Consciously Shouldering the Main Responsibility for Ideological-Political Course Construction

In his important directive on the construction of ideological-political courses in schools, General Secretary Xi Jinping required that Party committees (Party groups) at all levels place the construction of ideological-political courses on their important agendas, that schools of all types and at all levels consciously shoulder the main responsibility, continuously create a new situation for ideological-political education in the New Era, and strive to cultivate more new-era individuals who reassure the Party, are patriotic and dedicated, and bear the heavy responsibility of national rejuvenation. Since the 18th National Congress of the CPC, the reason the developmental environment and overall ecology of ideological-political courses have been able to undergo a comprehensive and fundamental transformation lies in the Party Central Committee’s consistent placement of school ideological-political course construction in an important position within educational work, the comprehensive strengthening of Party leadership over ideological-political course construction, and also in the implementation of main responsibility by schools of all types and at all levels, making the socialist orientation in running schools more distinct. On the new journey of the New Era, to implement the spirit of General Secretary Xi Jinping’s important directive, continue to advance the reform and innovation of school ideological-political courses in the New Era, and open up a new situation for school ideological-political course construction with new atmosphere and new achievements, it is necessary to further strengthen the main responsibility of schools.

习近平总书记在对学校思政课建设作出的重要指示中要求，各级党委（党组）要把思政课建设摆上重要议程，各级各类学校要自觉担起主体责任，不断开创新时代思政教育新局面，努力培养更多让党放心、爱国奉献、担当民族复兴重任的时代新人。党的十八大以来，思政课发展环境和整体生态之所以能够发生全局性、根本性转变，在于党中央始终坚持把学校思政课建设放在教育工作的重要位置，党对思政课建设的领导全面加强，也在于各级各类学校落实主体责任，社会主义办学方向更加鲜明。新时代新征程，贯彻落实习近平总书记重要指示精神，继续推进新时代学校思政课改革创新，以新气象新作为开创学校思政课建设新局面，需要进一步强化学校主体责任。

In March 2019, at the Symposium for School Ideological-Political Theory Course Teachers, General Secretary Xi Jinping clearly stated, “The situation of ideological-political course construction must be incorporated into the assessment of school Party building work, the evaluation of school-running quality and disciplinary construction, etc., to urge schools to truly grasp this work and grasp it well.” In August 2019, the “Several Opinions on Deepening the Reform and Innovation of School Ideological-Political Theory Courses in the New Era” issued by the General Office of the CPC Central Committee and the General Office of the State Council further clarified, “Promote the establishment of a mechanism where university Party committee secretaries and presidents take the lead in grasping ideological-political courses,” requiring that “university Party committee secretaries and presidents, as the first responsible persons for ideological-political course construction,” fulfill their duties. In May 2024, in his important directive on school ideological-political course construction, General Secretary Xi Jinping clearly required that schools of all types and at all levels consciously shoulder the main responsibility. The reason for repeatedly emphasizing the main responsibility of schools is that ideological-political course construction involves a wide range of areas, and the reform and innovation faces many historical and structural difficulties; it cannot rely solely on ideological-political course teaching departments and teachers to advance. At the macro level, as the key course for implementing the fundamental task of fostering virtue through education [1]1 “Fostering virtue through education” (立德树人) is a core task of Chinese education, emphasizing moral cultivation as the foundation of talent development., ideological-political courses relate to the fundamental question of “what kind of people to cultivate, how to cultivate them, and for whom to cultivate them,” requiring schools of all types and at all levels to deeply understand the significance of offering ideological-political courses and the major role of running them well from the political height of “educating people for the Party and cultivating talent for the country,” to act with a sense of responsibility that brooks no delay and a sense of mission that steps into the fray, to work earnestly and vigorously, to provide policy support from all aspects for ideological-political course construction, and resolutely ensure that all policy requirements take effect on the ground. At the micro level, because ideological-political course teaching involves multiple disciplinary categories, involves various fields of the Party’s and the nation’s cause development, involves constantly changing conditions of the world, the nation, the Party, and the people, as well as the Party’s and the nation’s work tasks, “the requirements for teachers’ comprehensive quality are very high.” Therefore, “teaching ideological-political courses well is not easy,” and it especially requires understanding and support from schools, making corresponding institutional arrangements for improving ideological-political course teachers’ quality and ability, evaluating their work performance, and promoting their professional titles and positions, as well as comprehensively shaping the classroom ecology of ideological-political course teaching.

2019年3月，习近平总书记在学校思想政治理论课教师座谈会上明确指出，“思政课建设情况要纳入学校党的建设工作考核、办学质量和学科建设评估等，督促学校切实把这项工作抓起来、抓到位”。2019年8月，中共中央办公厅、国务院办公厅印发的《关于深化新时代学校思想政治理论课改革创新的若干意见》进一步明确，“推动建立高校党委书记、校长带头抓思政课机制”，要求“高校党委书记、校长作为思政课建设第一责任人”履职尽责。2024年5月，习近平总书记在对学校思政课建设的重要指示中明确要求，各级各类学校要自觉担起主体责任。之所以反复强调学校的主体责任，是因为思政课建设涉及面广，改革创新面临的历史性问题和结构性难题比较多，不能仅靠思政课教学部门和思政课教师推动。从宏观层面讲，思政课作为落实立德树人根本任务关键课程，关系“培养什么人、怎样培养人、为谁培养人”的根本问题，要求各级各类学校从“为党育人、为国育才”的政治高度深刻认识开设思政课的重要意义和办好思政课的重大作用，以时不我待的责任感、躬身入局的使命感，真抓实干、奋发有为，为思政课建设提供各方面的政策支持，坚决让各项政策要求落地生效。从微观层面讲，由于思政课教学涉及多个学科范畴，涉及党和国家事业发展的各个领域，涉及世情、国情、党情、民情以及党和国家工作任务的不断变化，“对教师综合素质要求很高”。因此，“讲好思政课不容易”，尤其需要得到学校的理解和支持，对思政课教师的素质能力提升、工作绩效评价、职称职务晋升等作出相应制度安排，并对思政课教学的课堂生态进行全方位塑造。

Regarding the main responsibility for ideological-political course construction, schools of all types and at all levels must comprehensively and accurately understand and grasp it, strengthen the focal points of main responsibility, and clarify the landing points of main responsibility. On the one hand, the school main responsibility for ideological-political course construction mainly includes the responsibility for organizational leadership, the responsibility for institutional construction, and the responsibility for guarantee and supervision. The responsibility for organizational leadership means that the school leadership team, in accordance with the requirement of “dual responsibility for one post” [2]2 “Dual responsibility for one post” (一岗双责) means that leading cadres are responsible for both their administrative duties and Party building work in their respective positions., must comprehensively strengthen political leadership over ideological-political course construction, play important roles in setting the direction, managing the overall situation, making decisions, leading the team, ensuring implementation, and promoting development in ideological-political course construction, and incorporate the situation of ideological-political course construction into various school assessments and evaluation systems. The responsibility for institutional construction means that schools, based on regional and school realities and the experience of ideological-political course reform and innovation, should issue implementation documents with strong targeting and operability, provide specific pathways for the landing of relevant policy requirements, and form the school’s own institutional system and long-term mechanism for advancing ideological-political course reform and innovation. The responsibility for guarantee and supervision means that schools should prioritize guaranteeing ideological-political course construction in areas such as development planning, talent introduction, resource utilization, and platform construction, support the high-level development of schools of Marxism and the discipline of Marxist theory, and continuously improve the school’s “multi-in-one” supervision system for ideological-political course construction. On the other hand, the school main responsibility for ideological-political course construction mainly includes responsibilities for raising the level of school of Marxism construction, building a strong discipline of Marxist theory, improving the quality and effectiveness of ideological-political course teaching, and fully staffing and building a strong team of ideological-political course teachers. Schools should focus on the construction standards for key schools, implement normative requirements and evaluation indicators in areas such as institutional setup, talent introduction, fund implementation, infrastructure, teacher teams, professional title evaluation and appointment, and resource allocation, thereby consolidating institutional support for ideological-political course construction. Focusing on the construction standards for key disciplines, they should provide policy preferences in areas such as construction planning, direction refinement, team integration, platform construction, talent cultivation, and achievement incentives, using the discipline of Marxist theory to support ideological-political course teaching. Focusing on the construction requirements for the “first course” [3]3 “First course” (第一课程) refers to the designation of ideological-political theory courses as the most important courses in the school curriculum, given priority in resource allocation and institutional support., they should adopt effective measures on key issues such as work patterns, team building, and support guarantees, and produce effective methods on major issues such as advancing the entry of the Party’s innovative theory into ideological-political courses, advancing the integrated construction of ideological-political courses across large, middle, and primary schools, and upholding fundamental principles and breaking new ground to promote the connotative development of ideological-political course construction. Focusing on solving the fundamental problems of ideological-political course construction, they should make great determinations, exert great efforts, adapt measures to local conditions, establish a mechanism for selecting ideological-political course teachers that conforms to the school’s actual conditions, improve the school’s own system for training, assessing, and managing ideological-political course teachers, and strictly follow the teacher-student ratio requirements to fully staff and build a strong team of ideological-political course teachers.

关于思政课建设主体责任，各级各类学校要全面准确理解把握，强化主体责任的着力点，明确主体责任的落脚点。一方面，思政课建设的学校主体责任主要包括组织领导责任、制度建设责任、保障监督责任。组织领导责任指学校领导班子要按照“一岗双责”的要求，全面加强对思政课建设的政治领导，在思政课建设中发挥把方向、管大局、作决策、带队伍、保落实、促发展等重要作用，并把思政课建设情况纳入学校各项考核与评估体系；制度建设责任指学校要根据区域、学校实际和思政课改革创新经验，出台具有较强针对性和操作性的落实性文件，为相关政策要求落地提供具体路径，形成本校推进思政课改革创新的制度体系和长效机制；保障监督责任指学校应在发展规划、人才引进、资源使用、平台建设等方面优先保障思政课建设，支持马克思主义学院和马克思主义理论学科高层次发展，不断健全本校“多位一体”的思政课建设监督体系。另一方面，思政课建设的学校主体责任主要包括提升马克思主义学院建设水平、建强马克思主义理论学科、提升思政课教学质量和效果、配齐建强思政课教师队伍等方面的责任。学校应着眼于重点学院建设标准，把机构设置、人才引进、经费落实、基础设施、师资队伍、职称评聘、资源配置等方面的规范性要求和评价性指标落到实处，为思政课建设夯实机构支撑。着眼于重点学科建设标准，在建设规划、方向凝练、团队整合、平台建设、人才培养、成果激励等方面进行政策倾斜，以马克思主义理论学科支撑思政课教学。着眼于“第一课程”建设要求，在工作格局、队伍建设、支持保障等关键问题上采取有效措施，在推进党的创新理论进思政课、推进大中小学思政课一体化建设、守正创新推动思政课建设内涵式发展等重大问题上拿出管用办法。着眼于思政课建设根本性问题的解决，下大决心、下大气力、因地制宜，建立符合学校实际的思政课教师选配机制，健全本校思政课教师培训、考核和管理体系，严格按照师生比要求配齐建强思政课教师队伍。

As an important component of the school curriculum system, the main responsibility for the construction of ideological and political theory courses can only be reflected through concrete measures and tangible results. First, consolidate the primary responsibility of the Party committee secretary and the school principal for the construction of ideological and political theory courses. As the primary responsible persons for the construction of ideological and political theory courses, the school’s Party committee secretary and principal should take the lead in entering the ideological and political theory classroom, take the lead in promoting the construction of ideological and political theory courses, and take the lead in maintaining contact with ideological and political theory course teachers, ensuring that important work is personally deployed, important issues are personally inquired into, important links are personally coordinated, and important matters are personally handled; incorporate the construction of ideological and political theory courses into the school’s overall development plan, list it on the Party committee’s work agenda, and include it in the leadership team’s term goals, planning, deploying, implementing, and assessing it together with other work; establish a mechanism for the construction of ideological and political theory courses under the unified leadership of the Party committee, with joint management by the Party and government, and with each department assuming its own responsibilities, improve the linkage mechanism between the School of Marxism and functional departments and other schools, promote the synchronous resonance of ideological and political theory course education and daily ideological and political education, and the same-direction alignment of ideological and political theory courses and curriculum-based ideological and political education, and drive the formation of a strong joint force for the reform and innovation of ideological and political theory courses. Second, implement important guiding principles in a detailed, concrete, and practical manner, and strive to promote the implementation of policies related to the construction of ideological and political theory courses. General Secretary Xi Jinping’s important speeches and important instructions on

作为学校课程体系中的重要组成部分，思政课建设的主体责任只有在出实招、见真章中才能得到体现。首先，压实党委书记、校长的思政课建设第一责任。作为思政课建设第一责任人，学校党委书记、校长要带头走进思政课堂、带头推动思政课建设、带头联系思政课教师，做到重要工作亲自部署、重要问题亲自过问、重要环节亲自协调、重要事项亲自处置；把思政课建设纳入学校总体发展规划、列入党委工作议程、纳入领导班子任期目标，与其他工作同谋划、同部署、同落实、同考核；建立党委统一领导、党政齐抓共管、部门各负其责的思政课建设机制，健全马克思主义学院与职能部门、其他学院的联动机制，推动思政课教育教学和日常思想政治教育同频共振、思政课程与课程思政同向同行，推动形成思政课改革创新的强大合力。其次，把重要精神落细落小落实，着力推动思政课建设相关政策落地。习近平总书记关于思政课建设的重要讲话和重要指示批示，提出了一系列解决思政课建设难题的新思路、新理念、新方法，为推进新时代思政课改革创新提供了根本遵循。《关于深化新时代学校思想政治理论课改革创新的若干意见》等关于思政课建设的一系列文件，是落实习近平总书记重要讲话和重要指示批示精神、推进新时代思政课改革创新的“施工图”。各级各类学校要根据实际制定本校思政课建设的指标体系，细化分解思政课建设任务，明确学校、相关部门、马克思主义学院的责任清单，制定落地“时间表”和实施“路线图”，确保事有人干、责有人负，推动思政课改革创新的各项政策落地生效。最后，建立完备的责任制度体系，健全思政课建设问责追责机制。严格的责任考核机制和严肃的问责追责机制，是落实思政课建设学校主体责任的重要保证。通过科学的责任考核制度，强化责任目标分解，突出责任运行纪律，实现对思政课建设状况的督导评估、即时研判、及时引导；通过严肃的问责追责机制，压实领导责任，形成倒逼机制。作为责任监督、考核和追究主体，学校应在保证建设方向、落实课程方案、规范教学管理、强化建设保障、提升队伍素质等方面，不降低标准、不回避矛盾、不遮掩问题、不推脱责任，切实把思政课建设成学生真心喜爱、终身受益的优秀课程。

(The author is a professor at the School of Marxism, Henan Normal University)

（作者系河南师范大学马克思主义学院教授）

Online editor: Zhang Jian

网络编辑：张剑