易调动学生的主观能动性，促进他们学会发现问题、分析问题、思考问题。反问、设问、留疑、课堂问答等形式都是很好的带有启发性的方法，容易引发学生的反思和追问，值得融入教学实践。

On the basis of explicit education, emphasize implicit education. Some people believe that the content of ideological and political theory courses can be fully integrated into other humanities and quality-oriented courses, making it unnecessary to devote special time, effort, and resources to teaching them separately. This is not the case. This view arises and even gains some traction because in everyday life, everyone has thoughts and can think, making it seem like something anyone can do, and thus not worth making a big deal over. But the fact is, without the Marxist stance, viewpoint, and method, can everyone truly “know how to think”? The *Speech*[6]6 The *Speech* refers to the speech delivered by Xi Jinping at the Symposium for Teachers of Ideological and Political Theory Courses in Schools on March 18, 2019, which is a key policy document for the reform of these courses in China. emphasizes: “Ideological and political theory courses should teach students scientific thinking. What ideological and political theory teachers give students should not be just a few abstract concepts, but the stance, viewpoint, and method for observing and understanding the contemporary world and contemporary China.”[1]1 The "Three Rural Areas" activities (三下乡) refer to a Chinese social practice program that sends culture, science and technology, and health services to rural areas, often involving university students and faculty.(P14) Here, scientific thinking, stance, viewpoint, and method all indicate that ideological and political theory courses are courses that guide students to “know how to think,” courses that unify “technique,” “scholarship,” and “the Way.” Ideological and political theory teachers should confidently and assertively teach their courses well. Of course, saying that ideological and political theory courses are explicit courses does not mean we should go shouting about them in the streets. Speaking confidently and assertively also means that ideological and political theory teachers should have the confidence, backbone, and courage to teach their courses well. But this does not preclude the use of implicit educational methods in teaching. On the contrary, implicit ideological and political education has a more subtle and transformative effect. Allowing students to absorb Marxist influence through imperceptible influence is a higher realm of ideological and political education.

在显性教育的基础上，侧重隐性教育。有人以为，思政课的内容完全可以融入其他人文素质课程中，没有必要专门耗时耗力耗材来讲思政课。其实不然。这种认识之所以发生甚至还有一定的市场，是因为在生活的实践中人人都有思想，能思想，好像这是人人可为、能为的事情，不必小题大做。可事实是，离开马克思主义的立场、观点、方法，人人都“会”思想吗？《讲话》强调：“思政课要教会学生科学的思维。思政课教师给予学生的不应该只是一些抽象的概念，而应该是观察认识当代世界、当代中国的立场、观点、方法。”[1](P14)这里，科学的思维，立场、观点、方法，说的都是思政课是引导学生“会”思想的课程，是“术”“学”“道”相统一的课程。思政课教师应当理直气壮讲好思政课。当然，我们说思政课是显性课程，并不是要求我们满大街地喊着去宣扬。理直气壮地说，也是言明思政课教师应有讲好思政课的底气、骨气和勇气。但这并不回避思政课教学可以采用隐性的教育方式。相反，隐性的思想政治教育更具有润物无声的效果。让学生在潜移默化中接受马克思主义的熏陶，是思想政治教育的更高境界。

III. Creating a “Good Atmosphere” Is a Concrete Measure for Nurturing the Course

三、营造“好氛围”是养课的实招

In the five years since the *Speech* was delivered, significant results have been achieved in the construction of ideological and political theory courses. Teaching methods have been continuously innovated; teachers are happy to teach, skilled in teaching, and dedicated to educating; and the size and quality of the teaching force have steadily improved. Specifically, at the macro level, regions and schools have formed a working pattern of unified leadership by Party committees, joint management by the Party and government, shared responsibility by relevant departments, and coordinated cooperation across society. At the micro level, conditions have been provided for ideological and political theory teachers in terms of professional title evaluation, work treatment, and quality improvement. In particular, various platforms have been provided to enhance teachers’ ability and quality in teaching courses well. Through collective lesson preparation, teaching competitions, and teaching and research project construction at all levels, teachers’ teaching skills and research levels have been greatly improved.

《讲话》发表五年来，思政课建设成效显著，教学方法不断创新，教师乐教善教、潜心育人，教师队伍规模和素质稳步提升。具体而言，宏观方面，各地区各学校形成了党委统一领导、党政齐抓共管、有关部门各负其责、全社会协同配合的工作格局。微观方面，在职称评定、工作待遇、素质提高等方面，为思政课教师提供了各方面的条件。尤其在提升教师讲好课的能力素质方面，更是提供了各种平台，通过各级各类的集体备课、教学比赛、教科研项目建设，极大地提升了教师的教学技能和科研水平。

However, an undeniable fact is that in ideological and political theory classrooms, the “head-raising rate” of students still needs improvement, and students’ attitudes toward studying the course still leave some gap relative to the psychological expectations corresponding to the efforts invested by educators. The reason is that the micro-environment in which teachers, as independent teaching subjects, enter the classroom to conduct teaching has not been given sufficient attention, and this is an important aspect that urgently needs to be built up and strengthened.

但是，一个不争的事实是，思政课堂里，学生的“抬头率”还有待提高，学生对待思政课的学习态度距离教育者所付诸努力的心理期待依然有一定的空间。究其原因，对教师作为一个独立的教学主体，其走进教室开展教学时的微观环境一直没有被更好重视是重要方面，亟待建设和加强。

Marxism holds that “people create the environment, and likewise the environment creates people.”[3]3 A classical allusion to *The Doctrine of the Mean* (《中庸》): "Only when students grow close to their teacher can they believe in their way; only when they believe in their way can they devote themselves to learning."(P172-173) That is to say, people are also products of their environment. From the perspective of students’ growth environment, there are mainly two types: the visible “hard” environment and the invisible “soft” environment. The hard environment mainly consists of the environment formed by the overall construction of campus facilities and layout, as well as the environment formed by the hardware provided by the classroom for teaching. The soft environment mainly includes the environment formed by campus cultural construction and the environment formed by the state of students’ learning in the classroom. A beautiful campus environment can play a certain educational role, and its value for students’ growth is self-evident. It is precisely the differences in the soft environment that give rise to the diverse school spirits and academic atmospheres of various schools. Therefore, the quality, level, and effectiveness of a teacher’s instruction can ultimately be reflected in the state of the soft environment’s construction.

马克思主义认为：“人创造环境，同样，环境也创造人。”[3](P172-173)就是说，人也是环境的产物。从学生的成长环境来看，主要有看得见的“硬”环境和看不见的“软”环境两种。硬环境主要有校园的设施、布局等整体建设形成的环境，教室为教学提供的硬件等形成的环境；软环境主要有校园文化建设环境，学生在教室学习的状态形成的环境等。美好的校园环境能发挥一定的育人作用，其对学生的成长价值自不待言。而恰恰是软环境的不同，形成了各个学校千姿百态的校风和学风。因此，教师的教学质量、教学水平、教学效果，最终都可以从软环境的建设状态中得到反映。

To better illustrate this issue, we use an analogy. A famous singer holds a concert in a certain place, and many fans come to support him, creating an extremely enthusiastic scene. This is because, before the concert begins, the media has done extensive promotion, and the organizers have made various preparations to create a warm atmosphere, such as giving everyone a glow stick, dazzling stage effects, and震撼的音响设备. When the singer steps onto the stage and the host gives a warm welcome and introduction, it naturally triggers a thunderous response from the fans, and the effect is inevitably exhilarating. The effect achieved by creating this kind of on-site atmosphere is something worth pondering for ideological and political theory teachers. Because, in essence, teachers are also “public figures.” However, an ideological and political theory teacher, entering an assigned classroom for the first time, faces a group of unfamiliar students. There is no host’s introduction, only the teacher’s relatively modest and simple monologue. The students know almost nothing about this teacher. They have no glow sticks in their hands, only eyes full of various thoughts: What can this teacher bring me? Will his class be interesting? Where does he come from? What is his educational background? What level and ability does he have to educate me? Is this course worth my study? And so on, and so forth. It can be said that there are as many questions as there are students. For an ideological and political theory teacher to clear up these questions in the instant he enters the classroom and “teach well” is obviously extremely difficult. Clearing up these questions and creating a good atmosphere for the teacher to teach the ideological and political theory course well is precisely the inherent requirement of what we refer to as “nurturing the course” should contain: “nourishing the teaching environment.” No matter how excellent an ideological and political theory teacher is, the students he faces for the first time are strangers. Whether he can teach well does not pose difficulties in terms of lesson preparation or teaching techniques; the difficulty lies in creating the teaching atmosphere. If it is not well created, the students will still be indifferent. If it is well created, it will naturally add brilliance to his course. A large amount of evidence proves that if the first class is not taught well, it will be very difficult to “teach well” later. If the first class gains the students’ recognition, subsequent classes will be easy to teach well. Therefore, apart from the soft and hard environments that the school can provide for teachers, each teacher should also make great efforts in creating a “good atmosphere” in the construction of their individual teaching soft environment.

为了更好地阐释这个问题，我们用一个类比来加以说明。一个著名的歌手到一个地方开演唱会，会有很多粉丝前去捧场，场面极端热烈。因为在演唱会开始之前，媒体做了大量的宣传，主办方做了各种营造热烈氛围的准备，比如人手一支荧光棒，酷炫的舞台效果，震撼的音响设备等。当歌手走上舞台，主持人热烈的欢迎介绍，自然引起粉丝们山呼海啸般的追捧，效果必然令人热血沸腾。这种营造现场氛围所取得的效果，是值得我们思政课教师思考的。因为，从本质上来讲，教师也是“公众人物”。可是，一个思政课教师，走进被指派的教室，首次面对的是一群陌生的学生，没有主持人的介绍，只有自己比较谦虚和简单的独白，学生对这位教师几乎一无所知。他们的手里没有荧光棒，只有各怀心思的眼神：这位老师能给我带来什么呢？他的课好听吗？他从哪里来？是什么学历？有什么水平和能力可以教育我？这样的课程值得我学习吗？等等，诸如此类，不一而足。可以说有多少位学生，就有多少个疑问。而一位思政课教师，能够在走进教室的那个瞬间扫清这些疑问，把思政课“讲得好”，显然难度极大。而扫清这些疑问，为教师讲好思政课营造良好的氛围，就是我们所指谓的养课应该蕴含的“滋养教学环境”的内在要求。一位再优秀的思政课教师，首次面对的学生都是陌生的，他能不能讲好课，备课、讲课的技术都不会有困难，难就难在教学氛围的营造方面。如果没有营造好，学生依然会很冷漠。如果营造好了，自然会使自己的课程锦上添花。大量的事实证明，第一次课没有讲好，后面再想“讲得好”，会十分困难。第一次课得到了学生的认可，后面的课就很容易讲得好了。因此，除去学校能够给教师提供的软硬件环境之外，每个教师还应该在个体的教学软环境建设创建“好氛围”方面下大功夫。

The teaching soft environment is an environment co-created by two groups: teachers and students. The close cooperation between teachers and students to form a good teaching environment is the key to teaching success. Specifically, students at different educational stages have different psychological expectations of teachers, and their states of cooperation also vary. In the primary and secondary school stages, students are young, their autonomy is weak, and their dependence on and trust in teachers dominate. Because the number of students is small and relatively fixed, it is also easier for teachers and students to establish harmonious relationships. In the university stage, schools advocate for students’ self-learning, self-management, and self-service, and students’ self-awareness greatly develops. Reflected in the classroom, students’ problem-awareness and autonomous learning awareness are also greatly improved compared to the primary and secondary school stages. Students’ cooperation with teachers is no longer as proactive and conscious as in the primary and secondary school stages. If it is not necessary, students generally will not bother the teacher. Therefore, if the teacher is also not proactive, the relationship between teachers and students will be very loose, and there will be no foundation for the construction of the teaching soft environment. If an ideological and political theory teacher enters the classroom and no student is interested in him, the teacher is only there to complete the teaching task, and the students are only there to respond to the “attendance rate” without any intention of listening, then the effectiveness of such ideological and political theory teaching is predictable. For this reason, at the university stage, if ideological and political theory teachers want to build a good teaching soft environment and effectively improve the teaching effectiveness of ideological and political theory courses, they should proactively go among the students, sincerely and earnestly become confidants of young friends, enthusiastic participants in youth work, and guides for the young masses.

教学软环境是教师和学生这两类群体共同创建的环境。教师和学生的密切配合形成良好的教学环境是教学成功的关键。具体而言，学生在不同学段，对教师的心理期待是不同的，配合的状态也各有差异。中小学阶段，学生的年龄小，学生的自主性弱，学生对教师的依赖和信任占主导地位，教师对学生的教育和管理，因为人数较少且相对固定，师生之间建立和谐的关系也比较容易。到了大学阶段，学校提倡学生自我学习、自我管理、自我服务，学生的自我意识极大萌发。反映在课堂上，学生的问题意识、自主学习意识也较中小学阶段有极大提高。学生与教师的配合不再像中小学阶段那样主动和自觉。如果不是必要，学生一般不会去麻烦教师。因此，如果教师也不主动，师生之间的关系就会很松散，则教学的软环境建设就没有基础。如果思政课教师走进教室，没有一个学生对他感兴趣，教师只是来完成教学任务，学生只是来回应“到课率”而无心听课，那样的思政课教学的实效性就可想而知了。为此，在大学阶段，思政课教师要想建设良好的教学软环境，切实提高思政课的教学实效性，应主动走到学生中去，诚意正心地做青年朋友的知心人，做青年工作的热心人，做青年群众的引路人。

1. Have contacts in the student class and be a confidant for students’ growth

1. 在学生班级里有联系人，做学生成长的知心人

When a teacher first enters the classroom, his self-introduction is generally very simple; few people tell students about their honors, titles, teaching level, teaching influence, and so on. Both teachers and students are strangers to each other. In past classroom teaching, students listened attentively, teachers taught earnestly, each fulfilling their responsibilities, which could basically form a complete teaching loop, and the teaching effect naturally emerged. The core element of this effect is the absolute dominance of the teacher’s leading role. The teacher did not need to consider the teaching environment too much and could still basically guarantee the teaching effect. But now, facing students of the New Era, whose growth environment and process are far richer than in the past, and under the influence of modern electronic devices like mobile phones, the teacher’s leading role has been seriously challenged. Regarding this, we believe that teachers should set aside the “absolute leading role” they are accustomed to on the podium, go among the student body, and by fully leveraging the students’ subjective role, promote the establishment of good teacher-student relationships, thereby forming a strong teaching environment atmosphere. Doing so will not only not harm the teacher’s leading role, but because of the good teacher-student relationship, students will consciously and actively “elevate” the teacher’s leading role. A teacher who does this can not only “stand firm” and “stand steady” on the podium but will certainly be able to “teach well.” For a teacher to establish contacts in the teaching class and be their confidant is an effective method for building a good teaching soft environment and breaking the ice.

教师第一次走进教室，对自己的介绍一般都很简单，很少有人把自己的荣誉、头衔、教学水平、教学影响力等内容跟学生说。师生双方都是陌生的。在过去的课堂教学中，学生认真听课，教师认真讲课，各负其责，基本可以形成整个教学闭环，教学效果自然形成。这个效果的核心要素是教师的主导性占绝对位置。教师可以不用过多考虑教学环境问题，依然可以基本保证教学效果。但现在面对的是新时代的学生，学生的成长环境和过程要远比过去丰富得多，在手机等现代电子设备的影响下，教师的主导性已经受到了严重挑战。对此，我们认为，教师要把以往在讲台上习惯的“绝对主导性”放下来，走进学生群体，通过充分发挥学生的主体性作用，推动良好师生关系的建立，从而形成浓厚的教学环境氛围。这样做，教师的主导性不仅不会受到损失，反而会因为良好的师生关系，学生会自觉主动地“抬起”教师的主导性。这样做的教师，就不仅可以在讲台上“立得住”“站得稳”，而且一定可以“讲得好”。教师在教学班建立联系人，做他们的知心人，是建立良好的教学软环境、打开局面的有效方法。

Through a selection method, designate a “course representative” in the class to establish warm contact with students. Because students’ study of ideological and political theory courses in high school requires facing the college entrance examination, secondary school teachers, in order to cope with this task and hoping that students can achieve good results in the exam, often guide students to study ideological and political theory courses by highlighting key points and emphasizing memorization. This approach is understandable, but it has indeed created an illusion for some students that “ideological and political theory courses are courses where you just highlight key points, memorize a lot, and can get high scores,” which objectively has an adverse impact on university students’ study of ideological and political theory courses. However, one cannot assume that because some students think this way, university students generally dislike ideological and political theory courses. This is not the case. At the university stage, students are in the “jointing and booting stage” of life [7]7 “Jointing and booting stage” (拔节孕穗期) is an agricultural metaphor referring to the critical growth phases of grain crops, used by Xi Jinping to describe the formative period of youth when values and worldviews are established., their autonomous awareness begins to strengthen, and they show an unprecedented desire for ideological education. Therefore, before or after teaching begins, the teacher can invite students to become the “course representative” for his teaching class, establish warm contact with him, learn about the students’ ideological needs and their feedback on his teaching through him, and promptly adjust the teaching content to meet the students’ actual needs.

通过遴选的方法，在班级选定“课代表”与学生建立温暖的联系。由于学生在高中阶段对思政课的学习，需要面对高考应试，中学教师为了应对这项工作，也希望学生能够在高考时取得好成绩，常常采用划重点多背诵的方式引导学生学习思政课。这样的做法无可厚非，但确实给一些同学造成了“思政课就是划重点、多背诵、可以拿高分的课程”的错觉，客观上给大学阶段学生学习思政课带来了不利影响。但不能因为有一些学生这么想，就一概而论地认为，大学生不喜欢思政课。其实不然，学生在大学阶段，正是人生的“拔节孕穗期”，自主意识开始增强，他们对思想教育的需求表现出前所未有的渴望。因此，教师可以在教学开始前后，邀请学生成为自己教学班的“课代表”，并与他建立温暖的联系，通过他了解学生们的思想需求，以及对自己教学的反映，及时调整教学内容以满足学生的实际需要。

Through organizational action, establish stable connections with students by setting up “ideological and political committee members” in the class. In 2022, the Education Working Committee of the Anhui Provincial Committee of the CPC issued the “Notice on Establishing Ideological and Political Committee Members in Classes of Ordinary Higher Education Institutions,” innovatively proposing the universal establishment of “ideological and political committee members” in university classes. This measure fully leverages the spillover effect of outstanding peers in conducting implicit education among students. As “ideological and political guides” who are similar in age, social status, and life circumstances to ordinary students, they can effectively play a leading role and become small assistants for ideological and political theory teaching. They can not only provide teachers with timely information on students’ ideological conditions but also create a favorable teaching atmosphere for teachers among classmates. Although this measure has just begun and still has some shortcomings, it will certainly be improved and play a greater role through continuous summarization and enhancement. By taking ideological and political committee members as a starting point and then expanding to their classmates, ideological and political theory teachers can greatly benefit in fostering a positive teaching atmosphere. Under the guidance of teachers, these committee members will surely accelerate their development through concrete practice into a steadfast backbone force among the student body that supports and loves ideological and political theory courses.

通过组织行为，在班级设立“思政委员”与学生建立稳定的联系。2022年，中共安徽省委教育工委发布了《关于在普通高等学校班级设立思政委员的通知》，创新性地提出在高校班级中普遍设立“思政委员”。这一举措充分发挥了优秀朋辈在学生中开展隐性教育的溢出效应，作为与普通同学年龄相仿、社会地位相当、生活境遇相似的“思政引导者”，可以有效发挥带头作用，成为思政课教学的小助手，不仅可以为教师及时提供学生思想状况的信息，还可以在同学中为教师的教学营造良好的教学氛围。尽管这一举措刚刚开始，还存在一些不足，但一定会在不断的总结提高中得以完善并发挥更大作用。思政课教师以思政委员为抓手，再扩大至他们身边的同学，十分有益于推动形成良好的教学氛围。思政委员们一定会在教师的指导下通过具体的实践加快成为学生群体中拥护和热爱思政课坚定的骨干力量。

By establishing study interest groups for ideological and political theory, build joyful connections with students. A teacher cannot guarantee that every student will like their course from the start, but they can ensure through their own efforts that most of the time a group of people will enjoy it. Organize these students who like the course into daily study interest groups for ideological and political theory courses, provide timely ideological guidance and learning direction, and offer necessary assistance in various aspects. Doing so can not only effectively drive a group of people, or even everyone, to pay attention to and like ideological and political theory courses, but also thoroughly break the situation where ideological and political theory teachers sometimes fight the teaching battle alone. Clearly, this is very beneficial for quickly creating a relatively strong teaching environment and atmosphere.

通过建立思想政治理论的学习兴趣小组，与学生建立快乐的联系。教师的教学在一开始不可能保证让每一位学生都喜欢，但可以保证通过自己的努力，大多数时候有一群人会喜欢自己的课。将这些喜欢自己课的同学组织起来，形成日常学习思政课的兴趣小组，及时加以思想引领和学习指导，多方面给予必要的帮助。这样做，不仅可以有效带动一批人甚至所有人关注思政课，喜欢思政课，而且可以彻底打破思政课教师有时孤独地为教学奋战的局面。显然，这对于很快营造出较为浓厚的教学环境氛围十分有益。

2. Be a participant in student activities, be a warm-hearted person by students’ side

2. 在学生活动中是参与人，做学生身边的热心人

Rich extracurricular activities are an important part of university life. These activities involve many students, have broad coverage, and exert significant influence among students. Ideological and political theory teachers should fully utilize this platform, be warm-hearted people by students’ side, and actively participate in various activities organized by students. On the one hand, through activities, they can understand the real state of university students and take the pulse of their ideological condition; on the other hand, through participation, they can help students understand themselves, gain student friends, and build teacher-student bonds.

丰富的课外活动，是大学生活的重要内容。参与各项活动的学生多，覆盖面广，在学生中的影响大。思政课教师应充分利用这个平台，做学生身边的热心人，积极参与学生组织的各类活动。一方面，可以通过活动了解大学生的真实状态，为他们把好思想状态之脉；另一方面，也可以通过参与活动，帮学生了解自己，获得学生朋友，建立师生之谊。

Participate in campus cultural activities organized by students. Teachers live in the environment of student growth, and their influence on student development is multidimensional. Campus cultural activities are the most organized and disciplined activities for student groups during their spare time. They come in diverse forms, have rich content, and are ideologically strong. Therefore, when ideological and political theory teachers participate in campus cultural activities organized by students, they can not only display their own talents and abilities but also, through interaction and companionship with students, make students feel that ideological and political theory teachers possess both the skill to stand firm on the podium and the enthusiasm and ability to care for students, demonstrating the charm of professional workers in the discipline of ideological and political education through action. This kind of infectious power is more persuasive than theoretical teaching in the classroom.

参与学生组织的校园文化活动。教师生活在学生成长的环境中，对于学生的成长影响是多维度的。校园文化活动是学生团体在课余最有组织性和纪律性的活动。形式多样，内容丰富，且思想性强。因此，思政课教师参与学生组织的校园文化活动，不仅可以呈现教师本人的才学和能力，而且可以通过和学生的交流与相处，让学生感受到思政课教师既有站稳讲台的本事，还有关心学生的热情和能力，用行动呈现思想政治教育学科职业工作者的魅力。这种感染力，要比在课堂上的理论教学更富有说服力。

Participate in summer social practice activities organized by the school. Conducting summer social practice activities has become a routine part of the fundamental task of fostering virtue through education [n8] in higher education institutions. In some places and schools, it is called “walking ideological and political theory courses.” To ensure the quality of activities, schools solicit a group of leading teachers from among the faculty each year. Ideological and political theory teachers should actively participate, volunteer, serve as guiding teachers for students’ summer social practice, lead students to rural areas, to places where society needs them, to participate in social construction and investigate the state of social development. This kind of participation can not only answer students’ questions on the spot and cultivate good teacher-student relationships but also enrich teaching materials and increase one’s own cultivation.

参与学校组织的暑期社会实践活动。开展暑期社会实践活动已经成为高校完成立德树人根本任务的常规工作内容之一，在一些地方和学校，被称为“行走的思政课”。为了保证活动质量，学校每年都会在教师中征集一批带队教师。思政课教师应积极参与，主动请缨，做学生暑期社会实践的指导教师，带领学生到农村去，到社会需要的地方去，参与社会建设，考察社会发展状况。这种参与，既可以为学生现场答疑解惑，培养良好的师生关系，又可以为自己的教学丰富材料，增加涵养。

3. Be like family members in students’ lives, be guides for students’ progress

3. 在学生生活中像家里人，做学生前进的引路人

When students come to university to study, the vast majority leave home and begin independent living. Entering the relatively unfamiliar university campus from the familiar high school environment, they not only know nothing about university, but some students cannot even take care of themselves in daily life; everything starts from zero. The overwhelming pressure of study and life generates many ideological problems for students. How to interact with classmates, how to adapt to university life and study—these are the main problems students encounter in their early years. Although there are counselors specializing in this work, they cannot fully attend to all the problems students face. Because the professional backgrounds of counselors are very diverse, not all counselors can effectively solve students’ ideological problems. Therefore, ideological and political theory teachers should proactively care about and pay attention to students, giving them special care in these aspects like “family members.” This has a promoting effect on students “being close to their teachers.” [n9]

学生到大学读书，绝大部分都是离开家而开始独立生活。从熟悉的中学环境走进相对陌生的大学校园，不仅是对大学一无所知，有些同学甚至生活不会自理，一切都是从零开始。扑面而来的学习和生活的压力，使学生产生很多思想方面的问题。如何与同学交往、如何适应大学生活和学习，是大学生在低年级遇到的最主要问题。尽管有辅导员专门从事这方面的工作，但也无法完全照顾到学生遇到的所有问题。由于辅导员的专业背景十分复杂，并不是所有的辅导员都能很好地解决学生的思想问题。因此，思政课教师应主动关心关注学生，在这些方面要像“家里人”那样给予特别的关怀，这对学生“亲其师”具有推动作用。

First, pay attention to students’ ideological dynamics and help them clear ideological obstacles in a timely manner. Generally speaking, as students, attending classes is the main content of their lives, and they will not inexplicably reject any course. As for the states of lowering their heads or sleeping that students may exhibit in ideological and political theory courses, these should be analyzed specifically and not generalized. Among these, ideological obstacles caused by difficulties in life, which in turn affect their mood and state when listening to ideological and political theory courses, are indeed understandable. This is why all parties hope that ideological and political theory courses should “keep close to the ground.” [n10] The so-called keeping close to the ground means solving students’ actual ideological problems. If students come to listen to ideological and political theory courses but cannot solve their own ideological problems, will they still be interested? Therefore, ideological and political theory teachers proactively paying attention to students’ ideological dynamics, obtaining relevant information through ideological and political committee members or course representatives, and going among students to conduct investigations and research are all hard skills for “teaching well” in ideological and political theory courses.

一要关注学生思想动态，帮助他们及时扫清思想障碍。一般来说，作为学生，听课是主要的生活内容，对任何一门课程都不会莫名拒绝。至于他们会在思政课上表现出低头或者睡觉等状态，应该具体分析，不能一概而论。其中，由于生活中的困顿引起思想上的障碍，进而影响了他们听思政课的情绪和状态实属情有可原。这就是为什么各方都希望思政课要“接地气”的原因。所谓接地气，就是要解决学生的思想实际问题。学生来听思政课，却不能解决自己的思想问题，那他们还会有兴趣吗？因此，思政课教师主动关注学生的思想动态，通过思政委员或者课代表获得相关信息，走到学生中间去做调查研究，都是使思政课“讲得好”的硬功夫。

Second, pay attention to students’ living conditions and provide warm care in a timely manner. The root of students’ ideological problems generally lies in encountering unpleasant things in life. To get into university, many parents devote themselves wholeheartedly to creating a good learning environment for their children, not allowing them to do anything unrelated to study. On the one hand, this allows children to study with peace of mind, but it also reduces students’ ability to face life’s difficulties, and even fosters some不良 personality traits in children. When they arrive at university and face life independently, any slight setback can lead to the spread of various negative emotions. If not guided in time, this may affect their study and life. Ideological and political theory teachers should appear before students without shirking responsibility, guiding them not only with theory but also with action to enhance their wisdom and courage in facing life.

二要关注学生生活状态，及时提供温暖关怀。学生的思想问题根源一般都是在生活中遇到了不顺心的事情。为了考上大学，很多家长全身心为孩子创造良好的学习环境，与学习无关的事情都不让做。这一方面让孩子安心学习，但同时也降低了学生面对生活困难的能力，甚至滋养了一些孩子不良的个性品质。到了大学，独立面对生活，稍有不顺，就会有各种负面情绪蔓延，如不及时引导，就可能影响到他们的学习和生活。思政课教师应责无旁贷地出现在学生面前，不仅能用理论，而且能用行动引导他们增强直面生活的智慧和勇气。

(Author’s bio: Lu Binghui, Professor and Doctoral Supervisor at the School of Marxism, Anhui Normal University, National Model Teacher, National Most Beautiful Ideological and Political Theory Teacher)

（作者简介：路丙辉，安徽师范大学马克思主义学院教授、博士生导师，全国模范教师，全国最美思政课教师）

Online Editor: Tongxin

网络编辑：同心