An Analysis of the Operational Mechanisms of “Grand Ideological-Political Course” Practice Teaching Bases from the Perspective of Integration

Building and effectively utilizing “grand ideological-political course” practice teaching bases is an inherent requirement for comprehensively advancing the comprehensive reform of the “grand ideological-political course” in the New Era, and it is of great significance for promoting the effective connection between the small classroom of ideological-political courses and the large classroom of society.[1]1 “Grand ideological-political course” (大思政课) refers to a comprehensive reform concept in Chinese education that expands ideological-political education beyond the traditional classroom to encompass all aspects of society and student life. From the perspective of integration, a “grand ideological-political course” practice teaching base refers to a practical venue and educational platform that provides ideological-political course teaching for students at different stages of primary, secondary, and tertiary education. A “grand ideological-political course” practice teaching base can organically connect the ideological-political courses of the three educational stages—primary, secondary, and tertiary—making it an effective carrier for ensuring the coherence of ideological-political courses; it can break through the traditional solidified model of ideological-political courses that rely mainly on classroom instruction, closely combining ideological-political theory with practical activities, making it an important platform for achieving the “integration of theory and practice”; it can consolidate forces from all sides and integrate various ideological-political resources, making it a key hub for resource integration and sharing; it can enrich the diversity of ideological-political course teaching, providing solid support for fulfilling the fundamental task of fostering virtue through education in the New Era. Exploring the operational mechanisms of “grand ideological-political course” practice teaching bases from the perspective of integration holds theoretical and practical significance for giving full play to the important role of ideological-political courses in cultivating new generations capable of shouldering the mission of the times in the New Era.

建好用好“大思政课”实践教学基地是新时代全面推进“大思政课”综合改革的内在要求，对于推动思政小课堂与社会大课堂的有效衔接意义重大。[1]一体化视域下“大思政课”实践教学基地是指为大中小学不同学段的学生提供思政课教学的实践场所和育人平台。“大思政课”实践教学基地能够将大中小学三个学段的思政课有机连接起来，是确保思政课连贯性的有效载体；能够突破传统思政课以课堂教授为主的固化模式，将思政理论与实践活动紧密结合，是实现“理论与实践融合”的重要平台；能够凝聚各方力量、整合各类思政资源，是资源整合与共享的关键枢纽；能够丰富思政课教学的多样性，是实现新时代立德树人根本任务的坚实支撑。从一体化视域下探寻“大思政课”实践教学基地运行机制，对于新时代发挥思政课培育时代新人的重要作用具有理论与实践意义。

I. Linked Collaborative Coordination Mechanism

一、联动式协同衔接机制

1. Unified Organizational Planning Coordination Mechanism. Establish a joint leadership and organizational body composed of representatives from educational administrative departments, primary, secondary, and tertiary schools, and practice teaching base managers, responsible for overall planning of the construction and operation of ideological-political course practice teaching bases for primary, secondary, and tertiary schools within the local region. This leadership and organizational body formulates unified development strategies, goals, and plans to ensure coordination and consistency in all aspects of work. First, jointly formulate teaching plans. Primary, secondary, and tertiary schools, together with practice teaching bases, jointly study and formulate practice teaching plans, determining the themes, content, methods, and time arrangements for practice teaching based on the cognitive characteristics and teaching requirements of students at different educational stages. This helps ensure the coherence and progression of teaching plans, enabling students to gradually deepen their understanding and recognition of ideological-political course content through practice teaching at different stages. Second, coordinate the allocation of teaching resources. The joint leadership and organizational body uniformly allocates the resources of practice teaching bases, rationally arranging the usage time and methods for primary, secondary, and tertiary schools to avoid resource waste and conflicts; it allocates venues, equipment, teaching staff, and other resources of the practice teaching base according to the teaching needs of schools and the number of students. Third, organize joint teaching and research activities. Regularly organize practice teaching activities that students from primary, secondary, and tertiary schools can all participate in together, promoting exchange and cooperation among students, allowing them to learn, grow, and develop through interaction, thereby enhancing the effectiveness of practice teaching.

1. 统一组织规划协同机制。成立由教育行政部门、大中小学校代表、实践教学基地负责人等组成的联合领导组织机构，负责统筹规划当地区域内的大中小学思政课实践教学基地的建设与运行。该领导组织机构制定统一的发展战略、目标和规划，确保各方面工作协调一致。第一，共同制定教学计划。大中小学校与实践教学基地共同研究制定实践教学计划，根据不同学段学生的认知特点和教学要求，确定实践教学的主题、内容、方法和时间安排。这有助于确保教学计划的连贯性和递进性，使学生在不同学段的实践教学中逐步深化对思政课内容的理解和认识。第二，协调教学资源分配。联合领导组织机构对实践教学基地的资源进行统一调配，合理安排大中小学校的使用时间和方式，避免资源浪费和冲突；根据学校的教学需求和学生人数，分配实践教学基地的场馆、设备、师资等资源。第三，组织联合教学研究活动。定期组织大中小学生均能够共同参加的实践教学活动，促进学生之间的交流与合作，让学生在互动中学习和成长成才，增强实践教学的效果。

2. Constructing a Teaching Content Coordination Mechanism. First, determine common practice teaching themes. Practice teaching bases, centering on the core content of ideological-political courses for primary, secondary, and tertiary schools, determine common practice teaching themes for all educational stages, such as patriotism education, core socialist values education, red culture education, rule-of-law education, etc. Under the common theme, each educational stage designs detailed practice teaching content based on students’ cognitive levels and teaching requirements. Second, achieve progression and connection in practice teaching content. Practice teaching content at the primary school stage focuses on intuitive, perceptual experiences, such as through base visits and storytelling, to cultivate students’ basic emotions and cognition. Practice teaching content at the secondary school stage gradually deepens, guiding students to think about social issues and enhance their sense of social responsibility through activities such as social surveys and volunteer services. Practice teaching content at the university stage places greater emphasis on the integration of theory and practice, carrying out activities such as academic research and social practice to cultivate students’ critical thinking and innovative abilities. Third, integrate interdisciplinary teaching content. Practice teaching in ideological-political courses for primary, secondary, and tertiary schools can be organically integrated with other disciplines, incorporating teaching content from history, geography, language and literature, art, and other subjects to enrich the connotation of practice teaching. For example, under the theme of patriotism education, content from the modern and contemporary history of China in the history discipline can be combined to help students understand the country’s development process; content from national conditions education in the geography discipline can be combined to help students understand the country’s geographical environment and resource conditions. Fourth, promptly update practice teaching content. Practice teaching bases must closely monitor hot social issues and current events, and promptly update practice teaching content based on the actual themes of the base, enabling students to access the latest ideological-political education materials.

2. 构建教学内容协同机制。第一，确定共同的实践教学主题。实践教学基地围绕大中小学思政课的核心内容，确定大中小各学段共同的实践教学主题，如爱国主义、社会主义核心价值观教育、红色文化教育、法治教育等。各学段在共同主题下，根据学生的认知水平和教学要求，设计详细的实践教学内容。第二，实现实践教学内容的递进与衔接。小学阶段的实践教学内容以直观、感性的体验为主，如通过实践基地参观和故事讲授，培养学生的基本情感和认知。中学阶段的实践教学内容要逐步深入，通过社会调查、志愿服务等活动，引导学生思考社会问题，增强社会责任感。大学阶段的实践教学内容要更加注重理论与实践的结合，开展学术研究、社会实践等活动，培养学生的批判性思维和创新能力。第三，整合跨学科教学内容。大中小学思政课实践教学可以与其他学科进行有机融合，整合历史、地理、语文、艺术等学科的教学内容，丰富实践教学的内涵。例如，在爱国主义教育主题下，可以结合历史学科的中国近现代史内容，让学生了解国家的发展历程；结合地理学科的国情教育内容，让学生认识国家的地理环境和资源状况。第四，及时更新实践教学内容。实践教学基地要密切关注社会热点问题和时事动态，结合本基地的实际主题，及时更新实践教学内容，使学生能够接触到最新的思政教育素材。

3. Establishing a Teaching and Research Activity Coordination Mechanism. First, establish a joint teaching and research system. Primary, secondary, and tertiary schools, together with practice teaching bases, jointly establish a joint teaching and research system, regularly organizing teachers to carry out teaching and research activities, exchange teaching experiences, and jointly discuss problems and solutions in practice teaching. Second, carry out cross-stage teaching and research cooperation. Encourage ideological-political course teachers from different educational stages to engage in cross-stage teaching and research cooperation, jointly designing and implementing practice teaching projects. Through cooperation, ideological-political course teachers can better understand the characteristics and needs of students at different stages, improving the targetedness and effectiveness of base practice teaching. For example, primary school teachers can cooperate with secondary school teachers to design social practice activities suitable for both primary and secondary school students to participate in together; secondary school teachers can cooperate with university teachers to provide secondary school students with deeper theoretical guidance and academic support. Third, share teaching and research resources. Establish a teaching and research resource sharing platform where teachers from primary, secondary, and tertiary schools and practice teaching bases can share resources such as practice teaching courseware, practice design lesson plans, and practice teaching cases, enabling the mutual exchange of teaching and research resources. The platform can also provide online communication and discussion functions, facilitating convenient teaching exchanges and problem discussions at any time.

3. 建立教研活动协同机制。第一，建立联合教研制度。大中小学校与实践教学基地共同建立联合教研制度，定期组织教师开展教研活动，交流教学经验，共同探讨实践教学中的问题和解决方案。第二，开展跨学段教研合作。鼓励不同学段的思政课教师进行跨学段教研合作，共同设计和实施实践教学项目。通过合作，思政课教师可以更好地了解不同学段学生的特点和需求，提高基地实践教学的针对性和实效性。例如，小学教师可以与中学教师合作，设计适合小学生和中学生共同参与的社会实践活动；中学教师可以与大学教师合作，为中学生提供更深入的理论指导和学术支持。第三，共享教研资源。建立教研资源共享平台，大中小学校和实践教学基地的教师可以在平台上分享实践教学课件、实践设计教案、实践教学案例等资源，实现教研资源的互通有无，平台还可以提供在线交流、讨论的功能，方便随时进行教学交流和问题探讨。

II. Normalized Interactive Communication Mechanism

二、常态化互动沟通机制

1. Establishing Multi-Channel Communication Platforms. First, build online communication platforms. Build a dedicated online platform for ideological-political course practice teaching bases for primary, secondary, and tertiary schools, setting up sections for information release, exchange and discussion, and resource sharing, so that schools and practice teaching bases can publish information on practice teaching activity arrangements, teaching resources, student works, etc., facilitating all parties to stay informed of developments in a timely manner. Instant messaging tools can also be used to establish work groups, facilitating timely communication and problem-solving among school teachers, practice base staff, students, etc. Second, establish offline communication channels. Regularly hold joint meetings for ideological-political course practice teaching bases for primary, secondary, and tertiary schools, inviting leaders from educational administrative departments, school principals, practice base representatives, etc., to participate, jointly discussing major issues such as the development plan of practice teaching bases, teaching content design, and activity organization. Organize field visit activities, where school teachers and students regularly visit practice teaching bases for exchange, and practice base staff can also make return visits to schools to understand teaching needs and student feedback, strengthening interaction and mutual understanding between the two sides.

1. 建立多渠道沟通平台。第一，搭建线上沟通平台。搭建专门的大中小学思政课实践教学基地网络平台，设置信息发布、交流讨论、资源共享等板块，使得学校和实践教学基地可以在平台上发布实践教学活动安排、教学资源、学生作品等信息，方便各方及时了解动态。还可以利用即时通讯工具建立工作群，方便学校教师、实践基地工作人员、学生等随时沟通交流，及时解决问题。第二，建立线下沟通渠道。定期召开大中小学思政课实践教学基地联席会议，邀请教育行政部门领导、学校负责人、实践基地代表等参加，共同商讨实践教学基地的发展规划、教学内容设计、活动组织等重大问题。组织实地走访活动，学校教师和学生定期到实践教学基地进行参观交流，实践基地工作人员也可以到学校进行回访，了解教学需求和学生反馈，加强双方的互动与了解。

2. Clarifying Communication Subjects and Content. First, clarify the composition of communication subjects. Communication subjects mainly include educational administrative departments, schools, and practice teaching bases. Educational administrative departments should play a coordinating role, conveying national and local policy requirements on ideological-political course practice teaching, and providing guidance and support to schools and practice bases. School subjects include school leaders, ideological-political course teachers, and student representatives from primary, secondary, and tertiary educational stages. Schools should promptly provide feedback to practice bases on teaching needs, student characteristics, and teaching effectiveness, jointly exploring methods to improve teaching. Practice teaching base subjects include base managers, docents, staff, etc. Practice bases should introduce to schools the base’s resources, activity arrangements, special projects, etc., providing schools with high-quality practice teaching services. Second, clarify the content of communication. Schools should provide practice bases with information on the cognitive levels, interests, teaching objectives, and other needs of students at different educational stages, so that practice bases can design practice teaching content and activities more targetedly. Practice teaching bases should introduce to schools the base’s venue facilities, teaching resources, teaching staff, etc.; schools can also share their own teaching resources, such as textbooks, courseware, teaching cases, etc., achieving mutual exchange of resources. Subjects at all levels and types should also jointly discuss details such as the organizational form, time arrangement, and number of participants for practice teaching activities, ensuring the smooth conduct of activities.

2. 明确沟通主体与内容。第一，明确沟通主体的组成。沟通主体主要包括教育行政部门、学校以及实践教学基地。教育行政部门要发挥统筹协调作用，传达国家和地方关于思政课实践教学的政策要求，为学校和实践基地提供指导和支持。学校主体包括大中小各学段的学校领导、思政课教师、学生代表等。学校要及时向实践基地反馈教学需求、学生特点和教学效果，共同探讨改进教学的方法。实践教学基地主体包括基地负责人、讲解员、工作人员等。实践基地要向学校介绍基地资源、活动安排、特色项目等，为学校提供优质的实践教学服务。第二，明确沟通内容。学校应向实践基地提供不同学段学生的认知水平、兴趣爱好、教学目标等方面的需求，以便实践基地更有针对性地设计实践教学内容和活动。实践教学基地要向学校介绍基地的场馆设施、教学资源、师资力量等情况，学校也可以分享自身的教学资源，如教材、课件、教学案例等，实现资源的互通有无。各级各类主体也应当共同商讨实践教学活动的组织形式、时间安排、参与人数等细节，确保活动的顺利开展。

3. Formulating communication norms and systems. First, determine a reasonable frequency of communication. Hold an online exchange once a month to promptly resolve some routine minor issues and share information. Hold a joint meeting once a semester to delve into more complex problems that arise during the practice teaching process and jointly negotiate solutions. Organize a field visit once a year; through on-site inspection of the practice base’s facilities, environment, and other conditions, it is possible to more intuitively understand the state of practice teaching implementation. Such a frequency arrangement ensures that communication becomes the norm, avoiding the accumulation of problems caused by poor communication. Second, clarify the processes for initiating, participating in, and providing feedback on communication, thereby ensuring orderly communication. Schools at all levels [from primary to university] should proactively connect with practice teaching bases at all levels and types, develop on-site teaching topics, and carry out practice teaching.[2]2 “大中小学校” (dà zhōng xiǎo xuéxiào) refers to schools at the primary, secondary, and university levels, i.e., the entire formal education system. As one of the important subjects of practice teaching, schools can propose communication needs to the practice base in advance, specifying the communication theme and participants in detail, so that the practice base can prepare accordingly. After the base completes its preparations, it should focus on participating in the practice teaching process and subsequent feedback work. Third, clarify the division of responsibilities among the various communication subjects. Education management departments need to take a macro perspective, coordinate the relationship between schools and practice bases, supervise the operation of the entire communication mechanism, and provide timely guidance. Schools are responsible for proposing needs and feedback opinions, because schools best understand students’ needs and the problems faced in practice teaching. Practice bases are responsible for providing high-quality services and proactive improvement measures; based on schools’ needs and feedback, they continuously optimize the conditions and environment of practice teaching, enhancing the quality of practice teaching. Only with a clear division of responsibilities can it be ensured that all parties perform their respective duties, making every link of communication efficient and convenient.

3. 制定沟通规范与制度。第一，确定合理的沟通频率。每月召开一次线上交流，及时解决一些日常性的小问题和分享信息。每学期召开一次联席会议，深入探讨在实践教学过程中出现的较为复杂的问题，共同协商解决方案。每学年组织一次实地走访，通过实地考察实践基地的设施、环境等情况，能够更直观地了解实践教学的开展状况。这样的频率安排能确保沟通成为常态，避免因沟通不畅而导致的问题堆积。第二，明确沟通的发起、参与、反馈等流程，以此确保沟通的有序进行。大中小学校要主动对接各级各类实践教学基地，开发现场教学专题，开展实践教学。[2]学校作为实践教学的重要主体之一，可以提前向实践基地提出沟通需求，详细确定沟通主题和参与人员，以便实践基地有针对性地做好准备。基地在完成准备工作后，要注重实践教学过程的参与和后续的反馈工作。第三，明确各沟通主体的责任分工。教育管理部门需要站在宏观的角度，协调学校和实践基地之间的关系，监督整个沟通机制的运行情况，及时给予指导意见。学校负责提出需求和反馈意见，因为学校最了解学生的需求和在实践教学中所面临的问题。实践基地负责提供优质的服务和积极的改进措施，根据学校的需求和反馈，不断优化实践教学的条件和环境，提升实践教学的质量。只有明确的责任分工，方能确保各方各司其职，使沟通的每一个环节都能高效便捷。

III. The Stepped Educational Objective Mechanism

三、阶梯式育人目标机制

1. Deconstructing educational objectives based on age characteristics and educational stages. In the operational system of ideological-political course practice teaching bases for primary, secondary, and university levels, the hierarchical refinement of objectives constitutes one of the core elements of their educational mechanism. This process must closely revolve around the cognitive characteristics and educational needs of students at different developmental stages, in order to achieve the precision and effectiveness of ideological-political course teaching. For primary school students, the setting of ideological-political course practice teaching objectives should focus on the enlightenment of moral cognition and emotion. At this stage, ideological-political course practice teaching should stimulate their inner moral perception through concrete methods, using diverse practical forms to make abstract moral standards concrete, thereby helping students establish a preliminary understanding of basic social moral norms and laying the foundation for the further development of their values. Middle school students are in a critical transition period for value formation, with their thinking ability gradually shifting from concrete thinking to abstract thinking. At this stage, the objectives of ideological-political course practice teaching should expand toward a deeper understanding of morality and social rules. Emphasis should be placed on cultivating students’ independent thinking ability and critical thinking literacy, prompting them to use the knowledge they have learned to conduct preliminary rational analysis and value judgments when facing complex social moral issues. University students, as a group with higher knowledge reserves and cognitive levels, should have ideological-political course practice teaching objectives set at a higher level of depth and breadth. At this stage, ideological-political course practice teaching should guide students to deeply explore the ideological-political value connotations behind social hot issues.

1. 基于年龄特征与教育阶段的育人目标进行解构。在大中小学思政课实践教学基地的运行体系中，目标分层细化构成其育人机制的核心要素之一。这一过程需紧密围绕学生不同发展阶段的认知特点与教育需求展开，以实现思政课教学的精准化与有效性。对于小学生而言，思政课实践教学目标的设定应聚焦于道德认知与情感的启蒙。在此阶段，思政课实践教学应通过具象化的方式激发其内在的道德感知，借助多样化的实践形式将抽象的道德准则具象化，进而帮助学生建立起对基本社会道德规范的初步理解，为其价值观的进一步发展奠定基础。中学生正处于价值观塑造的关键转型期，其思维能力逐渐从形象思维向抽象思维过渡。在此阶段，思政课实践教学目标应向深度理解道德与社会规则层面拓展。要注重培养学生的独立思考能力与批判性思维素养，促使他们在面对复杂社会道德问题时，能够运用所学知识进行初步的理性分析与价值判断。大学生作为具有较高知识储备与认知水平的群体，思政课实践教学目标应具备更高层次的深度与广度。在此阶段，思政课实践教学应引导学生深入挖掘社会热点问题背后的思政价值内涵。

2. Constructing a coherent and orderly chain of ideological-political course practice teaching. The effective articulation of objectives for ideological-political course practice teaching bases across primary, secondary, and university levels is a key link in ensuring the continuity and systematic nature of ideological-political education. This process requires the formation of organic connections between each educational stage, achieving seamless alignment and progressive development of educational objectives. The design of “grand ideological-political course” practice teaching should present a trend of gradual progress and spiral ascent.[3]3 “循序渐进、螺旋上升” (xúnxù jiànjìn, luóxuán shàngshēng) is a standard Chinese educational formulation meaning “step by step, spiraling upward,” emphasizing gradual progression and repeated reinforcement at higher levels. First, in the articulation between the primary and secondary school stages, secondary school ideological-political course practice teaching should fully emphasize the inheritance and expansion of the knowledge and emotional foundation from the primary school stage. During the practice teaching process, review the ideological-political content and cases covered in the primary school stage, and use this as a starting point to deeply explore their deeper value and cultural significance in historical evolution. Guide secondary school students to elevate from a simple understanding of individual deeds to a profound comprehension of the inheritance and development context of the national spirit, achieving a transition from emotional enlightenment to value shaping. Second, the articulation between the secondary school and university stages also requires careful design and implementation. University ideological-political course practice teaching should take the knowledge system from the secondary school stage as its foundation, further expanding and deepening the practical content. Using the basic knowledge of politics, history, and other subjects learned in secondary school as a background, carry out in-depth interpretation of national policies and practical research activities in university practice teaching. For example, based on the basic economic knowledge secondary school students already possess, university ideological-political courses can organize students to conduct research in enterprises on the impact of national macroeconomic regulation and control policies on enterprise operations, prompting students to combine the basic knowledge from the secondary school stage with the theoretical application abilities of the university stage, achieving a leap from knowledge mastery to the cultivation of practical application skills. Universities can guide students to review their community service experiences from secondary school, upgrading them into more professional, systematic, and socially influential public welfare projects, cultivating students’ transformation from a consciousness of partial social participation to a comprehensive sense of social responsibility.

2. 构建连贯有序的思政课实践教学链条。大中小学思政课实践教学基地目标的有效衔接是保障思政教育连续性与系统性的关键环节。这一过程要求各教育阶段之间形成有机联系，实现育人目标的无缝对接与渐进式发展，“大思政课”实践教学设计要呈现出循序渐进、螺旋上升的态势。[3]第一，在小学与中学阶段的衔接中，中学思政课实践教学应充分重视对小学阶段知识与情感基础的承接与拓展。在实践教学过程中，回顾小学阶段所涉及的思政内容及思政案例，并以此为切入点，深入挖掘其在历史演进中的深层价值与文化意义。引导中学生从对个体事迹的简单了解升华到对民族精神传承与发展脉络的深刻理解，实现从情感启蒙到价值塑造的过渡。第二，中学与大学阶段的衔接同样需要精心设计与实施。大学思政课实践教学应以中学阶段的知识体系为基石，进一步拓展与深化实践内容。以中学所学的政治、历史等基础知识为背景，在大学实践教学中开展对国家政策的深度解读与实践调研活动。针对中学生已有的基本经济常识，大学思政课可组织学生深入企业开展关于国家宏观调控政策对企业运营影响的调研，促使学生将中学阶段的基础知识与大学阶段的理论应用能力相结合，实现从知识掌握到实践运用能力培养的跨越。大学可引导学生回顾中学时代的社区服务经历，将其升级为更具专业性、系统性和社会影响力的公益项目，培养学生从局部社会参与意识向全面社会责任担当意识的转变。

3. Constructing a multi-dimensionally coordinated educational support system. To ensure the effective realization of the stepped educational objectives of ideological-political course practice teaching bases for primary, secondary, and university levels, it is necessary to build a comprehensive educational support system encompassing multi-dimensional coordination, integrating resources from all sides to form an all-round guarantee mechanism. First, the construction of the teaching staff is a key supporting element for achieving educational objectives. For ideological-political course teachers at different school stages, stratified and categorized professional training should be carried out. First, the training focus for primary school ideological-political course teachers lies in mastering the use of lively and vivid teaching methods that conform to the cognitive characteristics of primary school students to carry out practice teaching, in order to stimulate students’ learning interest and participation. Second, the training for secondary school ideological-political course teachers should focus on strengthening their ability to understand and apply the connection between curriculum standards and practice teaching, enabling them to accurately grasp the developmental needs of secondary school students and organically integrate theoretical knowledge with practical activities. Third, university ideological-political course teachers need to possess the ability to guide students in conducting high-level research-oriented practice, continuously improving their capabilities in research method guidance, utilization of academic resources, and other aspects. Second, optimizing and integrating the resources of different types of practice teaching bases is the material foundation for ensuring the realization of educational objectives. Practice teaching bases should equip corresponding teaching facilities and materials according to the characteristics and needs of students at different school stages. For primary school students, practice teaching bases should focus on providing resources such as rich physical displays, animation demonstrations, and simple and easy-to-understand picture books to meet their learning needs, which are primarily based on concrete thinking. For secondary school students, practice teaching bases need to provide practice scenarios and equipment with greater depth and breadth to promote the development of their abstract thinking abilities. For university students, practice teaching bases need to meet their requirements for conducting in-depth research-oriented practice, actively expand extensive cooperation with various sectors of society, including establishing long-term and stable strategic cooperative relationships with museums, archives, enterprises, communities, etc., creating diverse and realistic practice scenarios, enabling students to deepen their understanding and application of ideological-political course content within rich social resources.

3. 构筑多维度协同的育人支持体系。为确保大中小学思政课实践教学基地阶梯式育人目标的有效实现，需构建一个涵盖多维度协同的综合性育人支持体系，整合各方资源，形成全方位的保障机制。第一，师资队伍建设是实现育人目标的关键支撑要素。针对不同学段的思政课教师，应开展分层分类的专业培训。其一，小学思政课教师的培训重点在于掌握运用符合小学生认知特点的生动活泼教学方法开展实践教学，以激发学生的学习兴趣和参与度。其二，中学思政课教师的培训要侧重于加强对课程标准与实践教学衔接的理解与应用能力，使其能够准确把握中学阶段学生的发展需求，将理论知识与实践活动有机融合。其三，大学思政课教师需要具备引导学生开展高层次研究性实践的能力，不断提升研究方法指导、学术资源利用等方面的能力。第二，优化与整合不同类型实践教学基地资源是保障育人目标实现的物质基础。实践教学基地应根据不同学段学生的特点与需求，配备相应的教学设施和资料。对于小学生，实践教学基地应注重提供丰富的实物展示、动画演示、简单易懂的绘本等资源，以满足其形象思维为主的学习需求。对于中学生，实践教学基地需要提供更具深度和广度的实践场景和设备，以促进其抽象思维能力的发展。对于大学生，实践教学基地需要满足其开展深层次研究性实践的要求，积极拓展与社会各界的广泛合作，包括与博物馆、档案馆、企业、社区等建立长期稳定的战略合作关系，创造多样化、真实化的实践场景，使学生能够在丰富的社会资源中深化对思政课内容的理解与应用。

IV. The Holistic Evaluation and Feedback Mechanism

四、整体性评价反馈机制

1. Constructing principled evaluation indicators. First, there is political nature. The political nature of evaluation for practice teaching bases for ideological-political courses in universities, middle schools, and primary schools is core. It requires that bases consistently uphold the guidance of Marxism in practice teaching, disseminate the Party’s theories, lines, principles, and policies, cultivate students’ firm political stance, enhance students’ political identification with the country and the nation, and ensure that the practice teaching of ideological-political courses does not deviate from the correct political direction. Second, there is innovativeness. This requires that the explorations of ideological-political course practice teaching bases in terms of operational thinking, operational methods, carriers used, innovation pathways, and co-construction models have highlights, and possess pioneering significance within their field, industry, region, or even nationwide. Third, there is demonstrativeness. This requires that ideological-political course practice teaching bases excel in integrating teaching resources, designing practice processes, and organizing practice activities, can set an example for other bases, can form characteristic models that can be referenced by other regions, and lead the high-quality development of ideological-political course practice teaching. Fourth, there is generalizability. Generalizability concerns the radiation scope of excellent experiences; the evaluation mechanism must consider the possibility of replicating and promoting base models and operational methods across bases in different industries and different types of schools, enabling application in broader fields and larger scopes, and promoting the realization of “innovation in one place, sharing across the entire domain.” Fifth, there is effectiveness. Effectiveness is the key to testing “grand ideological-political courses” practice teaching bases. It mainly examines whether students have genuinely improved in areas such as ideological-moral character, political literacy, and sense of social responsibility, whether practice teaching has effectively enhanced the teaching effect of ideological-political courses, organically integrated theory with practice, and had a positive impact on student growth.

1. 构建原则性评价指标。第一，有政治性。大中小学思政课实践教学基地评价的政治性是核心。它要求基地在实践教学中始终坚持马克思主义指导，传播党的理论和路线方针政策，培养学生坚定的政治立场，增强学生对国家和民族的政治认同，确保思政课实践教学不偏离正确的政治方向。第二，有创新性。这要求思政课实践教学基地在运行思路、运行方法、使用载体、创新路径、共建模式等方面的探索要有亮点，在本领域、本行业、本区域乃至全国具有先创意义。第三，有示范性。这要求思政课实践教学基地在教学资源整合、实践过程设计、实践活动组织等方面表现卓越，能为其他基地树立榜样，能够形成特色模式，可供其他地区借鉴，引领思政课实践教学高质量发展。第四，有推广性。推广性关乎优秀经验的辐射范围，评价机制要考量基地模式、运行方法在不同行业的基地、不同类型学校复制推广的可能性，可在更广领域和更大范围推广运用，推动实现“一地创新、全域共享”。第五，有实效性。实效性是检验“大思政课”实践教学基地的关键。它主要考察学生在思想道德、政治素养、社会责任感等方面是否真正得到提升，实践教学是否切实增强了思政课的教学效果，将理论与实践有机结合，对学生成长产生积极影响。

2. Implementing specific evaluation indicators. First, evaluate specific content conditions, including whether the orientation is correct, whether there are mature promotional materials, and whether there is mature teaching content. Second, evaluate specific venue conditions, including whether there is a venue capable of conducting relatively large-scale educational activities, and whether there are complete supporting facilities for visits and services. Third, evaluate specific team conditions, including whether there are fixed institutions or full-time personnel responsible for management, and whether there are part-time practice activity teaching instructors. Fourth, evaluate specific activity conditions, including whether there are organized activities for university teachers and students to participate in at the base, and whether there are organized activities for primary and secondary school teachers and students to participate in at the base. Fifth, evaluate specific institutional conditions, including whether there is a complete base management system, whether there is an annual base work plan and an annual summary plan, whether there are work archives for base educational activities, whether a visit system linking with various schools has been established, and whether a free visit system or a free opening-to-the-public system for various schools has been established. Sixth, evaluate specific funding conditions, including whether there is special funding for the daily operation of the base, and whether there is special funding for conducting “grand ideological-political courses” practice teaching.

2. 践行具体性评价指标。第一，评价具体的内容情况，包括导向是否正确，是否有成熟的宣传资料，是否有成熟的讲授内容。第二，评价具体的场地情况，包括是否具有开展较大规模教育活动场地，是否具有完善的参观服务配套设施。第三，评价具体的队伍情况，包括是否具有固定机构或者专职人员负责管理，是否具有兼职实践活动带教教师。第四，评价具体的活动情况，包括是否有组织高校师生到基地参加各类活动，是否有组织中小学师生到基地参加各类活动。第五，评价具体的制度情况，包括是否有完善的基地管理制度，是否有基地年度工作计划和年度总结计划，是否有基地的教育活动工作档案，是否建立了联系各类学校的参观制度，是否建立了面向各类学校的免费参观制度或者免费对外开放制度。第六，评价具体的经费情况，包括是否有基地日常运行专项经费，是否有开展“大思政课”实践教学专项经费。

3. Adhering to diversified evaluation methods. First, insist on combining process evaluation with final effectiveness evaluation. First, process evaluation mainly includes evaluating the teaching process of the base, recording and observing teacher guidance and student participation in practice activities; evaluating the utilization of base resources, focusing on resource use efficiency and whether there are issues of idleness or excessive wear and tear; evaluating the connection of practice activity segments, checking whether the transitions between segments are smooth. Second, final effectiveness evaluation focuses on the educational efficacy of students in the social practice teaching classroom[4]4 The original text cites a source here, indicated by the superscript number [4] in the Chinese., mainly including examining knowledge and skill mastery through theoretical internalization and practical skills assessment; and shaping emotional attitudes and values through observing changes in student behavior and concepts. Second, insist on combining quantitative evaluation with qualitative evaluation. First, quantitative evaluation mainly includes counting the number of participants and activity frequency from each university, quantifying the scale and activity level of base use; calculating the resource input and output data of the base, assessing the operational efficiency of the base; and conducting quantitative satisfaction scoring. Second, qualitative evaluation mainly includes the comprehensive situation of the base’s actual operation; collecting descriptions and evaluations from teachers and students to uncover detailed issues and strengths; and obtaining expert opinion feedback to clarify advantages, disadvantages, and directions for improvement. Third, insist on combining self-evaluation with third-party evaluation. On one hand, self-evaluation mainly includes internal reflection by the base, summarizing and reflecting on facility maintenance, resource updates, activity organization, etc.; and school participation evaluation, mainly assessing the achievement of goals for practice teaching conducted at the base and the degree of alignment with the ideological-political education system. On the other hand, third-party evaluation mainly includes entrusting professional institutions to conduct assessments, using scientific methods and professional personnel for in-depth evaluation, providing data and suggestions on whether the base is operating effectively; and public supervision, encouraging nearby residents, students’ parents, etc., to offer opinions through online channels and supervise the base’s operation.

3. 遵循多元化评价方法。第一，坚持过程性评价与最终成效性评价结合。其一，过程性评价，主要包括对基地教学过程评价，记录观察实践活动中教师指导和学生参与情况；对基地资源利用情况评价，关注资源使用效率、有无闲置或过度损耗问题；对实践活动环节衔接评价，检查各环节过渡是否顺畅。其二，最终成效性评价，它注重学生在社会实践教学课堂的教育效能[4]，主要包括通过理论内化和实践技能考查知识与技能掌握情况；通过观察学生行为和观念变化对于情感态度与价值观塑造。第二，坚持定量评价与定性评价相结合。其一，定量评价，主要包括统计各高校参与人数与活动频次，量化基地使用规模和活跃度；核算基地的资源投入与产出数据，评估基地运行效益；进行满意度量化评分。其二，定性评价，主要包括基地实际运行的综合情况；收集师生评价描述，挖掘细节问题和优点；获取专家意见反馈，明晰优势不足和改进方向。第三，坚持自我评价与第三方评价相结合。一方面，自我评价，主要包括基地内部反思，对设施维护、资源更新、活动组织等总结反思；学校参与评价，主要从在基地进行实践教学的目标达成、与思政教育体系契合度评估。另一方面，第三方评价，主要包括委托专业机构进行评估，用科学方法和专业人员深入评估，提供基地是否有效运行的数据和建议；社会公众监督，鼓励周边居民、学生家长等通过网络渠道提出意见，监督基地运行。

V. Systematic Support and Guarantee Mechanisms

五、系统化支持保障机制

1. Improving policy guarantees. First, issue special policy documents. Clarify the construction goals, tasks, management systems, etc., of the integrated “grand ideological-political courses” practice teaching bases for universities, middle schools, and primary schools, providing a policy basis for base construction and operation. Formulate the “Guiding Opinions on Strengthening the Construction of ‘Grand Ideological-Political Courses’ Practice Teaching Bases.” Second, grant policy preferences. Provide policy preferences such as tax reductions and financial subsidies to museums, historical and cultural halls, planning and exhibition halls, enterprises, and social organizations that participate in base construction, encouraging social forces to actively participate, and granting tax preference policies to enterprises that provide resources for practice teaching bases. Third, establish a policy coordination mechanism. Relevant departments such as education, finance, and culture establish a coordination mechanism to jointly solve policy issues encountered during the construction and operation of bases. Policy coordination meetings can be held regularly to study and solve problems related to resource integration, funding guarantees, etc.

1. 完善政策保障。第一，出台专项政策文件。明确大中小学一体化“大思政课”实践教学基地的建设目标、任务、管理体制等，为基地建设和运行提供政策依据。制定《关于加强“大思政课”实践教学基地建设的指导意见》。第二，给予政策优惠。对参与基地建设的博物馆、历史文化馆、规划设馆、企业、社会组织等给予税收减免、财政补贴等政策优惠，鼓励社会力量积极参与，对为实践教学基地提供资源的企业给予税收优惠政策。第三，建立政策协调机制。教育、财政、文化等相关部门建立协调机制，共同解决基地建设和运行过程中遇到的政策问题。可以定期召开政策协调会议，研究解决资源整合、经费保障等方面的问题。

2. Optimizing incentive guarantees. Perfecting the incentive guarantee mechanism is the internal driving force for maintaining the sustainable development of ideological-political course practice teaching bases in universities, middle schools, and primary schools. A well-established incentive mechanism is a key factor in ensuring the long-term stable operation of ideological-political course practice teaching bases in universities, middle schools, and primary schools. By stimulating the enthusiasm and initiative of each participating subject, it provides a continuous source of power for the sustainable development of the bases. First, for the teacher group, establish a scientific and reasonable reward mechanism for practice teaching achievements. In the process of ideological-political course practice teaching, teachers who actively participate in shared co-construction activities and excel in teaching method innovation and high-quality resource integration should be given full commendation and rewards. This is not only recognition of teachers’ teaching achievements but also a form of spiritual motivation. At the same time, provide a certain amount of teaching research funding to support teachers in conducting further teaching research and practical exploration. Second, for students, establish a sound practice credit incentive mechanism. For students who actively participate in ideological-political course practice activities and perform outstandingly, give additional practice credit rewards. This has a substantive incentive effect in the student academic evaluation system. In the process of evaluating excellence and selecting advanced individuals, take students’ performance in ideological-political course practice activities as an important consideration factor, giving priority to students with outstanding performance. Additionally, build a dedicated platform for displaying student practice achievements, showcasing and publicizing excellent practice works. Third, for social institutions participating in co-construction, adopt effective incentive measures to increase their enthusiasm for participation. Honorary plaques can be awarded to publicly commend their contributions to the construction of ideological-political course practice teaching bases, enhancing their social image and reputation. Through multiple channels such as news reports and social media promotion, widely publicize their social contributions, enabling all sectors of society to have a deeper understanding of their active participation in education. This incentive method can encourage more social forces to participate in the construction of “grand ideological-political courses” practice teaching bases, forming a favorable situation where the whole society jointly focuses on and supports ideological-political course practice teaching, providing a strong guarantee for the high-quality development of ideological-political course practice teaching in universities, middle schools, and primary schools.

2. 优化激励保障。完善激励保障机制是保持大中小学思政课实践教学基地持续发展的内驱力。完善的激励机制是保障大中小学思政课实践教学基地长期稳定运行的关键因素，其通过激发各参与主体的积极性和主动性，为基地的持续发展提供源源不断的动力。第一，对于教师群体，建立科学合理的实践教学成果奖励机制。在思政课实践教学过程中，对于那些积极参与共享共建活动、在教学方法创新和优质资源整合方面表现优异的教师，应给予充分的表彰和奖励。这不仅是对教师教学成果的认可，更是一种精神激励。同时，提供一定数额的教学研究经费，支持教师开展进一步的教学研究和实践探索。第二，对于学生而言，建立健全的实践学分激励机制。对于积极参与思政课实践活动且表现突出的学生，给予额外的实践学分奖励，这在学生的学业评价体系中具有实质性的激励作用，在评优评先过程中，将学生在思政课实践活动中的表现作为重要考量因素，优先考虑表现优秀的学生。此外，搭建专门的学生实践成果展示平台，对优秀的实践作品进行展示和宣传。第三，对于参与共建的社会机构，应采取有效的激励措施，提高其参与积极性。可以授予荣誉牌匾，对其在思政课实践教学基地建设中的贡献进行公开表彰，提升其社会形象和美誉度。通过新闻报道、社交媒体宣传等多种途径，广泛宣传其社会贡献，使社会各界对其积极参与教育事业的行为有更深入的了解。这种激励方式能够鼓励更多的社会力量参与到“大思政课”实践教学基地的建设中来，形成全社会共同关注、支持思政课实践教学的良好局面，为大中小学思政课实践教学的高质量发展提供有力保障。

3. Strengthen funding guarantees. First, establish special funding. Financial support is key to ensuring the normal conduct of ideological-political course practice teaching[5]5 The term “ideological-political courses” (思政课) refers to required courses in political theory and moral education in Chinese higher education, which are a core component of the Party’s ideological work in schools.. The government should increase financial investment and establish special funding for the construction of “Greater Ideological-Political Courses” practice teaching bases, to be used for base construction, equipment procurement, teacher training, and other aspects. A certain amount of special funds should be allocated each year, and their use should be strictly earmarked for designated purposes. Second, raise funds through multiple channels. Encourage fundraising through social donations, corporate sponsorships, and other means. Funds can be raised through cooperation with enterprises on projects, organizing social welfare activities, and other methods; establish a “Greater Ideological-Political Courses” education foundation to accept social donations. Third, strictly manage and supervise funds. Establish and improve a fund management system, strengthen supervision and auditing of fund use at the bases, and ensure that fund use is safe, standardized, and efficient. Fund management measures can be formulated, and the use of funds should be audited and made public on a regular basis.

3. 强化经费保障。第一，设立专项经费。经费支持是保障思政课实践教学正常开展的关键[5]，政府加大财政投入，设立“大思政课”实践教学基地建设专项经费，用于基地建设、设备购置、师资培训等方面。每年安排一定数额的专项资金，并确保专款专用。第二，多渠道筹集经费。鼓励社会捐赠、企业赞助等方式筹集经费。可以通过与企业合作开展项目、举办社会公益活动等方式筹集资金，建立“大思政课”教育基金会，接受社会捐赠。第三，严格经费管理与监督。建立健全经费管理制度，加强对基地经费使用的监督和审计，确保经费使用安全、规范、高效，可以制定经费管理办法，定期对经费使用情况进行审计和公开。

(Author biographies: Yu Yongjun, Professor at the School of Marxism, Chongqing College of Urban Management, and the Ministry of Education’s Innovation and Development Center for Ideological and Political Work in Higher Education Institutions; Chen Xi, corresponding author, Lecturer at the School of Marxism, Chongqing Medical University)

（作者简介：喻永均，重庆城市管理职业学院马克思主义学院、教育部高校思想政治工作创新发展中心教授；陈希，通讯作者，重庆医科大学马克思主义学院讲师）

Online editor: Tong Xin

网络编辑：同心