Skillfully Using Digital Technology to Build a Good “Great Ideological and Political Course”

Since the 18th National Congress of the CPC, and especially since General Secretary Xi Jinping personally presided over the forum of teachers of ideological and political theory courses in schools, the status of ideological and political courses in the Party Central Committee’s overall strategy for governing the country has become increasingly prominent, and the construction of ideological and political courses has also achieved significant progress. The construction of the “great ideological and political course” is an important lever for promoting the high-quality development of ideological and political courses during the 14th Five-Year Plan period, and has also become a highlight of reform and innovation in the construction of ideological and political courses in recent years. General Secretary Xi Jinping has successively emphasized, “We must use new media and new technologies to make work dynamic, and promote the integration of the traditional advantages of ideological and political work with information technology,” and “Digitalization in education is an important breakthrough for China to open up new tracks for educational development and shape new advantages in educational development.” Therefore, promoting the construction of the “great ideological and political course” also requires skillfully using digital technology, so that digital technology and the “great ideological and political course” are fully integrated and mutually reinforcing, continuously cultivating new momentum, opening up new tracks, and shaping a new pattern for school ideological and political education in the New Era.

党的十八大以来，特别是习近平总书记亲自主持召开学校思想政治理论课教师座谈会以来，思政课在党中央治国理政战略全局中的地位日益凸显，思政课建设也取得了明显进展。“大思政课”建设是“十四五”时期推动思政课高质量发展的重要抓手，也成为近年思政课建设改革创新的一个亮点。习近平总书记曾先后强调，“要运用新媒体新技术使工作活起来，推动思想政治工作传统优势同信息技术高度融合”“教育数字化是我国开辟教育发展新赛道和塑造教育发展新优势的重要突破口”。因此，推动“大思政课”建设也要善用数字技术，使得数字技术和“大思政课”充分融合、相互促进，不断为新时代学校思想政治教育培育新势能、开辟新赛道、塑造新格局。

Fully Understanding the Compatibility of Digital Technology and the “Great Ideological and Political Course”

全面认识数字技术与“大思政课”的契合性

To skillfully use digital technology and build a good “great ideological and political course,” we must first fully understand the inherent compatibility between digital technology and the “great ideological and political course.” On the one hand, digital technology can promote the quality and efficiency of the “great ideological and political course”; on the other hand, the demands and problems in the construction of the “great ideological and political course” can also drive continuous innovation and optimization of digital technology. The integration and mutual assistance between the two make the digital expansion of ideological and political courses possible and produce good results.

善用数字技术，建好“大思政课”，首先就要全面认识数字技术与“大思政课”的内在契合性。一方面数字技术能够推动“大思政课”提质增效；另一方面“大思政课”建设中的需求与问题也可以推动数字技术持续创新优化，二者间的融通互助使思政课的数字化拓展成为可能并产生良好效果。

1. Digital Technology Can Promote the Effective Construction of the “Great Ideological and Political Course”

1.数字技术可以推动“大思政课”的有效建设

The development of digital technology has brought new opportunities and development space for the construction of the “great ideological and political course.” In recent years, the construction of the “great ideological and political course” has achieved significant results under the high attention of the Party and the state, but it still faces some problems. The “great affairs of the state,”[1]1 “Great affairs of the state” (国之大者) is a classical Chinese expression referring to matters of supreme national importance, revived in contemporary CPC discourse to emphasize the strategic priorities of the Party and state. the “great lesson of life,” and the broad vision inherent in the “great ideological and political course” require that “we,” including all ideological and political course teachers, all educators, and the entire Party and society, must skillfully use it. Currently, scholars have not yet reached a completely consistent definition of the concept of the “great ideological and political course,” but the industry has already linked the construction of the “great ideological and political course” with grand goals, grand classrooms, grand ideological and political work, grand patterns, grand platforms, grand teaching forces, grand coordination, and so on. At the practical level, the “great ideological and political course” not only means that ideological and political courses must make efforts in deepening, but also means expanding the breadth of ideological and political courses—opening the door to run ideological and political courses. In the construction of the “great ideological and political course,” it is necessary to achieve the upgrading and transformation of classroom teaching content, methods, and management, to mobilize the participation of various social resources, to connect theoretical classrooms, practical classrooms, and online classrooms, and to achieve the integrated construction of ideological and political courses in universities, middle schools, and primary schools, and so on. The realization of these tasks, especially the resolution of some difficult problems, requires the joint efforts of the vast number of frontline ideological and political education workers, strong organizational guarantees from management institutions at all levels for the construction of ideological and political courses, and also strong digital technology support and services.

数字技术的发展为“大思政课”建设带来了新的机遇与发展空间。近年来，“大思政课”建设在党和国家的高度重视下取得了明显成效，但仍面临一些问题。“大思政课”所内蕴的“国之大者”“人生大课”和大视野，要求包括全体思政课教师、所有教育工作者以及全党全社会在内的“我们”都要善用之。目前，学者们对于“大思政课”的概念尚无完全一致认同的界定，但是，业界已经把“大思政课”建设与大目标、大课堂、大思政、大格局、大平台、大师资、大协同等联系在一起。在实践层面上，“大思政课”不仅意味着思政课要在深度拓展上下功夫，也意味着思政课广度的拓展——开门办思政课。“大思政课”建设中要实现课堂教学内容、方式、管理诸方面的升级改造，要调动各种社会资源的共同参与，要打通理论课堂、实践课堂、网络课堂等，要实现大中小学思政课一体化建设，等等。这些任务的实现尤其是一些难题的破解，需要广大一线思想政治教育工作者的共同努力，需要各级思政课建设管理机构的强有力组织保障，也需要强大的数字技术支撑和服务。

Building the “great ideological and political course” requires the intervention and support of digital technology. Looking at the world, the digital transformation of education has become a consensus, and the digital construction of the “great ideological and political course” is imperative. On the one hand, the application of technologies such as 5G, big data, the Internet of Things, and artificial intelligence has caused the educational environment of ideological and political courses to continuously shift toward networking, digitalization, and intelligence, and the experience of teaching practice has also shifted from a static, planar type at the visual level to a dynamic, interactive type at the audiovisual level. Driven by the digital wave, promoting the modernization of education is a general trend, a necessity for development, and also the direction of reform, which can better meet the demands for precision and efficiency in ideological and political courses raised by the development of the times. On the other hand, the post-2000 generation of students has grown up with digital technology from an early age. They not only have a demand for memorization-based learning of theoretical knowledge but also hope to experience immersively the educational effect of ideological and political courses in enlightening the mind and cultivating emotions. The teaching model of ideological and political courses, which has large resource coverage and a strong sense of classroom participation, precisely provides a platform and a lever for the innovation of the teaching content and methods of the “great ideological and political course,” meeting the expectations of the educational objects.

建设“大思政课”需要数字技术的介入与支持。放眼全球，教育数字化转型成为共识，“大思政课”建设的数字化建设势在必行。一方面，5G、大数据、物联网、人工智能等技术的应用，使思政课的育人环境不断向网络化、数字化、智能化的方向变迁，教学实践的体验也从视觉层面的静态平面式转向视听层面的动态交互式。数字化浪潮驱动下，推动教育现代化是大势所趋、发展所需，也是改革所向，能够较好满足时代发展对思政课提出的精准化、高效化变革要求。另一方面，00后一代的学生从小伴随数字化技术成长，不仅对理论知识的记忆性学习有需求，并且希望沉浸式感受思政课启润心智、涵养情感的育人效果。数字技术所催生出的资源覆盖量大、课堂参与感强的思政课教学模式，恰恰为“大思政课”教学内容与方式方法的革新提供了平台和抓手，满足了教育对象的期待。

2. The “Great Ideological and Political Course” Can Promote the Development of Digital Technology

2.“大思政课”可以推动数字技术的发展

To skillfully use digital technology and build a good “great ideological and political course,” digital technology, as a means and method, is applied to specific educational fields to achieve the goal of transforming educational models and improving educational outcomes. In this process, the large number of schools involved in the construction of the “great ideological and political course,” the large size of the student population, and the wide scope of its reach also continuously drive the innovative application and transformative development of digital technology.

善用数字技术，建好“大思政课”，数字技术作为手段方法运用到具体教育场域之中，以达到变革教育模式、提高教育效果的目的。在这个过程中，“大思政课”建设所涉学校之多、生源体量之大、涉及范围之广，也不断推动数字技术的创新应用和变革发展。

The construction of the “great ideological and political course” can accelerate the innovative development of digital technology. On the one hand, the construction of the “great ideological and political course” stimulates the innovation impetus of digital technology. In the digital age, the speed of technological iteration and updating is dazzling. The deep integration of digital technology and ideological and political courses requires digital technology to continuously engage in self-innovation, iteration, and upgrading. It is necessary to summarize the effectiveness of existing VR (virtual reality) and AI (artificial intelligence) technologies in the development and utilization of historical resources, cultural resources, and policy resources in the construction of the “great ideological and political course,” creating teaching models with diverse forms and stable structures; it is also necessary to continuously explore the application of emerging technologies such as artificial intelligence, big data, and virtual reality in the field of the construction of the “great ideological and political course,” and continuously tap into the transformative potential of technology for educational development. On the other hand, the construction of the “great ideological and political course” contributes to the system construction of digital technology. “Digitalization” is an overall system supported by a variety of technologies, requiring the use of big data, cloud computing, the Internet of Things, blockchain, artificial intelligence, and other technologies. A single unit or team cannot support its overall operation. Therefore, by taking advantage of the momentum of the construction of the “great ideological and political course,” a composite system engineering project involving the joint construction of multiple subjects and multiple forces is constructed, and the support system of digital technology also has the participation of multiple forces such as schools, society, enterprises, and the government. The multi-departmental, multi-field, and multi-level cooperation of the educational work pattern of the “great ideological and political course” provides support for the integrated development of digital technology, which is conducive to realizing the joint construction of cross-field digital technologies.

“大思政课”建设可以加快数字技术的创新发展。一方面，“大思政课”建设激发了数字技术的创新动力。数字时代，技术的更新迭代速度之快让人眼花缭乱。数字技术与思政课的深度融合，要求数字技术要不断进行自我创新、迭代升级。既要总结已有的VR（虚拟现实）、AI（人工智能）技术在“大思政课”建设中对历史资源、文化资源、政策资源的开发利用成效，打造样式多样、结构稳定的教学模式；也要不断探讨人工智能、大数据、虚拟现实等新兴技术在“大思政课”建设领域的应用，持续挖掘技术对教育发展的变革潜力。另一方面，“大思政课”建设有助于数字技术的体系建设。“数字化”是一个由多种技术支撑起来的整体体系，需要运用到大数据、云计算、物联网、区块链、人工智能等多种技术，单个单位或团队无法支撑起其整体运营。因此，乘着“大思政课”建设的东风，构建起内含多方主体、多重力量共同参与建设的复合型系统工程，数字技术的支撑体系也有了学校、社会、企业、政府等多方力量的参与。“大思政课”育人工作格局的多部门、多领域、多层次合作为数字技术的整合式发展提供了支撑，有利于实现跨领域数字技术的联合共建。

Identifying the Focal Points for Combining Digital Technology with the Construction of the “Great Ideological and Political Course”

找准数字技术与“大思政课”建设结合的着力点

The combination of digital technology and the “great ideological and political course” is not a simple “1 plus 1 equals 2,” but rather a mutual integration and internal unity between the two. In practice, it is necessary to identify the focal points for combining digital technology with the construction of the “great ideological and political course,” promote the high integration of the traditional advantages of ideological and political work with information technology, enhance the sense of the times and appeal, and create a new digital development model for the “great ideological and political course.”

数字技术与“大思政课”的结合，不是简单的“1加1等于2”，而是彼此之间的相互融合和内在统一。实践中，必须找准数字技术与“大思政课”建设结合的着力点，推动思想政治工作传统优势同信息技术高度融合，增强时代感和吸引力，打造“大思政课”数字化发展新样态。

1. Using Digital Technology to Achieve the Connection of Subjects in the “Great Ideological and Political Course”

1.运用数字技术实现“大思政课”的主体相连

The “greatness” of the “great ideological and political course” requires fully mobilizing the rich resources and forces contained in the social “great classroom,” building a “great classroom,” setting up a “great platform,” and building a good “great teaching force.” This requires the strength of the entire society, pooling collective wisdom and efforts, and co-creating and co-building. In the construction of the “great ideological and political course,” the multiple subjects involved in education and teaching should form a good organizational relationship of collaborative participation and joint construction, in order to truly achieve the effective combination of the ideological and political “small classroom” and the social “great classroom.”

“大思政课”之“大”，要求充分调动社会大课堂所蕴含的丰富资源和力量，建设“大课堂”、搭建“大平台”、建好“大师资”。这需举全社会之力，群策群力、共创共建。“大思政课”建设中，教育教学所涉及的多元主体应形成协同参与、共同建设的良好组织关系，才能真正实现思政“小课堂”与社会“大课堂”的有效结合。

Unlike traditional single teaching methods, digital technology can enrich the ways and means for multiple subjects to participate in the construction of the “great ideological and political course” online and offline through system sharing, resource co-construction, information exchange, and network connections, breaking down temporal-spatial limitations and information barriers, and promoting information flow and coordinated linkage across regions, departments, and schools. Using digital technology to connect the subjects of the “great ideological and political course” not only reduces work costs but also greatly improves work efficiency. For example, in recent years, many schools have coordinated the forces of functional departments such as the School of Marxism, the Propaganda Department, the Student Affairs Department, and the Youth League Committee, contacted sister schools, off-campus “great ideological and political course” practical teaching bases, various venues and other institutions to cooperate, establishing virtual teaching and research offices for ideological and political courses, digital teaching platforms, etc., helping ideological and political course teachers in different places and schools to communicate in real time and share resources, fully leveraging the different resource advantages of multiple subjects such as society, government, families, enterprises, and communities, allowing the ideological and political course to effectively enhance the teaching effect of theoretical teaching and practical education, knowledge infusion and situational experience through the integration of inside and outside school, online and offline.

区别于传统单一的教学方式，数字技术可以通过系统共享、资源共建、信息互通、网络连线等方式丰富多元主体线上线下参与“大思政课”建设的方式和途径，打破时空限制和信息壁垒，促进跨区域、跨部门、跨校际的信息流动和联动协同。运用数字技术实现“大思政课”的主体相连，在降低工作成本的同时，也使得工作效率大大提高。例如，近年来许多学校协同马克思主义学院、宣传部、学工部、团委等职能部门的力量，联系兄弟院校、校外“大思政课”实践教学基地、各类场馆等机构开展合作，建立起思政课虚拟教研室、数字化教学平台等，助力各地各校的思政课教师实时交流、资源共享，充分发挥社会、政府、家庭、企业、社区等多方主体不同的资源优势，让思政课在校内校外、线上线下的贯通中有效增强理论教学与实践育人、知识灌输与情景体验的教学效果。

2. Building Digital Platforms to Promote Resource Sharing for the “Great Ideological and Political Course”

2.建设数字平台推动“大思政课”的资源共享

The open sharing of digital educational resources is a key move to narrow the digital divide and educational gap. Digital technology, with its advanced technologies such as scalability, distribution, and multimedia large file storage, management, resource retrieval and invocation, automatically stores and intelligently sorts large amounts of data, ultimately forming a large-capacity, precise, and callable virtual data resource library. Building digital platforms to promote resource sharing for the “great ideological and political course” can collect and integrate rich social resources and life materials, and realize the co-construction and sharing of resources in classroom teaching, thereby improving the allocation and use efficiency of teaching resources for the “great ideological and political course”.

数字教育资源开放共享是缩小数字鸿沟和教育差距的关键一招。数字技术以其可伸缩、分布式以及多媒体大文件存储、管理、资源检索调用等先进技术，对大量数据进行自动化存储和智能化排序，最终形成大容量、精准化、可调用的虚拟数据资源库。建设数字平台推动“大思政课”的资源共享，可以对丰富的社会资源和生活素材进行收集整合，并在课堂教学中实现资源的共建共享，以提高“大思政课”教学资源的配置和使用效率。

The establishment of digital teaching platforms is conducive to realizing resource sharing for the “great ideological and political course”. First, sharing teaching resources. Relying on digital teaching platforms, integrate various types of resources such as policy information, research results, case materials, and practice questions from schools at all levels, realize the collection and construction of digital resources, and form a teaching resource library integrating high-quality teaching materials such as ideological and political course courseware, lecture illustrations, course analysis, and auxiliary literature. Second, expanding resource dissemination. Encourage teachers and students to create digital teaching resources such as micro-films, animations, music, and short videos around the teaching content of ideological and political courses, and conduct collaborative lesson preparation and experience sharing through online MOOCs, live courses, thematic seminars, and different teaching designs for the same topic [2]2 “Different teaching designs for the same topic” (同课异构) refers to a collaborative teaching research method where different teachers design and deliver lessons on the same topic, then compare and share experiences., continuously promoting the dissemination, update, and information interaction of teaching resources. Finally, optimizing resource supply. Facing diverse needs, the data resources of the digital teaching platform can be quickly retrieved, freely combined, and flexibly invoked by ideological and political course teachers according to user needs, realizing personalized supply and service of resources, effectively improving teachers’ lesson preparation efficiency and professional level. For example, the construction of platforms such as the National Smart Education Public Service Platform, the National Online Collective Lesson Preparation Platform for Ideological and Political Theory Course Teachers in Colleges and Universities, and the Digital School of Marxism have all built better, cross-temporal online platforms for ideological and political course teaching, aggregated higher-quality, more systematic, and more types of digital educational resources, and promoted the sharing and co-construction of high-quality resources.

数字教学平台的建立，有利于实现“大思政课”的资源共享。首先，共享教学资源。依托数字教学平台，整合各级各类学校的政策资讯、研究成果、案例材料、练习试题等多种类资源，实现数字化资源的收集和建设，形成集思政课课件、讲义配图、课程解析、辅助文献等优质教学素材为一体的教学资源库。其次，扩大资源传播。鼓励师生围绕思政课教学内容创作微电影、动漫、音乐、短视频等数字化教学资源，通过在线慕课、直播课程、专题研讨、同课异构等方式进行协同备课、经验共享，不断推动教学资源的传播更新与信息交互。最后，优化资源供给。面向多样化需求，数字教学平台的数据资源可根据用户需求，供思政课教师快速检索、自由组合并灵活调用各模块、各功能，实现资源的个性化供给和服务，有效提高教师的备课效率和业务水平。例如，国家智慧教育公共服务平台、全国高校思想政治理论课教师网络集体备课平台、数字马院等平台的建设，都为思政课教学搭建了更良好的、跨越时空的网上平台，聚合起更高质量、更体系化、更多类型的数字教育资源，推动了优质资源的共享共建。

3. Using Digital Tools to Promote Teacher-Student Interaction in the “Great Ideological and Political Course”

3.借助数字工具促进“大思政课”的师生互动

In the construction of the “great ideological and political course”, while innovating the great classroom of society, the main channel role of the ideological and political “small classroom” must be guaranteed. Currently, weak interactivity is an important reason affecting the effectiveness of ideological and political courses, and solving this problem is also the focus of reform and innovation in ideological and political courses. Digital technology, as a means and method, can provide new interactive methods and emotional experiences for ideological and political course teaching, effectively enhancing the vividness and effectiveness of teaching.

“大思政课”建设，在创新社会大课堂的同时，思政“小课堂”的主渠道作用必须保证。当前，互动性不强是影响思政课实效的重要原因，解决此方面问题也是思政课改革创新的重点所在。数字技术作为一种手段和方式，可以为思政课教学提供全新互动方式和情感体验，有效增强教学的生动性、实效性。

Using digital tools to promote teacher-student interaction in the “great ideological and political course”. First, use digital tools to enhance teaching targeting. Ideological and political course teachers use digital technology to effectively grasp students’ learning habits, thinking characteristics, psychological dynamics, etc., analyze the information fed back by teaching process and result data, timely understand the learning situation, scientifically arrange lesson preparation, adjust teaching progress and class management, and will also effectively help students to review teaching knowledge online, record classroom insights, exchange views and ideas, and complete practice assignments. Second, use digital tools to create a good classroom atmosphere. In teaching practice, more and more ideological and political course teachers focus on promoting student interaction through diverse forms such as creating red micro-films, ideological and political talk shows, virtual reality experiences, and drama role-playing. Through the presentation of digital means, static pictures become dynamic images, silent text becomes audible voice, stimulating students’ interest and enabling them to actively explore classic theoretical thoughts, red historical culture, and contemporary development realities. Third, use digital tools to manage classroom order. In classroom teaching, ideological and political course teachers use digital means for roll call, questioning, answering questions, and timely evaluation, and assigning homework, grading homework, and interactive Q&A before and after class are all good methods, which can further consolidate and expand the effect of teacher-student interaction.

借助数字工具，促进“大思政课”的师生互动。一是借助数字工具增强教学针对性。思政课教师运用数字技术有效把握学生的学习习惯、思维特点、心理动态等，分析教学过程与结果数据反馈出的信息，及时掌握学情，科学安排备课、调整教学进度与班级管理，也将有效帮助学生在线复盘教学知识、记录随堂心得、交流观点想法、完成练习作业。二是借助数字工具营造课堂良好氛围。在教学实践中，越来越多的思政课教师注重通过创作红色微电影、思政脱口秀、虚拟现实体验、话剧角色扮演等多样化形式推动学生互动，通过数字手段的呈现，从静态的图片变成动态的画面，从无声的文字变成有声的语音，激发学生兴趣，让他们对经典理论思想、红色历史文化、当代发展现实进行主动探索。三是借助数字工具管理课堂秩序。思政课教师在课堂教学中通过数字手段进行点名、提问、解答问题、及时评价，在课前课后进行作业布置、作业批改、互动答疑等都是较好的方式，也能进一步巩固和拓展师生互动的效果。

4. Using Digital Virtualization to Innovate Scene Reconstruction for the “Great Ideological and Political Course”

4.运用数字虚拟创新“大思政课”的场景再造

Ideological and political course teaching must rely on and create situations to better achieve the effect of enlightening wisdom and nourishing the heart [3]3 “Enlightening wisdom and nourishing the heart” (启智润心) is a four-character idiom commonly used in Chinese educational discourse to describe the dual goal of stimulating intellectual understanding and cultivating moral-emotional character.. The “great ideological and political course” expands the space of the ideological and political classroom from the school to various fields of society. Through technical means in digital technology such as smart classrooms, 5G, virtual simulation, and holographic teaching, social development scenes, historical and cultural scenes, and family life scenes can be introduced into the ideological and political classroom. Teachers can call up various video information and network data at any time, and use products such as animations, videos, and VR glasses to create real-time shared and immersive classroom scenes. On the one hand, use digital technology for the virtual presentation of real scenes. Digital technology breaks the constraints of spatial boundaries on the teaching scenes of ideological and political courses. Using technologies such as digital twins, in the form of live broadcasts, scenario simulations, VR panoramic images, etc., the materials and scenes of revolutionary sites, historical memorial exhibition halls, and museums can be virtually presented, allowing students to be immersed in the classroom, realizing “cloud visits”, “cloud classrooms”, and “cloud interactions”. Ideological and political course teachers can also interact synchronously with heroes and models, advanced role models, venue commentators, etc., extending the classroom to educational bases such as fields, factory workshops, research institutes, and old revolutionary areas, further broadening new fields of education and teaching, saving the cost of scene transitions in ideological and political classroom teaching, and improving the educational effectiveness of the “great ideological and political course”. On the other hand, use digital technology for the reconstruction of virtual scenes. Some historical events, revolutionary relics, historical figures, etc. cannot be presented through VR panoramic shooting, but digital technologies such as digital restoration, 3D modeling, and virtual humans can also be used to restore and reproduce these virtual teaching scenes, making the “great ideological and political course” more vivid.

思政课教学，要依托和创设情境才能更好达到启智润心的效果。“大思政课”把思政课堂的空间由学校拓展到社会各领域的空间中去，通过数字技术中的智慧教室、5G、虚拟仿真、全息教学等技术手段可将社会发展场景、历史文化场景、家庭生活场景引入思政课堂，教师可以随时调用各类视频信息和网络数据，借助动画、视频、VR眼镜等产品，打造实时共享、身临其境的课堂场景。一方面，运用数字技术进行现实场景的虚拟呈现。数字技术打破了空间界限对思政课教学场景的束缚，运用数字孪生等技术，以现场直播、情景模拟、VR全景图像等形式，可以对革命旧址、历史纪念展馆、博物馆的资料和场景进行虚拟呈现，使学生可以在教室中身临其境，实现“云参观”“云课堂”“云互动”。思政课教师也可以与英雄模范、先进榜样、场馆解说员等进行同步互动，将课堂延伸到田间地头、工厂车间、科研院所、革命老区等教育基地，进一步拓宽教育教学新场域，节约思政课堂教学转场的成本，提高“大思政课”的育人成效。另一方面，运用数字技术进行虚拟场景的再造。部分历史事件、革命遗迹、历史人物等无法通过VR全景拍摄进行呈现，但数字技术的数字修复、三维建模、虚拟人等也可用于还原再现这些虚拟教学场景，使“大思政课”更生动。

5. Deepening Digital Transformation to Realize Model Innovation for the “Great Ideological and Political Course”

5.深化数字变革实现“大思政课”的模式革新

Digital technology, as a leading force in the world’s scientific and technological revolution and industrial transformation, brings changes to the “great ideological and political course” that are not minor repairs or patches, but profoundly change the education and teaching methods of ideological and political courses, representing a systematic model innovation. From resource supply and information sharing to interaction models and teaching methods, and then to evaluation systems and feedback mechanisms, the integration of digital technology with the “great ideological and political course” will bring deeper-level transformations and developments to ideological and political education in the New Era.

数字技术作为世界科技革命和产业变革的先导力量，它带给“大思政课”的变化不是小修小补，而是深刻改变着思政课的教育教学方式，是一种系统性的模式革新。从资源供给、信息共享到互动模式、教学方式，再到评价体系、反馈机制等，数字技术与“大思政课”的结合都将带给新时代思想政治教育更深层次的转变和发展。

In terms of resource construction, the “Great Ideological and Political Course” digitally processes ideological and political elements and social resources, matches teaching content and methods according to students’ actual needs, coordinates and balances resources from all sides, and forms a top-down, collaboratively cooperative large platform, overturning the previous mode of supply and dissemination of traditional teaching resources. In terms of interaction models, teachers of ideological and political courses make full use of MOOCs, live streaming, short videos, and other methods to make the theoretical ideas in the course “come alive,” the figures and events “move,” and the history and culture “shine,” continuously enhancing the affinity and appeal of the ideological and political course, helping to break people’s previous stereotypes about ideological and political classroom teaching. In terms of evaluation and feedback, digital technology empowers the entire educational stage and the entire process. By means of digital portraits of teachers and students and visualization technology, it monitors the process and outcomes of education and teaching, prompting evaluation methods to shift from score-oriented small-data evaluation to whole-process literacy assessment big-data evaluation, and from examination-based outcome evaluation to real-time performance-based process evaluation, achieving optimization and innovation in the evaluation system and feedback mechanism of ideological and political course teaching.

在资源建设上，“大思政课”将思政元素和社会资源进行数字化处理，按照学生实际需求匹配教学内容与方式，统筹兼顾各方面资源，形成自上而下、协同合作的大平台，颠覆了以往传统教学资源的供给和传播方式。在互动模式上，思政课教师通过充分运用慕课、直播、短视频等方式，让课程中的理论思想“活”起来、人物事件“动”起来、历史文化“亮”起来，不断增强思政课程的亲和力和感染力，有助于打破人们以往对思政课堂教学的刻板印象。在评价反馈上，用数字技术赋能全学段、全过程，借助师生数字画像和可视化技术，监测教育教学的过程与结果，促使评价方法从分数导向式的小数据评价走向全程素养测评的大数据评价、从考试测验式的结果评价走向实时表现式的过程评价，实现了思政课教学评价体系和反馈机制的优化革新。

Handle the Relationship between Digital Technology and the Construction of the “Great Ideological and Political Course”

处理好数字技术与“大思政课”建设结合的关系

Technology is a “double-edged sword”; whether it can play a positive role depends on how it is used. In the construction of the “Great Ideological and Political Course,” appropriately using digital technology to empower ideological and political course teaching can effectively enhance the course’s sense of the times and its appeal; conversely, it will deviate from the original intention and goal of the reform and innovation of ideological and political courses. To grasp the development direction of the “Great Ideological and Political Course” construction, it is necessary to handle the multiple relationships between digital technology and the construction of the “Great Ideological and Political Course.”

技术是一把“双刃剑”，能否发挥积极作用还要看如何使用。在“大思政课”建设中，恰当运用数字技术赋能思政课教学，可以有效增强思政课的时代感和吸引力；反之，将偏离思政课改革创新的初衷和目标。把握住“大思政课”建设的发展方向，必须处理好数字技术与“大思政课”建设结合的多重关系。

1. The Primary-Secondary Relationship: The Digital Construction of the “Great Ideological and Political Course” Must Adhere to the Dominant Position of the Classroom

1.主次关系：“大思政课”的数字化建设要坚持课堂的主导地位

In the digital construction of the “Great Ideological and Political Course,” the status and attributes of the ideological and political classroom have not changed; in other words, in the primary-secondary relationship, classroom teaching still occupies a dominant position, while digital technology is an auxiliary means. Digital technology is a tool to promote the digital transformation of ideological and political courses and improve the quality of ideological and political education. The value of technology for the reform of ideological and political courses lies in transforming, expanding, and enriching educational content and methods; it is a means to serve the improvement of classroom teaching quality. Regardless of the form of technological innovation, all technical means must be focused on improving teaching quality; technology should not be blindly added to the classroom for the sake of following trends or competing. Adhering to the principle that classroom teaching content is king, and continuously improving the quality of ideological and political courses in fostering virtue through education [n4], is the ultimate goal of constructing the “Great Ideological and Political Course.” Therefore, digital technology’s participation in building the “Great Ideological and Political Course” must also be subordinate to the fundamental task of fostering virtue through education; it must not become a purely technical-level “showing off skills” or “putting on a show.” No matter how far the spatiotemporal field of the ideological and political course is expanded, we must always adhere to the central position of the classroom as the main channel in the construction of the digital ideological and political course, respect the principal status of teachers and students in classroom teaching, consolidate the main channel of classroom teaching, and ensure the coordination of the overall classroom content.

“大思政课”数字化建设中，思政课堂的地位与属性没有变，换言之，在主次关系中，课堂教学仍处于主导地位，而数字技术是辅助手段。数字技术是促进思政课数字化转型和提高思政课教育质量的工具，技术之于思政课改革的价值在于转换、拓展、丰富教育内容与方式，是服务于提升课堂教学质量的手段。不论技术创新的形式如何，一切技术手段都要落在提升教学质量之上，不能为了跟风、攀比而盲目地在课堂上叠加数字技术。坚持课堂教学内容为王，不断提升思政课立德树人的质量，才是“大思政课”建设的旨归。因此，数字技术参与建设“大思政课”也要服从于立德树人根本任务，不能变成纯技术层面的“炫技”或“整活儿”，无论思政课时空场域被拓宽至何处，都要时刻坚持好课堂主渠道在数字化思政课建设中的中心位置，尊重教师、学生在课堂教学中的主要地位，夯实好课堂教学这一主渠道，保证整体课堂内容的协调。

2. The “Red-Expert” Relationship: The Digital “Great Ideological and Political Course” Must Adhere to the Value Guidance of Mainstream Ideology

2.红专关系：数字化“大思政课”要坚持主流意识形态的价值引领

The construction of the “Great Ideological and Political Course” uses digital technology to gather more educational resources, but diversified teaching resources do not mean diversified value orientations. As a direction for the reform and innovation of ideological and political courses, the “Great Ideological and Political Course” must uphold its attributes as an ideological and political course. To do so, it is necessary to grasp the “red-expert” relationship in its construction. Here, “red” refers to the distinct political and ideological attributes of the ideological and political course. As a key course for implementing the fundamental task of fostering virtue through education, it is even more necessary to strengthen the guiding role of socialist ideology in the construction of the “Great Ideological and Political Course.” Here, “expert” refers to the professional level inherent in digital technology itself, i.e., sufficient professional competence is required to empower and enhance the ideological and political course; otherwise, it will be counterproductive. The digital transformation of the “Great Ideological and Political Course” must uphold the principle of political orientation, appropriately permeate mainstream ideology into the design, application, evaluation, and reflection stages of digital technology, use technology to strengthen mainstream ideology, and simultaneously use technology to shield the classroom from the interference of erroneous trends of thought and vulgar information, guiding students to form ideological values that meet the requirements of mainstream socialist ideology.

“大思政课”建设借助数字技术凝聚更多的育人资源，但多样化的教学资源不意味着多元化的价值导向。“大思政课”作为思政课改革创新的一个方向，其所具有的思政课的属性要坚守住，就必须把握好“大思政课”建设中的红专关系。这里的“红”指的是思政课具有鲜明的政治属性和意识形态属性，作为落实立德树人根本任务的关键课程，更要加强社会主义意识形态对“大思政课”建设的导向性。这里的“专”指的是数字技术本身所具有的专业水平，即：充足的专业水准才能够为思政课赋能增效，否则将适得其反。“大思政课”的数字化转换要秉持政治导向原则，将主流意识形态合适地渗透进数字技术的设计与运用、评价与反思等阶段中，通过技术来强化主流意识形态，同时运用技术屏蔽错误思潮和低俗信息对课堂的干扰，引导学生形成符合社会主义主流意识形态要求的思想价值观念。

3. The Surface-Interior Relationship: Digital Technology Must Deeply Empower the Educational and Teaching Innovation of the “Great Ideological and Political Course”

3.表里关系：数字技术要深度赋能“大思政课”的教育教学创新

In the integration of digital technology and the “Great Ideological and Political Course,” technology is only the surface; its essence is still a classroom revolution, emphasizing the realization of the educational and teaching effects of the ideological and political course and the effectiveness of classroom teaching. The use of digital technology in the “Great Ideological and Political Course” is not for formal teaching performance, but to truly empower technology to revolutionize the educational and teaching model of the ideological and political course. The most fundamental aspect is to fall upon the reshaping of the classroom, enabling the “Great Ideological and Political Course” to balance the depth of theory, the thickness of history, and the validity of policy. The deep empowerment of digital technology for the innovation of ideological and political course education and teaching requires both the full use of learning analysis systems, adaptive systems, AI teaching assistants, and other auxiliary teaching technologies to promote changes in the teaching and learning model in the classroom, transforming the teaching model from the traditional “teacher-student” binary structure to a “teacher-machine-student” multi-structure; and also, through the collection and organization of learning situations and public opinion, accurately analyzing the knowledge points that students are interested in or still confused about, scientifically and reasonably creating teaching scenarios, allocating educational resources, and changing teaching methods, achieving targeted “teaching” by teachers and active “learning” by students in the “Great Ideological and Political Course” model.

数字技术与“大思政课”的融合，技术只是表象，其本质还是一种课堂革命，强调思政课教育教学效果的实现和课堂教学的有效性。“大思政课”对数字技术的运用不是为了形式上的教学表演，而是让技术真正赋能思政课教育教学模式的革命，最根本的是要落到对课堂的重塑上，使“大思政课”兼顾好理论的深度、历史的厚度、政策的效度。数字技术的运用深度赋能思政课教育教学创新，既要充分运用学习分析系统、自适应系统、AI助教等辅助教学技术，促进课堂教学中教与学模式的变革，推动教学模式从传统“师—生”二元结构转变为“师—机—生”多元结构；也要通过对学情、舆情的收集与整理，精准分析学生感兴趣的、仍旧困惑的知识点，科学合理创设教学场景、配置教育资源、变更教学手段，实现“大思政课”模式中教师有针对性地“教”和学生有主动性地“学”。

4. The Public-Private Relationship: The Digital Transformation of the “Great Ideological and Political Course” Must Balance Private Space and the Public Sphere

4.公私关系：“大思政课”数字化转换要平衡好私人空间与公共领域

With the rapid development of digital technology, a large amount of data is stored in the cloud and widely disseminated in the form of pictures, videos, animations, and other information formats, followed by a series of digital ethics issues. For example, the digital field of the ideological and political course involves both the collection of a large amount of private information and the need to share a transparent public sphere. As digital technology is embedded in classroom teaching scenarios, it becomes increasingly convenient to collect and quantify the identity information and behavioral characteristics of educational subjects. The acquisition and collection of private information and personal data of educational subjects by third-party institutions can easily infringe upon the privacy of teachers and students’ personal information and personal views, creating privacy and security risks for teachers and students in the digital transformation of the “Great Ideological and Political Course.” At the same time, in the public spaces that need to be shared in the digital world, issues of fairness in the use of digital technology and information openness have also emerged. Therefore, in the digital construction of the “Great Ideological and Political Course,” on the one hand, it is necessary to standardize the management system for technology use in classroom teaching, integrate ethics into the practical framework of classroom teaching based on operational principles such as transparency, trustworthiness, controllability, and security, strengthen the good-oriented guidance of technological ethics, and promote policy responses to ethical norms; on the other hand, teachers of ideological and political courses also need to strengthen their digital social responsibility in operation, improve their own digital literacy, clarify the awareness of rights and responsibilities in the information age, prevent improper or even illegal acts such as prying into privacy and leaking information, manage privacy both inside and outside the classroom, and consciously maintain the ethical order of the digital space.

数字技术的快速发展，大量的数据以图片、视频、动画等信息形式进行云端存储和广泛传播，随之而来也出现了一系列数字伦理问题。例如，数字化的思政课场域既有诸多私人信息的汇集，也有透明化的公共领域需要共享。随着数字技术嵌入课堂教学场景，对教育主体的身份信息、行为特征进行收集、量化愈加便利，第三方机构对教育主体隐私信息、个人数据的获取与收集，容易使师生的私人信息、个人观点等隐私受到侵害，产生“大思政课”数字化转型中的师生隐私安全隐患。同时，数字世界中那些需要共享的公共空间，也出现了数字技术的使用公平性和信息公开性问题。因此，在“大思政课”的数字化建设中，一方面，要在课堂教学中规范技术使用的管理制度，以透明、可信、可控、安全等为操作原则将伦理道德融入课堂教学的实践框架之中，强化技术伦理的向善导向，推动对伦理准则的政策回应；另一方面，也需要思政课教师在操作中强化数字社会责任，提升自身数字素养，明确信息时代中的权责意识，防范窥探隐私、泄露信息等不良乃至违法行为，做好课堂上下的隐私管理，自觉维护数字空间的伦理秩序。

5. The New-Old Relationship: Promote the Digital Construction of the “Great Ideological and Political Course” According to the Times, the People, and the Specific Circumstances

5.新老关系：因时、因人、因事制宜推进“大思政课”的数字化建设

Facing the ever-changing wave of digitalization, the digital reform of the “great ideological-political course” needs to consider and properly handle the tolerance limits of teachers of different age groups for new technologies, as well as the appropriate transformation of old and new classrooms within technology. For teachers, for ideological-political course teachers to master digital technology means to excavate the educational elements contained within it and integrate them into classroom teaching. However, the rapid pace of digital technology updates, the abundance of resources it provides, and the complexity of its operation methods can easily cause technology overload for teachers. Especially for older ideological-political course teachers, some of them find it difficult to integrate into the digital world in a short time; thus, the application of digital technology instead becomes a burden and a shackle on their teaching, and the classroom effect may be counterproductive. For universities, when conditions such as faculty, funding, and technology are not yet mature, some schools, without soliciting teachers’ opinions or understanding students’ needs, and regardless of actual circumstances, push forward with MOOCs, online courses, and virtual simulation ideological-political courses. This may ultimately result in course content that does not meet students’ needs, or digital segments with rough image quality, inconvenient operation, and sluggish system response, or a classroom teaching situation where teachers and technology “talk past each other,” affecting the original effectiveness of classroom teaching, reducing the experience for both teachers and students, and thereby arousing resistance among teachers and students to the digital transformation of the “great ideological-political course.” Therefore, advancing the digital construction of the “great ideological-political course” must combine teachers’ tolerance capacity and actual level, and be based on the school’s own development orientation and actual conditions, progressing layer by layer with gradual innovation. It should be actively promoted in a stratified and categorized manner, but must not be rushed or implemented with a “one-size-fits-all” approach.

面对日新月异的数字化浪潮，“大思政课”的数字化改革需要考虑并处理好不同年龄段教师对新技术的承受限度、新旧课堂在技术中的合宜转换。对于教师来说，思政课教师要驾驭数字技术，就是要挖掘蕴含其中的教育元素并将其融入课堂教学，但数字化技术更新速度之快、提供资源之多、操作方式之杂，容易对教师造成技术过载的问题。尤其是对于年龄较大的思政课教师来说，他们中的一些人难以在短时间内融入数字化世界，那么数字技术的运用反而成为他们教学的负担和枷锁，课堂效果也会适得其反。对于高校来说，一些学校在师资、经费、技术等条件准备尚不成熟时，不征求教师意见、不了解学生需求，不顾实际情况地推进慕课、网课、虚拟仿真思政课，最后可能出现授课内容不符合学生需要，或数字化环节画质粗糙、操作不便、系统反应迟钝等问题，或课堂教学呈现出教师与技术的“自说自话”，影响了课堂教学原本具有的效果，降低了教师和学生的体验感，进而激起教师和学生对“大思政课”数字化转换的抵触情绪。因此，推进“大思政课”的数字化建设，要结合教师的承受能力和实际水平、根据学校的自身发展定位和现实情况，层层深入、渐进创新，既要分层分类积极推进，又不可操之过急、搞“一刀切”。

(This article is a phased result of the major project “Development and Effective Dissemination of Red Cultural Resources Based on Digitalization” (ZDA145-3) under the National Language Commission’s “14th Five-Year Plan” [5]5 The “14th Five-Year Plan” refers to China’s 14th Five-Year Plan for National Economic and Social Development (2021–2025). scientific research plan, and the project of the National University Ideological-Political Course Master Teacher Studio (University of Science and Technology Beijing) (21SZJS11010008).)

（本文为国家语委“十四五”科研规划重大项目“基于数字化的红色文化资源开发与有效传播”（ZDA145-3）和全国高校思政课名师工作室（北京科技大学）（21SZJS11010008）资助项目的阶段性成果）

(Author’s brief introduction: Peng Qinghong, Vice President of the University of Science and Technology Beijing)

（作者简介：彭庆红，北京科技大学副校长）

Online editor: Tongxin

网络编辑：同心