Practical Exploration of the Curriculum-Based Ideological-Political Education System

Against the backdrop of the rapid development of artificial intelligence, higher education is undergoing unprecedented transformation. The mission of higher education is no longer limited to the transmission of knowledge, but also extends to guiding and shaping the values of university students and cultivating their comprehensive abilities. General Secretary Xi Jinping emphasized at the National Education Conference that building a strong educational system is a complex systematic project, requiring us to closely focus on the fundamental task of fostering virtue and nurturing talent, and to aim at cultivating socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise. This important discourse points the direction for the development of higher education and provides theoretical guidance for the innovative practice of the curriculum-based ideological-political education system.

在人工智能高速发展的背景下，高等教育正经历着前所未有的变革。高等教育的使命已不仅仅局限于知识的传授，更在于对大学生价值观的引导、塑造与综合能力的培养。习近平总书记在全国教育大会上强调，建设教育强国是一项复杂的系统工程，需要我们紧紧围绕立德树人这个根本任务，着眼于培养德智体美劳全面发展的社会主义建设者和接班人。这一重要论述为高等教育的发展指明了方向，也为课程思政育人体系的创新实践提供了理论指引。

Higher education curriculum-based ideological-political education faces three major challenges

高等学校课程思政教育面临三大挑战

The issue of academic rationality in curriculum-based ideological-political construction. The teaching staff is the main force of curriculum-based ideological-political education, curriculum construction is the main battlefield, and classroom teaching is the main channel. The level of internal academic cognitive understanding of curriculum-based ideological-political construction will affect the overall educational effectiveness of curriculum-based ideological-political education. However, due to insufficient academic cognitive understanding of curriculum-based ideological-political construction, there are practical problems such as some teachers failing to construct a hierarchical and mutually supportive curriculum-based ideological-political system, failing to fully realize the organic integration of professional education and ideological-political education, and failing to fully integrate the connotation of curriculum-based ideological-political education into classroom teaching.

课程思政建设的学理性问题。教师队伍是课程思政的主力军，课程建设是课程思政的主战场，课堂教学则是课程思政的主渠道。课程思政建设内在学理认知水平将影响课程思政的整体育人成效。然而，由于对课程思政建设学理认知的不足，存在部分教师未能构建层次递进和相互支撑的课程思政体系、未能充分实现专业教育和思政教育有机融合、未能充分实现课程思政内涵融入课堂教学等实际问题。

The issue of synergy in the implementation of curriculum-based ideological-political teaching. For high-quality development of curriculum-based ideological-political education, it is necessary for both teachers and courses to assume the responsibility of educating people, to guard their own stretch of canal and cultivate their own responsibility field [1]1 "Guard their own stretch of canal and cultivate their own responsibility field" is a metaphorical phrase used in Chinese political discourse, originating from agricultural irrigation, meaning that each person or unit should take responsibility for their own designated area of work., so that various courses and ideological-political courses move in the same direction. In the process of educational practice, the unity of teaching objectives, the integration of resources, the continuity of the process, and the synergy mechanisms of the "five educations" [2]2 "Five educations" (五育) refers to moral, intellectual, physical, aesthetic, and labor education, a framework for comprehensive student development in the Chinese education system. and the synergy inside and outside the classroom face practical challenges. The lack of synergy inevitably weakens the overall effect of curriculum-based ideological-political education, causing students to feel confused or even resistant when facing multiple sources of curriculum-based ideological-political information, which is not conducive to the in-depth development of curriculum-based ideological-political education. Facing the fundamental needs of students' comprehensive development, achieving synergy in the implementation of curriculum-based ideological-political teaching is necessary to build a grand pattern of all-staff, whole-process, all-round education.

课程思政教学实施的协同性问题。课程思政高质量发展，需要教师和课程都承担好育人责任，守好一段渠、种好责任田，使各类课程与思政课程同向同行。教育实践过程中，课程思政教学目标的统一性、资源的整合性、过程的连续性以及“五育”协同、课堂内外协同等协同机制面临现实挑战，协同性的缺失不可避免会削弱课程思政的整体效果，使学生在面对多种课程思政信息时感到困惑甚至产生抵触情绪，不利于课程思政教育的深入开展。面对学生全面发展的根本需求，实现课程思政教学实施的协同性，才能构建全员全程全方位育人大格局。

The issue of progressiveness in the curriculum-based ideological-political teaching system. It is necessary to construct a curriculum-based ideological-political system that is comprehensive in coverage, diverse in type, progressive in level, and mutually supportive, based on the school's development positioning and talent cultivation goals. In practice, the curriculum-based ideological-political teaching system generally lacks progressiveness in level and depth, failing to carry out targeted scientific design according to the characteristics of students in different grades and majors, and lacking an accurate grasp of the ideological and cognitive characteristics of students at different academic stages. This leads to unclear levels of curriculum-based ideological-political teaching content, and even simple mechanical repetition. The lack of progressiveness will cause students to feel that the content is repetitive or mismatched with their stage-specific needs when receiving curriculum-based ideological-political education, making it difficult to form a deep and continuous learning experience.

课程思政教学体系的递进性问题。要根据学校发展定位和人才培养目标，构建全面覆盖、类型丰富、层次递进、相互支撑的课程思政体系。实践过程中，课程思政教学体系在层次和深度上普遍缺乏递进性，未能根据不同年级、不同专业学生的特点进行有针对性的科学设计，缺乏对不同学段学生思想认知特点的准确把握，导致课程思政教学内容层次不清晰，甚至出现简单机械重复的现象。递进性的不足会使学生在接受课程思政教育时感到内容重复或与阶段性需求不匹配，难以形成深入、持续的学习体验。

Deepening academic cognitive understanding, promoting curriculum-based ideological-political education to "enter the heart and be put into practice"

深化学理认知，推动课程思政教育“入心践行”

The core academic rationale of curriculum-based ideological-political education can be deeply explained from two dimensions: the "cognitive cycle" and the "practice cycle." The cognitive cycle covers two levels: perceptual cognition and rational cognition. Perceptual cognition, as the initial cognitive stage, stimulates students' initial interest in and resonance with ideological-political content through intuitive perception and emotional experience. Rational cognition, on the other hand, emphasizes logical thinking, dialectical thinking, and in-depth analysis, aiming to cultivate students' deep thinking ability, so that the content of curriculum-based ideological-political education truly "enters the brain and the heart." The two complement each other, jointly promoting the gradual improvement of students' cognitive ability from initial perception to profound understanding.

课程思政育人的内核学理可从“认识循环”与“实践循环”两个维度进行深入阐释。认识循环涵盖感性认识与理性认识两个层面。感性认识作为初步认知阶段，通过直观感知与情感体验，激发学生对思政内容的初步兴趣与共鸣。而理性认识则强调逻辑思维、辩证思维与深入分析，旨在培养学生的深度思考能力，使课程思政内容真正“入脑入心”。两者相辅相成，共同推动学生认知能力从初步感知向深刻理解逐步提升。

The practice cycle includes three key links: first classroom learning, second classroom activities, and social practice. The first classroom, as the main battlefield of curriculum-based ideological-political education, enables students to master the concepts and values of curriculum-based ideological-political education through systematic teaching. Second classroom activities, such as club activities, themed speeches, and volunteer services, provide a platform for students to experience and comprehend the practical significance of ideological-political content. Social practice requires students to go out of campus and apply the knowledge they have learned to explore and solve practical problems, thereby cultivating their sense of social responsibility and civic awareness, and enabling them to grow into social members with a sense of responsibility and dedication.

实践循环则包括第一课堂学习、第二课堂活动以及社会实践三个关键环节。第一课堂作为课程思政育人的主战场，通过系统教学使学生掌握课程思政理念与价值观念。第二课堂活动如社团活动、主题演讲、志愿服务等，为学生提供体验与感悟思政内容现实意义的平台。社会实践则要求学生走出校园，将所学知识应用于探究与解决实际问题，从而培养其社会责任感和公民意识，使其成长为具有担当与奉献精神的社会成员。

Through the organic combination of the cognitive cycle and the practice cycle, the curriculum-based ideological-political education system achieves a gradual deepening and expansion from perceptual cognition to rational cognition, and from classroom learning to social practice. In this process, students can not only deeply understand the essence of curriculum-based ideological-political content, but also practice what they have learned in practice, achieving the unity of knowledge and action. Therefore, the core academic rationale of the curriculum-based ideological-political education system can be summarized as "seeking truth from facts, entering the heart and being put into practice," that is, through systematic teaching and practical activities, guiding students to seek truth based on facts, promoting the unity of knowledge and action, so that curriculum-based ideological-political education truly penetrates the heart and is transformed into practical action.

通过认识循环与实践循环的有机结合，课程思政育人体系实现了从感性认识到理性认识、从课堂学习到社会实践的逐步深化与拓展。这一过程中学生不仅能够深刻理解课程思政内容的精髓，更能在实践中践行所学，实现知行合一。因此，课程思政育人体系的内核学理可概括为“实事求是，入心践行”，即通过系统的教学与实践活动，引导学生基于事实求真理，促进行知合一，使课程思政教育真正深入人心并转化为实际行动。

Strengthening synergy mechanisms, constructing the curriculum-based ideological-political education system

强化协同机制，构建课程思政教育体系

Deeply implement the educational concept of "simultaneous development of the five educations," with the five major actions of "moral education - soul-casting action," "intellectual education - foundation-firming action," "physical education - foundation-strengthening action," "aesthetic education - heart-transforming action," and "labor education - achievement-making action" as the main axis, forming a quintic effect through synergy and superposition, promoting the comprehensive development of students in morality, intelligence, physique, aesthetics, and labor. The quintic action not only strengthens theoretical teaching within the classroom but also emphasizes the experiential nature of extracurricular practice, aiming to achieve the goal of curriculum-based ideological-political education "entering the heart and being put into practice," laying a solid foundation for the comprehensive improvement of students' overall quality.

深入实施“五育并举”的教育理念，以“德育-铸魂行动”“智育-固本行动”“体育-强基行动”“美育-化心行动”和“劳动-成事行动”五大行动为主轴，以协同叠加形成五次方效应，推动学生德智体美劳全面发展。行动五次方不仅强化课堂内的理论教学，还注重课外实践的体验性，旨在实现课程思政教育“入心践行”的目标，为学生综合素质的全面提升奠定坚实基础。

Casting the soul with moral education. The implementation of the "soul-casting action" aims to establish students' lofty communist ideals and the common ideal of socialism with Chinese characteristics, cultivate patriotic feelings, and strengthen moral cultivation. Through the combination of classroom guidance and extracurricular practice, the core socialist values are integrated into the entire process of education and teaching. Through activities such as red classic reading clubs, "Forever Follow the Party" themed education activities, and the construction of teacher ethics and conduct, not only can full coverage of teachers and students be achieved, but students' patriotic emotions and moral cognition can also be stimulated through diverse forms. These activities not only enhance students' moral quality but also strengthen their sense of social responsibility and mission.

以德育铸魂。实施“铸魂行动”旨在树立学生的共产主义远大理想和中国特色社会主义共同理想，厚植爱国主义情怀，并加强品德修养。通过课堂引领与课外实践相结合的方式，将社会主义核心价值观融入教育教学全过程。通过红色经典读书会、“永远跟党走”主题教育活动以及师德师风建设等活动，不仅能实现师生的全覆盖，还通过多样化的形式激发学生的爱国情感和道德认知。这些活动不仅提升学生的道德素养，还增强他们的社会责任感和使命感。

Firming the foundation with intellectual education. Focus on increasing students' knowledge and insight, guiding students to cherish their study time and concentrate on seeking knowledge and learning. Through the combination of in-depth classroom learning and extracurricular expansion, stimulate students' learning interest and innovation ability. Through innovation and entrepreneurship activities, university student science and technology festivals, and industry-education integration "parallel track" education studios, provide students with rich practical platforms and display opportunities.

以智育固本。注重增长学生的知识见识，引导学生珍惜学习时光，心无旁骛地求知问学。通过课堂深学与课外拓展相结合的方式，激发学生的学习兴趣和创新能力。通过创新创业活动、大学生科技节和产教融合“并轨制”育人工作室等方式，为学生提供丰富的实践平台和展示机会。

Strengthening the foundation with physical education. Physical education is an important way to enhance students' physique, improve their personality, and temper their will. The "foundation-strengthening action" adheres to the physical education concept of "health first," promoting the improvement of students' physical literacy and competitive level through the combination of classroom exercise and extracurricular competition. Emphasize the coordinated development of the first and second classrooms of physical education, enriching students' extracurricular life through forms such as sports clubs.

以体育强基。体育是增强学生体质、健全人格、锤炼意志的重要途径。“强基行动”坚持“健康第一”的体育理念，通过课堂锻炼与课外竞技相结合的方式，促进学生体育素养和竞技水平的提升。注重体育一二课堂的协同发展，通过体育俱乐部等形式丰富学生的课余生活。

Transforming the heart with aesthetic education. Aesthetic education is an important source for purifying morality and enriching the spirit. The "heart-transforming action" takes the concept of educating people with beauty and cultivating people with culture, improving students' aesthetic and humanistic qualities through the combination of classroom edification and extracurricular experience. By creating famous teacher studios for aesthetic education, offering a variety of aesthetic education courses and practical activities, cultivate students' aesthetic taste and innovation ability, and promote the flourishing development of campus culture.

以美育化心。美育是纯洁道德、丰富精神的重要源泉。“化心行动”以美育人、以文化人为理念，通过课堂熏陶与课外体验相结合的方式，提高学生的审美和人文素养。通过创建美育名师工作室，开设丰富多彩的美育课程和实践活动，培养学生的审美情趣和创新能力，促进校园文化的繁荣发展。

Achieving things with labor education. Labor education is an important way to promote the spirit of labor, educate and guide students to advocate labor and respect labor. The "achievement-making action" focuses on the combination of classroom cognition and extracurricular achievement, improving students' labor quality and comprehensive ability through measures such as offering labor education courses, organizing labor practice activities, and establishing a labor education evaluation system. Encourage students to actively participate in labor practice, experience the hardships and joys of labor, and cultivate their labor habits and qualities of diligence and thrift. These measures not only allow students to learn labor skills and life abilities in practice but also enhance their sense of social responsibility and dedication.

以劳育成事。劳育是弘扬劳动精神、教育引导学生崇尚劳动、尊重劳动的重要途径。“成事行动”注重课堂认知与课外成事相结合，通过开设劳动教育课程、组织劳动实践活动以及建立劳动教育评价体系等措施，全面提高学生的劳动素质和综合能力。鼓励学生积极参与劳动实践，体验劳动的艰辛与快乐，培养他们的劳动习惯和勤俭节约的品质。这些举措不仅让学生在实践中学会了劳动技能和生活能力，还增强了他们的社会责任感和奉献精神。

Through the practical exploration of the above five aspects, not only can students' comprehensive quality and ability level be improved, but also the "synergy of the five educations" and "synergy inside and outside the classroom" can be achieved, forming an implementation path for curriculum-based ideological-political education of "entering the heart and being put into practice," providing a strong guarantee for students' comprehensive development.

通过上述五个方面的实践探索，不仅可以提升学生的综合素质和能力水平，还实现了“五育协同”与“课堂内外协同”，形成了课程思政“入心践行”的育人实施路径，为学生的全面发展提供有力保障。

Building a ladder for growth, promoting the comprehensive development of university students' knowledge and mind

搭建成长阶梯，促进大学生知识与心智的全面发展

The four years of university are a critical period for students’ mental growth and overall quality improvement. To effectively guide university students toward comprehensive development during this stage, a scientifically designed mental growth action ladder of “Initiation–Continuation–Transition–Integration–Fulfillment” can be established, tailored to the individualized needs of students at different grade levels and in different majors.

大学四年是学生心智成长与综合素质提升的关键时期。为了有效引导大学生在这一阶段实现全面发展，根据不同年级、不同专业学生的个性化需求，可以科学设计“启-承-转-合-美”的心智成长行动阶梯。

The “Initiation” stage refers to the first year’s period of orientation and adaptation. First-year students enter the university campus with curiosity and anticipation for the unknown world, while also facing the challenge of adapting to a new environment. The curriculum-based ideological-political education at this stage emphasizes clarifying the direction of study and the importance of building good interpersonal relationships, helping students quickly integrate into university life and lay a solid foundation for subsequent academic exploration and personal development.

“启”阶段，即大一的启蒙与适应期。大一新生们怀揣着对未知世界的好奇与憧憬步入大学校园，同时也面临着适应新环境的挑战。此阶段的课程思政重点强调明确学习方向、构建良好人际关系的重要性，帮助学生迅速融入大学生活，为后续的学术探索与个人发展奠定坚实基础。

The “Continuation” stage is the second year’s period of knowledge accumulation and capacity building. After a year of adaptation and exploration, students begin to delve into specialized fields of study. The curriculum-based ideological-political education at this stage encourages students to continuously examine themselves, clarify their personal value pursuits and positioning, through diverse methods such as reading, communication, and reflection, and gradually shape their unique advantages in the process of knowledge accumulation.

“承”阶段，大二的知识积累与能力构建期。经过一年的适应与探索，学生开始深入专业领域的学习。此阶段的课程思政重点鼓励学生通过阅读、交流、思考等多元化方式，不断审视自我、明确个人价值追求与定位，并在知识积累的过程中逐步塑造独特的自我优势。

The “Transition” stage is the third year’s period of practical exercise and capacity leap. The curriculum-based ideological-political education at this stage focuses on the integrated application of theory and practice. It actively guides students to participate in various project practices, such as校内 scientific research projects, academic competitions, off-campus internships, and volunteer services, aiming to exercise students’ abilities, enhance their overall quality, and promote the effective transformation and leap from theoretical knowledge to practical capability.

“转”阶段，大三的实践锻炼与能力跃升。此阶段的课程思政以理论与实践的结合应用为重点。积极引导学生参与各类项目实践，如校内科研项目、学科竞赛以及校外实习、志愿服务等，旨在通过实践活动锻炼学生的能力、提升综合素质，促进其从理论知识向实践能力的有效转化与跃升。

The “Integration” stage is the fourth year’s period of career planning and employment preparation. Facing the reality of soon entering society, students need to carefully prepare resumes, actively participate in recruitment activities, and find the most suitable career starting point. The curriculum-based ideological-political education at this stage should focus on cultivating students’ career planning awareness and job-seeking skills, helping them smoothly connect with society and open a new chapter in their careers.

“合”阶段，大四的职业规划与就业准备期。面对即将步入社会的现实，学生们需要精心准备简历、积极参与招聘活动，寻找最适合自己的职业起点。此阶段的课程思政重点应注重培养学生的职业规划意识与求职技巧，帮助他们顺利对接社会，开启职业生涯的新篇章。

The “Fulfillment” stage is a vision of infinite future possibilities. The four years of university are not only a journey of knowledge and wisdom accumulation but also a testament to students’ mental growth and self-transcendence. The ideological-political education in the final graduation lesson should encourage students to cherish their aspirations and beliefs for a beautiful future, continuously forge ahead, be brave in innovation and exploration, and shine with their own brilliance at every stage of life. Through the mental growth action ladder of “Initiation–Continuation–Transition–Integration–Fulfillment,” the aim is to build a systematic, progressive path for university students’ mental growth, helping them achieve comprehensive development and self-transcendence during their university years.

“美”阶段，则是对未来无限美好的展望。大学四年不仅是一段知识与智慧的积累之旅，更是学生心智成长与自我超越的见证。毕业最后一课的思政教育应鼓励学生怀揣对美好未来的憧憬与信念，不断砥砺前行、勇于创新探索，在人生的每一个阶段都能绽放出属于自己的光彩。通过“启-承-转-合-美”的心智成长行动阶梯，旨在为大学生搭建一个系统化、递进式的心智成长路径，助力他们在大学期间实现全面发展与自我超越。

In the grand journey of education reform in the New Era, it is essential to actively implement the national strategic deployment for strengthening curriculum-based ideological-political education, uphold innovative concepts and distinctive orientations, and fully construct a curriculum-based ideological-political education system that is supported by academic theory, characterized by process coordination, and progressive in levels. With the core goal of promoting the all-round development of university students in morality, intelligence, physique, aesthetics, and labor, this system is dedicated to cultivating socialist builders and successors who meet the needs of the times.

在新时代教育改革的宏伟征程中，要积极贯彻国家关于加强课程思政建设的战略部署，秉承创新理念与特色导向，全力构建一个具有学理支撑、过程协同、层级递进的课程思政育人体系，以促进大学生德智体美劳全方位发展为核心目标，致力于培育符合时代需求的社会主义建设者和接班人。

Huang Nansong is the Executive Vice President of Guangzhou Institute of Science and Technology.

黄南松为广州理工学院常务副校长

Online Editor: Huihui

网络编辑：慧慧