The Logical Basis, Practical Challenges, and Pathways for Building a Contingent of Young Teachers in Ideological and Political Theory Courses in the New Era

On March 18, 2019, General Secretary Xi Jinping pointed out at a symposium for teachers of ideological and political theory courses in schools: "The key to running ideological and political theory courses well lies in the teachers, and in giving full play to the teachers' enthusiasm, initiative, and creativity." Ideological and political theory courses (hereinafter referred to as "ideological and political courses") are the key courses for carrying out the fundamental task of fostering virtue through education [n1]; they are the main channel and main front for ideological and political education in higher education institutions, and teachers of ideological and political courses play an important role as the main force. Young teachers constitute a large proportion of the contingent of ideological and political course teachers, attract high social attention, and possess great future potential; they are the top priority in building the contingent of ideological and political course teachers in higher education institutions. Doing a good job of building the contingent of young teachers of ideological and political courses in higher education institutions is a key link in running socialist universities rooted in China's soil and cultivating new generations of the era capable of shouldering the great rejuvenation of the Chinese nation.

2019年3月18日，习近平总书记在学校思想政治理论课教师座谈会上指出：“办好思想政治理论课关键在教师，关键在发挥教师的积极性、主动性、创造性。”思想政治理论课（以下简称“思政课”）是落实立德树人根本任务的关键课程，是高校思想政治教育的主渠道、主阵地，而思政课教师则在其中发挥了主力军的重要作用。青年教师在思政课教师队伍中所占人数多、社会关注高、未来潜力大，是高校思政课教师队伍建设的重中之重。抓好高校思政课青年教师队伍建设，是扎根中国大地办好社会主义大学，培养担当民族复兴大任的时代新人的关键环节。

I. The Logical Basis for Building a Contingent of Young Teachers of Ideological and Political Courses in the New Era

一、新时代高校思政课青年教师队伍建设的逻辑依据

Young teachers are an important force with great potential within the contingent of ideological and political course teachers in higher education institutions. They inject fresh blood into the ideological and political education work of higher education institutions and ensure the passing on of the torch in the construction of ideological and political courses in higher education institutions. Only by continuously strengthening the building of the contingent of young teachers of ideological and political courses, and effectively forging them into "crack troops and capable generals" with firm political stances, profound theoretical literacy, noble character and demeanor, and excellent qualities and abilities, can we adapt to the development requirements of the New Era and new circumstances. In short, whether from an individual, team, or social perspective, strengthening the building of the contingent of young teachers of ideological and political courses is very necessary and of great significance.

青年教师是高校思政课教师队伍中潜力巨大的重要力量，为高校思想政治教育工作注入了新鲜血液，保证了高校思政课建设的薪火相传。只有不断加强思政课青年教师队伍建设，切实将其打造成具有坚定政治立场、深厚理论素养、高尚品格风范、过硬素质能力的“精兵强将”，才能适应新时代、新形势的发展要求。总之，无论是从个体、团队还是社会角度来说，加强思政课青年教师队伍建设都十分必要，且意义重大。

(1) Young Teachers Are the "Fresh Force" of the Contingent of Ideological and Political Course Teachers

（一）青年教师是思政课教师队伍的“生力军”

Improving the quality of the contingent of ideological and political course teachers in higher education institutions is a powerful guarantee for running ideological and political courses well in higher education institutions, and it is also a foundational task for doing a good job of ideological and political education in higher education institutions. As the fresh blood and the vital force and backbone force for future development in higher education institutions, young teachers are also the most dynamic and most motivated group within the contingent of ideological and political course teachers. Young teachers of ideological and political courses shoulder the historical mission and important task of holding firm the main front of ideological and political education for university students, which is the ideological and political course, as well as the important responsibility of cultivating outstanding talents for the country and society. Therefore, strengthening the building of the contingent of young teachers of ideological and political courses has important practical significance. In recent years, the state has attached great importance to the growth and development of young teachers of ideological and political courses, making the improvement of their comprehensive quality an important task and guaranteeing it through top-level design. In April 2019, the Ministry of Education issued the "Training Plan for the Contingent of Teachers of Ideological and Political Theory Courses in Ordinary Higher Education Institutions (2019–2023)," proposing to build a contingent of ideological and political course teachers in higher education institutions that is primarily full-time, combines full-time and part-time roles, is sufficient in number, and excellent in quality. It encourages local authorities and higher education institutions to adopt methods such as temporary post assignments and social practice to provide key training for outstanding young and middle-aged teachers. The "Several Opinions on Deepening the Reform and Innovation of Ideological and Political Theory Courses in Schools in the New Era" issued by the General Office of the Central Committee of the CPC and the General Office of the State Council in August 2019, the "Provisions on the Building of the Contingent of Teachers of Ideological and Political Theory Courses in Higher Education Institutions in the New Era" issued by the Ministry of Education in January 2020, the "Opinions on Strengthening the Building of Marxist Colleges in the New Era" issued by the General Office of the Central Committee of the CPC in September 2021, and the "Work Plan for Comprehensively Promoting the Construction of 'Great Ideological and Political Courses'" issued by the Ministry of Education and nine other departments in July 2022, all provided guiding opinions and specific measures for strengthening the building of the contingent of ideological and political course teachers in higher education institutions and cultivating outstanding young ideological and political course teachers. In short, the development of the times, the needs of society, and the demands of students all require us to fully recognize, from a strategic height, the great significance of strengthening the building of the contingent of young teachers of ideological and political courses, and to make building a contingent of young ideological and political course teachers with strong political quality, refined professional ability, high educational level, and strong personal charisma the key and top priority in strengthening and improving ideological and political education work in higher education institutions.

提升高校思政课教师队伍质量是办好高校思政课的有力保障，也是做好高校思想政治教育的基础性工作。作为高校的新鲜血液和未来发展的有生力量、中坚力量，青年教师也是思政课教师队伍中最有活力、最有干劲的一个群体。思政课青年教师肩负着守牢思政课这一大学生思想政治教育主阵地的历史使命和重要任务，以及为国家、社会培养优秀人才的重要职责，因此加强思政课青年教师队伍建设具有重要的现实意义。近年来，国家高度重视思政课青年教师的成长与发展，把提升思政课青年教师的综合素质作为一项重要工作来抓，并以顶层设计的方式予以保障。2019年4月，教育部印发《普通高等学校思想政治理论课教师队伍培养规划（2019—2023年）》，提出要建设一支专职为主、专兼结合、数量充足、素质优良的高校思政课教师队伍，其中鼓励各地各高校采取挂职锻炼、社会实践等方式对优秀中青年教师予以重点培养。2019年8月中共中央办公厅、国务院办公厅印发的《关于深化新时代学校思想政治理论课改革创新的若干意见》，2020年1月教育部印发的《新时代高等学校思想政治理论课教师队伍建设规定》，2021年9月中共中央办公厅印发的《关于加强新时代马克思主义学院建设的意见》，2022年7月教育部等十部门印发的《全面推进“大思政课”建设的工作方案》等，也都对加强高校思政课教师队伍建设以及培养优秀思政课青年教师人才等提出了指导意见和具体举措。总之，时代的发展、社会的需要、学生的需求等，都要求我们必须从战略高度充分认识加强思政课青年教师队伍建设的重大意义，把建设一支政治素质硬、业务能力精、育人水平高、人格魅力强的思政课青年教师队伍作为加强和改善高校思想政治教育工作的关键所在、重中之重。

(2) Young Teachers Are the "Vanguard" in Cultivating and Fostering New Generations of the Era

（二）青年教师是培养培育时代新人的“排头兵”

The ideological and political course in higher education institutions is a course with distinct ideological attributes and a high degree of unity between scientificity and political nature. It must not only impart knowledge but also, more importantly, realize value guidance. Through knowledge education, it achieves value education, helping university students establish lofty ideals, cultivate correct values, and deeply cultivate patriotic sentiments, so that they become qualified builders and reliable successors of socialism, consciously integrating their love for the country, their ambition to strengthen the country, and their actions to serve the country into the struggle to realize the great rejuvenation of the Chinese nation. As the generation that strengthens the country, contemporary university students are born at the right time and bear a great mission. Their special historical circumstances determine that the stage for them to make achievements is unprecedentedly broad and the prospects for their dreams to come true are unprecedentedly bright. This requires them to possess correct value goals and a good mental state. However, the rapidly changing society, the complex growth environment, and the diverse value orientations have significantly enhanced their ideological independence, selectivity, difference, and diversity. It is inevitable that they will encounter various ideological and cognitive confusions and perplexities in practice. Therefore, they cannot do without the important role of ideological and political course teachers in higher education institutions in dispelling doubts and providing guidance, helping them clear away ideological mists, comprehend the true meaning of life, and realize the value of life. In this regard, the role of young teachers of ideological and political courses cannot be ignored. Because they are similar in age and have similar experiences, young teachers of ideological and political courses share many similarities or commonalities with contemporary university students in terms of values, ways of thinking, and language styles. They are more likely to resonate ideologically and emotionally with university students. This peer education method is also more easily recognized and accepted by university students, naturally producing good educational effects. In essence, as important guardians, guides, and cultivators during the "jointing and booting stage" [n2] of university students' lives, young teachers of ideological and political courses can, as good teachers and helpful friends, use their earnest teachings and patient guidance to help university students "button the first button of life" [n3]. They play an important role in the process of fostering virtue through education and forging souls in higher education institutions, becoming the "vanguard" in cultivating new generations of the era capable of shouldering the great rejuvenation of the Chinese nation.

高校思政课是一门具有鲜明意识形态属性且科学性与政治性高度统一的课程，既要传授知识，更要实现价值引领，通过知识教育实现价值教育，帮助大学生树立远大理想，培塑正确价值观，厚植爱国主义情怀，成为社会主义的合格建设者和可靠接班人，把爱国情、强国志、报国行自觉融入实现中华民族伟大复兴的奋斗之中。作为强国一代，当代大学生生逢其时、使命重大，特殊的历史际遇决定了他们建功立业的舞台空前广阔、梦想成真的前景空前光明，这就需要他们具备正确的价值目标、良好的精神状态。然而，快速变化的社会、复杂的成长环境、多元的价值取向等，使得他们的思想独立性、选择性、差异性和多样性明显增强，难免会在实践中产生各种思想上、认识上的困惑和迷茫。因此，离不开高校思政课教师发挥解惑答疑、指点迷津的重要作用，帮助他们廓清思想迷雾、领悟人生真谛、实现人生价值。在这方面，思政课青年教师的作用不容忽视。因年龄相仿、阅历相近，思政课青年教师在价值理念、思维方式、语言风格等方面与当代大学生具有诸多相同或相似之处，更容易与大学生产生思想共振、情感共鸣，这种朋辈教育的方式也更容易被大学生所认同和接受，自然会产生良好的教育效果。质言之，作为大学生人生“拔节孕穗期”的重要守护者、引导者和培育者，思政课青年教师能以良师益友的身份，以其谆谆教诲、循循善诱帮助大学生“扣好人生第一粒扣子”，在高校立德树人、铸魂育人的过程中发挥重要作用，成为培养担当民族复兴大任的时代新人的“排头兵”。

(3) Young Teachers Are Active "Explorers" of the Reform and Innovation of Ideological and Political Courses in Higher Education Institutions

（三）青年教师是高校思政课改革创新的积极“探索者”

It is undeniable that in recent years, the construction of ideological and political courses in China's higher education institutions has achieved remarkable results. Teaching methods have been continuously innovated, the scale and quality of the teacher contingent have steadily improved, and the exploration of teaching reform in ideological and political courses has been advancing in an orderly manner. However, there are also some shortcomings. There is still room for improvement in areas such as enhancing teaching effectiveness and optimizing textbook content. This means that we must steadily promote the reform and innovation of ideological and political courses in higher education institutions in step with the development of the times, achieving adaptation to events, progress with the times, innovation in response to circumstances, and vitality through change. Especially in today's network information age, the integration of emerging technological means with ideological and political courses in higher education institutions has injected new vitality into the latter, while also placing higher demands on teachers of ideological and political courses in higher education institutions. This requires teachers of ideological and political courses in higher education institutions to promptly update their educational concepts, innovate educational models and teaching methods, and actively promote the application of modern information technologies such as artificial intelligence in ideological and political course teaching. As General Secretary Xi Jinping pointed out: "We must use new media and new technologies to make work dynamic, promote the deep integration of the traditional advantages of ideological and political work with information technology, and enhance the sense of the times and appeal." In this regard, young teachers of ideological and political courses have inherent advantages and unique endowments. Because they are less constrained by various traditional concepts and rigid thinking, and have a strong spirit of innovation and awareness of exploration, young teachers of ideological and political courses are at the forefront of teaching reform and innovation. For example, many young teachers of ideological and political courses have introduced "trendy new products" such as micro-films, MOOCs, Xuexitong, and Lanyun Class into classroom teaching, actively creating smart classrooms for ideological and political courses, bringing broad possibilities to the teaching of ideological and political courses in higher education institutions in the New Era. Other young teachers of ideological and political courses adhere to the "Internet+" mindset and actively explore ways and methods to integrate virtual simulation technology into ideological and political course teaching, giving ideological and political courses in higher education institutions a distinct contemporary flavor. In summary, young teachers are one of the groups that "play the leading role" in the reform and innovation of ideological and political courses in higher education institutions, making important contributions to the reform and innovation of ideological and political courses in higher education institutions. Strengthening the building of the contingent of young teachers of ideological and political courses is an important foundation and guarantee for enabling them to better play their role in the reform and innovation of ideological and political courses in higher education institutions.

不可否认，这些年来我国高校思政课建设取得了显著成效，教学方法不断创新，教师队伍规模和素质稳步提升，思政课教学改革探索有序推进。但同时也存在一些不足，在教学效果提升、教材内容优化等方面还存在着一定的改进空间，这意味着我们必须随着时代的发展稳步推进高校思政课改革创新，做到因事而化、因时而进、因势而新、因形而活。尤其是在当今网络信息时代，新兴技术手段与高校思政课的融合，为后者注入了新的活力，同时也对高校思政课教师提出了更高的要求。这就要求高校思政课教师必须及时更新教育理念、创新教育模式和教学方法，积极推动人工智能等现代化信息技术在思政课教学中的应用，正如习近平总书记所指出的：“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，增强时代感和吸引力。”在这方面，思政课青年教师具有先天优势和独特禀赋。因较少受各种传统观念和僵化思维的束缚，加之具有较强的创新精神和探索意识，思政课青年教师在教学改革创新方面走在了前列。例如，不少思政课青年教师在课堂教学中引入了微电影、慕课、学习通、蓝墨云等“潮流新品”，积极打造思政课智慧课堂，给新时代高校思政课教学带来了广泛可能性；还有的思政课青年教师秉持“互联网+”思维，积极探索虚拟仿真技术融入思政课教学的途径和方法，使高校思政课彰显出鲜明的时代气息。概言之，青年教师是高校思政课改革创新中“唱主角”的群体之一，为高校思政课改革创新作出了重要贡献。加强思政课青年教师队伍建设，是使其在高校思政课改革创新中更好发挥作用的重要基础和保障。

(4) Young teachers are steadfast “dream chasers” in their own continuous growth and development.

（四）青年教师是自我不断成长发展的坚定“追梦者”

Strengthening the construction of the team of young teachers in ideological and political theory courses in colleges and universities, and continuously enhancing the cohesion, centripetal force, and combat effectiveness of this team, not only has “external driving forces” but also “internal driving forces,” and the latter is more enduring and stable. In recent years, teachers of ideological and political theory courses in colleges and universities have increasingly become a group that attracts attention. The professional competency standards for the positions of these teachers have also been continuously raised, placing higher demands on the teachers’ own qualities and abilities. This requires them to continuously strengthen their learning, enrich their knowledge structure, update their educational concepts, and improve their professional skills and teaching levels. In particular, Marxism, as a scientific theory, possesses the theoretical quality of advancing with the times. To deeply study and thoroughly understand Marxism, especially the theoretical achievements of adapting Marxism to the Chinese context and the needs of the times, ideological and political theory course teachers must continuously strengthen their learning. In today’s era of network information, the frequency of knowledge updates has accelerated, and the channels for information dissemination have broadened, requiring ideological and political theory course teachers to keep pace with the trends of the times, always stand at the forefront of disciplinary development, and continuously update and optimize their knowledge structure. Only by doing so can they create “golden courses” in ideological and political education that students genuinely love and benefit from throughout their lives, and truly lead students in their growth and development. For young teachers of ideological and political theory courses, due to their short teaching experience, insufficient teaching experience, and weak ability to integrate theory with practice, they are more likely to face problems such as “capability panic,” “insufficient ability,” and “lack of confidence.” The so-called “educating others requires first educating oneself; educators must first receive education.” Strengthening the construction of the team of young teachers in ideological and political theory courses, and actively exploring effective measures and feasible paths for their growth and development, not only aligns with the laws of their growth but also meets their internal needs for self-development, self-improvement, and the realization of life value.

加强高校思政课青年教师队伍建设，不断增强思政课青年教师队伍的凝聚力、向心力和战斗力，不仅具有“外在推动力”，更有“内在驱动力”，而且后者更具持久性、稳定性。近年来，高校思政课教师已经越来越成为一个令人瞩目的群体，思政课教师的岗位职业能力标准也在不断提高，这对思政课教师自身的素质和能力提出了更高的要求，需要其不断加强学习、丰富知识结构、更新教育理念、提高自身业务能力和教学水平。尤其是马克思主义作为科学理论，具有与时俱进的理论品质，学深悟透马克思主义特别是马克思主义中国化时代化的理论成果，需要思政课教师不断加强学习；而在当今网络信息时代，知识更新频率加快，信息传播渠道拓宽，要求思政课教师必须紧跟时代发展潮流，始终立足学科发展前沿，不断更新、优化知识结构，唯有如此，才能打造出学生真心喜爱、终身受益的思政“金课”，才能真正引领学生成长发展。对于思政课青年教师来说，由于其从教时间短、教学经验不足、理论联系实际的能力不强，他们更易于面临“本领恐慌”“能力不足” “信心不够”等问题。所谓育人先育己，教育者先接受教育。加强思政课青年教师队伍建设，积极探索思政课青年教师成长发展的有效措施与可行路径，既契合思政课青年教师成长规律，也符合其自我发展与提高、实现人生价值的内在需要。

II. Practical Challenges in Building a Team of Young Teachers in Ideological and Political Theory Courses in the New Era

二、新时代高校思政课青年教师队伍建设的现实挑战

As an important force in ideological and political education in colleges and universities, young teachers of ideological and political theory courses have distinct characteristics and prominent advantages. Most of them possess firm political beliefs, high theoretical literacy, and full work enthusiasm, enabling them to competently carry out teaching and research work in ideological and political theory courses. However, with the continuous expansion of the team of ideological and political theory course teachers, some young teachers with diverse disciplinary backgrounds and imbalanced abilities have joined, leading to a mix of good and bad within the team, which brings many challenges to team building.

作为高校思想政治教育的一支重要力量，思政课青年教师特点鲜明、优势突出，他们多数具有坚定的政治信仰、较高的理论素养和饱满的工作热情，能够胜任思政课教学科研工作。但随着思政课教师队伍的不断壮大，一些学科背景庞杂、能力失衡的青年教师加入其中，使得思政课青年教师队伍良莠不齐，给教师队伍建设带来了诸多挑战。

(1) The team of young teachers is expanding, but there are still concerns about quality.

（一）青年教师队伍壮大，但质量仍有隐忧

By the end of 2021, the number of full-time and part-time teachers of ideological and political theory courses in Chinese colleges and universities exceeded 127,000, greatly strengthening the force of this team. From the previous situation of insufficient teachers and incomplete teams in various colleges and universities to the current “upgraded lineup” and strong forces, this fully reflects the high importance the Party and the state attach to ideological and political education in colleges and universities. Support for the “expansion and increase” of this team has been provided from various aspects such as policy倾斜, funding guarantees, and staffing supply. Among this “120,000+” large team, many are young teachers who have joined in recent years. As a new force, they have brought vitality and injected energy into the team of ideological and political theory course teachers in colleges and universities, showcasing the style and charm of young teachers in the New Era, and expanding the social influence of these teachers. Although the number of ideological and political theory course teachers in colleges and universities has increased and the team has grown, there are also problems of being “large but not strong” and “numerous but not excellent.” In order to quickly equip and fully staff the team of ideological and political theory course teachers, some colleges and universities have adopted methods such as “emergency recruitment” and “rapid staffing” in recent years, leading to a rapid expansion of the team in the short term and a significant enhancement of its strength, but also bringing about some problems. Specifically: First, the recruitment of new young teachers often focuses more on “hard conditions” such as teaching and research abilities, while insufficient attention and lax scrutiny are given to aspects such as their political beliefs, ideals and convictions, and teacher ethics and conduct, resulting in a problem of emphasizing “hard” over “soft.” Second, because for a period of time, master’s and doctoral graduates in Marxist theory and related disciplines were “in high demand” and “in short supply,” many schools had to lower their psychological expectations and threshold standards, turning to introduce talent from other disciplines. This has led to a complex disciplinary background and uneven quality among the young teachers in ideological and political theory courses. Some of these teachers need to strengthen their sense of belonging and identification with the discipline of Marxist theory, and urgently need to adjust their disciplinary thinking and research paradigms. Third, some colleges and universities have absorbed a group of young teachers for ideological and political theory courses through internal integration, by recommending and selecting from outstanding counselors and Party and government management cadres, transferring them to these positions. For those who have “switched careers midway,” although they have high political quality and rich management experience, they are mostly novices in teaching and research, and there are certain deficiencies in their disciplinary background, professional foundation, knowledge accumulation, and academic qualifications, making it difficult for them to meet the teaching and research requirements of ideological and political theory courses in the short term. Therefore, to become qualified teachers of ideological and political theory courses in colleges and universities, they need to quickly do a good job of “strengthening the foundation” and “filling the gaps.” In summary, only by achieving “quality” excellence on the basis of “quantity” increase can the team of young teachers in ideological and political theory courses truly build and strengthen the disciplinary team of Marxist theory.

截至2021年底，我国高校思政课专兼职教师超过12.7万人，极大地壮大了高校思政课教师队伍的力量。从原来各高校思政课教师人手不足、队伍不齐，到当前各高校思政课教师队伍“阵容升级”、兵强马壮，充分体现了党和国家对高校思想政治教育工作的高度重视，从政策倾斜、经费保障、编制供给等各方面，为这支队伍的“扩军增员”提供了支持。在这支“12万+”的庞大队伍中，有不少是近些年新加入的青年教师。他们作为新生力量，为高校思政课教师队伍带来了生机、注入了活力，展现了新时代高校青年教师的风采和魅力，扩大了高校思政课教师的社会影响力。虽然高校思政课教师数量增加了、队伍壮大了，但也存在着“大而不强”“多而不优”的问题。为尽快配齐配足思政课教师队伍，近年来一些高校采取了“突击招聘”“快速配齐”等方式，使得思政课教师队伍短期内迅速扩充，力量大为增强，但也由此带来了一些问题。具言之，一是对于新进青年教师的聘任，多侧重于教学、科研能力等“硬条件”，而对其政治信仰、理想信念、师德师风等方面则存在关注不够、把关不严的情况，出现了重“硬”轻“软”的问题；二是由于一段时期内马克思主义理论学科及相关学科应届硕博士研究生“炙手可热”“供不应求”，很多学校不得不降低心理预期和门槛标准，转而从其他学科引进人才，导致思政课青年教师队伍学科背景复杂、质量参差不齐，其中一些教师对马克思主义理论的学科归属感、认同感有待增强，学科思维、研究范式亟须调整；三是一些高校通过校内整合的方式，从优秀辅导员、党政管理干部中进行推荐选拔，以转岗形式吸收了一批思政课青年教师。对于这些“半道出家”者而言，虽然他们政治素质较高、管理经验丰富，但在教学科研上多是新手，且在学科背景、专业基础、知识积淀、学历层次等方面存在一定欠缺，导致其短期内难以达到高校思政课教学科研要求。因此，为成为一名合格的高校思政课教师，他们需要尽快做好“强基础”“补短板”工作。总之，思政课青年教师队伍只有在“量”增的基础上实现“质”优，才能真正建好建强马克思主义理论学科队伍。

(2) The overall level of academic qualifications has improved, but there are shortcomings in ability.

（二）学历水平整体提升，但能力存在短板

In recent years, the young teachers newly joining the contingent of teachers for ideological and political theory courses in institutions of higher education have mostly been highly educated, high-quality personnel. Their overall political quality and professional competence are relatively high, laying a good foundation for comprehensively advancing the construction of ideological and political theory courses in higher education. “In 2021, among full-time teachers of ideological and political theory courses, 17,866 held doctoral degrees, an increase of 8,486 compared with 2016, a growth rate of 89%.” High educational attainment and a younger age profile have become the new normal in the development of the contingent of teachers for ideological and political theory courses. However, a high educational degree does not equate to a high level of competence. A certain professional background and theoretical literacy are necessary but not sufficient conditions for becoming a qualified teacher of ideological and political theory courses in higher education. For young teachers of ideological and political theory courses in higher education, who are at the initial stage of their professional careers, they cannot merely be satisfied with becoming a “teaching craftsman” but should aspire to become Marxist theorists and educators, cultivating talent and contributing strength for the great cause of realizing the Chinese Dream. [7]7 The Chinese Dream (中国梦) refers to the goal of the great rejuvenation of the Chinese nation, a central concept promoted by Xi Jinping. Overall, the current capability shortcomings of young teachers of ideological and political theory courses in higher education are mainly manifested in two aspects. First, their knowledge structure is singular, and their comprehensive literacy is “specialized but not broad.” Currently, most young teachers of ideological and political theory courses have received formal academic training in their discipline, possessing a relatively solid and abundant knowledge reserve. However, they also face the problem of insufficient breadth of knowledge and an imbalance between “specialization” and “breadth,” resulting in an excess of “specialized precision” and a deficiency in “broad erudition.” The lack of a diversified knowledge structure causes some young teachers of ideological and political theory courses to be confined to the knowledge points in textbooks, making it difficult to effectively expand their depth and breadth. This is also an important reason why some young teachers’ classes are currently dry and boring. In fact, for a teacher of ideological and political theory courses, one must not only become an “expert” proficient in Marxist theory but also a “generalist” well-versed in knowledge of pedagogy, psychology, political science, and other fields, becoming a composite talent with “one specialization and multiple competencies.” [8]8 “One specialization and multiple competencies” (一专多能) is a Chinese educational ideal meaning proficiency in one core area combined with competence in several others. Integrating and skillfully applying this knowledge is an important foundation for making ideological and political theory courses in higher education substantive and interesting, and for making ideological and political education touch the heart and enter the mind. “Teachers of ideological and political theory courses must have a knowledge-based vision. Besides possessing a foundation in Marxist theory, they must also extensively draw on knowledge from other philosophical and social sciences as well as the natural sciences.” For young teachers of ideological and political theory courses, only by being erudite and well-informed, and understanding both the humanities and sciences, can they explain stories vividly and clarify principles thoroughly in simple terms, citing various sources, and effectively enhance university students’ sense of gain from ideological and political theory courses. Second, their social experience is shallow, and their awareness of social service is insufficient. Young teachers of ideological and political theory courses are in the prime of their lives, with sharp thinking and full of vitality. Their prominent age advantage, educational advantage, and thinking advantage determine that they are an indispensable and important force in the ideological and political education work of higher education. But at the same time, their shallow life experience and insufficient social experience mean that their teaching, educating, and theoretical research lack a solid practical foundation. In fact, ideological and political theory courses in higher education are not merely theoretical explanation and knowledge transmission. Teachers of these courses cannot only be transmitters and instructors of knowledge within the “ivory tower”; they should also become guides who resolve doubts and mentors for students’ growth and success. This requires young teachers of ideological and political theory courses to cultivate deep feelings for the country and the people, enhance their awareness of serving the overall situation, deeply understand the actual conditions of the world, the nation, and the Party, go into society to observe public sentiment and public opinion, comprehend scientific truth in rich and vivid social practice, and read China in the mighty currents of the times’ development. Only in this way can young teachers of ideological and political theory courses better grasp students’ ideological trends, emotional needs, and cognitive confusions, forming an empathic effect with students. Therefore, young teachers of ideological and political theory courses should keep in mind “the great matters of the state,” [9]9 “The great matters of the state” (国之大者) is a phrase used by Xi Jinping to refer to the fundamental, overarching issues concerning the nation’s development and security. enhance their awareness of social service, firmly establish the concept of educating people for the Party and cultivating talent for the country, write their papers on the land of the motherland, and shoulder the social responsibility of disseminating knowledge, disseminating ideas, and disseminating truth.

近年来，新加入高校思政课教师队伍的青年教师多是高学历、高素质人才，其整体政治素质和业务水平较高，为全面推进高校思政课建设奠定了较好基础。“2021年，思政课专职教师中拥有博士学位的有17866人，比2016年增加8486人，增幅达89%。”高学历、年轻化已成为思政课教师队伍发展新样态。但是，高学历并不等同于高水准，一定的专业背景、理论素养，是成为一名合格的高校思政课教师的必要而非充分条件。对于高校思政课青年教师来说，他们正处于职业生涯起步阶段，不能仅满足于成为一名“教书匠”，而应立志成为马克思主义理论家、教育家，为实现中国梦的伟大事业培育人才、贡献力量。整体而言，当前高校思政课青年教师的能力短板主要体现在两个方面。一是知识结构单一，综合素养“专而不博”。当前，多数思政课青年教师是科班出身，经过了系统规范的学术训练，具有较为扎实丰厚的知识储备，但也存在知识面不够宽广，“专”与“博”的关系失衡的问题，从而导致“专精”有余而“广博”不足。而多元知识结构的缺失，使得一些思政课青年教师只能拘泥于教材知识点，而难以有效地拓展其深度、广度，这也是造成目前一些思政课青年教师课堂枯燥乏味的重要原因。事实上，对于一名思政课教师来说，既要成为精通马克思主义理论的“专家”，又要成为熟稔教育学、心理学、政治学等方面知识的“杂家”，成为“一专多能”的复合型人才。将这些知识融会贯通、娴熟运用，是使高校思政课有料有趣，让思政教育走心入心的重要基础。“思政课教师要有知识视野，除了具有马克思主义理论功底之外，还要广泛涉猎其他哲学社会科学以及自然科学的知识。”对于思政课青年教师而言，只有博学广闻、通文知理，才能深入浅出、旁征博引地讲活故事、讲透道理，切实增强大学生思政课获得感。二是社会阅历浅薄，社会服务意识不足。思政课青年教师年富力强、思维敏捷、充满活力，其突出的年龄优势、学历优势、思维优势等，决定了他们是高校思想政治教育工作中一支不可或缺的重要力量。但同时他们人生阅历浅薄，社会经验不足，使得其教书育人、理论研究缺乏厚实的实践根基。事实上，高校思政课并非单纯的理论阐释和知识传授，思政课教师不能只做“象牙塔”里的传道者、授业者，更应成为指引学生成长成才的解惑者和人生导师。这就需要思政课青年教师厚植家国情怀，增强服务大局意识，深入实际了解世情国情党情，走进社会体察民情民意，在丰富生动的社会实践中感悟科学真理，在时代发展的浩荡潮流中读懂中国。唯有如此，思政课青年教师才能更好地把握学生的思想动态、情感需求和认识困惑，与学生形成共情效应。所以，思政课青年教师要胸怀“国之大者”，增强社会服务意识，牢固树立为党育人、为国育才的理念，把论文写在祖国大地上，承担起传播知识、传播思想、传播真理的社会责任。

(3) The guarantee mechanisms are increasingly sound, but still need continuous improvement.

（三）保障机制日益健全，但仍需继续完善

The construction of the contingent of teachers for ideological and political theory courses is the foundation and key for higher education institutions to run these courses well. It concerns the implementation of the fundamental task of fostering virtue through education [10]10 “Fostering virtue through education” (立德树人) is a core principle of Chinese education policy, emphasizing moral character development as the foundation of talent cultivation. in higher education, concerns the success or failure of ideological work and ideological and political education in higher education, and is an important project, a systematic project, and a long-term project. In recent years, thanks to the attention and support from the state and all sectors of society, the guarantee mechanisms for constructing the contingent of teachers for ideological and political theory courses in higher education have become increasingly sound, such as selection and training mechanisms, assessment and evaluation mechanisms, and guarantee and incentive mechanisms. This has made the construction of the teacher contingent more scientific, standardized, and efficient, which is also an important reason for the rapid progress and remarkable results in the construction of the teacher contingent for ideological and political theory courses in higher education in recent years. As the “new force” within the contingent of teachers for ideological and political theory courses, the construction of the young teacher contingent is of utmost importance, concerning the overall quality of the teacher contingent for ideological and political theory courses in higher education and the overall effectiveness of ideological and political education work. From a practical perspective, the relevant mechanisms concerning the selection, training, assessment, and evaluation of young teachers of ideological and political theory courses in higher education are gradually being improved and optimized in practice, effectively guaranteeing the growth and development of young teachers. However, it is undeniable that some aspects are still not entirely satisfactory and have considerable room for improvement and perfection. For example, in the talent selection and recruitment process, many higher education institutions, in order to complete the teacher-student ratio task, adopt unconventional recruitment methods, introducing a large number of young teachers of ideological and political theory courses in a short period. This leads to structural imbalance in the teacher contingent and affects the echelon construction of the teacher team. The “clustering” of young teachers of ideological and political theory courses, while providing a solid talent foundation and reserve force for the unit’s development, also easily leads to increased peer competition pressure and severe “involution” [11]11 “Involution” (内卷) is a term widely used in contemporary Chinese discourse to describe intense, counterproductive competition within a system that yields diminishing returns for increased effort. in subsequent processes such as professional title evaluation and award appraisals, causing congestion in future promotion channels. This is detrimental both to their own growth and development and to the structural optimization and rational allocation of the teacher contingent for ideological and political theory courses. In the talent training process, lagging team building and insufficient team support are major difficulties currently faced by young teachers of ideological and political theory courses in higher education. From the perspective of talent growth patterns, the growth and development of young talents cannot be separated from individual hard work and struggle, nor from team support and impetus. Only by combining the individual with the collective can a strong synergy for talent growth be formed. In-depth team collaboration and a good team atmosphere are indispensable external factors for the growth of young teachers of ideological and political theory courses. However, currently, the improvement of teaching ability and the accumulation of scientific research achievements for young teachers of ideological and political theory courses rely more on individual “solo operations.” Collaborative development mechanisms beneficial to the growth and development of young teachers, such as collective lesson preparation, seminar evaluation, the formation of excellent teaching teams, and joint demonstration and tackling of important projects and topics, need to be strengthened. The “transmission, help, and guidance” mechanism [12]12 “Transmission, help, and guidance” (传帮带) is a traditional Chinese workplace practice where experienced workers pass on skills, help newcomers, and guide their development. where discipline leaders and renowned teaching mentors pair up with younger teachers in a master-apprentice style also needs optimization. Furthermore, problems such as unreasonable assessment and evaluation mechanisms and inadequate guarantee and incentive mechanisms for young teachers of ideological and political theory courses still exist, and the relevant mechanisms still need further improvement.

思政课教师队伍建设是高校办好思政课的根本和关键，关系到高校立德树人这一根本任务的落实，关系到高校意识形态工作和思想政治教育工作的成败，是一项重要工程、系统工程、长期工程。近年来，得益于国家和社会各方面的重视与支持，当前高校思政课教师队伍建设保障机制日益健全，如选拔培养机制、考核评价机制、保障激励机制等，使高校思政课教师队伍建设更加科学化、规范化、高效化，这也是近年来高校思政课教师队伍建设进展迅速、成效显著的重要原因。作为思政课教师队伍中的“生力军”，青年教师队伍建设至关重要，关系到高校思政课教师队伍的整体质量和思想政治教育工作的整体效果。从现实来看，关于高校思政课青年教师的选拔、培养、考核、评价等相关机制正在实践中逐步健全优化，有力地保障了青年教师的成长发展。但不可否认的是，目前有些方面依然难尽如人意，有着较大的提升完善空间。如在人才选拔、聘用环节，不少高校为完成师资配比任务，采取超常规招聘方式，短期内引入大量思政课青年教师，导致教师队伍的结构失衡，影响了教师队伍的梯队建设。思政课青年教师的“扎堆”，虽然使单位发展有了坚实的人才基础和后备力量，但也极易导致他们在后续职称评聘、评奖评优等过程中同辈竞争压力增大、“内卷”严重，造成未来晋升通道拥堵，这既不利于他们自身的成长发展，也不利于思政课教师队伍的结构优化、合理配置；在人才培养环节，团队建设滞后、团队支撑不足是当前高校思政课青年教师面临的一大困境。从人才成长规律来看，青年人才的成长发展，既离不开个体的拼搏奋斗，也离不开团队的支持和助推。只有把个体与集体结合起来，才能形成人才成长的强大合力。深入的团队协作、良好的团队氛围等，是思政课青年教师成长不可或缺的外力因素。然而，当前思政课青年教师教学能力的提高、科研成果的积累等，更多依靠个体“单兵作战”，集体备课研讨互评、优秀教学团队组建、重要项目课题共同论证攻关等有利于青年教师成长发展的协同发展机制有待强化，学科带头人、教学名师等以老带新、师徒结对的“传帮带”机制尚需优化。此外，对思政课青年教师考核评价机制不尽合理、保障激励机制不甚健全等问题依然存在，相关机制仍需进一步完善。

(4) The professional environment has significantly improved, but pressures follow one after another.

（四）职业环境显著改善，但压力接踵而至

With the growing emphasis on ideological and political education in higher education institutions across various fronts, and the heightened attention and support for the construction of the ranks of teachers of ideological and political theory courses, the situation in which these teachers, as a professional group, were once "marginalized" has been greatly improved. Their professional environment has seen significant enhancement, and their social visibility, recognition, and influence have increased to a certain extent. The professional attractiveness of ideological and political theory course teachers has notably risen, which is also an important reason why large numbers of young teachers have joined their ranks. As their sense of professional identity, honor, and fulfillment gradually strengthens, the work enthusiasm, initiative, and creativity of these teachers have been fully mobilized. Their role in ideological and political education in higher education institutions is growing ever larger, and expectations from all sectors of society for these teachers are also rising, bringing with them various pressures. This is especially true for young teachers of ideological and political theory courses, who, being in a special stage and period of life development, face the greatest professional pressures. First, as newcomers to the profession, young teachers lack teaching experience, and their teaching level needs improvement. Particularly for those young teachers who come from interdisciplinary or cross-disciplinary backgrounds, due to differences in disciplinary thinking and knowledge systems, their grasp of teaching objectives and content tends to be superficial, and their application of teaching methods lacks flexibility and diversity; naturally, their teaching effectiveness requires improvement. For young teachers, only through continuous learning, reflection, and refinement in practice can they acquire superb teaching skills and exquisite teaching artistry. Therefore, young teachers of ideological and political theory courses must first pass the test of teaching. Second, their scientific research work is at a stage of climbing over hurdles and crossing passes. For teachers of ideological and political theory courses, teaching and scientific research are mutually reinforcing and promoting; teaching can stimulate research, and research can enhance teaching. They are like "the two wheels of a cart" or "the two wings of a bird," jointly supporting and driving the growth and development of these teachers. However, scientific research work is not accomplished overnight; it requires a long process of "accumulation" before it can "burst forth." But for young teachers of ideological and political theory courses, with low professional titles and few achievements, they are at a disadvantage in the allocation of resources within their colleges, universities, and even beyond. They face considerable difficulties in project approval, funding support, and paper publication, making their process of "accumulation" tortuous and prolonged. Third, they struggle to balance teaching and research, and are unable to devote themselves fully to social services. As mentioned above, both teaching and research are very important for young teachers of ideological and political theory courses, and neither can be neglected. Yet achieving simultaneous progress and mutual reinforcement is constrained by individual limitations in time, energy, and ability, often leaving teachers in the awkward position of attending to one thing and losing sight of another. Social service work such as social surveys, volunteer services, and community lectures are important responsibilities that young teachers of ideological and political theory courses should undertake, and are also important pathways for their growth and development. However, in reality, the considerable pressure from teaching and research, along with other service tasks, often leaves them feeling overwhelmed and inadequate.

随着各方面对高校思想政治教育的日益重视，对思政课教师队伍建设的高度关注与支持，思政课教师作为一个职业群体，其被“边缘化”的状况已大为改观，职业环境有了显著改善，社会关注度、认可度和影响力有了一定的提高，思政课教师的职业吸引力明显提升，这也是大批青年教师纷纷加入思政课教师队伍的重要原因。随着职业认同感、荣誉感、获得感的逐步增强，思政课教师的工作积极性、主动性、创造性被充分调动起来，其在高校思想政治教育中发挥的作用越来越大，社会各界对高校思政课教师的期待也越来越高，各种压力也随之接踵而至。尤其是对思政课青年教师而言，因为其正处于人生的特殊阶段和发展时期，面临的职业压力也是最大的。一是作为职业新人，青年教师的教学经验不足，教学水平有待提高。尤其是对那些跨学科、跨专业的青年教师而言，由于学科思维和知识体系的不同，其对教学目标、教学内容的把握难以深入，对教学方法的运用难以灵活多样，其教学效果自然有待改善。对于青年教师来说，只有在实践中不断学习、参悟和锤炼，才能具备高超的教学技能、精湛的教学艺术。所以，思政课青年教师首先要过好教学关。二是科研工作处于爬坡过坎阶段。对于思政课教师来说，教学与科研工作是相辅相成、相互促进的，教学能够激发科研，科研能够促进教学，其如“车之两轮”“鸟之两翼”，共同支撑和推动思政课教师的成长发展。但是，科研工作不是一蹴而就的，需要经过一个漫长的“厚积”过程，而后才能“薄发”。但是对于思政课青年教师而言，他们职称低、成果少，其在学院、学校乃至校外的资源分配中处于劣势，在课题立项、经费支持、论文发表等方面面临较大困难，导致其“厚积”过程曲折漫长。三是教学科研顾此失彼，社会服务有心无力。如前所述，教学科研对于思政课青年教师来说都很重要，不能有所偏废。但实现二者的齐头并进、相得益彰，又受到个体时间、精力和能力等所限而难以兼顾，常会使教师陷入顾此失彼的窘境。社会调研、志愿服务、社区宣讲等社会服务性工作，是思政课青年教师应该承担的重要责任，也是其成长发展的重要途径。但现实中较大的教学科研压力以及其他服务性工作，使他们对此颇有力不从心之感。

Of course, the aforementioned problems in the construction of the ranks of young teachers of ideological and political theory courses in higher education institutions are discussed from an overall and macro perspective. Given that different regions and different schools have varying circumstances, and that the ranks of young teachers themselves are composed of different groups, the manifestations, characteristics, and impacts of these problems in reality are not identical and require specific analysis based on actual conditions.

当然，高校思政课青年教师队伍建设中存在的上述问题是从总体上、宏观上而言的，由于不同地区、不同学校情况各异，再加上高校思政课青年教师队伍又是由不同群体构成的，因此上述问题在现实中的表现形式、特点和影响等不尽相同，需要结合实际情况具体分析。

III. Practical Pathways for Building the Ranks of Young Teachers of Ideological and Political Theory Courses in the New Era

三、新时代高校思政课青年教师队伍建设的实践进路

Building the ranks of young teachers of ideological and political theory courses in the New Era is a systematic project involving numerous links and multiple levels. It requires coordinated efforts from multiple measures, including the entry gate, quality gate, evaluation gate, incentive gate, and team gate, to achieve tangible results in practice.

新时代高校思政课青年教师队伍建设是一项涉及众多环节、关系诸多层面的系统工程，需要从入口关、质量关、考评关、激励关、团队关等方面多措并举、协同发力，以在实践中取得实实在在的成效。

(I) Keen Eyes to Recognize Talent: Guarding the "Entry Gate"

（一）慧眼识人：把好“入口关”

To strengthen the construction of the ranks of young teachers of ideological and political theory courses in higher education institutions, the first step is to guard the "entry gate," ensuring the quality of the young teacher ranks from the source. In recent years, higher education institutions across various regions have been vigorously introducing outstanding young talents into the ranks of ideological and political theory course teachers, leading to a substantial increase in their numbers. However, this increase in numbers must not come at the cost of lowering thresholds and relaxing standards; otherwise, it will be difficult to ensure the purity of the teacher ranks. Selecting what kind of young teachers to join the ranks of ideological and political theory course teachers is a major matter concerning fostering virtue and nurturing talent, and shaping souls and educating people. The awareness of quality must never be relaxed. If the entry point is a mix of good and bad, with mud and sand flowing together, it will inevitably lead to some people in the ranks of ideological and political theory course teachers merely occupying positions without fulfilling their duties, or passing off the sham as the genuine. Therefore, it is necessary to strictly enforce the access system for young teachers of ideological and political theory courses. In addition to examining candidates' teaching level, theoretical literacy, and research capabilities, adherence should be maintained in taking political stance, ideological orientation, and teacher ethics and conduct as important standards for recruiting young talent into these ranks. Specifically, first, attention should be paid to examining whether young teachers have a firm political stance and solid ideals and beliefs. Among the six requirements for teachers of ideological and political theory courses proposed by General Secretary Xi Jinping—"strong politics," "deep feelings," "innovative thinking," "broad vision," "strict self-discipline," and "upright character"—"strong politics" ranks first. As transmitters of the Way, teachers of ideological and political theory courses must first understand the Way and believe in the Way themselves. Those who truly master the Marxist stance, viewpoint, and method, possess excellent political literacy and firm Marxist beliefs, should be appointed as teachers of ideological and political theory courses, so as to better transmit the doctrine, impart knowledge, and guide students' life direction, and to better play the important role of ideological and political theory courses in consolidating the foundation and cultivating the soul, enlightening wisdom and nourishing the heart. Second, attention should be paid to examining young teachers' teacher ethics and conduct. Ideological and political education in higher education institutions is not only "teaching by words" but also "teaching by example." The words and deeds of teachers of ideological and political theory courses have an intangible influence on young students, and their personal charisma and moral character will subtly influence and shape young students. Immoral conduct, inconsistency between words and deeds, duplicity, and the like not only affect the image and reputation of teachers of ideological and political theory courses in higher education institutions but also make it difficult for them to fulfill their important responsibility as guides and leaders for young students. Only those with noble teacher ethics, upright conduct, and proper character can become role models and exemplars for young students. General Secretary Xi Jinping emphasized: "To cultivate builders and successors of socialism, our teachers urgently need to both master professional knowledge and become 'masters of scripture,' and also cultivate moral character and become 'teachers of humanity,' striving to be the unity of 'masters of scripture' and 'teachers of humanity' who are skilled in 'transmitting the Way, imparting knowledge, and resolving doubts.'" Therefore, selecting young teachers of ideological and political theory courses must adhere to the principle of "taking virtue as the standard for a teacher," bringing in those with lofty beliefs, noble character, and a benevolent heart. Third, attention should be paid to examining young teachers' psychological quality. A healthy psychological quality is the foundation for forming correct ideological concepts. A person lacking a sense of responsibility and prone to emotional volatility will find it difficult to form a correct political direction and cultivate good moral character. A healthy psychology is a necessary condition for becoming a teacher of ideological and political theory courses in higher education institutions. Only those with sound mental health and a good mental state can help students shape a sound personality, enhance their psychological adjustment ability, and devote themselves to ideological and political education work in higher education institutions with full enthusiasm and a good state. The above aspects are important factors for measuring the comprehensive quality of a young teacher of ideological and political theory courses, and are also important "soft powers" that affect their growth and development. They must be strictly controlled and meticulously implemented, ensuring the quality of the ranks of teachers of ideological and political theory courses in higher education institutions from the starting point.

加强高校思政课青年教师队伍建设，首先要把好“入口关”，从源头上保证思政课青年教师队伍的质量。近年来，各地高校都在大力引进优秀青年人才加入思政课教师队伍，使思政课教师在数量上有了大幅度增加。但是，数量增加不能以降低门槛和放宽标准为代价，否则很难保证思政课教师队伍的纯洁性。选聘什么样的青年教师进入思政课教师队伍，是一项关系立德树人、铸魂育人的大事情，质量意识须臾不可松懈。若从入口处就鱼龙混杂、泥沙俱下，必然会造成高校思政课教师队伍中一些人徒在其位、滥竽充数。因此，要严格思政课青年教师准入制度，除考察应聘者的教学水平、理论素养、科研能力外，应坚持把政治立场、思想导向、师德师风等作为思政课青年教师人才引进的重要标准。具言之，一是注重考察青年教师的政治立场是否坚定，理想信念是否牢固。在习近平总书记提出的思政课教师“政治要强”“情怀要深”“思维要新”“视野要广”“自律要严”“人格要正”六个方面要求中，“政治要强”位居首位。作为传道者，思政课教师首先自己要明道、信道。要让那些真正掌握马克思主义立场、观点和方法，具有过硬的政治素养和坚定的马克思主义信仰的人担任思政课教师，以更好地传道授业、为学生引领人生航向，更好地发挥思政课培根铸魂、启智润心的重要作用。二是注重考察青年教师的师德师风。高校思想政治教育不仅是“言传”，更是一种“身教”，思政课教师的言行举止会对青年学生产生无形的影响，其所具有的人格魅力和品格风范会潜移默化地感染、塑造青年学生。品德不端、言行相左、表里不一等，不仅影响高校思政课教师的形象和声誉，更难以胜任其成为青年学生的指引者、领路人的重要职责。只有师德高尚、作风正派、品行端正的人，才能成为青年学生的榜样和示范者。习近平总书记强调：“培养社会主义建设者和接班人，迫切需要我们的教师既精通专业知识、做好‘经师’，又涵养德行、成为‘人师’，努力做精于‘传道授业解惑’的‘经师’和‘人师’的统一者。”因此，选拔思政课青年教师必须坚持“度德而师”的原则，把有崇高信仰、高尚品德、仁爱之心者引进来。三是注重考察青年教师的心理素质。健康的心理素质是形成正确思想观念的基础，一个责任感缺失、情绪易变的人，是难以形成正确的政治方向、培塑良好的道德品质的。健康的心理是成为一名高校思政课教师的必要条件，心理健康、精神状态良好者，才能帮助学生塑造健全人格、增强心理调适能力，才能以饱满的热情、良好的状态投入到高校思想政治教育工作中。以上几个方面，是衡量一位思政课青年教师综合素质的重要考量因素，也是影响他们成长发展的重要“软实力”，必须从严把握、从细落实，从起点上保证高校思政课教师队伍质量。

(II) Meticulously Educating People: Grasping the "Quality Gate"

（二）精心育人：抓好“质量关”

Improving the quality of the faculty for ideological and political theory courses in higher education is a long-term project that runs through the entire process of ideological and political education in universities. To this end, it is necessary to activate resources and forces from all sides, fully stimulate the vitality and creativity of young teachers of ideological and political theory courses, combine "building nests to attract phoenixes" with "attracting phoenixes to build nests," and comprehensively enhance the quality and capability of young teachers of ideological and political theory courses. General Secretary Xi Jinping emphasized: "We must insist that educators be educated first, so that teachers can better shoulder the responsibility of guiding and leading students toward healthy growth." [17]17 This quote is from Xi Jinping's speech at a symposium on teachers and students of universities, emphasizing the need for educators to continuously improve themselves. Strengthening the training of young teachers of ideological and political theory courses and improving the quality of the young faculty of ideological and political theory courses requires gradually perfecting the three-level training system at the national, local, and university levels, and constructing a multi-level, multi-channel, and all-round training system. Specifically, first, connect pre-service training with in-service training. Currently, most universities have pre-service training for young teachers of ideological and political theory courses, covering aspects such as professional competence, professional ethics, professional norms, and teaching methods, which lays the foundation for young teachers to better adapt to the needs of their posts. However, pre-service training is only the starting point of training for teachers of ideological and political theory courses, not the end point. Especially for young teachers of ideological and political theory courses, regarding the problems they encounter in teaching practice and the bottlenecks they face in scientific research work, it is necessary to help them continuously receive education and training through regular rotation training and specialized training, focusing on disciplinary professional knowledge, the application of educational information technology, and teaching skills training, so that learning is "always on the road." Second, combine offline training with online training. When conducting training for young teachers of ideological and political theory courses, modern, diversified, and personalized training methods should be adopted according to the different training objectives and content, strengthening the matching and applicability of the training system, and continuously expanding the development space for the faculty of ideological and political theory courses. On the basis of traditional offline training, it is necessary to make full use of the rich resources of cyberspace, leverage the convenience and efficiency of online training, and encourage and guide young teachers of ideological and political theory courses to engage in online learning and training according to time and place. Third, connect theoretical training with practical training. Currently, training for teachers of ideological and political theory courses mostly focuses on teaching skills and methods, teacher professional competence and professional ethics, and other aspects, while the integration of theory and practice still needs to be strengthened. "We must make good use of the 'grand ideological and political theory course' and must combine it with reality." [18]18 This quote is from Xi Jinping's remarks on using the "grand ideological and political theory course" to integrate education with real-world practice. To solve the problem of insufficient experience and lack of exposure among young teachers of ideological and political theory courses, it is necessary to promote their growth through practice by means such as social practice, visiting study and research, selective funding, and temporary assignments, so that they can broaden their horizons, accumulate experience, and enhance their abilities through training in different positions, thereby achieving the integration of theory and practice, the unity of dedicated inquiry and attention to society, and storing up energy and honing their skills for better engaging in ideological and political education work in higher education.

提高高校思政课教师队伍质量是一项长期工程，贯穿于高校思想政治教育始终。为此，必须盘活各方面的资源和力量，充分激发思政课青年教师活力和创造力，把“筑巢引凤”与“引凤筑巢”结合起来，全面提升思政课青年教师的素质和能力。习近平总书记强调：“要坚持教育者先受教育，让教师更好担当起学生健康成长指导者和引路人的责任。”加强对思政课青年教师的培训，提高思政课青年教师队伍质量，要逐步完善国家、地方和高校三级培训体系，构建起一个多层次、多渠道、全方位的培养培训体系。具言之，一是把职前培训和职后培训贯通起来。当前，多数高校都有针对思政课青年教师的岗前培训，包括职业素养、职业道德、职业规范、教学方法等方面，为青年教师更好适应岗位需要奠定了基础。但是，职前培训只是思政课教师培训的起点，而非终点，尤其是对于思政课青年教师而言，针对他们在教学实践中碰到的问题、科研工作中遇到的瓶颈等，要通过定期轮训、专题培训，围绕学科专业知识、教育信息技术运用、教学技能训练等，帮助思政课青年教师持续接受教育和锻炼，做到学习“永远在路上”。二是把线下培训和线上培训结合起来。在对思政课青年教师开展培训时，应根据培训目标、培训内容的不同，采取现代化、多样化、个性化的培训方式，加强培养培训体系的匹配性与适用性，不断扩大思政课教师队伍的发展空间。要在传统的线下培训的基础上，充分利用网络空间的丰富资源，发挥网络培训的便捷性、高效性，鼓励和引导思政课青年教师因时因地进行线上学习培训。三是把理论培训与实践培训联系起来。当前思政课教师培训多侧重于教学技能和方法、教师职业素养和职业道德培训等方面内容，而在理论与实践相结合方面还有待强化，“‘大思政课’我们要善用之，一定要跟现实结合起来”。为解决思政课青年教师经验不足、阅历不够的问题，要通过社会实践、访学研修、择优资助、挂职锻炼等方式，推动思政课青年教师在实践中锻炼成长，在不同岗位的历练中开阔视野、积累经验、增长才干，从而实现理论与实际的结合、潜心问道与关注社会的统一，为更好地从事高校思想政治教育工作储积能量、淬炼本领。

(3) Measuring Talent with a Jade Ruler: [19]19 "Measuring talent with a jade ruler" (玉尺量才) is a Chinese idiom meaning to evaluate talent with a fair and precise standard, originating from the Tang dynasty. Grasping the "Assessment and Evaluation Pass"

（三）玉尺量才：抓好“考评关”

Scientific, reasonable, and effective evaluation of teachers of ideological and political theory courses is an important prerequisite and foundation for motivating them to increase their work commitment, a basic step for improving the teaching quality of ideological and political theory courses in higher education, and a key link in strengthening the construction of the faculty of ideological and political theory courses in universities. For the evaluation of young teachers of ideological and political theory courses, it is necessary to adhere to the overall evaluation system and indicators while fully considering the characteristics and traits of the young teacher group, achieving an organic unity of commonality and individuality. Specifically, first, actively explore an evaluation mechanism that matches the teaching and research characteristics of teachers of ideological and political theory courses. As is well known, teaching in ideological and political theory courses is often permeated with elements such as "emotion," "will," and "value," and the effects are long-term, hidden, and somewhat lagging, making it difficult for the value guidance and educational effects of teachers of ideological and political theory courses to be immediately apparent. This kind of educational and teaching effect, which may not produce immediate results, is what distinguishes ideological and political theory courses in higher education from other courses. This requires constructing a scientific and reasonable evaluation system, comprehensively using methods such as combining qualitative evaluation with quantitative evaluation, subjective evaluation with objective evaluation, explicit evaluation with implicit evaluation, and long-term evaluation with short-term evaluation, to ensure the comprehensiveness, objectivity, and fairness of the evaluation. This is particularly important for young teachers who have just started teaching. Second, advocate for the diversification of evaluation subjects. Mobilize the forces of students, teachers, supervision experts, other peers, and members of society, actively introduce third-party evaluation, adhere to a diversified evaluation model that organically combines others' evaluation with self-evaluation and involves both student evaluation and expert evaluation, and comprehensively analyze and weigh various evaluation data. In particular, it is important to give full play to the important role of young teachers of ideological and political theory courses in the evaluation process, transforming them from passive recipients of evaluation into active participants in evaluation, actively guiding young teachers in self-summary and self-reflection, and promoting their growth and development. Third, change the single evaluation system. "We must reform the evaluation mechanism for teachers of ideological and political theory courses, increasing the proportion of teaching and teaching research in the evaluation." [20]20 This quote is from a policy document on reforming the evaluation mechanism for teachers of ideological and political theory courses in higher education. Given the shortcomings of previous evaluation systems that one-sidedly focused on the evaluation model of teaching and research capabilities, and the difficulty of accurately quantifying aspects such as teaching attitude and teaching commitment, it is necessary to actively construct a comprehensive, multi-dimensional evaluation model that includes elements such as political belief, professional ethics, teaching ability, teaching attitude, teaching commitment, transformation of scientific research results, and social service, using it as an important basis for assessing the performance management and development status of young teachers of ideological and political theory courses. In particular, it is necessary to fully consider the laws of growth and development of young teachers, give full play to the guiding function of evaluation results, guide young teachers to value the practical transformation of scientific research results and increase their enthusiasm for social service, and achieve their comprehensive development. In summary, the assessment and evaluation of young teachers of ideological and political theory courses should conform to their laws of growth and development, align with the reform and development direction of ideological and political theory courses in higher education, and give full play to the baton role of assessment and evaluation. [21]21 The "baton role" (指挥棒作用) is a metaphor for the guiding and directing function of evaluation criteria, likening them to a conductor's baton in an orchestra.

科学、合理、有效地评价思政课教师，是激励思政课教师提升工作投入度的重要前提和基础，是提高高校思政课教学质量的基本步骤，也是加强高校思政课教师队伍建设的关键环节。而对于思政课青年教师的考评，既要坚持整体的评价体系、评价指标等，又要充分考虑到青年教师群体的特点特质，实现共性与个性的有机统一。具体而言，一是积极探索与思政课教师教学科研特点相匹配的评价机制。众所周知，思政课教学多渗透“情感”“意志”“价值”等要素，且效果的产生具有长期性、隐蔽性和一定的滞后性，使得思政课教师的价值引领和育人效果难以及时显现出来。这种可能并非立竿见影的教育教学效果，是高校思政课与其他课程的不同之处。这就需要构建科学合理的评价体系，综合运用质性评价与量性评价相结合、主观评价与客观评价相结合、显性评价与隐性评价相结合、长期评价与短期评价相结合等方式方法，确保评价的全面、客观与公正，这对甫执教鞭的青年教师而言尤为重要。二是倡导评价主体多元化。把学生、教师、督导专家、其他同行和社会人士等各方力量调动起来，积极引入第三方评价，坚持他人评价与自我评价有机结合、学生评价与专家评价共同参与的多元化评价模式，综合分析、衡量各项评价数据。尤其是要发挥思政课青年教师在评价过程中的重要作用，使其从被动的受评价者转变为评价的积极参与者，积极引导青年教师的自我总结、自我反思，推动青年教师的成长发展。三是改变单一的评价体系。“要改革思政课教师评价机制，提高评价中的教学和教学研究占比”。鉴于以往评价体系片面注重教学、科研能力的评价模式，且教学态度、教学投入度等方面难以做到精确性量化的弊端，要积极构建包括政治信仰、职业道德、教学能力、教学态度、教学投入度、科研成果转化、社会服务等要素在内的综合性、多维度评价模式，将其作为评估思政课青年教师绩效管理、发展情况的重要依据。尤其是要充分考虑青年教师的成长发展规律，充分发挥评价结果的导向功能，引导青年教师重视科研成果的现实转化以及提高社会服务的积极性，实现自身的全面发展。总之，对思政课青年教师的考核评价要契合他们的成长发展规律，符合高校思政课改革发展方向，发挥好考核评价的指挥棒作用。

(4) Treating Others with Kindness: Grasping the "Incentive Pass"

（四）善以待人：抓好“激励关”

Establishing a complete system of incentives and guarantees is an important aspect of building a team of young teachers for ideological and political theory courses in higher education. The growth and development of young teachers require the combined effect of both internal and external factors. A reasonable incentive mechanism and a complete guarantee system are indispensable external forces for the growth and development of young teachers. "Increase efforts in training and incentives, implement various policy guarantees, enhance the attractiveness of this position to outstanding talent, and allow the creative vitality of ideological and political theory course teachers, especially young teachers, to burst forth and their wisdom and talent to flow fully." [22]22 This quotation is from the "Opinions on Deepening the Reform and Innovation of Ideological and Political Theory Courses in Schools in the New Era" (2019), a central document issued by the General Office of the Communist Party of China Central Committee and the General Office of the State Council. To effectively implement incentives and guarantees for young teachers, it is necessary to start from several aspects, such as professional title promotion, financial support, and selecting and publicizing exemplary figures. Specifically, first, unblock the channels for professional title promotion for young teachers of ideological and political theory courses. Professional title promotion concerns the career development of young teachers and is a matter of their vital interests. Currently, most higher education institutions have fully considered the particularities of the teaching and educational work of ideological and political theory course teachers, implementing separate planning and independent evaluation for these teachers in the assessment and appointment of professional and technical positions, effectively safeguarding the rights and interests of this group. On this basis, further倾斜 [23]23 The Chinese term 倾斜 (qingxie), literally "tilt" or "incline," is a common policy term in the Chinese political context meaning to give preferential treatment or allocate additional resources to a particular group or area. toward young teachers should be increased, such as placing greater emphasis on the value orientation of teaching quality and educational effectiveness, appropriately broadening the scope of recognition for young teachers' scientific research achievements; completely abandoning the traditional concept of seniority-based promotion in the process of professional title assessment and appointment, adhering to the principle of emphasizing both virtue and talent and selecting the superior and eliminating the inferior, so that outstanding young teachers can stand out in a timely manner. In addition, in various awards, evaluations, and talent project selections, an appropriate proportion of places should be guaranteed for young teachers of ideological and political theory courses. Second, provide special financial support. Young teachers of ideological and political theory courses are in the rising phase of their career development. Due to teaching and research needs, their demand and willingness to participate in various educational training, visiting studies, research investigations, and academic exchanges are the most urgent and strongest, but they often face insufficient funding. Therefore, they should be given certain financial support to relieve their worries. For young teachers with outstanding teaching and research achievements and significant educational results, appropriate rewards should also be given through various forms. Third, increase publicity efforts and select exemplary figures. In recent years, a large number of young teachers of ideological and political theory courses with noble character and outstanding abilities have emerged in activities such as the reform and innovation of ideological and political theory courses in higher education, basic teaching skills competitions, and evaluations of practical teaching outcomes, fully demonstrating the new image of young teachers in the New Era. For these exemplary figures, publicity and commendation efforts should be increased, fostering a social atmosphere of respect, care, and protection for young teachers of ideological and political theory courses. By selecting and publicizing exemplary figures, their demonstration and leading role can be fully utilized, inspiring other teachers to emulate the worthy and choose the good, which is conducive to building the team of ideological and political theory course teachers into a reliable team with strong influence and combat power, where famous teachers emerge and talents gather. In short, continuously improving the incentive and guarantee system for young teachers of ideological and political theory courses, so that they have conditions for work, platforms for action, guaranteed treatment, and space for development, is an important way to ensure that young teachers can teach with peace of mind, enthusiasm, comfort, and focus, and is also an important guarantee for the ideological and political education cause in higher education to be passed down and have successors.

建立完善的激励和保障制度，是高校思政课青年教师队伍建设的重要方面。青年教师的成长发展需要内因和外因两个方面共同发挥作用，合理的激励机制和完善的保障制度，是青年教师成长发展必不可少的重要外力因素，“加大培养和激励工作力度，落实各项政策保障，提高这个岗位对优秀人才的吸引力，让思政课教师特别是青年教师的创造活力竞相迸发、聪明才智充分涌流”。抓好青年教师的激励、保障，需要从职称晋升、经费支持、选树典型等几个方面入手。具言之，一是畅通思政课青年教师职称晋升通道。职称晋升关系到思政课青年教师的职业生涯发展，是关乎青年教师切身利益的事情。当前，多数高校已充分考虑到思政课教师教育教学工作的特殊性，在专业技术职务评聘上实行思政课教师单列计划、单独评审，有力地保障了思政课教师群体的权益。在此基础上，应进一步加大对思政课青年教师的倾斜力度，如更加突出思政课教学质量和育人实效的价值导向，适当拓宽思政课青年教师科研成果认定范围；彻底摒弃职称评聘过程中论资排辈的传统观念，坚持注重德才、优胜劣汰的原则，使优秀思政课青年教师能及时脱颖而出等。此外，在各种评奖评优、各类人才项目评选中，应保证思政课青年教师有适当比例的名额。二是提供专项经费支持。思政课青年教师正处于职业发展的上升期，因教学科研需要，其参加各种教育培训、访学研修、调研考察、学术交流等活动的需求最迫切、意愿最强烈，但常有经费不足的问题。因此，要给予他们一定的经费支持，免其后顾之忧。对于教学科研成果突出、育人成效显著的青年教师，也要通过各种形式予以适当的奖励。三是加大宣传力度，选树先进典型。近年来，一大批品格高尚、能力突出的思政课青年教师在高校思政课改革创新、教学基本功竞赛、思政课实践教学成果评比等活动中崭露头角，充分展现了新时代高校思政课教师的崭新面貌。对于这些先进典型人物，要加大宣传和表彰力度，在全社会树立尊重、关爱、呵护思政课青年教师的良好氛围。通过选树先进典型，充分发挥他们的示范引领作用，激发起其他教师见贤思齐、择善而从的动力，有利于将高校思政课教师队伍打造成名师辈出、人才荟萃的具有强大影响力、战斗力的可靠队伍。总之，不断健全高校思政课青年教师激励保障制度，使其工作有条件、干事有平台、待遇有保障、发展有空间，是保证思政课青年教师安心从教、热心从教、舒心从教、静心从教的重要途径，也是使高校思想政治教育事业薪火相传、后继有人的重要保障。

(5) Cultivating People through Culture: Grasping the "Team Barrier"

（五）文以化人：抓好“团队关”

Any individual is a member of a team and cannot do without the support and help of the team. An individual detached from the team is weak and isolated, while an individual integrated into the team can gain infinite momentum. For young teachers of ideological and political theory courses, their growth and development need to be rooted in the fertile soil of the collective, drawing various nutrients and energy from it. Therefore, actively building a teaching and research community characterized by coordination, mutual assistance, and resource sharing is an important focus for building the team of ideological and political theory course teachers. Specifically, first, improve the mutual assistance mechanism and focus on positive interaction. Actively promote systems such as collective lesson preparation and lesson polishing, as well as mutual class observation and evaluation, encouraging young teachers of ideological and political theory courses to participate, gaining inspiration and benefits from the comments and suggestions of other teachers, especially senior and excellent teachers. Through structural combination models such as pairing new with old teachers, co-building research teams, collective tackling of major research projects, and creating master teacher studios, use points to drive the surface to produce a radiation effect, feeding back and leading the orderly advancement of young teacher team building, forming a virtuous cycle and a state of continuous optimization. This enables young teachers of ideological and political theory courses to enhance their team awareness and collective concept through mutual division of labor, cooperation, and coordination, while also promoting the exchange of teaching and research experience among them, achieving common growth and progress. Second, create a harmonious and cohesive team atmosphere. A good collective environment and team atmosphere are not only important components of the team's comprehensive strength but also provide development momentum for each team member, thereby generating a driving effect and an assimilation effect. A positive, united, friendly, and mutually encouraging team atmosphere is conducive to improving team efficiency, promoting mutual trust among team members, and forming harmonious interpersonal relationships; it can more effectively stimulate individuals to devote themselves to work with a happy mood and full spirit, thereby enhancing the sense of belonging and responsibility to the team. Such a team environment will have a positive impact on the physical and mental health and career development of young teachers of ideological and political theory courses. Third, strengthen humanistic care for young teachers of ideological and political theory courses. If a unit only has cold data assessments and rigid rules and regulations, it is easy for people to develop job burnout and a lack of security. Because young teachers of ideological and political theory courses are in the climbing phase of life and the starting phase of their careers, they have heavy tasks and great pressure, hence they are called "young peppers" (qingjiao) [24]24 "Young pepper" (青椒, qingjiao) is a popular Chinese internet term, a homophone for "young teacher" (青年教师, qingnian jiaoshi), used to refer to young faculty members in higher education who face heavy workloads, high pressure, and relatively low pay. in higher education. To resolve the anxiety of "young peppers," higher education institutions need to strengthen humanistic care and organizational concern for young teachers of ideological and political theory courses in terms of the working environment, living conditions, and development space, so that they receive more understanding and respect, enhancing their sense of professional gain, happiness, and honor. This is also an important way to enhance the attractiveness and cohesion of the team of ideological and political theory course teachers.

任何个体都是团队的一分子，离不开团队的支持和帮助。脱离团队的个体势单力薄，融入团队的个体才能获得无穷动能。对于思政课青年教师来说，其成长发展更需要扎根于集体的肥沃土壤，从中汲取各种营养和能量。所以说，积极打造协同配合、互帮互助、资源共享的教学科研共同体，是思政课教师队伍建设的重要着力点。具言之，一是完善互帮机制，注重良性互动。积极推行集体备课磨课制度以及听课互评等，鼓励思政课青年教师参与其中，从其他教师尤其是老教师、优秀教师的点评、建议中有所启发、有所获益。通过新老结对、科研团队共建、重大课题项目集体攻关、名师工作室打造等结构性组合模式，以点带面产生辐射效应，反哺引领青年教师队伍建设有序推进，形成良性循环、持续优化的良好状态，使思政课青年教师在彼此分工合作、协调配合中增强团队意识、集体观念，同时促进相互之间的教学科研经验交流，共同成长进步。二是营造和谐融洽的团队氛围。良好的集体环境和团队氛围，不仅是团队综合实力的重要组成部分，而且能给每个团队成员带来发展动力，从而产生驱动效应和同化效应。积极进取、团结友善、相互激励的良好团队氛围，有利于提高团队效率，促进团队成员之间相互信任，形成融洽的人际关系；更能有效激发个体心情愉悦、精神饱满地投身工作中，进而增强团队归属感和责任感。这样的团队环境对思政课青年教师的身心健康和职业发展都会产生积极影响。三是强化对思政课青年教师的人文关怀。一个单位如果只有冷冰冰的数据考核和硬邦邦的条条框框，则容易使人产生职业倦怠感、缺少安全感。思政课青年教师因其所处人生爬坡期、事业起步期，所以任务重、压力大，由此被称为高校“青椒”。化解“青椒”之焦，需要高校从工作环境、生活境况、发展空间等方面加强对思政课青年教师的人文关怀和组织关爱，使其得到更多的理解和尊重，增强他们的职业获得感、幸福感、荣誉感，这也是提升思政课教师队伍吸引力和凝聚力的重要途径。

(Author's biography: Yu Anlong, Associate Professor and Doctoral Supervisor at the School of Marxism, Tianjin University)

（作者简介：于安龙，天津大学马克思主义学院副教授、博士生导师）

(Fund project: This article is a phased result of the general project of the Special Research Project for Teachers of Ideological and Political Theory Courses in Higher Education, "Research on Integrating Historical Confidence into the Entire Process of Teaching Ideological and Political Theory Courses in Higher Education" (Project No.: 22JDSZK128))

（基金项目：本文系高校思想政治理论课教师研究专项一般项目“历史自信贯穿高校思政课教学全过程研究”（项目号：22JDSZK128）的阶段性成果）

Online editor: Tongxin

网络编辑：同心