On the Leading Role of Higher Education Institutions in the Integrated Development of Ideological and Political Theory Courses across Primary, Secondary and Tertiary Levels

Since the 18th National Congress of the CPC, the Party Central Committee with Comrade Xi Jinping at its core has attached great importance to the construction of ideological and political theory courses (hereinafter referred to as IPTPCs) in schools, issuing multiple important directives on the integrated development of IPTPCs across primary, secondary and tertiary levels. The Third Plenary Session of the 20th Central Committee of the CPC once again stressed the need to improve the mechanism for fostering virtue and nurturing talent [1]1 “Fostering virtue and nurturing talent” (立德树人) is a fundamental task of education in China, emphasising moral cultivation as the foundation of talent development., to advance the reform and innovation of the integrated development of IPTPCs across primary, secondary and tertiary levels, and to require the optimisation of the layout of higher education and the promotion of reform in higher education institutions by category. Higher education institutions are the main front for educating people for the Party and for the country, and they bear the important mission of cultivating outstanding IPTPC teachers for primary, secondary and tertiary schools and actively exploring new pathways and mechanisms for the construction of school IPTPCs. Therefore, higher education institutions should, from the strategic height of the overall development of the cause of the Party and the state, take General Secretary Xi Jinping’s important discourses on IPTPC construction as the fundamental guideline and action guide, proactively exert their radiating and driving role in the aggregation of academic disciplines, the propagation of policies and theories, the cultivation of high-quality teachers, and the supply of resource platforms, persist in using Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to forge souls and educate people, and, with greater achievements, lead the high-quality and connotative development of the integrated construction of IPTPCs across primary, secondary and tertiary levels.

党的十八大以来，以习近平同志为核心的党中央高度重视学校思想政治理论课（以下简称思政课）建设，多次就大中小学思政课一体化建设作出重要指示。党的二十届三中全会再次强调要完善立德树人机制，推进大中小学思政课一体化改革创新，要求优化高等教育布局，分类推进高校改革。高校是为党育人、为国育才的主要阵地，肩负着为大中小学培养优秀思政课教师、积极探索学校思政课建设新路径新机制的重要使命。因此，高校应站在党和国家事业发展全局的战略高度，以习近平总书记关于思政课建设的重要论述为根本遵循和行动指南，主动发挥自身在学科专业聚合、政策理论宣讲、优质师资培育和资源平台供给等方面的辐射带动作用，坚持用习近平新时代中国特色社会主义思想铸魂育人，以更大作为引领大中小学思政课一体化建设高质量内涵式发展。

I. The Role Positioning of Higher Education Institutions in the Integrated Development of IPTPCs across Primary, Secondary and Tertiary Levels

一、高校在大中小学思政课一体化建设中的角色定位

The integrated development of IPTPCs across primary, secondary and tertiary levels is a complex systemic project that requires all stages, fields and elements to perform their respective duties and engage in joint consultation and co-construction on the basis of clarifying the common mission of fostering virtue and nurturing talent. Higher education institutions possess significant advantages in academic disciplines, talent cultivation, resource allocation, and other areas. They should actively contribute to the theoretical research, teaching innovation, teacher cultivation and resource supply for the integrated development of IPTPCs across primary, secondary and tertiary levels, play a demonstrative and leading role, and provide intellectual support and practical wisdom for cultivating more new-era individuals who can reassure the Party, love the country, contribute to society, and shoulder the heavy responsibility of national rejuvenation [2]2 “National rejuvenation” refers to the great rejuvenation of the Chinese nation, a central goal of the CPC..

大中小学思政课一体化建设是一项复杂的系统工程，需要各学段、各领域、各要素在明确立德树人共同使命的基础上各司其职、共商共建。高校在学科专业、人才培养、资源调配等方面具有显著优势，应积极助力大中小学思政课一体化建设的理论研究、教学创新、师资培育与资源供给，发挥示范引领作用，为培养更多让党放心、爱国奉献、担当民族复兴重任的时代新人提供智力支持和实践智慧。

(1) Interpreters of Policy and Theory

（一）政策理论的阐释者

Under the complex online environment and severe international situation, various ideas and ideologies interweave and collide. While displaying a rational side, young people also exhibit, to varying degrees, problems such as vague ideals and beliefs and distorted value orientations. “Capital first” and “profit-driven behaviour” have led some young people to develop a mistaken view of righteousness and benefit; the influx of Western “extreme liberalism,” “consumerism” and other negative and erroneous ideas and concepts accompanying the opening up has spawned a crop of refined egoists and money worshippers; the era of consumption, entertainment and fragmentation induces people to focus on material enjoyment while neglecting spiritual elevation, intending to make them “bystanders” and “rent-seekers” of national rejuvenation. Higher education institutions are an important force among the “five armies” of philosophy and social sciences in China [3]3 The “five armies” of philosophy and social sciences refers to researchers in Party schools, military academies, universities, research institutes, and policy research departments. and are the key subjects for promoting the deep popularisation of Marxism and the latest achievements in adapting Marxism to the Chinese context and the needs of the times, thereby achieving their popularisation. One of their important political missions is to conduct theoretical interpretation and propaganda, enhancing the appeal and guiding power of theoretical propagation. In response to the current spiritual confusion and ideological perplexity of young people, higher education institutions should leverage their advantages of knowledge concentration and talent density, focus on the systematic research and youth-oriented interpretation of the Party’s innovative theories, and strive to play the main-channel role of IPTPCs in promoting Marxism and propagating the Party’s innovative theories among young students. In this process, higher education institutions should, by strengthening the construction of philosophy and social science disciplines, especially the discipline of Marxist theory, continuously excavate new academic perspectives and theoretical achievements, insist on advancing IPTPC construction in tandem with the theoretical武装 of the Party’s innovative theories, and construct an IPTPC curriculum and textbook system with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as the core content and the course “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” as the guide. They should formulate corresponding knowledge objectives, ability objectives and emotional-value objectives for integrating the Party’s innovative theories into IPTPC teaching, continuously apply and transfer theoretical research results to IPTPCs at primary, secondary and tertiary levels, and coordinate the integrated development of IPTPCs across primary, secondary and tertiary levels with strategic thinking. This will help IPTPC teachers in primary and secondary schools clearly explain the systematic, academic and logical nature of the Party’s innovative theories, clarify the reasoning, academic principles and philosophy of the Party’s innovative theories, guide students to listen to the Party and follow the Party, help them “fasten the first button of life” [4]4 “Fasten the first button of life” is a metaphor from Xi Jinping, meaning to establish correct values from a young age., consolidate their foundation in the “three outlooks” [5]5 The “three outlooks” are the worldview, outlook on life, and value system., and strengthen their ideals and beliefs.

在复杂的网络环境和严峻的国际形势下，各种思想观念交织碰撞，青少年在展现出理性一面的同时，也在不同程度上存在理想信念模糊、价值取向扭曲等问题。“资本至上”和“逐利而行”使得部分青少年产生了错误的义利观；伴随对外开放涌入的西方“极端自由主义”“消费主义”等消极错误思想观念催生了一批精致利己主义者和拜金主义者；消费时代、娱乐化时代、碎片化时代诱导人们关注物质享受而忽视精神提升，意图做民族复兴的“旁观者”和“食利者”。高校是我国哲学社会科学“五路大军”的重要力量，是推动马克思主义和马克思主义中国化时代化最新成果深入人心、实现大众化的关键主体，其重要政治使命之一就是进行理论阐释与宣传，提升理论宣讲的感染力和引导力。针对当前青少年的精神迷惘和思想困惑，高校要发挥自身知识富集、人才密集的优势，聚焦于党的创新理论的体系化研究、青年化阐释，着力发挥好思政课面向青少年学生弘扬马克思主义、宣传党的创新理论的主渠道作用。在此过程中，高校应通过加强哲学社会科学特别是马克思主义理论学科建设，不断挖掘新的学术观点和理论成果，坚持思政课建设与党的创新理论武装同步推进，构建以习近平新时代中国特色社会主义思想为核心内容、以“习近平新时代中国特色社会主义思想概论”课为引领的思政课课程教材体系。要为党的创新理论融入思政课教学制定相应的知识目标、能力目标和情感价值观目标，将理论研究成果不断应用和迁移至大中小学思政课程，以战略思维统筹大中小学思政课一体化建设，从而帮助中小学思政课教师讲清党的创新理论的知识系统性、学理性和逻辑性，讲清党的创新理论的道理、学理和哲理，引导学生听党话、跟党走，帮助他们“扣好人生第一粒扣子”，筑牢“三观”基础，坚定理想信念。

(2) Problem-Solvers in Teaching and Research

（二）教学研究的破题者

In addition to providing theoretical interpretation and popular propaganda for the Party’s and the state’s principles and policies, higher education institutions’ philosophy and social science research boasts numerous talents and complete disciplines, with the notable characteristic of close integration between scientific research and teaching. Higher education institutions should fully utilise the distinct scientific research advantages of disciplinary aggregation, dedicate themselves to overcoming teaching and research difficulties in IPTPCs across primary, secondary and tertiary levels, and play a guiding, developmental, innovative and teaching-supportive role in the integrated development of IPTPCs across primary, secondary and tertiary levels. On the one hand, higher education institutions have significant talent advantages and profound academic accumulation. Compared with primary and secondary schools, university teachers hold advantages in team configuration, teaching ability and professional competence, and can and should play a leading role as a talent think tank in the integrated development of IPTPCs across primary, secondary and tertiary levels. Through academic research, they can trace the origins of the integrated development of IPTPCs across primary, secondary and tertiary levels and construct a complete and logically coherent theoretical system for this integrated development. At the same time, on this basis, they should adopt multiple means to promote the dissemination and recognition of research results, strive to form a theoretical consensus among all parties, stimulate their enthusiasm for participating in and promoting the integrated development of IPTPCs across primary, secondary and tertiary levels, and jointly build a comprehensive, multi-level and three-dimensional educational ecosystem. On the other hand, higher education institutions have prominent disciplinary advantages and diverse innovation and creativity. With the rise of the concept of “curriculum-based ideological and political education” [6]6 “Curriculum-based ideological and political education” (课程思政) is a reform that integrates ideological and political elements into all academic courses, not just dedicated IPTPCs., primary and secondary schools are gradually exploring the integration of ideological and political education elements into the teaching content of various disciplines. However, for higher education institutions with profound academic foundations, rich educational resources and strong research capabilities, they cannot merely stop at this practice itself but must delve into the internal mechanisms and theoretical support behind it. Higher education institutions should leverage their comprehensive advantages of multiple disciplines and interdisciplinary approaches, carry out interdisciplinary integration research, and, by assembling multi-field disciplinary research experts and subject education experts, conduct multi-dimensional and in-depth analysis of the natural laws of young students’ physical and mental growth, accurately grasp the unique characteristics and internal needs they display at different growth stages, and at the same time deeply excavate the ideological and political education elements of each discipline. They should skillfully integrate the knowledge systems and thinking methods of different disciplines and fields into practices such as curriculum standard formulation, textbook compilation and teaching method application, promoting the idea that “every course speaks of ideological and political education” and “ideological and political education is everywhere.” This ensures that the teaching objectives, textbook content and educational methods at each stage not only conform to the cognitive development laws of young students but also stimulate their learning interest and desire for exploration, assisting primary and secondary schools in better achieving the unity of knowledge transmission and value guidance in teaching practice, enhancing the appeal and感染力 of IPTPCs, and achieving the internalisation of knowledge in the mind and its externalisation in action.

除了对党和国家的方针政策进行理论化阐释和大众化宣传外，高校哲学社会科学研究人才众多、学科齐全，具有科研与教学紧密结合的显著特点。高校应充分利用学科专业聚合的鲜明科研优势，致力于攻克大中小学思政课中的教研难题，在大中小学思政课一体化建设中发挥引领指导、发展革新与教学辅助作用。一方面，高校人才优势显著，学术积淀深厚。与中小学相比，高校教师在队伍配置、教学能力和专业素养等方面占据优势，在大中小学思政课一体化建设中能够且应当发挥人才智库的引领作用。通过学术研究，对大中小学思政课一体化建设探本溯源，构建完整且富有逻辑性的大中小学思政课一体化建设理论体系。同时，在此基础上采用多元手段推动研究成果的传播与认同，力求各方在理论上形成共识，激发其参与和推动大中小学思政课一体化建设的积极性，共同构建一个全方位、多层次、立体化的育人生态系统。另一方面，高校学科优势突出，创新创造多元。随着“课程思政”理念的兴起，中小学正逐步探索将思想政治教育元素融入各学科教学内容之中。但对于具有深厚学术底蕴、丰富教育资源和强大研究能力的高校来说，不能仅仅停留在这一实践本身，而是要深挖其背后的内在机理和理论支撑。高校应发挥多学科、跨学科综合优势，开展跨学科融合研究，通过集结多领域的学科研究专家和学科教育专家，在多维度、深层次剖析青少年学生身心成长的自然规律，精准把握其在不同成长阶段所展现的独有特征与内在需求的同时，深度挖掘各学科思政育人元素，将不同学科和领域的知识体系和思维方法巧妙融入课程标准制定、教材编撰和教学方法运用等实践之中，推进“门门讲思政”“处处讲思政”，从而确保各学段的教学目标、教材内容、育人方法等既符合青少年学生的认知发展规律，又能够激发其学习兴趣与探索欲望，助力中小学在教学实践中更好实现知识传授与价值引领的统一，增强思政课的吸引力和感染力，实现知识的内化于心、外化于行。

(3) Undertakers of Teacher Cultivation

（三）师资培养的承担者

A hundred-year plan begins with education; an education plan begins with teachers. In May 2023, at the fifth collective study session of the Political Bureau of the 20th CPC Central Committee, General Secretary Xi Jinping emphasized that “to strengthen education, we must first strengthen teachers. The building of the teaching force must be treated as the most important foundational work for building a strong educational country.” In September 2019, the Ministry of Education and four other departments issued the “Opinions on Strengthening the Building of the Contingent of Ideological and Political Theory Course Teachers in Primary and Secondary Schools in the New Era,” which explicitly stated that the radiating role of Marxist colleges in higher education institutions should be brought into play, actively linking up with the building of the ideological and political theory course teaching force in primary and secondary schools, using the talent advantages of higher education institutions to raise the level of integration of ideological and political theory courses, and effectively promoting the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education. It can be seen that the key to advancing the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education lies in building a contingent of ideological and political theory course teachers who are politically strong, have deep feelings, possess new thinking, broad vision, strict self-discipline, and upright character. In recent years, the Party and the state have attached great importance to the building of the teaching force; rules and regulations have become increasingly complete, and the overall trend in the construction of teacher ethics and conduct has been positive. To promote the high-quality development of the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education, it is necessary not only to continue improving material conditions and innovating institutional mechanisms, but also to stimulate deeper and more enduring internal motivation to achieve teachers’ self-drive. Therefore, it is essential to fully leverage the strength of national key Marxist colleges and normal universities, adhere to the primary responsibility of normal universities for teacher education, and strengthen the leading role of normal universities under the Ministry of Education. It is necessary to combine the specific requirements of the curriculum standards for ideological and political theory courses in primary and secondary schools, rationally set up training programs for normal school students, and provide long-term opportunities and platforms for learning and exchange for ideological and political theory course teachers in primary and secondary schools. While enhancing the comprehensive literacy and professional competence of ideological and political theory course teachers, we must continuously explore and optimize the talent cultivation system, teacher training system, and teacher evaluation system, strictly preventing misconduct in teacher ethics; supply ideological and political theory course teachers with firm political stances, excellent professional abilities, and high-level educational skills for each educational stage, and provide a solid talent guarantee for cultivating socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise.

百年大计，教育为本；教育大计，教师为本。2023年5月，习近平总书记在中共中央政治局第五次集体学习时强调，“强教必先强师。要把加强教师队伍建设作为建设教育强国最重要的基础工作来抓”。2019年9月，教育部等五部门印发的《关于加强新时代中小学思想政治理论课教师队伍建设的意见》明确提出，要发挥高校马克思主义学院辐射作用，主动对接中小学思政课教师队伍建设，以高校人才队伍优势提升思政课一体化水平，切实推进大中小学思政课一体化建设。由此可见，推进大中小学思政课一体化建设的关键就在于建设一支政治强、情怀深、思维新、视野广、自律严、人格正的思政课教师队伍。近年来，党和国家高度重视教师队伍建设，规章制度日趋完善，师德师风建设整体向好。要促进大中小学思政课一体化建设高质量发展，不仅要继续推动物质条件的改善和体制机制的创新，还需要激发更深沉、更持久的内在动力以实现教师的自我驱动。因此，要充分发挥全国重点马克思主义学院和师范院校的力量，坚持师范院校教师教育第一职责，强化部属师范大学引领。要结合中小学思政课课程标准的具体要求，合理设置师范生培养方案，并为中小学思政课教师提供长期学习交流的机会和平台。在提升思政课教师综合素养和专业能力的同时，不断探索并优化人才培养体系、教师培训体系及教师评价体系，严防师德失范；为各学段输送政治立场坚定、业务能力精湛、育人水平高超的思政课教师，为培养德智体美劳全面发展的社会主义建设者和接班人提供坚实的人才保障。

(4) Developers of High-Quality Resources

（四）优质资源的开发者

As a highland of think tanks, higher education institutions can rely on on-campus educational and teaching resources such as school history museums, libraries, and laboratories, as well as diversified off-campus educational resources. On the one hand, through ideological and political education practice resource bases with local characteristics, professional characteristics, and campus characteristics, they can provide more diversified, hierarchical, and distinctive resource support for students at different educational stages and levels, effectively breaking down the barriers between higher education and basic education, and continuously enhancing the breadth and depth of ideological and political theory courses. On the other hand, by innovating mechanisms and broadening channels, they can build a resource-sharing platform for the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education that integrates theory and practice, in-class and out-of-class, and online and offline, promoting the precise sinking and co-construction and sharing of resources. Through conducting distance teaching, online seminars, and other guidance and exchanges, they can more directly understand the integrated practice situations and changes in learning conditions in various regions, conduct targeted teaching research and academic research on the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education, and then transform their advantages in academic research and teaching practice into actual driving forces to support the development of ideological and political theory courses in primary and secondary schools in their regions, forming a benign interactive relationship with primary and secondary schools, ensuring that high-quality resources can precisely meet their actual needs. This assists the vast number of ideological and political theory course teachers in primary and secondary schools, especially those in remote areas, in enriching teaching methods and deepening teaching content, thereby promoting the overall improvement of the quality of ideological and political theory course teaching.

作为智库高地，高校可以依托校史馆、图书馆、实验室等校内教育教学资源和多元化的校外教育资源，一方面通过具有当地特色、专业特色和校园特色的思想政治教育实践资源基地，为不同学段、不同水平的学生提供更多元化、层次化、特色化的资源支持，有效打破高等教育与基础教育的壁垒，不断提升思政课的广度和深度。另一方面，创新机制、拓宽渠道，打造理论和实践、课内和课外、线上和线下相融合的大中小学思政课一体化建设资源共享平台，推动资源的精准下沉与共建共享。通过开展远程教学、线上研讨等指导交流，更直接地了解各地区的一体化实践情况和学情变化，有针对性地对大中小学思政课一体化建设进行教学研讨和学术研究，进而将自身在学术研究、教学实践等方面的优势转化为支持所在区域中小学思政课发展的实际动力，与中小学形成良性互动关系，确保优质资源能够精准对接其实际需求。助力广大中小学思政课教师特别是偏远地区思政课教师丰富教学手段、深化教学内容，促进思政课教学质量的整体提升。

II. Difficulties and Challenges Faced by Higher Education Institutions in Leading the Integrated Construction of Ideological and Political Theory Courses across Primary, Secondary, and Tertiary Education

二、高校引领大中小学思政课一体化建设面临的困难与挑战

With the acceleration of the curriculum reform of ideological and political theory courses across primary, secondary, and tertiary education, higher education institutions have accumulated some experience in implementing the decisions and deployments of the Party Central Committee on the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education. The construction of ideological and political theory courses at each educational stage has made considerable progress, with clearer goals, more reasonable content, and more scientific structures. However, in practice, difficulties such as poor curriculum articulation, disconnection between academic research and teaching practice, and insufficient interaction and exchange between higher education institutions and primary and secondary schools still exist, leading to problems such as unreasonable curriculum goal setting and theoretical research that talks to itself. Therefore, continuously exploring ways to break through these difficulties and better exerting the exemplary and leading role of higher education institutions in the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education has become an urgent task.

随着大中小学思政课课程改革进程的加快，高校在贯彻落实党中央对大中小学思政课一体化建设的决策部署过程中积累了一定经验，各学段的思政课建设取得了长足的进步，目标更为清晰，内容更为合理，结构更为科学。但在实践过程中仍然面临着课程衔接不畅、学术科研与教学实践脱节、高校与中小学互动交流不足等困难，导致课程目标设置不合理、理论研究自说自话等问题。因此，持续探索破局之道，更好发挥高校在大中小学思政课一体化建设中的示范引领作用成为当务之急。

(1) The Articulation of Curriculum Standards and Textbook Compilation Still Needs Improvement

（一）课程标准与教材编写的衔接性尚需提升

Teachers of ideological and political theory courses in higher education institutions play an important role in the development of curriculum standards for ideological and political theory courses and the compilation of related textbooks. However, at present, the curriculum standards for each educational stage in primary, secondary, and tertiary education have not yet been effectively unified, and there are still phenomena of repetition and inversion in textbook content. There is an urgent need to enhance the articulation and hierarchy of curriculum standard formulation and textbook compilation to ensure systematic and coherent teaching content and progressively advancing educational goals.

高校思政课教师在思政课课程标准的研制与相关教材的编纂过程中扮演着重要角色。但目前大中小学各学段课程标准尚未实现有效统一，教材内容仍存在重复与倒挂现象，迫切需要增强课程标准制定与教材编写的衔接性和层次性，以确保教学内容系统连贯，教育目标层层递进。

Currently, ideological and political theory courses in primary and secondary schools all have curriculum standards as the basis for teaching implementation, but the construction of curriculum standards and the construction of textbooks are not synchronized; there is a phenomenon of textbook construction preceding curriculum standard construction. Meanwhile, ideological and political theory courses in universities have not yet set curriculum standards, mainly relying on the current implementation plan for ideological and political theory courses in higher education institutions and related policy documents as the basis for teaching implementation. Comparatively speaking, at the primary school stage, the setting of curriculum goals for ideological and political theory courses is relatively more detailed, capable of refining the curriculum goals into three specific stage goals according to students’ learning characteristics and cognitive development levels. However, the setting of curriculum goals at the junior high school, senior high school, and university stages is still not specific and targeted enough. The “Construction Standards for Ideological and Political Theory Courses in Higher Education Institutions (2021 Edition)” issued by the Ministry of Education only regulates the organizational management, teaching management, team management, and discipline construction of ideological and political theory courses in higher education institutions, and there is still room for further clarification in the differentiation and refinement of curriculum goals.

目前，中小学思政课都有课程标准作为教学实施的依据，但课程标准建设与教材建设并不同步，存在教材建设先于课程标准建设的现象；而大学思政课尚未设置课程标准，主要是以当下执行的高校思政课方案以及相关的政策文件作为教学实施的依据。相较而言，小学阶段在思政课课程目标设置上相对更为细致，能够根据学生的学习特点和认知发展水平，将课程目标细化为三个具体的学段目标。但初中、高中及大学阶段的课程目标设置却还不够具体和有针对性。教育部印发的《高等学校思想政治理论课建设标准（2021年本）》中仅对高校思政课的组织管理、教学管理、队伍管理和学科建设等进行了规范,在课程目标的区分和细化方面仍有待进一步明确。

In addition, there is also a certain degree of repetition and inversion in the content of ideological and political theory course textbooks across primary, secondary, and tertiary education. Influenced by individual learning patterns and cognitive levels, textbook content requires necessary repetition and reasonable reiteration, but excessive repetition and simple repetition will only be counterproductive. On the one hand, there is repetition of content between different educational stages and between different ideological and political theory courses in higher education institutions. The textual expressions in the section on “forms of law creation” in junior and senior high school ideological and political theory course textbooks have a high degree of overlap; both introduce that law is created and recognized by the state, and separately explain “creation” and “recognition,” with basically the same organizational logic. In the ideological and political theory course textbooks for higher education institutions, the content overlap among the three textbooks “Outline of Modern Chinese History,” “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics,” and “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” is quite significant.

此外，大中小学思政课教材内容也在一定程度上存在重复倒挂现象。受个体学习规律和认知水平的影响，教材内容需要设置必要的重复与合理的反复，但过度重复、简单重复只会适得其反。一方面，各学段之间、高校各门思政课之间的内容有重复现象。初高中思政课教材在“法律的创制形式”部分文字表述重合度较高，都介绍了法律由国家制定认可，并分别对“制定”和“认可”作了说明，其编排逻辑基本一致。在高校思政课教材中，《中国近现代史纲要》《毛泽东思想和中国特色社会主义理论体系概论》《习近平新时代中国特色社会主义思想概论》三本教材内容的交叉重复现象较为显著。

This not only easily causes students to feel fatigue, boredom, and other emotions during learning, but also leads teachers at different educational stages and of different courses to assume that students have already learned the relevant content, thus only providing a brief overview without in-depth explanation. On the other hand, the phenomenon of content inversion between vertical educational stages also hinders the effectiveness of ideological and political theory courses to a certain extent. For example, the section “Implementing the New Development Concept” in the senior high school textbook “Ideological and Political Compulsory 2: Economics and Society” and the introduction of “Implementing the New Development Concept” in the university-stage textbook “Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics” have basically the same content, but the senior high school textbook’s discussion is more detailed and complete, clearly violating the internal logic of learning knowledge from shallow to deep.

这不仅容易让学生在学习时产生倦怠、厌烦等情绪，也会使得不同学段、不同课程的教师认为学生已学过相关内容，从而只做简单概述，不进行深入讲解。另一方面，纵向学段之间的内容倒挂现象也在一定程度上阻碍了思政课实效性的发挥。如《普通高中教科书思想政治必修2经济与社会》中《贯彻新发展理念》一节与大学阶段的《毛泽东思想和中国特色社会主义理论体系概论》中对“贯彻新发展理念”的介绍相比，二者内容基本一致，但高中教材的论述更为细致完整,明显违背学习知识由浅入深的内在逻辑。

(2) The Transformation of Theoretical Achievements into Teaching Practice Is Still Insufficient

（二）理论成果向教学实践的转化尚显不足

With the continuous strengthening of the Party’s and the state’s emphasis on the construction of ideological and political theory courses in schools, the integrated construction of ideological and political theory courses across primary, secondary, and tertiary education has become a focus of academic attention. However, some theoretical achievements overly emphasize academic discussion, neglecting practical implementation, and lack sufficient practical relevance and operability. Moreover, some existing high-quality educational concepts and teaching methods have not been reasonably applied, hindering the effective transformation of scientific research theoretical achievements into educational and teaching practice.

随着党和国家对学校思政课建设重视程度的不断加强，大中小学思政课一体化建设已然成为学界关注的焦点。但部分理论成果过于偏重学术探讨，忽视了实践落地，缺乏足够的现实针对性和可操作性；且部分现有的高质量教育理念及教学方法未能被合理应用，阻碍了科研理论成果向教育教学实践的有效转化。

For higher education institutions, while pursuing high-level scientific research results, attention should also be paid to whether these results can be effectively implemented in practice. However, some scholars focus more on constructing and discussing theoretical frameworks, leading to research outcomes that cannot truly identify key issues based on the actual teaching of ideological and political education courses. Their insufficient attention to reality makes them clearly inadequate in guiding practical teaching reforms, limiting the leading and guiding role of theory in practice, and failing to form a virtuous cycle where scientific research and teaching promote each other. Meanwhile, some forward-looking and innovative theoretical achievements, constrained by the lack of smooth channels for transformation into teaching practice and incomplete platform construction, find it difficult to bridge the gap from theory to practice. They cannot be integrated into teaching practice in a timely and effective manner, and thus fail to fully realize their potential value for improving teaching quality and enhancing student learning outcomes. For middle and primary schools, there exists a practical situation of weak application of theoretical achievements and a weak awareness of integration. Since the proposal of "integrated development of ideological and political education courses across universities, middle schools, and primary schools," regions across the country have continuously innovated teaching methods for ideological and political education courses through various forms such as collective lesson planning, expert-led learning, and on-site observation. They have deeply explored effective forms for the integrated construction of ideological and political education course teaching, conducted fruitful explorations of teaching models for these courses at different educational stages, and produced numerous classic cases and high-quality materials. However, in actual teaching processes, some teachers are only familiar with the teaching content of their own educational stage and course, and their awareness of integration remains relatively weak. Not only do they lack attention to other educational stages, but they also neglect to master and apply the latest theoretical achievements and teaching concepts in the integrated development of ideological and political education courses across universities, middle schools, and primary schools. They cannot effectively apply relevant academic research results to teaching practice, which affects the optimization of the overall teaching quality of ideological and political education courses. At the same time, some ideological and political education course teachers in middle and primary schools fail to fully utilize existing teaching research results to enrich and optimize classroom teaching, remaining stuck in the mechanical indoctrination of basic theories, neglecting students' cognitive development laws and individual differences. To a certain extent, this hinders the dual tasks of knowledge transmission and value guidance in ideological and political education courses, making it difficult to achieve the best educational outcomes.

对于高校而言，在追求高水平科研成果的同时，应该关注其是否能够切实落地实践。但部分学者更多地聚焦于理论框架的构建与讨论，导致研究成果并不能真正立足于思政课教学实际去挖掘关键问题，其现实观照度不够，在指导现实教学改革时明显力不从心，限制了理论对实践引领和指导作用的发挥，未能形成科研与教学相互促进的良性循环。而一些具有前瞻性和创新性的理论成果受制于自身向教学实践转化通道的不顺畅及平台建设的不完善，难以跨越从理论到实践的鸿沟，未能及时有效地融入教学实践中，无法充分发挥其对教学质量提升和学生学习成效增强的潜在价值。对中小学来说，则存在理论成果应用不力、一体化意识薄弱的现实情况。自“大中小学思政课一体化”建设提出以来，各地区大中小学通过集体备课、专家领学、现场观摩等多种形式不断创新思政课教学方法，深入研讨思政课教学一体化建设的有效形式，对不同学段的思政课教学模式都进行了卓有成效的探索，产生了数量众多的经典案例和优质素材。但在实际教学过程中，部分教师只熟悉本学段、本课程的教学内容，一体化意识仍显薄弱，不仅缺乏对其他学段的关注，也忽略了对大中小学思政课一体化建设最新理论成果和教学理念的掌握和运用，不能很好地将相关学术研究成果应用于教学实践，影响了思政课程整体教学质量的优化。同时，部分中小学思政课教师未能充分利用既有的教学研究成果来丰富和优化课堂教学，仍停留在基础理论的机械灌输，忽视学生的认知发展规律和个体差异，一定程度上阻碍了思政课知识传授与价值引领双重任务的达成，使得教育效果难以达到最佳状态。

(3) Interaction and exchange between educational stages need to be strengthened

（三）学段之间的互动交流有待加强

Ideological and political education courses across universities, middle schools, and primary schools constitute an internally coherent, hierarchically clear organic whole. In actual operation, due to the relatively independent teaching environments and goal orientations of each educational stage, ideological and political education course teachers often only focus on teaching the specific content of their own stage, neglecting articulation and complementarity with other stages. In particular, university teachers lack in-depth understanding of the content and actual teaching of ideological and political education courses in middle and primary schools, failing to fully consider the differences in students' knowledge accumulation, learning habits, and ability development during their middle and primary school stages. Consequently, when setting teaching objectives, they deviate from students' actual reception levels, and in teaching methods, they lack adaptive adjustments to students' existing learning experiences. This barrier to interaction and exchange between educational stages not only limits teachers' grasp of the overall educational context but also easily leads to simple repetition of teaching content across different stages, neglecting the deepening and expansion of knowledge, thereby weakening teaching effectiveness and the sustainability of students' learning interest.

大中小学思政课是一个内在连贯、层次分明的有机整体。在实际运行中，由于各学段间相对独立的教学环境与目标定位，思政课教师往往只聚焦于本学段特定内容的教学，忽视了与其他学段的衔接互补。尤其是高校教师对于中小学思政课内容和教学实际缺乏深入了解，未能充分考虑到学生在中小学阶段的知识积累、学习习惯及能力发展的差异性，从而在设定教学目标时脱离学生实际接受水平，在教学方法上也缺乏对学生既有学习经验的适应性调整。这种学段间交流互动的隔阂不仅限制了教师对整体教育脉络的把握，也易导致教学内容在不同学段间的简单重复，忽视了知识的深化与拓展，弱化了教学效果与学生学习兴趣的持续性。

A major factor leading to insufficient interaction and exchange among ideological and political education course teachers across universities, middle schools, and primary schools is the weak construction of resource-sharing platforms and organizational coordination mechanisms for these courses at each educational stage, along with a lack of participation by multiple subjects. Some universities and middle and primary schools have not yet established comprehensive, all-subject communication and exchange mechanisms, making it difficult to form a joint force for integrated construction. Even some already established platforms, due to a lack of regional coordination and specific planning, have created barriers to information sharing between platforms, hindering the deep integration and efficient use of cross-stage and cross-regional educational resources. At the same time, the connotation construction of platforms, such as insufficient research on the internal connections and progressive laws between different educational stages within the education system, leads to obvious deficiencies in the vertical articulation and horizontal coordination of platform content. This fails to follow the principles of systematicity and coherence in education and teaching, affecting the maximization of comprehensive educational outcomes.

导致大中小学思政课教师之间互动交流不足的一个主要因素是各学段思政课资源共享平台建设和组织协调机制建设薄弱，缺乏多元主体的参与。一些高校和中小学之间尚未建立全方位、全主体的沟通交流机制，难以形成一体化建设合力。部分已组建的平台也因缺乏地区的统筹协调和具体规划，造成了平台间信息共享的壁垒，阻碍了跨学段、跨区域教育资源的深度融合与高效利用。同时，平台的内涵建设，如对教育体系内各学段之间的内在联系与递进规律研究不够，导致平台内容在纵向衔接和横向协同上存在明显不足，未能遵循教育教学的系统性和连贯性原则，影响了综合育人效果的最大化实现。

III. Implementation Paths for Higher Education Institutions to Play a Leading Role in the Integrated Development of Ideological and Political Education Courses across Universities, Middle Schools, and Primary Schools

三、高校在大中小学思政课一体化建设中发挥引领作用的实施路径

In April 2022, during his inspection of Renmin University of China, General Secretary Xi Jinping encouraged higher education institutions across the country to actively carry out joint construction of ideological and political education courses with middle and primary schools, jointly promoting the integrated development of these courses across universities, middle schools, and primary schools. In May 2024, General Secretary Xi Jinping made an important instruction on the construction of ideological and political education courses in schools, emphasizing that Party committees (leading Party members' groups) at all levels should place the construction of ideological and political education courses on important agendas, and schools of all types and at all levels should consciously assume their main responsibilities, continuously creating a new situation for ideological and political education in the New Era. In December 2022, the Ministry of Education established 32 communities for the integrated development of ideological and political education courses across universities, middle schools, and primary schools, clearly designating higher education institutions as the lead units. This indicates that higher education institutions bear heavy responsibilities among the subjects of integrated development and must grasp the key points and priorities. Higher education institutions should effectively play their leading role in promoting the integrated development of ideological and political education courses across universities, middle schools, and primary schools by enhancing ideological understanding, strengthening teacher staffing, coordinating course content, and reinforcing technological empowerment.

2022年4月，习近平总书记在中国人民大学考察时鼓励各地高校积极开展与中小学思政课共建，共同推动大中小学思政课一体化建设。2024年5月，习近平总书记对学校思政课建设作出重要指示强调，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。2022年12月，教育部组建的32家大中小学思政课一体化共同体，明确牵头单位都是高校,表明高校在大中小学思政课一体化建设主体中肩负重任，必须抓关键、抓重点。高校应通过提升思想认识、加强师资配备、统筹课程内容、强化技术赋能，切实发挥自身在推进大中小学思政课一体化建设中的引领作用。

(1) Ideological Leadership: Deepening Theoretical Armament and Strengthening Academic Breakthroughs

（一）理念引领：深化理论武装，加强学术攻坚

"Whether ideological and political theory courses can play their due role in fostering virtue through education depends on whether they are valued, whether they adapt, and whether they are done well." [10]10 This is a quotation from a speech by Xi Jinping on the construction of ideological and political theory courses in schools. Thought is the precursor to action. Higher education institutions' emphasis on the integrated development of ideological and political education courses across universities, middle schools, and primary schools is manifested in their profound cognition and active practice of their own position and role in this process. Therefore, higher education institutions should strengthen their political responsibility and sense of duty, starting from enhancing ideological understanding and deepening theoretical armament, keeping in mind the "great affairs of the state," [11]11 "Great affairs of the state" (国之大者) is a classical Chinese expression referring to matters of paramount importance to the nation, revived in contemporary political discourse to emphasize strategic priorities. and striving to answer the era's proposition of "what higher education institutions can do for an educationally strong nation."

“思想政治理论课能否在立德树人中发挥应有作用，关键看重视不重视、适应不适应、做得好不好。”思想是行动的先导，高校对大中小学思政课一体化建设的重视即彰显为在这一进程中对自身地位与作用的深刻认知和积极践行。因此，高校要强化政治担当和责任意识，从提升思想认识、深化理论武装入手，心怀“国之大者”，奋力答好“教育强国，高校何为”这一时代命题。

Political attribute is the fundamental attribute of ideological and political education courses. Against the current backdrop of complex global situations and diverse social trends of thought, it is even more necessary to adhere to the Party's overall leadership, run ideological and political education courses "with full confidence," [12]12 "With full confidence" (理直气壮) is a four-character idiom meaning to act with justified confidence and assertiveness, often used in CPC discourse to emphasize the legitimacy and necessity of promoting socialist ideology. and fully leverage their political guiding function. For higher education institutions, this means firmly grasping the leadership of the Communist Party of China as the most essential feature and greatest advantage of socialism with Chinese characteristics. On the one hand, they should focus on connotation supply, actively promoting the latest theoretical achievements of adapting Marxism to the Chinese context and the needs of the times into schools and classrooms. Higher education institutions should fully leverage their disciplinary advantages, academic advantages, and discourse advantages, closely align with the Party's needs, organize thematic studies around core issues such as ideological work and the construction of ideological and political education courses, deepen research and discussion, and thoroughly study and explain the era background, scientific system, spiritual essence, practical requirements, and original contributions of the Party's innovative theories. At the same time, they should actively explore the establishment of long-term promotion and propaganda mechanisms, continuously expand learning channels, and use structured discussions, special lectures, and student forums to study and propagate the Party's innovative theories. They should guide ideological and political education course teachers at all types and levels of schools to comprehensively and systematically study Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, deeply understand the standpoints, viewpoints, and methods running through it, and thereby achieve a subtle and silent indoctrination in teaching, making the propaganda and education of the Party's innovative theories more aligned with the cognitive characteristics of young people, integrated into their daily growth, and using ideological consciousness to guide action consciousness. On the other hand, they should strengthen academic breakthroughs to promote continuous innovation in theories related to the integrated development of ideological and political education courses across universities, middle schools, and primary schools. They should optimize and refine the overall deployment of key links such as the construction pattern and support system for ideological and political education courses across universities, middle schools, and primary schools in the New Era, deeply analyze the goals and requirements of integrated development, and regard these courses as a closely connected, indivisible overall system for comprehensive review and planning. They should effectively respond to and resolve problems and challenges in the construction process with thorough theoretical reasoning, guiding the teaching reform of ideological and political education courses. This will help build broad consensus, ensure that all parties maintain a high degree of consistency in their understanding and actions regarding the construction of ideological and political education courses, and overcome the long-standing educational barriers and boundaries between different educational stages from universities to middle and primary schools.

政治属性是思政课的根本属性。在当前全球局势错综复杂、社会思潮纷繁复杂的时代背景下，更要坚持党的全面领导，“理直气壮”地办好思政课，充分发挥思政课的政治引导功能。对于高校来说，便是要牢牢把握住中国共产党领导这一中国特色社会主义最本质的特征和最大优势，一方面侧重内涵供给，积极推动马克思主义中国化时代化最新理论成果进学校、进课堂。高校应充分发挥自身的学科优势、学术优势、话语优势，紧扣党之所需，围绕意识形态工作、思政课建设等核心议题，组织专题学习，深化研究探讨，把党的创新理论的时代背景、科学体系、精神实质、实践要求、原创性贡献研究深、阐释透。同时积极探索建立长效的推广宣讲机制，不断拓展学习渠道，借助结构化研讨、专题讲座、学员论坛等方式做好党的创新理论的学习宣讲。引导各级各类学校思政课教师全面系统深入学习习近平新时代中国特色社会主义思想，深刻领会贯穿其中的立场观点方法，进而能够在教学中实现润物无声的灌输教化，让党的创新理论的宣传教育更契合青少年的认知特点，融入青少年的成长日常，以思想自觉引领行动自觉。另一方面加强学术攻坚，促进大中小学思政课一体化建设相关理论的不断创新。对新时代大中小学思政课的建设格局、支持体系等关键环节进行总体部署的优化细化，深度解析大中小学思政课一体化建设的目标与要求，将大中小学思政课视为一个紧密相连、不可分割的整体系统来进行全面审视与规划。以透彻学理有效回应并化解建设进程中的问题与挑战，指导思政课教学改革。从而凝聚广泛共识，确保各方对思政课建设的认识与行动保持高度一致，跨越大中小学各学段之间长期存在的教育壁垒与界限。

(2) Subject Leadership: Strengthening Team Building and Assisting Teacher Growth

（二）主体引领：强化队伍建设，助力师资成长

Teachers of ideological and political theory courses are the key subjects in advancing the integrated development of these courses across primary, secondary, and tertiary education. In recent years, significant progress has been made in the numerical staffing of full-time ideological and political theory course teachers at each educational stage. However, some university teachers of these courses have exhibited extreme teaching practices, either freely expanding content based on their own research backgrounds or mechanically following centrally distributed courseware. Some primary and secondary school teachers, meanwhile, suffer from weak integration awareness and inadequate professional competence, resulting in an uneven state of development across the entire body of ideological and political theory course teachers. Therefore, higher education institutions must, on the basis of leveraging the leading role of university teachers, open up channels for the pre-service and in-service training of primary and secondary school teachers, thereby enhancing the professionalism of the entire teaching corps.

思政课教师是推进大中小学思政课一体化建设的关键主体。近年来，各学段专职思政课教师在数量配备上已取得显著成效，但一些高校思政课教师出现根据自身研究背景自由拓展或依循统发课件照本宣科的极端教学现象。部分中小学思政课教师则存在一体化理念不强、专业素养有待提升的问题，导致整个思政课教师队伍呈现出不均衡的发展状态。因此，高校要在发挥思政课教师引领作用的基础上，打通中小学思政课教师职前职后培养渠道，增强大中小学思政课教师队伍专业性。

Giving full play to the core leading role of university ideological and political theory course teachers is the primary condition. Some university teachers overemphasize the ideological attribute of these courses, neglecting their crucial status as key courses for implementing the fundamental task of fostering virtue through education [n]. Therefore, higher education institutions should fully exploit the advantages of their professional teaching corps, radiating their influence into primary and secondary school teaching through theoretical research and practical advancement. This will continuously raise the cognitive level, subject consciousness, and mission awareness of primary and secondary school teachers, strengthening their professional identity and sense of pride in educating, so that they consciously consolidate their theoretical foundations, enhance their comprehensive qualities, and actively contribute to the integrated development of ideological and political theory courses across all educational stages in their teaching and research.

发挥好高校思政课教师的核心引领作用是首要条件。部分思政课教师过于强调思政课的意识形态属性，忽视了思政课作为落实立德树人根本任务的关键课程的重要地位。因此，高校应充分发挥专业化教师队伍的优势，在理论研究与实践推进中辐射中小学思政课教学，不断提升中小学思政课教师的认识水平、主体意识和使命意识，增强其职业认同感和育人自豪感，从而自觉夯实理论功底，增强综合素质，在教学和研究中积极主动地为大中小学思政课一体化建设贡献力量。

At the same time, higher education institutions—especially normal universities—must work on both pre-service and in-service training to strengthen the integration awareness of teachers across different stages and courses, actively break down stage barriers, and effectively enhance the professional competence of the entire teaching corps. On the one hand, efforts should be coordinated to strengthen the cultivation of reserve talent for the teaching corps, taking disciplinary ability and disciplinary literacy as the foundation for teachers’ educational work, and forming a scientific, rational, and systematically complete pre-service training system and evaluation mechanism for ideological and political theory course teachers. The concept of “integration” should be threaded through the entire process of cultivating reserve teachers for primary and secondary schools, enabling teachers to familiarize themselves with the course content and textbooks for each stage and grade, to understand the textbook content of other courses on the basis of knowing the content of preceding and succeeding stages, and to form a comprehensive understanding of the overall content of ideological and political theory courses. This will allow them to precisely define the current learning stage and specific course content, ensuring that teaching has clear objectives and appropriate depth and detail. On the other hand, in-service training should emphasize the parallel pursuit of teaching and research, using teaching to support research and research to promote teaching, uniting the two in the practice of integrated development. When conducting academic research, university teachers of ideological and political theory courses must adhere to a problem-oriented approach, base themselves on practice, maintain high sensitivity and foresight, and promptly discover, analyze, and resolve practical problems and challenges in the integrated development of these courses. In teaching, they should combine research findings with real-world issues, actively transform educational concepts, enrich classroom content, strengthen communication awareness, and combine “convincing through reason” with “moving through emotion” to stimulate students’ initiative in autonomous learning. Furthermore, higher education institutions bear the responsibility of cultivating the reserve force for primary and secondary school teaching corps and should provide comprehensive intellectual support to primary and secondary school teachers, helping to raise their professional competence and comprehensive qualities. Through mechanisms for integrated lesson preparation and mutual evaluation and mutual listening among teachers across stages, primary and secondary school teachers can promptly provide feedback on problems, allowing universities to fully understand the actual needs of teachers at each stage and conduct targeted collective regular training and joint learning for all teachers. This will inspire and guide all ideological and political theory course teachers to establish an integration awareness, forge ahead with determination, and strive to become a corps of teachers capable of strengthening the nation.

同时，高校特别是师范类院校要从职前培养与职后培养两方面双管齐下，强化不同学段、不同课程思政课教师的一体化意识，积极打破学段壁垒，有效提升大中小学思政课教师队伍的专业素养。一方面，统筹加强大中小学思政课教师队伍后备人才培养工作，将学科能力和学科素养作为教师教书育人的基础，形成科学合理、系统完备的思政课教师职前培训体系与评价机制。将“一体化”理念贯穿于中小学后备教师培养的全过程，使教师熟悉各学段、各年级的思政课课程内容与教材，在知晓前后学段教材内容的基础上了解其他课程的教材内容，对思政课整体内容形成全面认识，进而实现对当前学习阶段及具体课程内容的精确界定，确保在教学中目标明确、内容详略深浅适宜。另一方面，在职后培养中强调教研并行，以教助研，以研促教，将两者统一在大中小学思政课一体化建设的实践中。高校思政课教师在学术研究时要坚持问题导向，立足实践，保持高度的敏锐性与前瞻性，及时发掘、剖析并解决大中小学思政课一体化建设中的实际问题与挑战；在教学中结合科研成果和现实问题，积极转变教育观念，丰富课堂内容，加强沟通意识，“以理服人”和“以情感人”相结合，激发学生自主学习的主动性。此外，高校肩负着培养中小学思政课教师队伍后备力量的重任，理应向中小学思政课教师提供全方位的智力支持，助力其专业素养和综合素质提高。通过大中小学思政课教师一体化备课机制、互评互听机制，中小学思政课教师能够及时反馈问题，让高校充分了解各学段思政课教师的实际需求，有针对性地对大中小学思政课教师进行集体定期培训与共同学习。激励和引导全体思政课教师树立一体化意识，锐意进取，努力成为强国之师。

(III) Content Leadership: Accomplishing the “Two Transformations” and Creating Gold-Medal Courses

（三）内容引领：做好“两个转化”，打造思政金课

The teaching content of ideological and political theory courses across primary, secondary, and tertiary education directly bears on the formation of students’ ideological and political qualities and plays a crucial role in solving the fundamental questions of education. Textbooks for these courses are the carriers of their content, and university teachers play an important role in textbook compilation. Therefore, higher education institutions should, on the basis of doing a good job in textbook compilation, focus on how to use textbooks scientifically, rationally, and creatively, realizing the transformation from the disciplinary theoretical system to the textbook system and from the textbook system to the teaching system, thereby providing more “gold-medal courses” [n] for ideological and political theory teaching nationwide.

大中小学思政课的教学内容直接关系到受教育主体思想政治素养的形成，在解决教育的根本问题上发挥着至关重要的作用。思政课教材是思政课内容的载体，高校教师在教材编写中担任重要角色。因此，高校应在做好教材编写的基础上着力于如何科学合理且有创造性地使用教材，实现学科理论体系向教材体系、教材体系向教学体系的转化，为全国大中小学思政课教学提供更多“金课”。

“Curriculum standards are the basis for textbook compilation, teaching, evaluation, and examination design.” The foundation for compiling integrated ideological and political theory course textbooks is the formulation of unified curriculum standards for these courses across primary, secondary, and tertiary education, along with the holistic planning of course objectives. At present, no integrated curriculum standards exist for these courses across stages; the promulgated standards are formulated segmentally, leading to inconsistent paces across stages and insufficiently clear stratification of course objectives. Based on this, there is an urgent need to develop integrated curriculum standards for ideological and political theory courses across primary, secondary, and tertiary education. However, integration does not mean that curriculum standards for each stage are completely identical; rather, it emphasizes, on the premise of respecting the characteristics and differences of each stage, reflecting the articulation between standards, and ensuring the continuity and consistency of objectives in segmented implementation. Therefore, a working group for developing curriculum standards that combines integration with segmentation should be established, achieving a combination of holistic planning and stage-level implementation. Higher education institutions must leverage their advantages in theoretical research and practical exploration, consciously and actively participating in the holistic planning of curriculum standards for ideological and political theory courses across stages. In accordance with the overall requirements—primary school focusing on cultivating moral emotions, junior secondary school on laying a solid ideological foundation, senior secondary school on enhancing political literacy, and university on strengthening the sense of mission—and based on the current state of students’ ideological and political moral character and the usage of ideological and political theory course textbooks, curriculum standards for each stage should be formulated simultaneously and synchronously, constructing a system of course objectives that is coherent, connected, and clearly stratified.

“课程标准是教材编写、教学、评估和考试命题的依据”。编写一体化的思政课教材的基础就是制定统一的大中小学思政课课程标准，整体规划思政课课程目标。当前，大中小学思政课并未形成一体化的课程标准，所颁布的思政课课程标准都是分段制定的，导致各学段步调不一，课程目标的划分层次不够明晰。基于此，亟须研制大中小学思政课一体化的课程标准。但一体化并不意味着每一学段的课程标准完全一致，而是强调在尊重各学段特点与差异的前提下，体现课程标准之间的衔接，在分段实施中保证目标的连续性和一致性。因此，需要设立一体化与分段式相结合的思政课课程标准研制工作组，实现整体规划与学段落实相结合。高校要发挥自身在理论研究和实践探索方面的优势，自觉主动参与大中小学思政课课程标准的整体规划工作。根据小学阶段重在启蒙道德情感、初中阶段重在打牢思想基础、高中阶段重在提升政治素养、大学阶段重在增强使命担当的整体要求,学生思想政治品德现状和思政课教材使用情况同时同步统筹制定各学段思政课课程标准，构建衔接贯通、层次分明的思政课课程目标。

Once an integrated curriculum standard is in place, the compilation of ideological and political theory course textbooks for primary, secondary, and tertiary levels has a basis to follow. As the main members of the textbook compilation team, university teachers should, in line with the approach of holistic construction, sequential progression, and orderly articulation, participate in and guide the differentiated design of ideological and political theory course content at each educational stage, ensuring that the content is both independent and closely linked, forming a knowledge chain that is logically clear, progressively deepening, and cyclically ascending. They should also carry out the transformation from the disciplinary theoretical system to the textbook system, and from the textbook system to the teaching system. First, clarify the overall content requirements for ideological and political theory courses across primary, secondary, and tertiary levels, embedding the study and implementation of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era into the course objectives, curriculum design, and textbook content at each stage, achieving full coverage and running through the entire process. Second, clarify the boundary between the disciplinary theoretical system and the textbook content system, scientifically and rationally determining the specific content of textbooks for each stage. Ideological and political theory courses differ from disciplinary research; their ultimate purpose is not to focus on the study and development of the Marxist theoretical system, but to require students to use Marxist theory to understand, analyze, and solve problems in their daily study, work, and life, thereby establishing a correct worldview, outlook on life, and value system. Therefore, when compiling ideological and political theory course textbooks for primary, secondary, and tertiary levels, university teachers should avoid directly presenting disciplinary theory as much as possible. Instead, they should arrange the specific content of each volume scientifically and rationally according to the actual level of students’ ideological and political moral character and their cognitive patterns at each stage and grade, achieving the construction goal of “promoting the organic integration of the scientificity, authority, and targetedness and vividness of ideological and political theory course textbooks.” At the same time, strengthen communication and exchange among compilers of textbooks for different stages and volumes, standardize and unify the expression of concepts and principles, and integrate the theory of the Marxist discipline scientifically and rationally into the textbooks of each course. For content that necessarily repeats, distinguish the primary from the secondary and carry out moderate “secondary processing,” striving to maintain the completeness and systematicity of the theory while reflecting the focus and unique perspective of each educational stage. This minimizes the phenomenon of repetition and inversion between textbooks to the greatest extent, achieving an efficient transformation from the Marxist disciplinary theoretical system to the textbook content system. Finally, the transformation from the textbook system to the teaching system requires not only “preparing the textbook” but also “preparing the student,” achieving the unity of “preparing the textbook” and “preparing the student.” Higher education institutions should pay attention to investigating students’ growth dynamics, continuously and deeply collecting hot topics of concern, difficult points of confusion, and key points of reflection among students at different stages, especially those in special periods such as academic transitions, career planning, and psychological sensitivity. Conduct professional analysis in light of actual circumstances, summarize the patterns and characteristics of contemporary student growth, and achieve the advancement of teaching content with the times, thereby eliminating the sense of alienation in university ideological and political theory courses and forging them into “golden courses” that are rational, useful, and interesting. In addition, higher education institutions need to strengthen industry-university-research cooperation and school-enterprise cooperation, promptly integrating the latest scientific research results, social hot topics, and industry dynamics into the classroom, enhancing the innovativeness and contemporaneity of the classroom, providing a higher education model for the reform of primary and secondary school ideological and political theory courses, helping these courses break through developmental difficulties, and effectively improving educational outcomes.

有了一体化的课程标准，大中小学思政课教材编写也就有了依据。高校教师作为教材编写的主要成员，应根据整体建构、依次递进、有序衔接的思路，参与并指导各学段思政课内容的差异化设计，使其既相互独立又紧密相连，形成一条逻辑清晰、层层深入、循环上升的知识链；做好学科理论体系向教材体系、教材体系向教学体系的转化工作。首先，明确大中小学思政课的整体内容要求，将学习贯彻习近平新时代中国特色社会主义思想体现在大中小学各学段的课程目标、课程设置和课程教材内容中，实现全覆盖、贯穿全过程。其次，明确学科理论体系与教材内容体系间的界限，科学合理地确定各学段教材的具体内容。思政课不同于学科研究，关注马克思主义理论体系的研究和发展并不是其最终目的，它要求学生能够在日常学习、工作和生活中运用马克思主义理论认识、分析、解决问题，进而树立正确的世界观、人生观和价值观。因此，高校教师在编写大中小学思政课教材时，应尽量避免直接呈现学科理论，而是要按照各学段、各年级学生的思想政治品德实际水平和认知规律，科学合理地安排各册教材具体内容，实现“促进思政课教材的科学性、权威性和针对性、生动性有机结合”的建设目标。同时加强各学段、各册教材编写者之间的沟通交流，规范并统一概念和原理的表述，把马克思主义学科的理论科学、合理地融入各门课程的教材之中。对有必要重复的内容分清主次，进行适度的“二次加工”，力图在保持理论完整性与系统性的同时体现各学段的侧重点和独特视角。以此最大限度地避免教材之间的重复倒挂现象，实现马克思主义学科理论体系向教材内容体系的高效转化。最后，做好教材体系向教学体系转化不仅要“备教材”，更要“备学生”，做到“备教材”与“备学生”的统一。高校应注意对学生成长动态进行调研，持续深入收集不同学段学生，特别是处于学业转换期、职业规划期、心理敏感期等特殊阶段的学生所关心的热点、困惑的难点以及思考的重点。结合现实情况进行专业化分析，总结当代学生成长规律及特点，实现教学内容的与时俱进，从而消除高校思政课的疏离感，将高校思政课打造成有理、有用、有趣的“金课”。此外，高校还需要加强产学研合作与校企合作，及时将最新的科研成果、社会热点、行业动态融入课堂之中，提高课堂的创新性和时代性，为中小学思政课改革提供高校范本，助力思政课突破发展困境，切实提升育人成效。

(4) Methodological Leadership: Innovating Practical Teaching, Optimizing Digital Empowerment

（四）方法引领：创新实践教学，优化数字赋能

“Ideological and political theory courses should not only be taught in the classroom but also in social life.” Higher education institutions aggregate a large number of high-quality resources and are closely connected with primary and secondary schools, other higher education institutions, and various sectors of society. They should fully leverage their resource advantages, combining “bringing in” with “going out,” optimizing teaching methods, and strengthening digital applications. They should coordinate the establishment of cooperation platforms among higher education institutions, between higher education institutions and primary and secondary schools, and between higher education institutions and various sectors of society, effectively enhancing interactive exchanges and achieving seamless integration of research results and implementation feedback.

“思政课不仅应该在课堂上讲，也应该在社会生活中来讲。”高校聚合大量优质资源，与中小学、其他高校、社会各界联系密切。应充分发挥资源优势，将“引进来”与“走出去”相结合，优化教学方式，强化数字应用。统筹搭建高校之间、高校与中小学之间、高校与社会各界之间的合作平台，切实加强互动交流，实现研究成果与实施反馈无缝对接。

Practice is the source and soil of theory; theory can truly achieve internalization only when combined with practice. Higher education institutions should actively construct a systematic and scaled practical teaching guarantee system. Implement a system of practical credits for ideological and political courses in higher education and a practical classroom system for primary and secondary schools, breaking the misconception that ideological and political theory courses are merely theoretical lecture courses. Fully tap into the red cultural resources and local cultural resources within the region, make good use of surrounding red venues, and, based on the cognitive characteristics and learning priorities of students at different stages, take the lead in creating joint practical bases for ideological and political theory courses across primary, secondary, and tertiary levels, as well as local teaching material libraries with regional characteristics. Develop a batch of distinctive social practice joint learning courses for primary, secondary, and tertiary levels, extending the ideological and political theory classroom to a broader social stage and strengthening the practice-oriented nature of ideological and political education.

实践是理论的源泉与土壤，理论只有与实践相结合才能真正实现内化。高校应积极构建系统化、规模化的实践教学保障体系。实施高校思政实践学分和中小学实践课堂制度，破解传统的思政课就是理论宣讲课的认识误区。充分挖掘本区域内的红色文化资源和乡土文化资源，用好周边红色场馆，根据不同学段学生的认知特点及学习重点，牵头创建大中小学思政课实践联合基地和具有区域特色的本土教学素材库，打造一批大中小学特色社会实践联学课程，将思政课堂延伸至更广阔的社会舞台，强化思想政治教育的实践导向。

Furthermore, higher education institutions need to intensify efforts in strengthening the shared application of digital technology and promoting exchanges and interactions among all parties. General Secretary Xi Jinping

此外，高校需要在强化数字技术的共享应用，促进各方交流互动上下功夫。习近平总书记在全国高校思想政治工作会议上指出：“要运用新媒体新技术使工作活起来，推动思想政治工作传统优势同信息技术高度融合，增强时代感和吸引力。”数智新时代背景下，数字赋能成为学校思政课教学改革创新、强化各方交流互动的重要手段，需要从设备升级和平台搭建两方面促进数字技术与教育教学深度融合。一方面，高校应着重对传统教学设备进行数字化升级更新，加速推进大中小学智慧教室、数字课堂与虚拟仿真实训平台的建设，努力实现虚拟与现实，线上与线下，学校、家庭与社会等各类空间的融合，以满足学生多样化的学习需求。另一方面，高校应牵头搭建区域性的一体化智能数据库与大中小学合作平台，在加强高校与高校之间互动的同时提升高校与中小学、高校与社会各界的交流频率，推动理论成果向教学实践的高效转化和教学实践对理论研究的深化拓展，打破信息壁垒，真正实现共建共治共享、共学共研共教。当前世界经济全球化、社会信息化、文化多样化、利益多元化的趋势使青少年成长面临着前所未有的复杂性和不确定性，部分学生在“拔节孕穗期”遇到的问题和困惑并未得到及时有效的关注和疏导。因而高校必须借助大体量、强算力的一体化智能数据库，实现对一体化建设过程中学生学习态度、心理状态、情绪思想等数据资源的自动收集、转化和分析，及时进行学习进度检测与诊断，建构切合实际的学习模式。通过合作交流平台深入了解中小学阶段的思政课教学情况，做到追根溯源，找准症结，更精准地把握大学生的思想诉求。从而在开展思想政治教育时能够适时对教学目标、教学内容、教学方式进行优化调整，兼顾理论灌输与情感教化，为中小学思政课建设发挥示范作用，推动各学段思政课提质增效。

(Authors: Deputy Dean, Professor, and Doctoral Supervisor of the School of Marxism, East China Normal University; Master's Student of the School of Marxism, East China Normal University)

（作者：华东师范大学马克思主义学院副院长、教授、博士生导师；华东师范大学马克思主义学院硕士研究生）