Optimizing the Application of Red Historical and Cultural Resources in the Practical Teaching of Ideological and Political Courses in Universities

Since the 18th National Congress of the CPC, Xi Jinping has delivered a series of important expositions on making good use of red resources and passing on the red gene, providing a fundamental guideline for strengthening red culture education and carrying forward the revolutionary spirit in the New Era. Against the backdrop of the current deepening of the reform of ideological and political course teaching and the promotion of the construction of “grand ideological and political courses,” universities across the country have carried out diverse and rich explorations of practical teaching of ideological and political courses centered on the application of red resources, accumulating beneficial experience in terms of practical teaching models, forms, content, and methods. However, how to fully and effectively bring into play the educational function and value of red historical and cultural resources in the practical teaching of ideological and political courses in universities, how to grasp the principle of unifying theory and practice, how to grasp the relationship of articulation between the “small classroom of ideological and political education” and the “big classroom of society,” so as to better implement the fundamental task of fostering virtue through education, and so on, still await in-depth resolution. Based on this, this article, on the basis of analyzing the ideological and political education function of historical and cultural resources carried by red venues, explores the problems existing in the application of red venues in the practical teaching of ideological and political courses in universities, and then proposes pathways for optimizing the application of red historical and cultural resources.

党的十八大以来，习近平就用好红色资源、传承红色基因作出了一系列重要论述，为新时代加强红色文化教育、弘扬革命精神提供了根本遵循。在当前深化思政课教学改革、推动“大思政课”建设的背景下，全国各高校围绕红色资源的运用开展了丰富多样的思政课实践教学探索，在实践教学模式、样态、内容、方法等方面积累了有益经验。然而，如何在高校思政课实践教学中充分有效地发挥红色历史文化资源的育人功能和价值，如何把握好理论性与实践性相统一的原则、把握好“思政小课堂”与“社会大课堂”相衔接的关系，从而更好地落实立德树人根本任务，等等，仍有待深入解决。基于此，本文在解析以红色场馆为载体的历史文化资源的思想政治教育功能基础上，探究红色场馆在高校思政课实践教学运用中所存在的问题，进而提出优化运用红色历史文化资源的路径。

I. The Ideological and Political Education Function of Red Historical and Cultural Resources Carried by Red Venues

一、以红色场馆为载体的红色历史文化资源的思想政治教育功能

Venues (including physical venues and digital venues) that serve as carriers, containing resource forms such as red material resources, red spiritual resources, and red institutional resources—memorial halls, exhibition halls, museums, revolutionary sites, former residences, and martyrs’ cemeteries—can be collectively referred to in a broad sense as “red venues.” Red venues are important carriers of red historical and cultural resources. While protecting and preserving red cultural relics, commemorating historical figures and historical events, and continuing the Chinese nation’s memory of red history, they also bear the important mission and social responsibility of promoting culture and nurturing new people. Using red cultural relics and other historical and cultural resources to widely disseminate red history and culture and carry forward the red spirit is one of the important responsibilities of red venues. Red venues typically select objective, authentic, and representative collection items such as cultural relics as narrative threads and material evidence around historical events, historical figures, and historical junctures, linking them with the grand theme of the “Four Histories”[1]1 The “Four Histories” (四史) refers to the history of the CPC, the history of the People’s Republic of China, the history of reform and opening up, and the history of the development of socialism. to form a narrative chain in the context of contemporary society. Through specific forms such as red-themed exhibitions and educational activities, they interpret the heroic stories, revolutionary stories, and Party history behind the cultural relics, revealing the red spiritual culture and profound principles contained therein. This achieves a living display of red history, enabling historical and cultural resources to play an educational role in enlightening the mind, nourishing the heart, cultivating the soul, and consolidating the foundation in contemporary society, and promoting the inheritance and development of revolutionary traditions and the red gene. Against the backdrop of advancing the construction of “grand ideological and political courses,” universities making good use of the historical and cultural resources of red venues to carry out practical teaching of ideological and political courses not only extends the teaching space of ideological and political courses in universities but also helps ideological and political course teachers innovate educational forms, integrate educational resources, and enrich educational content. This enables students to achieve the unity of emotional experience, knowledge internalization, and value guidance in the practical teaching of red venues, ultimately transforming what they have learned, thought, and realized into conscious action, achieving the unity of knowledge, emotion, intention, and action. The prerequisite for making good use of the historical and cultural resources of red venues and carrying out high-quality practical teaching of ideological and political courses lies in clarifying and valuing the ideological and political education function of historical and cultural resources carried by red venues.

以场馆（包括实体场馆和数字场馆）为载体，蕴含红色物质资源、红色精神资源、红色制度资源等资源形态的纪念馆陈列馆展览馆、旧址遗址旧居、烈士陵园等在广义上都可统称为“红色场馆”。红色场馆是红色历史文化资源的重要载体，在保护和收藏红色文物、纪念历史人物和历史事件、赓续中华民族关于红色历史记忆的同时，承担着兴文化、育新人的重要使命和社会责任。运用红色文物等历史文化资源广泛传播红色历史文化、弘扬红色精神，是红色场馆的重要职责之一。红色场馆通常围绕历史事件、历史人物、历史节点，甄选具有客观性、真实性、代表性的馆藏文物等展品作为叙事线索和物证，与宏大的“四史”主题贯穿起来形成当代社会语境下的叙事链条，并借由具体的红色主题展览、教育活动等形式阐释文物背后的英雄故事、革命故事、党的历史，揭示其中蕴含的红色精神文化及深刻道理，从而实现对红色历史的活化展示，使历史文化资源在当代社会发挥启智润心、培根铸魂的教育功能，促进革命传统、红色基因的传承与发扬。在推进“大思政课”建设背景下，高校运用好红色场馆的历史文化资源开展思政课实践教学，既是对高校思政课教学空间的延展，也有益于思政课教师创新教育形式、整合教育资源、丰富教育内容，使学生在红色场馆实践教学中实现情感体验、知识内化、价值引领的统一，最终将所学所思所悟转化为自觉行动，实现知情意行的统一。运用好红色场馆的历史文化资源、高质量开展思政课实践教学的前提在于明晰和重视以红色场馆为载体的历史文化资源的思想政治教育功能。

1. Diminishing the sense of temporal and spatial distance in history and culture, enhancing perceptual understanding and emotional identification. The essence of ideological and political courses is to explain principles. How to explain principles deeply, thoroughly, and vividly, so that principles enter the mind, the heart, and action, is a question that ideological and political course teachers need to continuously ponder. Because the historical time and space in which red culture was generated are far removed from the present, university students’ identification with red culture faces practical difficulties such as memory dissolution and emotional dilution.[2]2 This sentence references a general observation about the challenges of transmitting red culture to younger generations, not a specific citation. In the traditional classroom teaching environment dominated by oral instruction from teachers, it is difficult for students to form deep, rational understandings of some relatively general, abstract, and highly summarized teaching content and historical conclusions, leading to limitations in the appeal,感染力, and influence of ideological and political courses. Revolutionary tradition education must “pay attention to both knowledge inculcation and emotional cultivation, so that the red gene seeps into the blood and immerses the heart.”[3]3 This is a quotation from Xi Jinping, emphasizing the dual approach of knowledge and emotion in revolutionary tradition education. Red venues, through the comprehensive use of archival historical materials, precious images, historical objects, and site relics, employ diverse media such as text, pictures, physical objects, sculptures, props, sound and shadow, and simulated scenes to unfold historically accurate historical narratives. They “re-contextualize” the “de-contextualized” revolutionary remains, breaking through temporal and spatial limitations through digital interaction and other technologies, presenting specific and vivid historical figures and the arduous struggle of the CPC in a multi-dimensional and three-dimensional manner. This concrete narrative, carried out with the help of vivid materials from red resources, helps students form a three-dimensional and specific understanding of generalized and abstract textbook content, stimulates students’ interest and enthusiasm for learning, narrows the spatial and psychological distance between students and history, enables them to mobilize multiple senses to enhance their sense of immersion and engagement, consciously integrate practice-based rational understanding with the theoretical education of school ideological and political courses, and naturally generate emotional resonance while perceiving historical circumstances and experiencing historical changes, thereby forming an emotional identification with red history and culture.

1. 淡化历史文化的时空距离感，增进感性认识及情感认同。思政课的本质是讲道理，如何把道理讲深、讲透、讲活，使道理入脑、入心、入行，是思政课教师需要不断思考的问题。由于红色文化生成的历史时空与当下相隔较远，因而大学生对红色文化的认同面临着记忆消解、情感淡化等现实困境。[1]在以教师口头讲授为主的传统课堂教学环境中，学生对于一些较为笼统抽象、概括性强的教学内容、历史结论等难以形成深层、理性的认识，导致思政课的吸引力、感染力、影响力受到局限。革命传统教育要做到“既注重知识灌输，又加强情感培育，使红色基因渗进血液、浸入心扉”[2]。红色场馆通过综合运用档案史料、珍贵影像、历史物件、遗址旧址等历史资源，以文字、图片、实物、雕塑、道具、声影、仿真场景等多样化的媒介物展开符合史实的历史叙事，对已经“去情景化”的革命遗存物进行“再情景化”，通过数字交互等技术打破时空局限，多维度、立体化地呈现具体鲜活的历史人物形象和中国共产党艰辛奋斗的历史图景。这种借助红色资源的鲜活素材展开的具体叙事，有益于学生对概括、抽象的教材内容形成立体、具体的认识，激发学生学习的兴趣及热情，拉近学生与历史的空间距离和心理距离，使其调动多重感官提升代入感和沉浸感，自觉将基于实践的理性认识与学校思政课理论教育相融通，在感悟历史境遇和体味历史变迁中自然而然地产生情感共鸣，进而形成对红色历史文化的情感认同。

2. Deepening historical cognition and theoretical thinking, enhancing confidence in history and culture and political identification. Although red venues differ in their specific exhibition themes, content arrangements, and presentation methods, they basically contain two logical main lines that are compatible in time and space: first, the overall historical development process of the CPC over more than one hundred years, which has been tortuous and glorious in a temporal sense; second, the bright prospect of the great rejuvenation of the Chinese nation created by the joint struggle of people from all regions in a spatial sense. On this basis, red venues, by means of precious red cultural relics, specific and vivid figures, and the historical stories behind them, connect grand historical narratives with individual lives and combine principles with historical facts, providing the possibility for supplementing and expanding the theoretical teaching of ideological and political courses in universities. Through inquiry-based learning in physical venues or online digital venues, students can expand their cognitive horizons regarding red history, culture, and theory, promote the unity of learning, thinking, practice, and realization, thereby consolidating and deepening students’ understanding of the key and difficult points of classroom theoretical teaching, such as the theme, main line, mainstream, and essence of Party history, and the historical inevitability of socialism with Chinese characteristics. Ideological and political course teachers should help students, on the basis of better understanding the history of the Party and the Party’s situation, and the history of the country and the national conditions, grasp the close connection between history, the present, and the future, firmly establish a grand historical perspective and a correct view of Party history, and consciously apply historical materialism and a correct view of Party history in their study and daily life to scientifically and rationally study history, analyze problems, observe the times, and understand the times. This will strengthen their historical confidence, enhance their identification with the path, theory, system, and culture of socialism with Chinese characteristics, and improve their awareness and ability to identify and resist historical nihilism in their living space and on the internet.

2. 深化历史认知和理论思维，增进历史文化自信及政治认同。红色场馆尽管在具体展陈主题、内容安排、呈现方式等方面有所不同，但基本上都包含时空兼容的两条逻辑主线：一是时间意义上中国共产党一百多年来曲折而辉煌的总体历史发展进程，二是空间意义上由各地区人民共同奋斗所创造的民族复兴光明前景。红色场馆以此为基础，借助珍贵红色文物、具体生动的人物形象及其背后的历史故事等，将宏大历史叙事与一个个鲜活的个体生命联系起来、将道理与史实相结合，为补充和拓展高校思政课理论教学提供了可能。通过实地场馆或线上数字场馆的探究学习，能够拓展学生对红色历史文化及理论的认知视野，促进学思与践悟相统一，由此巩固和深化学生对课堂理论教学重难点的理解，如党史的主题主线和主流本质、中国特色社会主义的历史必然性等。思政课教师要帮助学生在更好了解党史党情、国史国情的基础上，把握历史、当下与未来的紧密关联，牢固树立大历史观和正确党史观，在学习和生活中自觉运用唯物史观和正确党史观科学理性地研习历史、分析问题、观察时代、理解时代，从而坚定历史自信，增进对中国特色社会主义道路、理论、制度和文化的认同，在生活空间以及互联网空间中提高辨识和抵制历史虚无主义的意识和能力。

3. Strengthening the guidance of young people’s spiritual values and enhancing the conscious action of carrying forward the red gene. Ideals, beliefs, and value pursuits are the spiritual calcium; the ideals, beliefs, and spiritual outlook of college students are related to the future of the country. Young students living in an era of material abundance and cultural diversity face the influence of various erroneous social trends such as “pan-entertainment” and the real test of ideals and beliefs, making them prone to erroneous value cognition, judgment, and choice. Therefore, in conjunction with the teaching practice of ideological and political theory courses in colleges and universities, it is particularly crucial to make good use of the educational resources of the “great social classroom” and to strengthen positive ideological value guidance and behavioral shaping. “We must integrate cultural confidence into the spiritual temperament and cultural character of the entire nation, cultivating a vigorous and upward style and a rational and peaceful mindset.” [3]3 This is a quotation from Xi Jinping, emphasizing the dual approach of knowledge and emotion in revolutionary tradition education. (P10) A red venue is a red gene bank, containing the Party’s glorious revolutionary traditions and fine work style and spirit, and is rich in educational resources for ideals and beliefs, revolutionary tradition education, and core socialist values education. Historical objects such as red family letters and newspapers, as well as revolutionary battle sites and former residences, are important testimonies to the revolutionary and struggle history of the CPC. These red resources, full of the flavor of the times, can naturally bring students’ thoughts into the historical context, and the stark contrast between the hardship and turmoil of the revolutionary years and the peaceful and beautiful life of the present can also trigger students’ reflection and thought, having a subtle and silent educational significance for contemporary young students. Exploring historical sites in red venues and reviewing the Party’s struggle process helps college students deeply understand the value connotation of the spiritual pedigree of Chinese Communists, with the great founding spirit of the Party as its source, draw spiritual nourishment and receive ideological baptism from heroic models, inspiring them to cherish precious time, consolidate knowledge and skills, strengthen ideals and beliefs, and keep in mind the “greatest concerns of the state,” [4]4 “The greatest concerns of the state” (国之大者) is a Party term referring to the most fundamental and overarching interests and tasks of the nation and the Party, which all Party members and cadres must keep in mind. to hone their skills and assume their mission in the practice of striving to build a strong country and realize the great rejuvenation of the Chinese nation, to realize the value of life in serving the people, and to make the red spiritual culture endure and be passed down from generation to generation.

3. 强化青年精神价值引领，增进赓续红色基因的行动自觉。理想信念、价值追求是精神之钙，大学生的理想信念、精神风貌关乎国家未来。生活在物质丰裕、文化多元时代的青年学生，面临着“泛娱乐化”等各种错误社会思潮的影响和理想信念的现实考验，容易产生错误的价值认知、判断和选择。因此，结合高校思政课教学实践，运用好“社会大课堂”的教育资源、强化积极正面的思想价值引导和行为塑造尤为关键。“要把文化自信融入全民族的精神气质与文化品格中，养成昂扬向上的风貌和理性平和的心态。”[3]（P10）一座红色场馆就是一座红色基因库，蕴含着党的光荣革命传统和优良作风精神，具有丰厚的理想信念教育、革命传统教育和社会主义核心价值观教育资源。红色家书和报刊等记录类历史物件、革命战斗遗迹旧址等都是中国共产党革命史、奋斗史的重要见证，这些富有年代感的红色资源能够自然地将学生的思绪带入历史情境中，而革命岁月的艰苦动荡与当下安宁美好生活的强烈对比也能够引发学生的触动和思考，对当代青年学生具有润物无声的教育意义。在红色场馆中探寻历史现场、重温党的奋斗历程，有助于大学生深刻领悟以伟大建党精神为源头的中国共产党人精神谱系的价值内涵，从英雄榜样身上汲取精神滋养、接受思想洗礼，激励他们珍惜宝贵时光、夯实知识技能、坚定理想信念、心系“国之大者”，在投身强国建设、民族复兴伟业的奋斗实践中锻炼本领、担当使命，在为人民服务中实现人生价值，使红色精神文化生生不息、代代相传。

II. Reflection on the Problems of Applying Red Historical and Cultural Resources, with Red Venues as the Carrier, in the Practical Teaching of Ideological and Political Theory Courses

二、以红色场馆为载体的红色历史文化资源运用于思政课实践教学的问题省思

The practical teaching of ideological and political theory courses emphasizes the perceptual needs and social nature of students as “real people.” [5]5 “Real people” (现实的人) is a concept from Marxist philosophy, referring to human beings as concrete, historical, and social individuals engaged in practical activity, as opposed to abstract or idealized conceptions of humanity. By using relevant social resources to carry out practical activities, it promotes students’ internalization of classroom theoretical knowledge, improves their moral cultivation, and exercises their practical abilities, thereby more comprehensively implementing the fundamental task of fostering virtue through education. Red venues provide a “resource treasure trove” and a practical learning platform for the practical teaching of ideological and political theory courses in colleges and universities. However, there are several relatively prominent problems in the application of these resources in practical teaching.

思政课实践教学重视学生作为“现实的人”的感性需求和社会性本质[4]，通过运用相关社会资源开展实践活动促使学生内化课堂理论知识、提升品行涵养、锻炼实践能力，更全面地落实立德树人根本任务。红色场馆为高校思政课实践教学提供了“资源富矿”和实践学习平台，而这些资源在实践教学运用中存在几个较为突出的问题。

1. The venues for practical teaching are mostly popular ones, and the adequacy and rationality of resource utilization need to be strengthened. Red venues embody the local collective memory of red history and are the spiritual coordinates of a city or region. Red venues in cities mainly feature movable cultural relic resources as the main body of exhibitions, while some venues are renovated and repaired based on former sites, such as the Memorial Hall of the Former Site of the CPC Central Committee located on Victory Street in Wuhan. These venues have been integrated with urban neighborhood architecture and modern living environments. However, from the perspective of the main practical fields where the Chinese revolution occurred, rural areas (or current county and town areas) preserve more concentrated and abundant red historical and cultural resources, especially immovable cultural relic resources such as revolutionary sites and ruins (groups). Venues built relying on these red resources with local characteristics are mostly integrated with the natural environment of villages, towns, and mountainous areas. Venues in rural areas may not have extensive text and picture introductions, requiring students to do some preparatory work in advance and gain further understanding through on-site visits. Colleges and universities are concentrated in cities. When comprehensively considering factors such as transportation convenience, safety, and the accessibility and completeness of venue information, they often prefer red venues in urban areas when choosing venues for practical teaching of ideological and political theory courses, while venues in remote suburban areas are rarely considered. This leads to a situation where urban venues are “hot” for visits while suburban venues are “cold” and rarely visited, resulting in a waste of resources. Similar phenomena reflect, to a certain extent, that there is still considerable room for improvement in the adequacy and rationality of the overall application of red historical and cultural resources in the practical teaching of ideological and political theory courses.

1. 实践教学场地多为热门场馆，资源运用的充分性合理性有待加强。红色场馆凝结着地方关于红色历史的集体记忆，是一个城市或地区的精神坐标。城市中的红色场馆主要以可移动文物资源为展陈主体，也有部分场馆依托旧址翻新修葺，如位于武汉市胜利街的中共中央机关旧址纪念馆等，这些场馆已与城市街区建筑、现代生活环境相融合。但从中国革命发生的主要实践场域来看，农村地区（或现在的县域镇域）保存着更为集中和丰富的红色历史文化资源，尤其是革命遗址旧址（群）等不可移动文物资源，依托这些具有地方特色的红色资源而修建的场馆多与村镇、山区自然环境融为一体。农村地区的场馆可能并没有过多的文字图片介绍，这就需要学生预先做一定的功课，并通过实地探访做进一步的了解。高校集中分布于城市，综合考量交通便利性、安全性、场馆信息的可获取性和完整性等因素，在选择思政课实践教学场地时往往会偏好于城区的红色场馆，郊区等偏远地区的场馆则较少考虑，由此导致了城区场馆参观“热”、郊区场馆“冷”问津的局面，造成资源浪费。类似现象在一定程度上反映出思政课实践教学对红色历史文化资源统筹运用的充分性、合理性等仍有较大提升空间。

2. The methods and content of practical teaching are mainly based on visits, and the educational significance of interactive participatory inquiry in resource utilization needs to be demonstrated. Looking through glass, clicking on screens, taking photos with phones, listening to narrators speak… these are common learning phenomena in current red venues. Under such a practical learning model, students are more like “bystanders” and passive recipients of knowledge, and their sense of participation and interaction is not strong, which inevitably weakens the practical significance of practical teaching. Exhibitions and displays are important ways for red venues to carry out education, but they are not the only means; a simple equation cannot be drawn between exhibitions and education. Currently, there is a relative lack of expansive educational activities that enrich students’ actual sense of participation and experience, and the practical learning effect brought by the single type of activity content and form is limited. In addition, constrained by factors such as geographical location, time planning, organizational difficulty, funding guarantees, and traffic safety, students may not be able to reach red venues for on-site visits. Using digital resources to carry out online inquiry learning has become an important method of practical teaching. Currently, many red venues have simultaneously developed online VR exhibition halls and digital cultural relic exhibitions using technological means. Some colleges and universities have also applied virtual simulation technology to the teaching of ideological and political theory courses, enabling red historical and cultural resources to break through objective constraints such as immovability and achieve “remote presence.” At present, the construction of digital venues is still in the exploratory stage. While playing a role in the digital protection of red historical and cultural resources, it mainly focuses on the display function, mostly only equipped with brief text and picture information. The history behind the cultural relic resources, the principles contained, and the spiritual value content are not effectively presented, especially lacking online interactive design, which can easily cause “viewing fatigue.” Educational elements and connotations such as telling history through cultural relics, explaining principles through history, and elucidating theories need to be deeply explored, and the educational significance of interactive participatory inquiry urgently needs to be demonstrated.

2. 实践教学方式和内容以参观为主，资源运用中互动参与式探究的教育意义有待彰显。隔着玻璃看、对着屏幕点、拿着手机拍、听着解说员讲……这是当前红色场馆中较为普遍的学习现象。在类似的实践学习模式下，学生更多是“旁观者”和被动的知识接受者，其参与感和互动感不强，实践教学的实践性意义必然有所弱化。展陈、展览是红色场馆开展教育的重要方式，但并非唯一手段，展览与教育之间不能简单画等号。当前，丰富学生实际参与感和体验感的拓展性教育活动相对不足，单一化的活动内容与形式所带来的实践学习效果有限。此外，受地理位置、时间规划、组织难度、经费保障和交通安全等因素制约，学生不一定能抵达红色场馆开展实地探访，运用数字化资源开展线上探究学习已成为实践教学的一种重要方式。当前不少红色场馆借助科技手段同步开发了线上VR展厅、数字文物展览等，也有高校将虚拟仿真技术应用于思政课教学，使红色历史文化资源突破不可移动性等客观条件限制，实现“远程在场”。目前数字场馆建设仍处于探索阶段，在发挥对红色历史文化资源数字化保护作用的同时，主要侧重于展示功能，大多只配有简短文字及图片信息，文物资源背后的历史、蕴含的道理、精神价值等内容并未有效呈现，尤其缺乏在线互动设计，易造成“观赏疲劳”。通过文物讲历史，透过历史讲道理、释理论等教育元素和内涵有待深入挖掘，互动参与式探究的教育意义亟待彰显。

3. The evaluation standards for practical teaching are not yet perfect, and the quality and effectiveness of resource utilization need tracking and feedback. The guiding role of teachers in practical activities, the participation status of students in practical activities in red venues, whether the educational function of red historical and cultural resources has been effectively exerted in practical teaching activities, and the achievement effect of the teaching objectives of ideological and political theory courses in schools all need to be measured by an evaluation mechanism that combines process evaluation with outcome evaluation and involves the participation of multiple subjects. Currently, practical teaching activities using red historical and cultural resources mostly focus on outcome evaluation. Although it can reflect the effect of practical teaching to a certain extent, this single outcome-oriented evaluation is prone to lacking a comprehensive judgment of students’ specific performance and existing problems, and thus cannot provide targeted practical guidance for students. In addition, there is often a lack of a sound and effective evaluation and feedback mechanism between red venues and colleges and universities, which affects the improvement, optimization, and quality enhancement of practical teaching activities.

3. 实践教学评价标准尚不完善，资源运用的质量和效果有待跟踪反馈。教师在实践活动中的指导作用、学生在红色场馆中实践活动的参与状况、红色历史文化资源的育人功能在实践教学活动中是否得到了有效发挥、学校思政课教学目标的达成效果等，都需要借助过程评价与结果评价相结合、多方主体共同参与的评价机制来衡量。当前运用红色历史文化资源开展的实践教学活动多侧重于结果性评价，尽管其能在一定程度上反映实践教学效果，但这类单一的结果导向性评价容易缺乏对学生具体表现、存在问题的综合判断，进而无法为学生提供有针对性的实践指导。此外，红色场馆与高校之间往往缺乏健全有效的评价反馈机制，这影响着实践教学活动的改进优化及质量提升。

III. Optimization Paths for Applying Red Historical and Cultural Resources, with Red Venues as the Carrier, in the Practical Teaching of Ideological and Political Theory Courses

三、以红色场馆为载体的红色历史文化资源运用于思政课实践教学的优化路径

To use historical and cultural resources, with red venues as the carrier, to carry out practical teaching of ideological and political theory courses and to promote the improvement of quality and efficiency of these courses, it is necessary for multiple subjects such as red venues and colleges and universities to jointly explore and coordinate efforts, building a new situation of collaborative education between venues and schools.

运用以红色场馆为载体的历史文化资源开展思政课实践教学、促进思政课提质增效，需要红色场馆、高校等多元主体共同探究、协同发力，构建馆校协同育人新局面。

1. Deepen the systematic integration of resources, and build a smooth resource information sharing platform and mechanism between museums and universities. Whether the communication between red museums and universities regarding the status of practical teaching resources, the objectives and content of ideological and political courses, and other aspects is smooth and information symmetrical is an important factor determining whether practical teaching activities in ideological and political courses can be carried out with high quality and efficiency. On the one hand, to enhance universities’ grasp of information on relevant red museum resources, it is necessary to strengthen the integration of online and offline red museum resources, construct a centralized, one-stop resource information aggregation platform for local red museums, facilitate the search and study of resources, improve the convenience of accessing resource information, and provide sufficient information references for universities to plan practical teaching activities. On the other hand, a smooth communication and exchange mechanism should be established between museums and universities. On the basis of systematically mastering relevant information, and relying on existing red historical and cultural resources, they should jointly explore the points of connection and alignment between practical teaching and the theoretical teaching content of ideological and political courses, enhance the coherence between theoretical teaching and practical teaching in terms of teaching content, and thereby select practical teaching venues, design practical routes and specific activities, etc., in a targeted manner. Museums and universities should jointly construct a three-dimensional educational network, carefully create convenient and high-quality online and offline red museum practical learning spaces, strengthen students’ education in red history and culture while enhancing their independent inquiry and learning abilities, so that students are truly educated, prompted to think, and deeply inspired in practical activities, exerting a sustained and far-reaching positive impact on their growth and development.

1. 深化资源的系统整合，构建馆校间畅通的资源信息共享平台和机制。红色场馆与高校之间在实践教学资源状况、思政课教学目标内容等方面是否沟通顺畅、信息对称，是决定思政课实践教学活动能否高质高效开展的重要因素。一方面，为了提升高校对相关红色场馆资源信息的掌握程度，要加强线上线下红色场馆资源的整合，构建地方红色场馆的集中式一站式资源信息汇总平台，便于资源的查找和学习，提升获取资源信息的便利性，为高校规划实践教学活动提供充分的信息参考。另一方面，馆校间要构建畅通的交流沟通机制，在系统掌握相关信息的基础之上，依托现有红色历史文化资源，共同挖掘实践教学与思政课理论教学内容的关联点、契合点，在教学内容方面提升理论教学与实践教学的贯通性，从而有针对性地选择实践教学场地、设计实践路线和具体活动等。馆校间要共同构筑立体化的教育网络，精心打造便捷、优质的线上线下红色场馆实践学习空间，在加强学生红色历史文化教育的同时提升其自主探究学习能力，使学生在实践活动中真正受到教育、触发思考、深受启迪，对其成长成材产生持续深远的积极影响。

2. Strengthen collaborative research on resources and the transformation and application of outcomes, and create practical activities with strong interactivity and participation. Documents such as the *Opinions on Fully Utilizing Revolutionary Cultural Relic Resources to Strengthen Ideological and Political Work in Universities in the New Era* and the *14th Five-Year Plan for the Protection and Utilization of Revolutionary Cultural Relics* require comprehensively promoting the integration of revolutionary cultural relic resources into the ideological and political education system of universities, strengthening the educational function of revolutionary cultural relic resources, and supporting the co-construction of practical education communities by museums and universities. Doing a good job in the research and interpretation of red historical and cultural resources is an important foundation for giving full play to their educational function. To this end, it is necessary to fully leverage the scientific and educational advantages of universities and the resource advantages of red museums, and strengthen research cooperation between universities and red museums. For example, Wuhan University and the Xinhai Revolution Memorial Hall have jointly established the National Revolutionary Cultural Relics Collaborative Research Center, aiming to better protect, research, and utilize revolutionary cultural relic resources by deepening resource integration and collaboration between museums and universities. Of course, using red historical and cultural resources to carry out practical teaching cannot be limited to “visits and tours” that mobilize visual and auditory senses; it is also necessary to value and strengthen students’ practical subjectivity, giving them a greater sense of participation and achievement. Museums and universities should collaboratively delve into the educational elements, ideological and spiritual connotations, and contemporary value of red historical and cultural resources, and by creating inquiry-based learning activities and content with strong participation and good interactivity, stimulate students’ interest and enthusiasm for actively exploring and learning red history and culture, enabling students to deepen their understanding of classroom theoretical knowledge in practice, and effectively exert the ideological and political education function of red historical and cultural resources.

2. 加强资源协同研究及成果转化运用，创设互动性参与性强的实践活动。《关于充分运用革命文物资源加强新时代高校思想政治工作的意见》《革命文物保护利用“十四五”专项规划》等文件要求全面推进革命文物资源融入高校思想政治教育体系，强化革命文物资源的教育功能，支持馆校共建实践育人共同体。做好红色历史文化资源的研究阐释工作，是发挥好其育人功能的重要基础。为此，要充分利用高校的科教优势、红色场馆的资源优势，加强高校与红色场馆的研究合作。如，武汉大学与辛亥革命博物院共建了国家革命文物协同研究中心，旨在通过深化馆校间的资源整合与协同合作，更好地保护、研究和运用革命文物资源。当然，运用红色历史文化资源开展实践教学不能仅限于调动视觉和听觉意义上的“参观游览”，还要重视和强化学生的实践主体性，使其有更多参与感和获得感。馆校要协同深挖红色历史文化资源的育人元素、思想精神内涵与时代价值，并通过创设参与性强、互动性好的探究学习活动和内容，激发学生主动探究学习红色历史文化的兴趣和热情，使学生在实践中深化对课堂理论知识的理解，切实发挥红色历史文化资源的思想政治教育功能。

3. Emphasize feedback on the quality and effectiveness of resource utilization, and improve the collaborative evaluation mechanism that runs through the entire process of practical teaching. As an important component of the teaching link of ideological and political courses, practical teaching, while highlighting practicality, must take the ideological and theoretical nature of ideological and political courses as its premise and fundamental support. Ideological and theoretical nature should be embedded in practical teaching activities, and through diversified practical teaching activities, the role of the main battlefield of classroom teaching in ideological and political courses should be more fully demonstrated, avoiding practical teaching in ideological and political courses from falling into practical misunderstandings such as “attending to one thing and losing sight of another” or “favoring one over the other.” The quality and effectiveness of the application of historical and cultural resources, with red museums as the carrier, in the practical teaching of ideological and political courses can, to a certain extent, reflect the degree of grasp of important principles such as the unity of theory and practice, and the organic connection between the “small classroom of ideology and politics” and the “big classroom of society,” providing important references for optimizing the teaching reform of ideological and political courses. Feedback on the quality and effectiveness of resource utilization depends on the construction of a collaborative evaluation mechanism between museums and universities. On the one hand, an evaluation team with the participation of multiple subjects should be improved. Museum evaluations, student evaluations, teacher evaluations of students, and student evaluations of teachers’ practical guidance roles should be organically combined to establish an interactive feedback mechanism, truly reflecting the actual application effect of red museum historical and cultural resources and the multiple dimensions of practical teaching. On the other hand, a three-dimensional and multi-dimensional evaluation system should be constructed. Outcome-based evaluation methods such as “only practical reports” and “only work displays” should be changed, unifying process evaluation and outcome evaluation, and comprehensively considering students’ learning attitudes, theoretical mastery, participation in practical activities, and the role of teacher guidance in online and offline red museum practical learning. Universities and red museums can jointly conduct practical effectiveness feedback exchange meetings and other forms, combining experience summarization with improvement and enhancement, achieving evaluation to promote teaching and evaluation to promote reform, ensuring that the educational function of red historical and cultural resources is fully and effectively exerted, enabling students to truly gain insights and achieve results in practical teaching. While making good use of red historical and cultural resources and inheriting red spiritual culture, the fundamental task of fostering virtue through education should be implemented with high quality and efficiency.

3. 重视资源运用的质效反馈，完善贯穿实践教学全过程的协同评价机制。作为思政课教学环节的重要组成部分，实践教学在突出实践性的同时，要以思政课的思想性、理论性为前提和根本支撑。思想性和理论性要寓于实践性的教学活动中，并通过多样化的实践教学活动使思政课课堂教学这一主阵地的作用得到更充分的彰显，避免思政课实践教学走向“顾此失彼”“厚此薄彼”等现实误区。以红色场馆为载体的历史文化资源在思政课实践教学中的运用质效，能够在一定程度上反映理论性与实践性相统一等重要原则的把握程度、“思政小课堂”与“社会大课堂”有机衔接的情况，为优化思政课教学改革提供重要参考。资源运用的质效反馈，有赖于馆校协同评价机制的构建。一方面，要健全多元主体参与的评价队伍。要将场馆评价、学生评价、教师对学生的评价、学生对教师实践指导作用的评价等有机结合，建立互动反馈机制，真实反映红色场馆历史文化资源的实际运用效果和实践教学的多重面向。另一方面，要构建立体多维的评价体系。要改变“唯实践报告”“唯作品展示”等结果性评价方式，将过程评价与结果评价相统一，对学生在线上、线下红色场馆实践学习中的学习态度、理论掌握情况、实践活动参与状况、教师指导作用发挥情况等进行综合考量。高校与红色场馆可以通过共同开展实践成效反馈交流会等形式，将经验总结与改进提升相结合，实现以评促教、以评促改，确保红色历史文化资源的育人功能充分有效发挥，使学生在实践教学中真正学有所悟、行有所获，在用好红色历史文化资源、传承红色精神文化的同时，高质高效落实立德树人根本任务。

(Author Biographies: Xie Ruoyang, Doctoral Candidate, School of Marxism, Wuhan University; Song Jian, Level-2 Professor and Doctoral Supervisor, School of Marxism, Wuhan University)

（作者简介:谢若扬，武汉大学马克思主义学院博士研究生；宋 俭，武汉大学马克思主义学院二级教授、博士生导师）

Online Editor: Tongxin

网络编辑：同心