Promoting the Construction of a Teaching Case Database for Integrated Ideological and Political Courses in Universities, Middle Schools, and Primary Schools through Quality Evaluation

Quality evaluation is a deep-level intervention and comprehensive adjustment of the construction process of a teaching case database for integrated ideological and political courses in universities, middle schools, and primary schools, and it concerns the practical effectiveness of high-quality development in the integrated construction of ideological and political courses in universities, middle schools, and primary schools, as well as the integrated construction of ideological and political education in universities, middle schools, and primary schools. High-level ideological and political education has specific ecological characteristics and developmental laws; only when quality evaluation fully reflects or reveals the inherent connections and intrinsic essence between them does it possess the normative function of creating "typical teaching cases." From this perspective, further promoting the construction of a teaching case database for integrated ideological and political courses in universities, middle schools, and primary schools requires both adhering to the basic principles of its quality evaluation and continuously improving the standard system of quality evaluation, as well as correctly handling the various relationships in integrated teaching.

质量评价是对大中小学思政课一体化教学课例库建设过程及其影响因素的深层干预与全面调试，关乎大中小学思政课一体化建设、大中小学思想政治教育一体化建设高质量发展实效。而高水平思想政治教育具有特定生态性与发展规律，质量评价只有在充分反映或呈现出它们之间的固有联系和内在本质时，才具备打造“典型课例”的规范作用。从这个意义层面上，进一步推动大中小学思政课一体化教学课例库建设，既要遵循其质量评价的基本原则，又要不断完善质量评价的标准体系，还要正确处理好一体化教学中的各种关系。

I. Following the Basic Principles of Quality Evaluation for Integrated Ideological and Political Courses in Universities, Middle Schools, and Primary Schools

一、遵循大中小学思政课一体化教学质量评价的基本原则

Ideological and political courses are key courses for schools to implement the fundamental task of fostering virtue through education [1]1 "Fostering virtue through education" (立德树人) is a fundamental task of education in China, emphasizing moral cultivation as the core of talent development., and their essence lies in "explaining principles." Therefore, "explaining principles deeply, thoroughly, and vividly" has become the basic principle for evaluating the mode of realization and degree of realization of the role of these key courses. Following this principle in the construction of a teaching case database for integrated ideological and political courses in universities, middle schools, and primary schools requires firmly grasping the academic rationality of forging souls and educating people through integrated ideological and political courses in universities, middle schools, and primary schools, highlighting the ideological attribute of ideological and political courses in influencing and impacting the real world and social life, so as to successfully respond to the risks and challenges brought by social changes to the shaping of young people's thoughts and values.

思政课是学校落实立德树人根本任务的关键课程，其本质在于“讲道理”。那么，“把道理讲深、讲透、讲活”就成为了评价这种关键课程作用的实现方式、实现程度的基本原则。在大中小学思政课一体化教学课例库建设中遵循这个原则，就要牢牢把握大中小学思政课一体化教学铸魂育人的学理性，彰显思政课对现实世界与社会生活产生影响和作用的意识形态属性，以成功应对社会变革给青少年思想、价值观塑造带来的风险与挑战。

Inheriting inherent behavioral paradigms. For a long time, "ideological and political courses are fixed behavioral paradigms formed by the Communist Party of China in the long-term practice of strengthening mass ideological and political education. Driven by these paradigms, our Party has gained widespread recognition from the people, that is, the people entrust their future and destiny to the Party's leadership." This is manifested in the design of teaching plans for integrated ideological and political courses in universities, middle schools, and primary schools by actively cultivating students' ability to use Marxist standpoints, viewpoints, and methods to analyze and solve problems, guiding them to consciously understand China with a global perspective, comprehend the CPC's world-mindedness of making new and greater contributions to the cause of human progress and its image as an open and inclusive major country, and effectively consolidating the recognition of the Party's overall leadership among student groups of all ages.

承继固有行为范式。长期以来，“思政课是中国共产党在长期加强群众性思想政治教育实践中形成的固定行为范式。在这种范式牵引下，我们党获得了人民群众的广泛认同，即人民群众将自己的前途和命运寄托于党的领导。”这表现在大中小学思政课一体化教学教案设计中，就要积极培育学生懂得运用马克思主义立场观点和方法分析问题、解决问题的能力，引导他们自觉用世界眼光来认识中国、理解中国共产党为人类进步事业作出新的更大贡献的天下情怀和开放包容的大国形象，切实凝聚起各年龄段学生群体对党的全面领导的认同。

Making good use of the Party's innovative theories. The Party's innovative theories are inherited in one continuous line and are "thought lighthouses" proven by history and practice. Standing on the new journey of the New Era, making good use of the truth power demonstrated by Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era in concrete practice is a practical need for ideological and political courses to actively respond to social concerns. The coordinated promotion of the integrated construction of ideological and political courses in universities, middle schools, and primary schools is precisely a systematic project proposed by General Secretary Xi Jinping under new historical conditions to emphasize the connotative development of ideological and political courses, and it has thus constituted many new tasks for the quality evaluation of integrated ideological and political courses in universities, middle schools, and primary schools. At present, this is centrally manifested in promoting the integration of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era into the mind, heart, and actions of students, enabling them to consciously arm their minds with it.

用好党的创新理论。党的创新理论是一脉相承的，是被历史和实践所证明了的“思想灯塔”。站在新时代新征程上，用好习近平新时代中国特色社会主义思想在具体实践中展现的真理力量，是思政课主动回应社会关切的现实需要。而统筹推进大中小学思政课一体化建设，正是习近平总书记在新的历史条件下强调思政课内涵式发展而提出的一项系统工程，也由此构成了大中小学思政课一体化教学质量评价更多新的任务。这在当前集中表现为，推进习近平新时代中国特色社会主义思想入脑入心入行，使学生自觉用以武装头脑。

Building a solid foundation for ideals and beliefs. Overallly improving the teaching level of integrated ideological and political courses in universities, middle schools, and primary schools is an important guarantee for cultivating "useful talents" for socialist construction with high political awareness, solid ideological quality, and strong innovation consciousness. This needs to be jointly achieved through moral cultivation in primary school, ideological improvement in middle school, political identity in high school, and belief formation in university. This is inseparable from students' firm belief in communism, firm conviction in the common ideal of socialism with Chinese characteristics, and firm confidence in comprehensively advancing the great rejuvenation of the Chinese nation through Chinese-path modernization. Therefore, building the foundation of students' ideals and beliefs with the value propositions of scientific socialism is an inherent requirement of the quality evaluation of integrated ideological and political courses in universities, middle schools, and primary schools.

筑牢理想信念根基。整体提升大中小学思政课一体化教学水平，是培养政治觉悟高、思想素质硬、创新意识强的社会主义建设“有用人才”的重要保证。而这需要通过小学阶段的道德养成、初中阶段的思想提升、高中阶段的政治认同和大学阶段的信仰生成来共同实现的。这离不开学生对共产主义的坚定信仰、中国特色社会主义共同理想的坚定信念和以中国式现代化全面推进中华民族伟大复兴的坚定信心。因此，以科学社会主义的价值主张筑牢学生理想信念之基，是大中小学思政课一体化教学质量评价的题中应有之义。

II. Improving the Standard System for Quality Evaluation of Integrated Ideological and Political Courses in Universities, Middle Schools, and Primary Schools

二、完善大中小学思政课一体化教学质量评价的标准体系

The leading and exemplary role of "typical teaching cases" in actual teaching not only verifies the necessity of constructing a teaching case database for integrated ideological and political courses in universities, middle schools, and primary schools but also reflects the importance and effectiveness of conducting quality evaluation of integrated ideological and political courses in universities, middle schools, and primary schools. Creating "typical teaching cases" has an indispensable condition, namely, a systematic and complete standard for quality evaluation of integrated ideological and political courses in universities, middle schools, and primary schools. In other words, it is necessary to integrate the gradual and integrative characteristics of integrated ideological and political course teaching in universities, middle schools, and primary schools into all activities of guiding students, inspiring students, and winning over students.

“典型课例”在实际教学中的引领示范性，既验证了大中小学思政课一体化教学课例库建设的必要性，也反映了对大中小学思政课一体化教学进行质量评价的重要性和有效性。打造“典型课例”有一个不可或缺的条件，即系统完备的大中小学思政课一体化教学质量评价标准。换句话说，就是要把大中小学思政课一体化教学的渐进性和整合性特征，贯穿于引领学生、感召学生和赢得学生的全部活动之中。

Adhering to the value evaluation standard of coordinating ideological and political courses with curriculum-based ideological and political education. "Eight Unifications" [2]2 "Eight Unifications" (八个相统一) refers to eight pairs of dialectical relationships that must be unified in the reform of ideological and political courses, as proposed by Xi Jinping in 2019. is the general requirement for promoting the reform and innovation of ideological and political courses in the New Era. Among them, "we must adhere to the unity of explicit education and implicit education, tap into the ideological and political education resources contained in other courses and teaching methods, and achieve all-staff, whole-process, and all-round education," providing guidance for adhering to the coordinated education of ideological and political courses and curriculum-based ideological and political education. On the one hand, all courses have an educational function and contain "implicit ideological and political" elements; on the other hand, the teaching concepts, teaching methods, and teaching management of various courses differ. This consistency and difference mean that the quality evaluation of integrated ideological and political courses in universities, middle schools, and primary schools should both focus on the advantageous position of ideological and political courses and promote the alignment of various courses with curriculum-based ideological and political education.

坚持思政课程与课程思政相协同的价值评价标准。“八个相统一”是推动新时代思政课改革创新的总要求，其中，“要坚持显性教育和隐性教育相统一，挖掘其他课程和教学方式中蕴含的思想政治教育资源，实现全员全程全方位育人”，为坚持思政课程与课程思政协同育人提供了指导。一方面，所有课程都具有育人功能，蕴含“隐性思政”元素；另一方面，各门课程的教学理念、教学手段、教学管理等又各有不同。这种一致性和差异性使大中小学思政课一体化教学质量评价，既要侧重思政课程的优势地位，又要促使各类课程与课程思政同向同行。

Adhering to the role evaluation standard of unifying a grand historical perspective with political identity. Adhering to correct public opinion guidance and guarding the main battlefield of schools in winning the ideological struggle is an important direction for promoting integrated teaching of ideological and political courses in universities, middle schools, and primary schools. On the one hand, integrating the historical process of scientific socialism and the international communist movement into the entire chain and whole process of integrated ideological and political course teaching enhances young people's political awareness to resist the erosion of Western capitalist values and various erroneous social trends of thought; on the other hand, based on the Chinese soil of actively building and cultivating the core socialist value system and core socialist values, cultivating the family-country sentiment and sense of urgency among young groups provides a basis for identification for students at all levels who yearn for free and comprehensive development.

坚持大历史观与政治认同相统一的作用评价标准。坚持正确舆论引导，守好学校打赢意识形态斗争的主阵地，是推进大中小学思政课一体化教学的重要旨向。一方面，把科学社会主义与国际共产主义运动的历史进程融入思政课一体化教学全链条全过程，提升青少年自觉抵御西方资本主义价值观及各种错误社会思潮侵蚀的政治觉悟；另一方面，立足积极建设和培育社会主义核心价值体系、社会主义核心价值观的中国土壤，培养青少年群体的家国情怀和忧患意识，为各学段学生渴盼自由全面发展提供认同依据。

Adhering to the effect evaluation standard of combining comparative advantages with targeted measures. Giving full play to the "leading" role of higher education and promoting the high-quality development of the integrated construction of ideological and political education in universities, middle schools, and primary schools is a strategic plan for implementing and refining the goal of building a strong educational country. To truly integrate these considerations into the quality evaluation of integrated ideological and political courses in universities, middle schools, and primary schools, on the one hand, it is necessary to understand the internal mechanism of the vertical connection of ideological and political courses at each stage, fully leverage the "comparative advantages" of ideological and political course teaching at each stage, so as to maximize the creativity of this internal mechanism; on the other hand, it is necessary to combine the difficulties and obstacles of horizontal integration of various ideological and political courses, establish and improve an iterative feedback mechanism for integrated teaching quality evaluation, and comprehensively enhance the two-way sense of gain and value consistency between students and teachers, which has become another important standard for the quality evaluation of integrated ideological and political courses in universities, middle schools, and primary schools.

坚持比较优势与精准施策相结合的效果评价标准。发挥高等教育“龙头”作用，推动大中小学思想政治教育一体化建设高质量发展，是教育强国目标落实落细的策略方案。将这些考量真正融入大中小学思政课一体化教学质量评价之中，一方面，要摸清各学段思政课纵向衔接的内在机理，充分发挥各学段思政课教学的“比较优势”，以最大释放该内在机理的创造力；另一方面，要结合各门思政课程横向贯通的难点阻点，建立健全一体化教学质量评价迭代反馈机制，全面提升学生和教师的双向获得感与价值一致性，就成了大中小学思政课一体化教学质量评价的又一个重要标准。

III. Correctly Handling the Multiple Relationships in Integrated Teaching of Ideological and Political Courses in Universities, Middle Schools, and Primary Schools

三、正确处理好大中小学思政课一体化教学中的多种关系

In terms of category, ideological and political education is a science, and ideological and political work is an art. The report of the 20th National Congress of the CPC proposed, "Forging souls and educating people with core socialist values, improving the ideological and political work system, and promoting the integrated construction of ideological and political education in universities, middle schools, and primary schools." This important exposition provides new conditions and guarantees for integrated teaching of ideological and political courses in universities, middle schools, and primary schools, while also putting forward higher requirements. Specifically, this high requirement is both the primary task of the connotative development of ideological and political courses and the value basis for making core socialist values the group consciousness and common action of the whole society, especially guiding young groups to form common pursuits consistent with the value propositions of scientific socialism, consolidating and strengthening their ideological foundation for recognizing the Party's overall leadership; this high requirement also includes traditional topics such as continuously improving the Party's ideological and political work system, establishing and improving a home-school-society coordination mechanism, and enhancing the quality and ability of ideological and political course teachers; in addition, it also includes new propositions such as how to evaluate, who to evaluate, and what to evaluate in the "integrated construction of ideological and political education in universities, middle schools, and primary schools." Therefore, correctly understanding and handling these common issues and their interrelationships has become a routine means of presenting and judging the scientific nature and artistry of ideological and political education.

从范畴上讲，思想政治教育是一门科学，思想政治工作是一门艺术。党的二十大报告提出，“用社会主义核心价值观铸魂育人，完善思想政治工作体系，推进大中小学思想政治教育一体化建设。”这个重要论述为大中小学思政课一体化教学提供了新的条件和保障，同时也提出了更高要求。具体来说，这种高要求既是思政课内涵式发展的首要任务，是使社会主义核心价值观成为全社会的群体意识和共同行动的价值基础，尤其是要引导青少年群体形成符合科学社会主义价值主张的共同追求，巩固和凝聚他们认同党的全面领导的思想基础；这种高要求还包括了持续完善党的思想政治工作体系、建立健全家—校—社协同机制、提升思政课教师素质能力等传统课题；此外，还包含了诸如“大中小学思想政治教育一体化建设”如何评价、靠谁评价、评价什么等新命题。因此，正确认识和处理这些普遍问题及其之间的相互关系，就成了呈现和评判思想政治教育科学性与艺术性的常规手段。

Correctly handle the relationship between textbook content and teaching content. Marx pointed out, “Theory can convince the masses once it is thorough, and it can be thorough once it grasps the essence of things.” [3]3 This is a paraphrase of Marx’s argument in *A Contribution to the Critique of Hegel’s Philosophy of Right: Introduction* (1844). The original text reads: “Theory can be realized in a people only insofar as it is the realization of the needs of that people.” However, often students do not take theoretical study seriously, are not interested in it, and are divorced from reality; the direct manifestation is a lack of thorough understanding of theory, let alone acceptance. This means that in designing teaching examples, it is necessary to identify the entry point where integrated teaching of ideological-political courses resonates with the times and connects with the hearts and minds of students at different educational stages, and this must highlight problem awareness. Generally speaking, contradictions are reflected through various problems. In this regard, an important approach is to strengthen the construction of a coupling chain of “setting topics—analyzing problems—guiding values—forming identification.” However, such design must be premised on maintaining the theoretical nature and authority of textbook content, and promote the transformation of textbook content into teaching content by focusing on students’ ideological confusions and practical problems.

正确处理教材内容与教学内容之间的关系。马克思指出，“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。”但很多时候，学生对理论学习不重视、不感兴趣，脱离实际，直接表现是对理论不求甚解的，接受更无从谈起。这就意味着课例设计要找准思政课一体化教学与时代同频共振、与各学段学生心气相通的切入口，就必须突出问题意识。往往来说，矛盾会通过各种问题反映出来。对此，一个重要途径就是要加强“设置议题—分析问题—引领价值—形成认同”的耦合链建设。但这种设计必须以维护教材内容的理论性和权威性为前提，围绕学生思想困惑和实际问题，推动教材内容向教学内容转化。

Correctly handle the relationship between quantitative indicators and quality indicators. Quantitative indicators are the foundation of quality indicators, because without quantity there is no quality, but quantity alone does not mean quality is good. This requires the comprehensive use of quantitative and quality indicators, combining quantitative and qualitative approaches. Among them, quantitative indicators are mainly set based on the integrated teaching plans and target systems for ideological-political courses in universities, middle schools, and primary schools, and require quantitative processing to reflect the internal relationships among various elements. For example, using big data technology under conditions of media convergence to conduct public opinion analysis and track hot topics in integrated teaching of ideological-political courses can more objectively monitor and predict the influencing factors of teaching examples in actual teaching processes, allowing for targeted strategic adjustments. Quality indicators mainly evaluate the stability of element structures and the repeatability of procedures in the new forms of ideological-political courses emerging from integrated teaching in universities, middle schools, and primary schools, so as to promptly understand and grasp the dynamics of integrated teaching of ideological-political courses and the regularities of their value, effects, impacts, and influences. In the evaluation process, correctly handling the relationship between quantitative indicators and quality indicators can make the quality evaluation of integrated teaching of ideological-political courses in universities, middle schools, and primary schools more comprehensive and detailed.

正确处理数量指标与质量指标之间的关系。数量指标是质量指标的基础，因为没有数量就没有质量，但光有数量也不意味着质量就好。这需要综合运用数量指标与质量指标，做到定量与定性相结合。其中，数量指标主要依据大中小学思政课一体化教学方案和目标体系设置而成，需要量化处理和反映各要素之间的内在关系，如在媒体融合条件下运用大数据技术进行思政课一体化教学舆情分析与热点话题跟踪，可以更客观地监测和预判课例在实际教学过程中的影响因素有哪些，有针对性地进行策略调整；质量指标主要对大中小学思政课一体化教学中呈现出的思政课新样态，进行要素结构稳定性和程序可重复性上的评价，以便及时了解和掌握思政课一体化教学动态及其价值、效果、作用、影响等规律性认知。在评价过程中，正确处理数量指标与质量指标之间的关系，可以使大中小学思政课一体化教学质量评价更为全面和详实。

Correctly handle the relationship between existing conditions and subjects and objects. With the concept of “the greater ideological-political course” [4]4 “The greater ideological-political course” (大思政课) is a CPC policy concept promoting the integration of ideological-political education across all subjects, school levels, and social contexts, beyond the formal curriculum. gaining popularity, integrated teaching of ideological-political courses in universities, middle schools, and primary schools has more convenient conditions in terms of teaching staff, teaching methods, acquisition of teaching materials and resources, and teaching environment. However, some phenomena objectively exist, such as form outweighing content; ideological-political elements failing to integrate into lesson plan design, with educational concepts “decoupled” from teaching practice; unreasonable structure of the teaching staff, lacking effective value guidance, causing the teaching of ideological-political courses to deteriorate in quality; and so on. All of this requires correctly understanding and handling the relationship between existing conditions and subjects and objects. In fact, under specific field conditions, the thinking modes and behavioral motivations of the subjects and objects of ideological-political courses themselves possess both dynamic and static characteristics. This makes the entire teaching process and outcomes full of uncertainty, and the development trends of related influencing factors more difficult to predict. Therefore, in the quality evaluation of integrated teaching of ideological-political courses in universities, middle schools, and primary schools, it is necessary to both highlight the evaluation of subjects and objects, achieving equal emphasis on knowledge examination and evaluation of core competencies such as social benefits, abilities, and character, and also focus on the evaluation of existing conditions, dialectically viewing the differences in the development of various elements, and adapting measures to local conditions and teaching according to categories, so as to achieve optimal results.

正确处理现有条件与主客体之间的关系。随着“大思政课”理念深入人心，大中小学思政课一体化教学在师资力量、教学方法、教学素材与资源获取、教学环境等方面都有了更为便利的条件。但一些现象客观存在，如形式大于内容；思政元素融不进教案设计，育人理念与教学实际“脱钩”；师资队伍结构不合理，缺乏有效的价值引导，使思政课教学变质变味；等等。这都需要正确认识和处理现有条件与主客体之间的关系。事实上，在特定场域条件下，思政课主客体自身的思维方式、行为动机等都兼具动态性和静态性特点。这使得整个教学过程与结果充满不确定性，相关影响因素的发展动向也更难预判。因此，在大中小学思政课一体化教学质量评价中，既要突出对主客体的评价，实现知识考察与社会效益、能力、品格等核心素养评价并重，也要注重对现有条件的评价，辩证看待各要素发展的差异性，做到因地制宜、分类施教，以达到效果最优化。

Overall, in building a database of integrated teaching examples for ideological-political courses in universities, middle schools, and primary schools, implementing quality evaluation principles, improving quality evaluation standards, and understanding and handling the various relationships in integrated teaching all require taking fostering virtue through education [5]5 “Fostering virtue through education” (立德树人) is a core principle of Chinese education policy, emphasizing moral cultivation as the fundamental task of schooling, as articulated in the 18th National Congress of the CPC (2012) and subsequent documents. as the foundation, focusing on enhancing students’ core competencies, creating a favorable situation for implementing the strategy of strengthening the country through education with high-quality development of integrated construction of ideological-political courses in universities, middle schools, and primary schools, and providing talent support for advancing Chinese-path modernization.

总体来说，在大中小学思政课一体化教学课例库建设中，贯彻质量评价原则、完善质量评价标准、认识和处理好一体化教学中的各种关系，都需要以立德树人为根本，着眼于学生核心素养提升，营造以大中小学思政课一体化建设高质量发展贯彻落实教育强国战略的良好局面，为推进中国式现代化提供人才支撑。

[This article is a phased result of the 2023 Beijing Municipal Research Project on the Integration of Ideological-Political Education in Universities, Middle Schools, and Primary Schools, titled “Exploring the Path of Empowering the Integrated Construction of Ideological-Political Courses in Universities, Middle Schools, and Primary Schools with Big Data Technology” (Project No. XXSZ2023YB10)]

【本文系2023年北京市大中小学思想政治教育一体化研究项目“大数据技术赋能大中小学思政课一体化建设路径探究”（项目编号：XXSZ2023YB10）阶段性成果】

Online Editor: Tongxin

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