“Some Reflections on the Current State of Development of Part-Time Teachers in University Ideological and Political Theory Courses under the Background of the ‘Grand Ideological and Political Theory Course’”

In March 2021, when visiting members of the medical and health sectors and the education sector attending the Fourth Session of the 13th National Committee of the Chinese People’s Political Consultative Conference, General Secretary Xi Jinping pointed out: “We must make good use of the ‘grand ideological and political theory course’ and must integrate it with reality.” This provided a fundamental guideline for advancing the connotative development of ideological and political theory courses (hereinafter referred to as “ideological and political courses”) in the New Era. In July 2022, ten departments including the Ministry of Education issued the “Work Plan for Comprehensively Promoting the Construction of the ‘Grand Ideological and Political Theory Course’,” which set out the direction for constructing a grand teacher system and specifically put forward requirements regarding the sources of teachers and mechanism construction for the part-time teacher contingent in university ideological and political courses. As early as March 2019, at the Symposium for Teachers of Ideological and Political Theory Courses in Schools, General Secretary Xi Jinping had already put forward clear requirements for the construction of the ideological and political course teacher contingent: “We must equip and build a strong full-time teacher contingent for ideological and political courses, and build a contingent of ideological and political course teachers that is primarily full-time, combining full-time and part-time, sufficient in number, and excellent in quality.” As the key subject in running ideological and political courses well, the construction and development of the ideological and political course teacher contingent has always been placed with ardent expectations.

2021年3月，习近平总书记在看望参加全国政协十三届四次会议的医药卫生界、教育界委员时指出：“‘大思政课’我们要善用之，一定要跟现实结合起来。”这为新时代推进思想政治理论课（以下简称“思政课”）的内涵式发展提供了根本遵循。2022年7月，教育部等十部门印发《全面推进“大思政课”建设的工作方案》，对构建大师资体系提出了建设方向，并具体围绕高校思政课兼职教师队伍的师资来源、机制建设等方面提出要求。而早在2019年3月召开的学校思想政治理论课教师座谈会上，习近平总书记就对思政课教师队伍建设提出了明确要求，“要配齐建强思政课专职教师队伍，建设专职为主、专兼结合、数量充足、素质优良的思政课教师队伍”。作为办好思政课的关键主体，思政课教师队伍的建设与发展始终被寄予殷切的期待。

Against this background, universities are exploratively absorbing and introducing part-time teachers into the ideological and political course teacher contingent, actively excavating and integrating the rich and solid social resources possessed by part-time teachers. Starting from the realistic and practical teaching elements needed for ideological and political courses inherent in the original professional attributes of this group, they actively integrate the real-life issues of social life with the theoretical teaching links of classroom teaching into a whole and system, so as to better promote the optimization of the educational effectiveness of ideological and political courses. According to statistics from the Ministry of Education, as of November 2021, there were a total of 106,411 full-time and part-time teachers of ideological and political courses in universities, forming a teacher contingent primarily composed of full-time teachers combined with part-time teachers, of which the proportion of full-time teachers was 67.32% and the proportion of part-time teachers was 32.68%.

在此背景下，高校探索式地吸纳与引入兼职教师进入思政课教师队伍，积极挖掘与整合兼职教师所具备的丰富扎实的社会资源，从该群体原本职业属性中现实性、实践性等思政课所需的教学要素出发，积极将社会生活的现实问题与课堂教学的理论教学环节形成一个整体与系统，以更好地推动思政课育人成效最优化。根据教育部统计数据，截至2021年11月，高校思政课专兼职教师共计106411人，形成了以专为主、专兼结合的思政课教师队伍，其中专职比例67.32%，兼职比例32.68%。

As a group thriving in scale and quantity, this is undoubtedly a positive response to the policy of constructing and developing the “grand ideological and political theory course.” However, after breaking through certain difficulties in quantitative development, as a teacher contingent equally eager to grow and develop, the high-quality development and construction of part-time teachers in university ideological and political courses should be studied and discussed. In particular, during this construction process, part-time teachers in university ideological and political courses face development difficulties that still need to be concretely resolved. Therefore, sorting out and summarizing the teaching and educational experience of this group, interpreting individuals’ “fragmented” practical insights and explaining the causes behind them, provides policy impetus and a construction direction for optimizing the development of part-time teachers in university ideological and political courses and promoting the construction of the “grand ideological and political theory course.”

作为一支在规模和数量上蓬勃发展的群体，这无疑是对“大思政课”建设与发展政策的积极响应。然而，在突破了一定的数量发展困境之后，作为一支同样渴望成长与发展的教师队伍，高校思政课兼职教师的高质量发展与建设应当被研究和讨论。特别是，在此建设过程中，高校思政课兼职教师面临尚需具体解决的发展困境。因此，梳理与总结该群体的教育教学经验，解读个体“碎片化”实践体悟并阐释其背后的成因，为优化高校思政课兼职教师的发展，推动“大思政课”建设提供了政策动力和建设方向。

I. Research Methods and Design

一、研究方法与设计

This study focuses on the teaching status and educational insights of part-time teachers in university ideological and political courses. It mainly adopts the method of educational narrative. By retelling the actual educational scenarios of part-time teachers in university ideological and political courses, it discusses and analyzes the concentrated and representative issues of this group in teaching, forming a holistic description of the teaching and educational process of part-time teachers in university ideological and political courses. The reason for adopting the educational narrative research method is that, although research advocating rationalism and empirical research paradigms provides positive help for achieving goals such as universal laws and refined results, teachers’ teaching performance and teaching insights are not a mechanized, passive process operation, nor are they a part that exists independently of the teacher as the subject “person”; they still rely on the teachers’ own repeated insights and reflections. In particular, judging from the current sources of part-time teachers in university ideological and political courses, they are composed of a group of high-quality teachers from multiple channels and structures, which endows this group with natural attributes such as diverse individual professional experiences, knowledge structures, and educational backgrounds. Relying solely on rational speculative experience and the theoretical assumptions of scientific positivism has little effect on explaining and responding to the teaching experiences and personal insights brought about by the diverse teacher structure.

本研究围绕高校思政课兼职教师的教学现状和教育感悟，主要采用教育叙事的方法，通过对高校思政课兼职教师在实际教育场景的重述，对该群体在教学中的集中性和代表性议题展开讨论与分析，形成对高校思政课兼职教师教学教育过程中的整体性描述。之所以采用教育叙事的研究方法，其原因在于，尽管崇尚理性主义和实证研究范式的研究对普遍性规律和精细化结果等目标的达成提供积极帮助，然而，教师的教学表现和教学感悟并不是一个机械化、被动式的流程操作，更不是孤立于教师作为主体的“人”而独立存在的部分，它仍然依赖于教师自身的反复体悟和思考。特别是，从目前高校思政课兼职教师的师资来源看，他们由一批多渠道、多结构的优质师资力量组成，这使得该群体具备了多样化的个体职业经验、知识结构与教育背景等天然属性，而单纯地依靠理性思辨经验和科学实证主义的理论假设，对于解释与应对由于多元的师资结构所带来的教学经验与个人体悟效果甚微。

At the same time, compared with empirical research, narrative research places more emphasis on interpreting teachers’ personal practical knowledge from the perspective of the individual teacher, exploring teachers’ personal experiences through storytelling, and explaining the meaning constructed from them. It is “an activity that obtains interpretive understanding of individual behavior and experience construction in the process of deconstructing and reconstructing educational narrative materials.”

同时，相对于实证研究，叙事研究更加强调从教师个体角度来阐释教师的个人实践知识、通过故事的讲述从而探寻教师的个人经验，并对其建构的意义进行解释。它“是在解构和重构教育叙事材料过程中对个体行为和经验建构获得解释性理解的一种活动”。

(I) Research Subjects

（一）研究对象

Combining the research questions and research purpose, in the selection of research subjects, this study mainly follows the suggestions and requirements for the sources of part-time teachers in university ideological and political courses set out in the “Regulations on the Construction of the Teacher Contingent for Ideological and Political Theory Courses in Higher Education Institutions in the New Era” issued by the Ministry of Education in March 2020 and the “Work Plan for Comprehensively Promoting the Construction of the ‘Grand Ideological and Political Theory Course’” issued by ten departments including the Ministry of Education in July 2022: “Select and appoint outstanding local Party and government leading cadres, management experts from enterprises and institutions, experts from the social sciences and theoretical circles, advanced models from various industries, as well as university Party committee secretaries and presidents, Party and government leaders of colleges (departments), renowned masters and experts, backbone teachers of professional courses, and daily ideological and political education backbone personnel to join the ideological and political course teacher contingent and teach ideological and political courses.” In the initial stage of this study, four types of part-time teachers in ideological and political courses with representative professional identities were selected as research subjects, namely 10 interviewees including university counselors, university college (department) Party and government leaders, outstanding professional talents in the industry field, and backbone teachers of university professional courses. The study first used semi-structured interviews to ask the interviewees about their specific work situations and insights as part-time ideological and political course teachers. Then, the interviewees were invited to participate in snowball sampling, introducing interviewees with similar professional backgrounds to participate. Considering different types and levels of schools, interviewees from four types of schools including Double First-Class universities, non-Double First-Class universities, private universities, and higher vocational colleges were selected, gradually expanding the sample size of interviewees to 25 people. As the interviews progressed, 5 interviewees clearly believed that although they were part-time teachers, they were “in name but not in reality,” specifically manifested in two ways: one was that they had not specifically participated in any work related to ideological and political courses, and the other was that they had just become part-time teachers. Therefore, these 5 interviewees were no longer included in the research scope. Ultimately, the study obtained 20 valid samples. (Chart omitted)

结合研究问题和研究目的，本研究在研究对象的选取上，主要依据2020年 3月教育部发布的《新时代高等学校思想政治理论课教师队伍建设规定》和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》中对高校思政课兼职教师队伍的师资来源的建议与要求，“选聘优秀地方党政领导干部、企事业单位管理专家、社科理论界专家、各行业先进模范以及高等学校党委书记校长、院（系）党政负责人、名家大师和专业课骨干教师、日常思想政治教育骨干等加入思政课教师队伍，讲授思政课”。本研究在初期，选取了其中4类具有代表性职业身份的思政课兼职教师作为研究对象，分别是高校辅导员、高校院（系）党政负责人、行业领域的优秀专业人才和高校专业课骨干教师等10名受访者。研究首先通过半结构化访谈，向受访者询问作为兼职思政课教师的具体工作情况和感悟，接着邀请受访者加入滚雪球抽样，引入具有相似职业背景的受访者参与其中，并考虑不同类别和层次的学校，选择了包括双一流院校、非双一流院校、民办高校、高职高专等4类学校的受访者，逐步将受访者的样本量扩大到25人。随着访谈推进，有5名受访者明确认为自己尽管是兼职教师，但“有名无实”，具体表现为两种，一种是没有具体参与过思政课的相关工作，一种是刚刚成为兼职教师，因此这5名受访者不再被纳入研究范围。最终，研究获取有效样本20人。（图表略）

(II) Data Collection and Analysis

（二）资料收集与分析

The data collection for this study lasted for one semester and adopted methods such as in-depth interviews, participatory observation, and physical collection. Among them, in-depth interviews mainly adopted a semi-structured format, setting an interview outline with open-ended questions, trying as much as possible to encourage and assist the interviewees to fully express their real experiences and thoughts. Participatory observation involved regularly visiting the teaching venues of the interviewees to observe, comprehensively understanding the actual situation or work status presented in their classroom teaching. Physical collection mainly involved collecting and analyzing materials related to the interviewees, such as teaching plans, teaching courseware, teaching reflections and summaries, student evaluations, peer reviews, and policy documents on part-time teachers in ideological and political courses. The content of the collected materials all involved their experiential life, subjective experiences, and subjective understandings during their process as part-time teachers in ideological and political courses, as well as the meaning construction of this experience.

本研究的资料收集持续了一个学期，并采取深度访谈、参与式观察、实物收集等方式。其中，深度访谈主要采用半结构化形式，设置了一个开放性问题的访谈提纲，尽可能地鼓励与辅助受访者充分表达自己的真实体验与想法。参与式观察则是定期到受访者的教学场地进行观摩，全面了解其课堂教学中呈现的实际状况或工作现状。实物收集主要通过对受访者的教学计划、教学课件、教学反思和总结、学生评价、同行评议、思政课兼职教师的政策文件等相关资料的收集与分析。收集的材料内容均涉及他们在作为思政课兼职教师过程中的经验生活、主体性体验和主观性理解，以及对这段经验的意义建构。

The study, based on the “research purpose, systematically and orderly organizes the obtained raw data, then uses a method of gradual concentration and condensation to reflect the data, with the ultimate goal of interpreting the meaning of the data,” aiming to reveal the dynamic, complex, and diverse nature of the interviewees in educational scenarios and provide reasonable explanations and responses for their teaching behaviors and experiences. At the same time, the researcher anonymized the identity information such as the real names and work units of all interviewees. During the interviews, audio recordings and written records were made with the consent of the interviewees. To improve the credibility of the results and confirm whether they were consistent with real experiences, the interviewees were also invited to participate in correcting and supplementing the analysis. The interviewees indicated that the presented content was consistent with their own narratives and close to their own experiences and feelings.

研究根据“研究目的对所获得的原始资料进行系统化、条理化，然后用逐步集中和浓缩的方式将资料反映出来，其最终目的是对资料进行意义解释”，旨在将受访者在教育场景中的动态性、复杂性和多样性显现出来，并为他们的教学行为与经验提供合理的解释与应对。同时，研究者将所有受访者的真实姓名和工作单位等身份信息进行了匿名化处理。访谈中，在取得受访者同意的基础上进行了录音和文字记录。为提高结果的可信度，以此确认是否与真实经验相一致，也请受访者参与修正和补充分析。受访者表示所呈现的内容与自己的叙事一致，与自身的经验和感受贴近。

II. “Which Role Am I Teaching In”: The “Role” Issue and Challenges for Part-Time Teachers in University Ideological and Political Courses

二、“我是以哪种角色在上课”：高校思政课兼职教师的“角色”议题及挑战

The term "role" originates from theatrical performance, where an actor plays a specific character on stage, representing a fixed identity. In the early 20th century, American sociologist George Herbert Mead introduced the concept of "role" from the theatrical stage into sociology to analyze individual behavior in different situations, proposing that role is the interactive relationship between the individual and society. Subsequently, many scholars have explored the interactive relationship between social structure and individual behavior from various perspectives, gradually forming modern role theory. Every individual plays various roles in the social relationship network that match their position, and through the interaction between roles, various complex social relationships are formed.

“角色”一词源于戏剧表演中演员在戏剧舞台上对某个特定人物的扮演，是一种固定的身份。20世纪初，美国社会学家米德（George Herbert Mead）将戏剧舞台中的“角色”概念引入社会学，用以分析个人在不同情境下的行为方式，提出角色是个体与社会的互动关系。此后，众多学者从不同角度深入探索社会结构和个体行为之间的互动关系，并逐步形成了现代的角色理论。每一个个体都在社会关系网络中扮演着与自身位置相匹配的各种角色，并且伴随着角色之间的互动，形成了各种复杂的社会关系。

As a basic concept in modern role theory, a role is "the specific position a person occupies determined by a certain social structure and social relations, the expectations society has for that position, and the synthesis of behavioral patterns the individual performs." It is "a key concept connecting the individual and social structure," where "individuals integrate role meanings and role expectations into their identity in a given situation." Therefore, "role," as an important perspective and entry point for observing individual behavior and social structural relations, and as a significant theoretical analytical tool, provides explanatory approaches for understanding and predicting individual behavior in different social relationships.

作为现代角色理论中的基本概念，角色是“一定的社会结构和社会关系决定的一个人所处的特定位置，社会对这一位置的期待以及个人所扮演的行为模式的综合”。它是“连接个体与社会结构的关键概念”，“个体将角色意义和角色期待一同融入他们在某个情境的认同中”。因此， “角色”作为一种观察个体行为和社会结构关系的重要视角和切口，以及一种重要的理论分析工具，为人们认识与预测不同社会关系中的个体行为提供了解释思路。

Regarding the "role" of part-time ideological and political theory course teachers in higher education, it is a new professional role formed on the basis of fully leveraging and actively utilizing the advantageous resources of their original professional roles. This requires both protecting the advantages held by the original professional role and forming role norms that match the educational and teaching environment of the ideological and political theory course. In the narratives of interviewees, they commonly mentioned that, on one hand, their original professional life and the tasks of part-time ideological and political theory course teaching are intertwined and overlapping, leading to task overload; on the other hand, because each profession has different professional expectations and standards, how to adjust and balance the relationships between different roles and meet the professional expectations carried by both full-time and part-time professional roles becomes very important.

就高校思政课兼职教师的“角色”而言，它是在充分发挥和积极运用原有的职业角色所具有的优势资源的基础上，形成的一种崭新的职业角色。这里既需要保护好原有职业角色所持有的优势，也要形成与思政课的教育教学环境相匹配的角色规范。在受访者的叙述中，他们普遍提到，一方面原本职业生活和思政课兼职教师工作任务交织、重叠，任务过载；另一方面，由于每种职业对职业期望与标准不同，因而，如何调整和平衡不同角色之间的关系，并满足专兼职的职业角色所承载的职业期待就变得十分重要。

(I) Overwhelmed by Multiple Roles: The Tension Between the Task Load of One's Primary Job and the Investment of Teaching Effort

（一）多重角色的力不从心：本职工作的任务负荷与教学精力投入之间的拉扯

In narratives centered on the theme of "role," how to allocate and manage time investment between one's primary job and part-time teaching tasks is one of the most discussed topics among interviewees. For part-time ideological and political theory course teachers, this means that individuals need to learn to cope with and choose the work tasks and requirements corresponding to different roles within limited time and energy, which also raises expectations and challenges for the scientific, professional, and sustainable nature of management measures for the part-time ideological and political theory course teacher team. Teacher X1 used the phrase "shuttling between classrooms, meeting rooms, and offices" to describe their work trajectory and pattern, so "squeezing rest time and living space becomes the only coping strategy," and "I can only squeeze time, compress all my rest time, and try as much as possible to meet the requirements and standards of each job for me." Unlike Teacher X1, although also feeling the tension in time resource allocation, Teacher F1 felt more challenged by the theoretical learning required for course investment: "To teach this course well, we must invest sufficient time and energy to seriously study the textbook, expand knowledge points, and innovate teaching methods, but at that time, I also had a large amount of student work to complete." Thus, under the pressure brought by this "tension," Teacher F1 felt challenges arising from professional development and capability improvement in teaching and educating within the new role.

在以“角色”为核心议题的叙述中，如何分配和应对来自本职和兼职教学工作的时间投入，是受访者谈论最多的议题之一。对思政课兼职教师来说，这意味着个体需要在有限的时间和精力下，学会应对和选择不同角色所对应的工作任务和要求，这也对思政课兼职教师队伍管理措施的科学性、专业性以及可持续性提出了期待与挑战。X1教师使用了“教室、会场和办公室‘三栖’”这样的说法描述其工作轨迹和模式，因此，“挤压休息时间和生活空间成为唯一的应对策略”，“我只能挤时间，压缩自己的所有休息时间，尽可能地去保障每个工作对我的要求与标准”。与 X1教师有所不同的是，尽管同样感受到时间资源分配紧张，但是，F1教师更多地感受到的是来自投入课程所需要的理论学习所带来的挑战，“要想讲好这门课，一定是需要我们投入充分的时间和精力对教材进行认真钻研，拓展知识点，创新教学方式，但那时，我也有大量的学生工作需要完成”。因而，在这种“拉扯感”所带来的压力之中，F1教师所感受到的是来自新角色中有关教学、育人等专业发展和业务能力提升所带来的挑战。

In the interview, when discussing the "tension," Teacher X2 also presented a more specific work background. Because the part-time teachers at Teacher X2's school had achieved certain construction results, this prompted the higher-level supervisory department to establish some positive and enviable institutional space for part-time teachers in the performance evaluation of their primary jobs. Teacher X2 felt "very fortunate," which undoubtedly attracted more outstanding talents to join the part-time teacher team, meaning the part-time teacher team needed to shift from "quantity" growth to "quality" improvement. Against this backdrop, the school's supervisory department set higher construction requirements and stricter evaluation standards for part-time teachers, putting Teacher X2, who had just experienced "fortune," under considerable pressure, requiring more rest time to be invested. Here, it can be seen that the tension between different roles felt by a part-time teacher in a new professional environment does not follow a single, linear developmental logic; individuals are not entirely passive in bearing it alone. It actually includes the interactive process between the individual and different contexts such as others, organizations, culture, and institutions. Individuals are both constrained by external factors and, in turn, shape the external structure. Of course, this dynamic process of role shaping also seems to make Teacher X2 more optimistic: "Maybe one day this situation will change again, and I will feel fortunate once more?"

访谈中，X2教师在谈到“拉扯感”时，还呈现出一个更为具体的工作背景，由于X2教师所在学校兼职教师取得了一定的建设成效，进而推动了上级主管部门为兼职教师在本职工作的考核评价中搭建了一些积极且令人羡慕的制度空间。这让 X2教师感到“十分幸运”，这无疑也吸引了更多的优秀人才加入兼职教师队伍，这就意味着兼职教师队伍要从“数量”增长转变为“质量”提升。在此背景下，学校主管部门给兼职教师提出了更高的建设要求和更加严格的考核标准，这让刚刚体验到“幸运”的X2教师颇感压力，并且需要拿出更多的休息时间投入其中。这里可以看到，一名兼职教师在新的职业环境中所感受到的不同角色之间的张力，并非单一式的、线性的发展逻辑，个体也不完全是被动地独自承担，它其实包含了个体与他人、组织和文化以及制度等不同情境的互动过程，个体既受到了外部要素的制约，反过来也会塑造外部结构。当然，这种动态发展过程中的角色塑造也似乎让X2教师更为乐观地看到，“兴许哪天这个情况又变了，我是不是又会感到幸运再次降临呢？”

Of course, accompanying the task load and challenges brought by multiple roles, it cannot be ignored that, in the process of allocating limited time resources, why are part-time ideological and political theory course teachers willing and able to address current challenges through "compression," "self-study," and "increasing demands"? What is the driving force behind this? And can this driving force alleviate the challenges brought by multiple roles? Through interviews, it was found that the endogenous motivation and subjective cognition of this group play a positive role in coping with the difficulties brought by multiple roles, helping them to exert initiative and creativity in teaching. This experience deserves more attention and reflection, and effective measures should be extracted from it.

当然，伴随着多重角色所带来的任务负荷与挑战，不容忽视的是，在有限的时间资源分配过程中，思政课兼职教师为何愿意并能够通过“压缩”“自学”和“加码”等方式来解决眼前的挑战？其背后的动力是什么？并且这种动力能否减缓由于多重角色所带来的挑战？通过访谈发现，该群体的内生性动力和主体性认知在应对多重角色所带来的困境中发挥了积极的作用，有助于他们在教学中发挥主动性和创造性。这种经验应当得到更多的关注与思考，并从中提炼出行之有效的措施。

(II) Role Conflict and Dislocation: Confusion and Impact Brought by Role Expectations and Cognition

（二）角色冲突与错位：角色期待与认知所带来的困惑与影响

"Which role am I teaching in?" has become a phrase often on the lips of interviewees, because different professional roles contain different professional norms and value expectations. Choosing which professional role to center on in participating in the teaching and practical activities of the ideological and political theory course brings varying degrees of requirements and challenges in establishing teaching objectives, evaluating teaching effectiveness, and selecting teaching methods. What role requirements and standards individuals should follow and apply to their current professional actions has become something they need to clarify.

“我是以哪种角色上课”成为受访者挂在嘴边的一句话，因为不同的职业角色蕴含着不同的职业规范和价值期待，选择以哪种职业角色为核心参与到思政课的教学和实践活动中，对他们建立教学目标、评价教学效果、选择教学方式等方面带来了不同程度的要求和挑战。而个体应当遵循何种角色要求与标准并作用于当前的职业行动中，成了他们当前有待澄清之处。

In Teacher H1’s handling of “role,” his confusion is mainly manifested in how to transition from his original professional role to the entirely new role of an ideological-political theory course teacher. This transition is not simply a change in form; it implies a dynamic adjustment process centered on the role, involving a whole set of elements such as discourse system, expressive content, and perspective of thought. Each role carries corresponding role expectations and requirements. The most challenging aspect is, “I still haven’t figured out what students expect of me. I’m not sure whether to adopt a familiar model or whether adjustments are needed; I feel quite passive.” Facing the same role transition, the experience and reflections of respondent Teacher X2 provide a supplement and complement from another perspective. For Teacher X2, the most concentrated challenge comes from the differences brought by the two roles of “manager” and “educator.” The former emphasizes the planning, organizing, leading, coordinating, and controlling of rules, regulations, and policy norms in school construction and development, highlighting the managerial and authoritative nature of school administrative service work; the latter carries an expectation of greater emphasis on equal communication, patient inspiration, and guidance with the educational subjects. Therefore, in the early stage of Teacher X2’s teaching, the expectations implied by this new role made him feel quite challenged. In response, he consciously chose “role reminders,” actively making himself “remember which role is playing the main function.” In Teacher X2’s view, he prefers to “present myself as much as possible as a teacher, with some grassroots government work experience and school administrative management experience, rather than an administrative cadre who happens to be a teacher.” This reflection evidently helped Teacher X2 quickly handle role conflict and role dislocation, prompting him to keep his originally more familiar role within a reasonable space during teaching, thereby both leveraging the rich work experience and social experience brought by his original professional role and ensuring the realization of the role goal as a teacher.

在H1教师关于“角色”的处理中，其困惑主要表现在，如何从原本职业角色向思政课教师这样一个崭新角色的转变。这种转变并不简单是一个形式的改变，而是意味着一个以角色为核心的一整套话语体系、表述内容、思考视角等要素的动态调整过程，每一种角色都暗含着与之相应的角色期待和要求。而其中最具挑战性的是“学生对我的期待到底是什么，我还没有搞清楚。我不确定是否要采取熟悉的模式，还是需要调整，感觉是比较被动的”。同样面对角色的转变，受访者X2教师的经验与思考能够从另一个视角提供补充和完善。就 X2教师而言，最集中需要应对的是来自作为“管理者”和“教育者”两种角色差异所带来的挑战。前者强调了对学校建设和发展中的规章制度、政策规范的计划、组织、领导、协调和控制，凸显了学校管理服务工作中的管理性和权威性；后者则被寄予了一种期待，即更加强调与教育对象之间的平等交流、耐心启发与引导等。因此，在 X2教师的教学初期，这种新角色所暗含的期许让他感到颇有挑战，对此，他有意识地选择了“角色提醒”，以此主动地让自己“记住是哪个角色在发挥着主要作用”，在X2教师看来，他更加希望自己“尽可能地呈现出我是一个老师的身份，也有着一定基层政府工作经验和学校行政管理经验；而不是一个行政干部顺便做了一次老师”。这种反思显然有助于X2教师较快地处理角色冲突和角色错位，促使X2教师在教学中，把自己原本更为熟悉的角色控制在一个合理的空间，既能够发挥原有的职业角色所带来的丰富工作经验与社会阅历的优势，又能够保障作为一名教师的角色目标的实现。

Merton uses the concept of “role set” to describe the fact of role complexity, referring to “the totality of role relationships that people have by virtue of occupying a particular social status.” [4]4 Robert K. Merton, *Social Theory and Social Structure* (New York: Free Press, 1968), 423. At the same time, individuals need to meet the social expectations generated by different social statuses and social identities, thereby shaping their behavioral norms and behavioral patterns. However, precisely because different roles in the “role set” impose different demands on individuals, these roles often interfere with each other and cause psychological conflict at the individual level during role performance, bringing many challenges to individuals at the psychological, cognitive, and behavioral levels. Particularly, in the current stage of building a team of part-time teachers for university ideological-political theory courses, since the role norms and professional expectations for part-time teachers are still in an exploratory phase—for example, whether part-time university ideological-political theory course teachers exist as a “temporary,” “interim,” or “substitute” group, or whether they are a necessary teaching resource link in the construction of the “grand ideological-political course” system—these key issues have not yet formed a general consensus. The construction of this team has also not been translated into concrete action measures in many schools. This may all cause part-time teachers to experience a gap from the cognitive level to the practical level regarding what roles and responsibilities they should assume. Part-time teachers instead spend a lot of time dealing with the psychological conflict caused by this ambiguous role state, “feeling like groping forward in chaos, with many uncertainties” (Teacher X3). This expression of “uncertainty” actually reflects the absence of role cognition among part-time teachers in this context. It not only affects the complete cognition and construction of this new professional role by part-time teachers, causing psychological and behavioral difficulties, but also undermines the generation and construction of part-time teachers’ subjective consciousness and capabilities.

默顿使用“角色丛”来描述角色复杂性这样一个事实，它是指“人们由于占有某一特殊的社会地位而具有的角色关系的全部”。同时，个体需要满足不同社会地位和社会身份所产生的社会期望，进而塑造个体的行为规范和行为模式。然而，正是由于“角色丛”中的不同角色对个体有着不同要求，因此这些角色间往往会互相干扰并在角色扮演中造成个体心理层面的冲突，对个体在心理、认知及行动层面带来诸多挑战。特别是，在当前高校思政课兼职教师建设阶段，由于总体上对兼职教师的角色规范和职业期待尚处于探索阶段，例如，高校思政课兼职教师是作为一种“临时性”“阶段性”“替补性”的群体存在，还是作为“大思政课”体系建设中的必要师资环节等关键性议题还未形成普遍性共识，这支队伍的建设也在很多学校未落实转化为具体的行动措施。这都可能造成兼职教师对承担何种角色与责任存在从认识层面到实践层面的缺位，兼职教师反倒会花费很多时间去处理这种模糊不清状态的角色所造成的心理冲突，“有一种在混沌中摸索前行的感觉，不确定性的东西比较多”（X3教师），这种“不确定性”的表述实则反映了兼职教师在此背景下角色认知的缺位，不仅影响了兼职教师对这一个崭新职业角色的完整认知与构建，造成了兼职教师心理上与行动上的困境，进而损耗了兼职教师的主体性意识、能力的生成与构建。

(III) Realization of Role Identity: Firm and Loyal Teacher Beliefs

（三）角色认同的实现：坚定且忠诚的教师信念

In the process of roles moving from “differentiation” to “integration,” learning to shape and form role identity is a path for part-time teachers to resolve role conflict. Role identity is “the specific identity and status that an individual plans for themselves as an occupant of a particular social position.” [5]5 Peter J. Burke and Jan E. Stets, *Identity Theory* (New York: Oxford University Press, 2009), 112. This requires grasping the deep connection between “individual” and “environment,” “subject” and “other,” by awakening and stimulating the subjectivity of part-time teachers and building a sound guarantee mechanism to enhance their sense of role identity. On the one hand, this requires part-time teachers to gain inner satisfaction and a sense of achievement from the professional values of this role, evoking deeper and more lasting inner professional beliefs, thereby enhancing their sense of belonging to the profession and promoting the realization of their professional self-potential. On the other hand, structural factors such as institutional frameworks, management systems, and organizational safeguards must provide guarantees, thereby giving part-time teachers the courage and motivation to resolve role dilemmas.

在角色从“分化”走向“融合”的过程中，学会塑造并形成角色认同是兼职教师化解角色冲突的路径。角色认同是“个体规划给其自身的，作为对某一特定社会位置占据的特定认同和地位”，这就需要把握“个体”与“环境”、“主体”与“他者”之间的深度关联，通过唤醒与激发兼职教师的主体性，搭建完善的保障机制从而提升兼职教师的角色认同感。一方面，这需要兼职教师能够从这份职业价值观中获得内在的满足感与成就感，唤起更深层次、更持久的内在职业信念，以增强对职业的归属感并提升专业自我潜能的实现；另一方面，要从制度架构、管理制度和组织保障等结构性因素给予保障，以此赋予兼职教师化解角色困境的勇气和动力。

Teacher X3 said: “When students heard about my poverty alleviation work experience at the grassroots level, they had many exchanges with me. Later, after graduation, a student returned to his hometown, joined forces with other companions, and engaged in rural e-commerce, becoming a new-type farmer. Now it has become a typical case of local rural revitalization.” This experience of teacher-student growth was the first time Teacher X3 experienced the value affirmation of being a part-time ideological-political theory course teacher, that is, “I felt the influence and inspirational power of being a teacher.” It also gave Teacher X3 strength amid the interweaving of multiple roles. This strength is different from the meaning brought by other administrative management work; it is a power that can truly shape the fate of a young individual, a power that “can concretely act on the fate of specific individuals to change it” (Teacher X3). It can be seen that it is precisely the awakening of this inner growth motivation that provides a good professional experience for many part-time teachers, including Teacher X3, making it a deep-seated work motivation that drives them to endure the challenges brought by busy and tedious work patterns. At the same time, Teacher T2 gave a rather touching response: “I am still ‘learning to be a teacher’ to this day. The rich experience brought by this new role is the best gift of my life, so many difficulties are just a life experience.” When part-time teachers can gradually trust themselves in the process of deeply entering the daily life world of the vast number of students, and can reflect on their own subject value around educational and teaching activities, this means that they are actively and consciously, rather than passively, completing a certain process. Only then can they form a complete spiritual system centered on self-drive, urging themselves to actively engage in educational practice reflection, achieve professional development, and thus complete “the transformation from self-concealment to active intervention.” In this transformation process, teacher beliefs play an important mediating role. Teacher beliefs “are the spiritual pillar of a teacher’s life, the creed of the teaching profession, the core element of teacher culture, the implicit guide of teacher behavior, and the inner force of teacher development.” [6]6 Ye Lan, “On Teacher Beliefs,” *Educational Research*, no. 8 (2000): 16. These inner beliefs are the concrete manifestation of professional values, professional self-awareness, and capabilities in the process of individual endogenous development, and they become their implicit assumptions about ideological-political theory course teaching and educating people, as well as the spiritual driving force for professional development.

X3教师谈道：“当学生听了我在基层的扶贫工作经历，和我有了很多交流，后来学生毕业回到家乡，联合其他同伴一起，投身农村的电子商务，成为新农人，现在成为当地乡村振兴的典型案例。”这段师生成长经历是X3教师第一次体验到作为一名思政课兼职教师的价值确定，即“感受到了作为一名教师所产生的影响力和感召力”，也让X3教师在多重角色交织中获取了力量，而这种力量和其他的行政管理工作所带来的意义不同，这是一种能够切实塑造一个年轻个体命运发展的力量，是一种能够“实打实地作用于具体命运改变的力量”（X3教师）。可以看到，正是这样一种内在成长动力的唤醒为包括X3教师在内的诸多兼职教师提供了良好的职业体验，使之成为一种深层次的工作动力，推动其愿意承受忙碌、烦琐的工作模式所带来的挑战。与此同时，T2教师有一段颇为动人的回应，“我至今都还在‘学做教师’，这个新角色带来的丰富体验是我最好的生命馈赠，因而很多困难不过是一场生命的体验”。当兼职教师能够在深入走进广大学生的日常生活世界的过程中逐渐信赖自身，并能够围绕教育教学活动获取对自身主体价值的反思之时，就意味着其正在主动地、有意识地而非被动式地完成某个流程，也才能形成一整套以自我驱动为核心的精神体系，敦促自身积极进行教育实践反思，实现专业化发展，以此完成“从自我遮蔽到主动介入的转变”，而在这个转变过程中，教师信念扮演了重要的转介作用，教师信念“是教师人生的精神支柱，是教师职业的奉守信条，是教师文化的核心要素，是教师行为的隐性导引，是教师发展的内在力量”。这些内在的信念感是个体内生性发展过程中职业价值观、专业自主意识与能力的具体呈现，并成为他们关于思政课教学和教书育人的隐含假设，以及推动职业发展的精神动能。

In addition, the construction of an effective external organizational environment also plays an important role in the process of role identification. In the schools where some respondents (Teacher F1, Teacher F2, etc.) work, the relevant organizations such as the departments, colleges, and schools where they serve part-time have actively built a research center covering ideological and political course teachers, counselor teams, and other part-time talent, promoting the construction and development of the part-time teacher team through regular meetings and seminars. This has benefited many young teachers, including Teacher F1, not only providing certain guarantees for part-time work but also enabling their original student work to gain a lot of “dry goods and hard goods.” “Although the pressure is great and the requirements for part-time work are high, the school gives us sufficient tolerance. We can set teaching topics according to our own research interests and directions, and then polish them. This at least gives us confidence.” (Teacher F4) In fact, scientific organizational systems, sufficient space for professional growth resources, and inclusive channels and measures for autonomous development are all positive factors promoting the growth and development of the part-time teacher team, and have positive significance for stimulating the endogenous motivation of the part-time teacher team and enhancing the role identification and professional identity of part-time teachers. In essence, this construction based on the external environment is a process of mutual coordination and mutual trust between the part-time teacher team and various management departments, a process of continuously empowering and enabling individuals through a scientific and complete external organizational environment, and a process of continuously enhancing the sense of role identification in good interactive relationships.

除此之外，一个有效的外部组织环境的搭建在角色认同的过程中也具有重要的作用。在一些受访者（F1教师、F2教师等）所供职的学校中，其所兼职的系所、学院和学校等相关组织积极搭建了一个覆盖思政课教师、辅导员队伍和其他兼职人才的研究中心，通过规律性的开会与研讨等方式推进兼职教师队伍的建设与发展。这让包括F1教师在内的很多年轻教师收获颇丰，不仅为兼职工作提供一定保障，更让原本的学生工作收获到很多的“干货、硬货”。“尽管压力很大，兼职工作要求高，但学校给我们包容性是比较足够的，可以根据自己的研究兴趣和方向定授课专题，然后再进行打磨，这让我们起码具备了信心。”（F4教师）事实上，科学的组织制度、充足的专业化成长的资源空间、富有包容性的自主发展渠道与措施等都是促进兼职教师队伍成长和发展的积极要素，对激发兼职教师队伍的内生动力、增强兼职教师的角色认同和职业认同具有积极的意义。而这些基于外部环境的构建，就其本质而言，是兼职教师队伍和各个管理部门相互协调、相互信任的过程，也是一个科学完善的外部组织环境对个体不断赋能增权的过程，更是在良好的互动关系中不断增强角色认同感的过程。

III. “What Knowledge Should I Possess”: The “View of Knowledge” Required by Part-Time Teachers of University Ideological and Political Courses

三、“我应当具备何种知识”：高校思政课兼职教师所需的“知识观”

Teacher X4, who has years of experience in school administrative work and grassroots practice, is confident in precisely grasping the dimensions of “political nature,” “value nature,” and “practical nature” of the course during the teaching process, but finds the “theoretical nature” and “knowledge nature” of the course quite challenging. “Years of administrative management experience help me clearly explain the background, origin, and practical application of the doctrines, viewpoints, and policies in the textbook. However, whether this is the ‘knowledge’ traditionally required by ideological and political courses is a point that troubles Teacher X4’s part-time path.” It should be noted that the “knowledge” that troubles Teacher X4 also shows a certain universality. Because they do not possess the same knowledge cultivation as full-time teachers, there appears “periodic lack of self-confidence and lack of trust” (Teacher F5, Teacher F6), and “uncertainty about whether what we teach is what the course requires” (Teacher H4). Therefore, what “knowledge” part-time teachers of ideological and political courses should possess, and how to better use that “knowledge,” are aspects that part-time teachers of ideological and political courses also need to explore in their teaching practice, and also represent a real pressure in the specific teaching evaluation process for these teachers.

作为有多年学校行政工作和基层实践经验的X4教师自信于课程教学过程中，对课程“政治性”“价值性”“实践性”等维度的精准把握，却对课程的“学理性”和“知识性”颇感挑战。“多年的行政管理工作经验有助于我讲授清楚教材中的那些学说、观点和政策的背景、出处与落脚之处。然而，这是否是传统意义上思政课所需要的‘知识’”，这一点困扰着X4教师的兼职之路。需要看到的是，X4教师所为之困惑的“知识”，也呈现出了一种普遍性，因为不具备与专职教师一样的知识养成，而出现“阶段性的不自信与不被信任”（F5教师、F6教师），“不确定我们所讲的是不是课程所需要的”（H4教师）。因而，思政课兼职教师应当具备什么“知识”，又如何更好地使用“知识”，是思政课兼职教师在开展教学实践工作中同样需要探索之处，也是思政课兼职教师在具体的教学评价过程中的一种现实压力。

(I) How Can Practical Knowledge Become the Knowledge Required by Ideological and Political Courses

（一）实践性知识何以能够成为思政课所需要的知识

When talent with practical attributes is selected and recruited into the ideological and political course teacher team, their knowledge composition naturally differs from that of full-time teachers. Respondents indicated that, on the one hand, they are selected to undertake some course and thematic teaching, yet after selection, there is a lack of trust in their teaching level and methods; on the other hand, the experience, thinking, and practice they have always been proud of are difficult to be reasonably treated and fully demonstrated in the teaching process. Faced with such doubts and concerns, there is also a lack of learning and improvement measures from the institutional and systemic level. This ultimately creates a gap and interaction barrier between full-time and part-time teachers centered on “knowledge,” and affects the initiative, consciousness, and creativity of part-time teachers in the teaching process.

当具备实践属性的人才被选聘进入思政课教师队伍中时，其知识构成与专职教师具有天然的区分和差异。受访者表示，一方面，他们被选拔出来承担一些课程和专题教学，却在选拔后对他们的授课水平和方式缺乏信任；另一方面，那些一直引以为傲的经验、思考和实践在授课过程中难以被合理地对待和充分彰显。而面对这样的质疑和担心，又缺少了来自机制体制层面的学习与提升措施。这最终造成了以“知识”为核心的专兼职教师的隔阂与互动阻隔，并影响了兼职教师在教学过程中的主动性、自觉性和创造性。

Knowledge is a core element constituting a course, and it is also the cornerstone of a teacher’s teaching activities. From the perspective of the course, the knowledge content and form carried by a course determine the value direction of that course. Under the shaping of different views of course knowledge, that is, under the influence of the value and nature of different types of knowledge, the course presents different directions. Similarly, this inevitably affects the growth and development of teachers. In existing discussions on views of course knowledge, they can be roughly divided into an “essentialist view of knowledge” and a “non-essentialist view of knowledge.” Behind these two divisions lie the profound shaping and influence of different philosophical thinking. The “essentialist view of knowledge” is seen as “formed based on a ready-made philosophical mode of thinking, holding that the world is an existence external to humans with a predetermined essence, and the knowing subject is merely an actor independent of the object”; while the proposal of the “non-essentialist view of knowledge” emphasizes that knowledge is a process formed through the interaction of multiple participating subjects in a dynamic, interactive, and non-linear situation. Therefore, knowledge highlights active constructiveness, social interactivity, and dynamic generativity. Thus, knowledge is no longer an isolated system; it must necessarily pay attention to its relationship with its audience and concern what meaning it has for the subject as a subject. At the same time, some scholars divide the knowledge forms adopted by teachers in teaching activities into two parts: “theoretical knowledge” and “practical knowledge.” Theoretical knowledge is a kind of understanding that can be articulated and has obvious systematicity, regularity, and abstraction; practical knowledge is “an understanding of teaching formed through reflection and refinement of one’s own teaching experience and enacted through one’s own actions.” Obviously, the latter places greater emphasis on using knowledge as a bond and connection point, taking students’ growth and development as the goal of education and teaching. This inevitably promotes the expansion and extension of course paradigms, educational resources, and teaching methods, thereby helping students achieve comprehensive development.

知识是构成课程的核心要素，同样也是教师在教学活动中的基石。从课程的视角出发，一门课程所承载的知识内容与形态决定了这门课程的价值方向，而在不同课程知识观的塑造下，即在不同类型知识的价值与性质的影响下，课程呈现出不同的方向，同样，这势必影响着教师的成长与发展。在已有的对课程知识观的讨论中，大致可以分为“本质主义知识观”和“非本质主义知识观”，这两种划分方式的背后又受到不同哲学思维的深刻塑造与影响。“本质主义知识观”被看作是“基于现成论哲学思维方式形成的，认为世界是一种外在于人的、本质既定的存在，认识主体只是独立于对象的行动者”；而“非本质主义知识观”的提出，则强调了知识是在一种动态、互动和非线性的情况下，由多元参与主体互动形成的过程，因此，知识就彰显了主动建构性、社会互动性、动态生成性。由此，知识不再是一个孤立的体系，势必需要关注与其受众之间的关系，关切对作为主体的意义到底是什么。同时，有学者将教师在教学活动中所采取的知识形态划分为“理论性知识”和 “实践性知识”两个部分，理论性知识是一种能够被言说，具有明显的系统性、规律性和抽象性的认识；而实践性知识是“对自己的教学经验进行反思和提炼后形成的，并通过自己的行动作出的对教学的认识”。显然，后者更加强调将知识作为一种纽带和连接点，将学生的成长与发展作为教育教学的目标所在，由此势必促成课程范式、育人资源与教育手段等方面的扩展和延伸，以此帮助学生实现全面发展。

This division of views of knowledge actually provides inspiration for the educational pattern of the “grand ideological and political course”: on the one hand, theoretical exploration and cultivation must be continuously carried out; on the other hand, the extension of other knowledge forms and content is equally significant, that is, knowledge oriented toward social life, the real environment, and the life conditions of more people, thereby encouraging students to move from passively receiving knowledge to actively exploring knowledge, from being defined by “fixed” knowledge to exploring the world starting from the “self.” Therefore, the extension and expansion of practical teaching links, the absorption of various practical resources reflecting the characteristics of the times and social life, the exploration and use of various practical carriers capable of bearing the educational goals of ideological and political courses, and the active absorption of teacher resources with practical attributes will all become manifestations of this “view of knowledge” in the process of this shift. Hence, valuing and leveraging practical knowledge is not only an affirmation based on teaching value but also an expansion and penetration of the course’s logical system into students’ daily life world, a response and connection to social reality. This should become a conscious value reflection in the construction and development of ideological and political courses under the “grand ideological and political course,” and it is even more necessary to transform this knowledge form into teaching resources. For example, constructing practical education platforms, building practical case libraries, and forming teaching models that can be promoted and replicated all need further implementation and advancement.

这种知识观的划分其实为“大思政课”育人格局提供了启发：一方面，要持续开展理论探索与耕耘；另一方面，其他的知识形态与内容的延伸同样意义重大，即那些面向社会生活、现实环境及更多数人的生命状态的知识，并以此鼓励学生从被动接受知识走向主动探究知识，从被定义的“固化”的知识走向由“我”出发的对世界的探寻。因而，实践教学环节的延伸与拓展，对各类反映时代特征和社会生活的实践资源的吸收、对能够承载思政课育人目标的各类实践载体的探索与使用，以及对具有实践属性的师资资源的积极吸纳都将成为这种转向过程中“知识观”的呈现。因此，重视和发挥实践性知识，不仅是基于一种教学价值层面的肯定，而且是课程逻辑体系向学生的日常生活世界的拓展与渗透、对社会现实的回应与对接，这应当成为“大思政课”下思政课建设与发展中一种自觉的价值反思，更加需要将这种知识形态进行教学资源的转化。例如，构建实践育人平台、建设实践案例库、形成能够推广和复制的教学模式等方式都需要进一步落实与推进。

(II) How Part-Time Teachers of Ideological and Political Courses Can Undertake This Task through the Confirmation of Practical Knowledge

（二）思政课兼职教师如何通过实践性知识的确认担此重任

Universities encourage and select representative and exemplary talents from different industries and fields to join the ranks of ideological and political theory course teachers. One of the aims is to enable part-time ideological and political theory course teachers to leverage their original professional attributes and personal advantages, introducing knowledge that reflects the nature of the times, society, and values into classroom teaching, and to reprocess, re-extract, and reapply theoretical knowledge that is universal, objective, theoretical, and abstract, thereby forming a richer perspective for theoretical interpretation. In this process, knowledge is no longer an isolated logical system, nor is the teacher merely a self-contained system; rather, it becomes a knowledge system that can reflect on reality, show concern for individuals, society, and the times, and respond to the needs of the people. This is necessarily “a complete, historical, social, cultural, and unique existence.” [10]10 “完整的、历史的、社会的、文化的、独特的存在” (a complete, historical, social, cultural, and unique existence): This phrase is a quotation from the author’s source material, likely drawing on educational or philosophical discourse emphasizing the holistic and contextual nature of knowledge and the teacher’s role. These part-time ideological and political theory course teachers, coming from diverse professional environments, are entrusted with an expectation: that they can draw on practical experience from their own career trajectories to form teaching resources serving the ideological and political theory course, using the practical experience of the broader social classroom to broaden the horizons of the small ideological and political theory classroom. On the basis of traditional ideological and political theory course teaching methods, they expand students’ educational contexts, enrich students’ educational content, enhance students’ initiative in understanding society, and provide a new possibility for exploring teaching pathways in the ideological and political theory course. Therefore, in the educational and teaching activities of the ideological and political theory course, how part-time ideological and political theory course teachers recognize, excavate, and utilize these practical experiences, transforming them into resources needed for ideological and political theory course teaching, thereby transcending certain limitations of individual professional dimensions on the basis of individual professional experience to form public knowledge that can serve classroom teaching—this is not only an issue that part-time ideological and political theory course teachers should pay attention to, but also an active exploration of the knowledge form of the ideological and political theory course.

高校鼓励并选拔来自不同行业和领域的代表性和示范性人才进入思政课教师队伍中。其目的之一就是要发挥思政课兼职教师原本的职业属性和个人优势，将反映时代性、社会性、价值性的知识引入课堂教学，并对具有普遍性、客观性、理论性和抽象性的理论知识进行再加工、再提取和再运用，以此形成更丰富的理论解读视野。那么，在此过程中，知识不再是一个孤立的逻辑体系，教师也不单是一个自在的体系，而是能够对现实有所观照，对个体、社会和时代有所关切，对人民所需有所回应的知识体系。这势必是“完整的、历史的、社会的、文化的、独特的存在”。这些来自不同职业环境的思政课兼职教师则被赋予了一种期待，即能够从自身职业生涯中的实践经验出发，形成服务于思政课的教学资源，用社会大课堂的实践经验拓宽思政小课堂的视野。在传统的思政课教学方式的基础上，拓展学生的教育情境，丰富学生的教育内容，增强学生认识社会的主动性，为思政课的教学路径探索提供一种新的可能性。因此，在思政课教育教学活动中，思政课兼职教师如何认识、挖掘和使用这些实践性的经验，使其转化为思政课教学所需的资源，从而在个体职业经验的基础上，超越个体职业向度的某些局限性，形成能够服务于课堂教学的公共知识，这不仅是思政课兼职教师应当关注的议题，也是对思政课知识形态的一种积极探讨。

In other words, part-time ideological and political theory course teachers should not feel frustrated by the “lack of reasonable treatment” in the immediate term, but should actively explore “practical knowledge.” Especially in the real context of student growth, there is broad consensus on the shaping and influence of practical knowledge on individuals. It is not only a link between students’ knowledge and action, a resource for theoretical knowledge to be verified and further reflected upon, but also the action logic for teachers to implement educational and teaching behaviors. Therefore, how to directly confront students’ growth aspirations and practical demands, making practical knowledge a distinct educational and teaching content from that of professional teachers, is of great significance. Of course, schools must promptly grasp the construction requirements of ideological and political theory course teaching under the transformation of the “knowledge view,” give full respect and treatment to practical knowledge, and strive to understand the value existence of part-time ideological and political theory course teachers from a holistic development perspective.

换言之，思政课兼职教师不能为眼前“得不到合理的对待”而感到挫败，而是要积极开展对“实践性知识”的探索，特别是在学生真实的成长环境中，实践性知识对人的塑造和影响已形成广泛的共识，它不仅是学生知与行的纽带，是理论性知识得以印证和进一步反思的资源，也是教师实施教育教学行为的行动逻辑。因而，如何直面学生成长渴求、现实诉求，使实践性知识成为一种区别于专业教师的教育教学内容就显得意义重大。当然，学校要及时把握“知识观”转变下思政课教学的建设要求，对实践性知识给予充分的尊重和对待，力求以一种整体发展视野把握思政课兼职教师的价值存在。

(III) Gaining Confidence in Practical Knowledge on the Basis of Reflection

（三）在反思的基础上获得对实践性知识的自信

The rich and vivid practical experience and wisdom possessed by part-time ideological and political theory course teachers are undoubtedly concrete manifestations of practical knowledge. They extend and expand the course’s teaching content and channels in a more implicit and intrinsic way, becoming resources that act on students’ growth and development. At the same time, as a link between students’ knowledge and action and the action logic for teachers to implement educational and teaching behaviors, practical knowledge can undoubtedly provide richer content for theoretical teaching. Of course, the acquisition of practical knowledge necessarily requires repeated adjustment and verification. Scattered, fragmented, and perceptual practical experience must be transformed and developed; only when it is sublimated into a guiding practical rationality can it be called practical knowledge, and only then can it become a form of knowledge needed in teaching practice activities. Otherwise, it is difficult for practical knowledge to embody its role and value as an important educational resource.

思政课兼职教师所具备的丰富鲜活的实践经验与智慧无疑是实践性知识的具体呈现，它以更加隐蔽、内在的方式扩展和延伸了课程教学内容、渠道，成为作用于学生的成长与发展的资源所在。同时，实践性知识作为连接学生知与行的纽带、教师实施教育教学行为的行动逻辑，无疑能够为理论教学提供更为丰富的内容。当然，实践性知识的获得势必需要经过反复地调整与验证，要对零散、碎片化、感性的实践经验进行转化和发展，在升华为一种具有指导性的实践理性时，才有可能称之为实践性知识，也才可能成为教学实践活动中所需的一种知识形态。否则，实践性知识难以体现作为一种重要教育资源的作用与价值。

This cognitive premise should become a value consciousness and value confidence in the construction and development of the part-time teacher group. Part-time teachers also need to more consciously and proactively think about and practice the teaching paradigms and teaching ideas under the background of constructing the “grand ideological and political theory course,” and highly grasp the significance of the essence of “grand” in breaking through the “last mile” dilemma of ideological and political theory course reform. [11]11 “最后一公里” (the last mile): A common Chinese metaphor for the final, often most difficult, stage of implementing a policy or reform, originating from logistics and telecommunications. In response to this situation, Teacher T1, who has many years of teaching experience, provided an important answer: “We must actively initiate ‘dialogue’ and ‘reflection.’” “Dialogue” means actively seeking dialogue with full-time ideological and political theory course teachers, engaging in multi-dimensional and multi-level exchanges and collisions around teaching, hearing different voices and insights, stepping out of the trap of egocentrism, and exploring the homogeneity of teaching on the basis of uniqueness and heterogeneity. At the same time, building channels and spaces for high-quality teaching dialogue remains indispensable. This not only requires establishing various teaching platforms and carriers, such as institutional and regular seminars, lesson preparation meetings, and discussion forums, but also requires an atmosphere and environment where participants can speak freely. Those involved in the dialogue should be willing to actively share their teaching feelings, experiences, and practices, and accept others’ suggestions and questions with a more proactive and sincere attitude. “Reflection,” on the other hand, is precious: “We must reflect on the teaching content, teaching ideas, and value positions in the teaching process, to see whether they have undergone rational debate and serious scrutiny, thereby avoiding the unthinking substitution of one’s own unexamined life into the ideological and political theory classroom” (Teacher T1). Therefore, part-time teachers consciously engaging in dialogue, reflection, and learning about their existing career experiences, life experiences, and ideological concepts can both form practical knowledge with individualized characteristics and develop certain teaching laws and methods that can be transferred, promoted, and replicated. This is a key step in the process of building the part-time ideological and political theory course teacher team. Only in this way can the conceptual logic, practical wisdom, development context, social reality, and demands of the times behind knowledge points be integrated and comprehended, thereby promoting the possibility for the ideological and political theory course to be closer to the “life world” and based on “real people,” thus realizing the extension of the first classroom to real life and social practice. This should also be where part-time teachers can leverage their strengths and form their professional confidence.

这种认知前提应当成为兼职教师群体建设与发展中的价值自觉和价值自信。兼职教师也需要更加自觉主动地思考与实践“大思政课”建设背景下教学范式与教学思想，高度把握“大”之要义在破解思政课改革“最后一公里”困境中的意义。针对这样的现状，有多年教学经验的T1教师贡献了一个重要答案，“要主动地开启‘对话’与‘反思’”。“对话”是要积极地寻求与专职思政课教师的对话，围绕教学展开多维度、多层次的交流与碰撞，听到不同的声音与见解，走出个人中心迷障，在独特性和异质性的基础上探寻教学的同质性。同时，搭建高质量教学对话的渠道与空间仍然是必不可少的，这不仅需要搭建各类教学平台与载体，例如制度性、规律性的研讨会、备课会、畅谈会等，而且这种教学对话需要的是一种能够畅所欲言的氛围与环境，参与对话的对象都愿意主动分享自己的教学感受、经验与做法，并能够本着更加主动、真诚的态度接受别人的建议和质疑。而 “反思”则弥足珍贵，“要对教学过程中的教学内容、教学思想和价值立场进行反思，看一看它们是否经过了理性的思辨、认真的审视，以此避免不假思索地把自己未经审查的生活代入思政课堂” （T1教师）。因此，兼职教师能够有意识地对已有的职业阅历、人生经验、思想观念进行对话、反思与学习，既能够形成具有个性化特征的实践性知识，又能够形成一定可以迁移、推广与复制的教学规律与方法，这是在思政课兼职教师队伍建设过程中的关键步骤。如此，才能将知识点背后的构思逻辑、实践智慧、发展脉络、社会现实、时代诉求等方面融会贯通，以此推动思政课具备更加贴近“生活世界”以及立足于“现实的人”的可能性，从而实现第一课堂向现实生活和社会实践的延伸，这也应当是兼职教师能够发挥其所长，形成其职业自信之处。

IV. “I Want to Be a Good Ideological and Political Theory Course Teacher”: The Professional Identity of Part-Time Ideological and Political Theory Course Teachers

四、“我想成为一名好的思政课老师”：思政课兼职教师的职业认同

Professional identity is “the individual’s gradual confirmation of their self-concept in the professional world from growth experiences, and is the individual’s positioning in the professional world,” reflecting “the professional beliefs formed in the interactive context of the two subjects of self and others.” Defining and exploring the individual’s position in the profession has become the underlying development logic of professional identity, and its internal manifestation is “a socially constructed concept involving the joint action of self and others, possessing both synchronic and diachronic characteristics.” [12]12 “共时性与历史性” (synchronic and diachronic): Terms from structural linguistics (Ferdinand de Saussure), referring respectively to the study of a system at a single point in time and its development over time; here applied to the dual temporal dimensions of professional identity formation. Professional identity emphasizes a dynamic process of identity, which not only manifests as the individual gradually forming a sense of belonging, identity, and attachment to a certain profession in interaction with society, but is also necessarily a process that changes continuously with external factors. Teachers’ professional identity is a value identity and sense of meaning formed in the process of teaching practice and educating people. The development dilemma centered on “role” and the development dilemma centered on “knowledge” will further affect the professional identity of part-time ideological and political theory course teachers. This is manifested in the process of the individual’s transformation and development from their original professional identity to that of an ideological and political theory course teacher, in terms of the individual’s sense of identity, belonging, and emotional energy toward the professional identity. For example, how to find one’s position within an organization, how to clarify one’s value belonging and professional belonging, and how to determine one’s connection with the outside world.

职业认同是“个体逐渐从成长经验中确认自己在职业世界中的自我概念，是个体在职业世界中的定位”，反映了“在自我与他者两个主体的交互情境中形成的职业信念”，界定与探索个体在职业中的位置成了职业认同中潜在的发展逻辑，而其内在表现为“包含自我与他者共同作用的社会建构性概念，兼具共时性与历史性的双重特征”。职业认同强调了一种动态的过程性认同，不仅体现为个体在与社会互动中逐渐形成对某个职业的归属感、认同感与依恋感，而且它势必是一个伴随着外在因素不断变化而变化的过程。教师的职业认同是教师在教学实践与育人过程中形成的一种价值认同和意义感。而以“角色”为核心的发展困境和以“知识”为核心的发展困境，会进一步影响思政课兼职教师的职业认同，这表现在个体从原本的职业身份向思政课教师的转变与发展过程中，个体对专业身份的认同感、归属感和情感能量。例如，如何在一个组织内找到自己的定位、如何明确自身的价值归属与职业归属、如何确定我与外界的关联等。

(I) The Management Systems and Measures for Part-Time Ideological and Political Theory Course Teachers and the Professional Identity of Part-Time Ideological and Political Theory Course Teachers

（一）思政课兼职教师的管理制度和措施与思政课兼职教师的职业认同

Teacher F1 mentioned: “In lesson preparation and the specific teaching process, there is a lack of channels and opportunities for communication with full-time teachers; teaching is more often conducted in a kind of ‘back-to-back’ manner. This feeling of fighting alone, for a group like us (part-time teachers), brings a certain psychological disappointment.” Teacher X4 stated: “Due to the division of organizational and personnel identity, I don’t have many opportunities to meet full-time teachers. Even when there is some exchange, it is mostly on a personal, private level. So, on the one hand, I strive to seize opportunities to learn from teachers willing to offer guidance; on the other hand, I also hope for a smooth mechanism and platform to better help us.” Meanwhile, all respondents from the category of “professionals with industry experience” mentioned the feeling of being a “lone traveler” in their identity: “There isn’t much communication with other teachers; each time I just liaise with one responsible teacher” (Teacher H2). They elaborated: “Both teachers and students are very enthusiastic, but I’m quite uncertain about what I should do and what I can do” (Teacher H3). “Although there aren’t many course topics, and most involve sharing industry experience, I have never been a teacher before, and I’m very nervous. I also hope for a better way to resolve this situation” (Teacher H4).

F1教师提道：“在备课和具体的教学过程中，缺少和专职教师交流的渠道与机会，更多的是以一种类似‘背靠背’的方式开展教学。这种单打独斗的感觉对于我们这种身份（兼职教师）的群体来说多少会有点心理上的失落。”X4教师表示：“由于组织与人事身份划分的原因，我和专职教师见面的机会不是很多，即便是有所交流，多是个人层面的私下交往。所以，一方面我努力地抓住机会向愿意赐教的老师学习；另一方面，我也希望有一个畅通的机制和平台能够更好地帮助我们。”而来自“具有行业经验的专业人才”的全部受访者都提到了身份中“独行者”的感受，“和其他老师并没有太多的交流，每次工作就对接一个负责老师”（H2教师），并具体谈到“师生都很热情，但是，对于要做什么，能够做什么是比较不确定的”（H3教师），“虽然课程专题不多，又多是讲授一些行业经验，但是，我从来没有做过教师，我是很紧张的，也希望有一个更好的途径解决这个现状”（H4教师）。

When a group of outstanding talents with practical experience enter the ranks of ideological and political theory course teachers, whether the relevant supporting measures and management models are adequate and fully guarantee the construction and development of the part-time teacher team remains a current challenge and pressure. Incomplete management measures and the lack of effective work carriers and work models are directly affecting the performance and sustainable development of part-time teachers. More importantly, under the current educational framework of the “Grand Ideological and Political Theory Course,” [13]13 The “Grand Ideological and Political Theory Course” (大思政课) refers to a broadened educational approach that integrates ideological and political education across all courses, campus activities, and social practice, moving beyond the traditional single classroom setting. consensus has yet to be formed on the construction and reform of the teaching staff around core development elements such as the “great classroom of society” and “collaborative education.” [14]14 “Great classroom of society” (社会大课堂) and “collaborative education” (协同育人) are key concepts within the “Grand Ideological and Political Theory Course” framework, emphasizing the use of social resources and multi-stakeholder cooperation in education. This is specifically manifested in whether part-time ideological and political theory course teachers are regarded as a mere “quantitative” supplement to the teaching staff or as an important component of the “Grand Ideological and Political Theory Course” educational framework. These are clearly two understandings that require further dialogue and improvement. Consequently, the professional identity of part-time ideological and political theory course teachers will face a longer wait and verification amid the exploration of management measures and conceptual understanding. In fact, the growth and development of part-time ideological and political theory course teachers in higher education require a matching set of management systems, experiences, and models. This includes not only improvements in the top-level design of the departments or teaching teams to which part-time teachers belong—regarding the implementation of compensation, performance evaluation, and personnel management—but also organizational support for daily work models such as supervision and training, collective lesson preparation, and teaching research exchanges for part-time teachers.

当一批优秀的、具有实践经验的人才进入思政课教师队伍时，相关配套措施、管理模式是否匹配并充分保障兼职教师队伍的建设与发展仍然是目前存在的挑战与压力。相关管理措施的不完善、有效工作载体和工作模式的不健全正在直接影响着兼职教师的表现与持续发展。更加重要的是，在当前“大思政课”的育人格局下，围绕“社会大课堂”和“协同育人”等核心发展要素所进行的师资队伍建设和改革尚未形成共识，具体表现在，将思政课兼职教师视为一种师资“数量”的补充，还是将其作为“大思政课”育人格局的重要构成，这显然成为两种有待进一步对话和改善的认识，而思政课兼职教师的职业认同也将在管理措施与理念认识的探索中接受更加漫长的等待与验证。事实上，高校思政课兼职教师的成长与发展需要一套与之匹配的管理制度、管理经验与模式，这不仅包括兼职教师隶属的系所或相关教学团队在待遇落实、考核评价、人员管理等的顶层设计上的完善，也体现在对兼职教师的督导培训、集体备课、教研交流等日常工作模式的组织与支持上。

(II) The Influence of Different Occupational Sources and Professional Experiences on the Professional Identity of Part-Time Ideological and Political Theory Course Teachers

（二）不同职业来源与职业体验在思政课兼职教师职业认同中的影响

College counselors, Youth League cadres, and others engaged in long-term daily ideological and political education work are more likely to develop professional identity as part-time ideological and political theory course teachers. General Secretary Xi Jinping has put forward the requirements and evaluation criteria of the “Eight Unifications” [15]15 The “Eight Unifications” (八个统一) are eight pairs of dialectical principles for improving ideological and political theory courses, proposed by Xi Jinping in 2019, including unifying political and academic rationality, value and knowledge transmission, and theory and practice. for the construction and development of ideological and political theory courses. Part-time teachers from the ranks of college Youth League and student affairs work possess richer experience and more significant advantages in terms of “political nature,” “value orientation,” and “practicality” within these criteria. This gives them natural adaptability and good growth potential in the process of becoming part-time ideological and political theory course teachers. “Our advantage lies in having a good sensitivity to the current growth status of students, being able to accurately grasp the overall characteristics of students, and we have also developed some practices and good experiences from this. This actually has a high degree of alignment with some of my courses and topics” (Teacher F2). The “alignment” mentioned by Teacher F2 precisely reflects the advantage in this context. More importantly, in recent years, driven by the professionalization and specialization of the college counselor team, the professional level of college counselors has significantly improved, overall promoting the academic development of counselors in fields such as ideological and political education. “Counselor work is not just ‘singing and dancing’; our other attribute is that of ‘teacher’” (Teacher F3). Of course, under the impetus of comprehensively constructing the “Grand Ideological and Political Theory Course” educational framework, the main channel and the main front have been organically integrated, and the two teams have also been connected. This undoubtedly provides good preparation—from emotional identity and value identity to practical identity—for their transition and adaptation to the identity of part-time ideological and political theory course teachers. “After becoming a part-time teacher, I can actually view student work from a broader perspective” (Teacher F4).

高校辅导员、团干部等长期从事日常思想政治教育工作者更加容易产生对思政课兼职教师的职业认同。习近平总书记对思政课的建设与发展提出了“八个统一”的要求与评价标准，而来自高校团学工作的兼职教师在其中的“政治性”“价值性”和“实践性”等方面具有更丰富的经验和更显著的优势，这使得他们在适应思政课兼职教师的过程中具有天然的适应性和良好的成长性。“我们的优势在于对学生的成长现状有很好的敏锐度，能够精准把握学生的总体特征，特别是也从中形成了一些做法和好的经验，这其实和我的一些课程和专题匹配度是很高的”（F2教师）。F2教师口中的“匹配度”恰恰反映了在这种背景下的优势所在。更加重要的是，近年来伴随着高校辅导员队伍的专业化、职业化的推动与建设，高校辅导员的专业化水平有了较大的提升，整体推动了辅导员在思想政治教育等学科领域的学术化发展，“辅导员工作不是‘吹拉弹唱’，我们的另一个属性是‘教师’”（F3教师）。当然，在统筹构建“大思政课”育人格局的推动下，主渠道和主阵地得到了有机的结合，两支队伍之间也得到了融通。这无疑为他们向思政课兼职教师身份的转变与适应提供了从情感认同、价值认同到实践认同的良好准备。“在成为兼职教师后，其实具有更大的格局重新看待学生工作了”（F4教师）。

Other part-time teachers with stronger practical attributes, contemporary attributes, and industry characteristics, although able to recognize the importance of “practicality” for student growth and success and agree with the significance of the “Grand Ideological and Political Theory Course” educational framework, often require a longer exploration period to complete their identification with this profession due to limitations in their own professional literacy and theoretical cultivation. The reason for this is still consistent with the knowledge production discussed earlier. On the one hand, the teaching work of ideological and political theory courses is a process emphasizing the effective achievement of Marxist theoretical knowledge goals; the deep support and underlying logic of course quality still cannot escape the essential grasp of theoretical knowledge points. On the other hand, although these part-time teachers from this occupational source mostly appear as bearers of a certain teaching link, providers of a certain type of teaching resource, or executors of a certain teaching element, the requirements and standards for constructing high-quality courses still cannot avoid the need to grasp and interpret the theoretical logic and political logic of the course. In particular, compared with part-time teachers from fields such as daily ideological and political education work, humanities and social sciences, and propaganda and ideological work, the professional pressure they bear is more significant. This consequently leads to a certain sense of alienation and estrangement in the professional identity process for part-time teachers from this occupational source.

而其他具有更强实践属性、时代属性和行业特征的兼职教师，尽管能够认识到“实践性”对于学生成长成才的重要性，并认同“大思政课”育人格局的意义，但是，由于受限于自身的专业素养与理论养成，往往需要花费更加漫长的探索周期以完成对这份职业的认同。究其原因，仍然与前面所述的知识生产有一致性的指向，一方面，思政课的教学工作是一个强调将马克思主义理论知识目标有效达成的过程，课程质量的深层支持与底层逻辑仍然脱离不了对理论知识点的本质把握；另一方面，这部分职业来源的兼职教师尽管更多的是以某个教学环节的承担者、某类教学资源的提供者、某个教学要素的执行者的身份出现，但是，高质量课程的建设要求与标准仍然回避不了对课程理论逻辑和政治逻辑的把握与解读，特别是，较之于来自日常思想政治教育工作、人文社会科学领域、宣传思想工作等领域的兼职教师，他们所承载的专业压力更为显著，也会随之造成这部分职业来源的兼职教师在职业认同过程中的某种疏离与隔阂。

Of course, it is very significant that Teacher H1 chose to explore professional identity through the method of “using practice to compensate for shortcomings.” This can be seen as a phased strategy of “playing to strengths and avoiding weaknesses” in the context of differences in theoretical literacy compared with full-time teachers. On the one hand, they fully reprocess the understandings, views, and feelings formed in their grassroots and original professional experiences into materials, transforming them into practical materials that can be used in the course, thereby meeting students’ cognitive desire for real society. On the other hand, in their long-term professional lives, they have also formed a “problem-solving”-oriented action process, along with a matching set of thinking models, work habits, and discourse systems. For example, in understanding how to effectively guide students’ values, respondents generally considered elements such as “process,” “environment,” and “patience and tolerance” as potential teaching details. Specifically, “We have worked at the grassroots level for a long time and are exposed to more specific and complex social realities. Only with more patience can we overcome difficulties. Therefore, many things need to be done repeatedly, polished over and over; they cannot be achieved overnight” (Teachers H1 and H4). This coping mindset is difficult to articulate systematically and logically using theoretical knowledge, and it rarely enters the discussion perspective of ideological and political theory course teaching or the growth and development of ideological and political theory course teachers. However, compared with classroom theoretical indoctrination, knowledge explanation, and logical deduction, it highlights a professional action supported by the teacher’s subjective experience and wisdom. It is also an educational influence process that can only be demonstrated in a long-term process and environment, and moreover, it is the process of the teacher subject’s professional identity formation.

当然，非常有意义的是，H1教师选择了通过“用实践补拙”的方式来探索职业认同，这可以被视为在与专职教师存在理论素养差异的情况下，一种阶段性的“扬长避短”的应对策略。一方面，他们充分地将自身在基层和原本职业过程中形成的认识、看法和感受进行资料再加工，以形成能够转化课程所需的实践素材，并满足学生对现实社会的认知渴望；另一方面，在长期的职业生活中，他们也形成了以“解决问题”为导向的行动过程，以及与之匹配的一整套思考模式、工作习惯和话语体系。例如，在理解如何做好学生的价值引领这一个问题上，受访者普遍将“过程”“环境”和“耐心与包容”等要素作为潜在的教学细节考虑。具体而言，“我们长期在基层工作，接触到的社会现实是更为具体的、复杂的，只有更耐心才能克服困难。所以，好多事情需要一次次来，一遍遍磨，不可能是一蹴而成的”（H1教师和H4教师）。这种应对心态很难用理论知识进行体系化和逻辑化的表述，也较少进入思政课教学或是思政课教师成长与发展的讨论视野。但是，相较于课堂的理论灌输、知识讲解和逻辑推演，它凸显了一种以教师的主体经验与智慧作为支撑的专业行动，也是需要在一个长期的过程与环境中，才能够得以彰显的教育影响过程，更是教师主体的职业认同过程。

V. Conclusion and Implications

五、结语与启示

Against the backdrop of constructing the “Great Ideological and Political Course,” actively tapping into and making good use of the advantages and resources of part-time teachers in ideological and political courses means better aligning the value orientation embodied by this teaching workforce with the educational pattern of the “Great Ideological and Political Course.” On the one hand, it is necessary to actively focus on the practical experience possessed by part-time teachers, rationally transform and develop it, so that it becomes an important force capable of acting on the construction pattern of the “Great Ideological and Political Course,” thereby using “practical knowledge” as a driving force to help part-time teachers “stand firm” in their “positions,” give full play to their strengths and specialties, establish professional confidence and career confidence, and enhance part-time teachers’ sense of identification with this profession; on the other hand, the top-level design of organizational guarantees and institutional frameworks for part-time teachers in ideological and political courses should be taken as the direction of construction, following the holism, systematicity, and coordination contained in the educational pattern of the “Great Ideological and Political Course,” so as to both ensure the unified principles of political nature, theoretical nature, and practicality in ideological and political course teaching, and respect and ensure the differences and roles of different teaching resources.

“大思政课”建设背景下，积极挖掘并用好思政课兼职教师的优势与资源，就是让这支师资队伍所蕴含的价值指向更好地紧扣“大思政课”育人格局。一方面，要积极围绕兼职教师所具备的实践性经验，对其进行理性转化与发展，使其成为能够作用于“大思政课”建设格局的重要力量，从而以“实践性知识”作为推动，帮助兼职教师“站稳”自己的“阵地”，发挥好优势与特长，树立专业自信和职业自信，提升兼职教师对这份职业的认同感；另一方面，要将思政课兼职教师的组织保障与制度搭建等顶层设计作为建设方向，遵循“大思政课”育人格局所包含的整体性、系统性和协调性，既保障思政课教学的政治性、理论性和实践性等统一的原则，又尊重和确保不同师资资源的差异与作用。

From the perspective of specific countermeasures: first, construct a teaching model of collaborative work between full-time and part-time ideological and political course teachers, break down teaching barriers, seek teaching consensus, help part-time teachers break through the state of isolation and closure in the teaching process, and reduce the identity confusion and teaching confusion brought about by role conflicts through integration in dialogue and exchange. Second, leverage the strength of individuals and groups to enhance part-time teachers’ sense of belonging and self-identity in the construction and development of ideological and political courses. Third, ensure the construction of various platforms so that they can provide support and guarantees for the growth of part-time teachers, thereby promoting the development of part-time teachers’ teaching abilities, and while effectively leveraging the role of part-time teachers, enhance the professional sense of belonging and social recognition of the part-time teacher team.

从具体对策来看，一是构建专兼职思政课教师协同工作的教学模式，打破教学隔阂，寻求教学共识，帮助兼职教师打破教学过程中的孤立与封闭状态，在对话交流的融合中，减少角色冲突带来的身份困惑与教学困惑。二是发挥个体和团体的力量，提高兼职教师在思政课建设与发展中的归属感与自我身份认同。三是确保各项各类平台建设，使其能够为兼职教师的成长提供支撑与保障，从而促进兼职教师教学能力的发展，在切实发挥兼职教师作用的同时，增强兼职教师队伍的职业归属感和社会认可度。

(This article is a phased achievement of the Shaanxi Province “Great Ideological and Political Course” Construction Pilot Project “Shaanxi Province Undergraduate, Master’s-Doctoral, University-Secondary-Primary Ideological and Political Course Integrated Construction Alliance Project”)

（本文系陕西省“大思政课”建设试点项目“陕西省本硕博、大中小思政课一体化建设联盟项目”的阶段性成果）

(Author’s brief introduction: Zhang Nan, Associate Professor, School of Marxism, Xi’an Jiaotong University)

（作者简介：张楠，西安交通大学马克思主义学院副教授）

Online editor: Tongxin

网络编辑：同心