On the Generative Mechanism of the Leading Power of Ideological and Political Education

In September 2024, in his important speech at the National Conference on Education, Xi Jinping stressed: “The strong educational country we aim to build is a socialist educational country with Chinese characteristics, and it should possess a strong leading power of ideological and political education, talent competitiveness, scientific and technological support, livelihood security, social coordination, and international influence.”[1]1 Xi Jinping, “Speech at the National Conference on Education,” *People’s Daily*, September 11, 2024. In January 2025, the Central Committee of the Communist Party of China and the State Council issued the *Outline of the Plan for Building a Strong Educational Country (2024–2035)* (hereinafter referred to as the *Outline*), which points out that we must accelerate the building of a socialist educational country with Chinese characteristics that possesses a strong leading power of ideological and political education, talent competitiveness, scientific and technological support, livelihood security, social coordination, and international influence, so as to provide strong support for building a great modern socialist country and comprehensively advancing the great rejuvenation of the Chinese nation.[2]2 Central Committee of the Communist Party of China and State Council, *Outline of the Plan for Building a Strong Educational Country (2024–2035)*, *People’s Daily*, January 20, 2025. As the primary characteristic of a strong educational country, the leading power of ideological and political education embodies the political attribute of socialist education with Chinese characteristics, serves as the value main line running through the entire process of educational development, and plays the role of “setting the direction” and “escorting” the construction of a strong educational country. The so-called leading power of ideological and political education refers to the educational effectiveness of guiding people’s ideals and beliefs, values, moral character, and sentiments in a way that enhances and elevates them. It is precisely because the leading power of ideological and political education reflects the guiding role of education in firming up people’s stance, directing their orientation, and shaping their moral character that it becomes the primary hallmark of a strong educational country. How to properly position the leading power of ideological and political education and reveal its inherent generative mechanism has become the foundational work for deciphering it. The generation of the leading power of ideological and political education is a practical process that comprehensively mobilizes multiple links and elements; it relies on the real-world context, is implemented in educational practice activities, meets the ideological needs of student subjects, and depends on a well-functioning educational ecology. This article will attempt to reveal the generative mechanism of the leading power of ideological and political education from the aspects of real-world context, value direction, practical foundation, key links, and conditional guarantees.

2024年9月，习近平在全国教育大会上的重要讲话中强调：“我们要建成的教育强国，是中国特色社会主义教育强国，应当具有强大思政引领力、人才竞争力、科技支撑力、民生保障力、社会协同力、国际影响力。”[1]2025年1月，中共中央、国务院印发了《教育强国建设规划纲要（2024—2035年）》（以下简称《纲要》）指出，加快建设具有强大思政引领力、人才竞争力、科技支撑力、民生保障力、社会协同力、国际影响力的中国特色社会主义教育强国，为建设社会主义现代化强国、全面推进中华民族伟大复兴提供有力支撑。[2]作为教育强国的首要特质，思政引领力体现中国特色社会主义教育的政治属性，是贯穿教育事业发展全过程的价值主线，对教育强国建设发挥“定向”和“护航”的作用。所谓思政引领力，是指教育实践活动在引导人们的理想信念、价值观、品德、情操等方面发挥增进提升的育人效能。正是因为思政引领力反映了教育在人的立场坚定、方向引领、品德塑造等方面的指引作用，因而成为教育强国的首要标志。如何合理定位思政引领力，揭示其内在的生成机理，成为破解思政引领力的基础性工作。思政引领力的生成是一个综合调用多重环节、要素的实践过程，它依托于现实语境，落实于教育实践活动，满足于学生主体的思想需求，依赖于良性运行的育人生态。本文将从现实语境、价值方向、实践基础、关键环节和条件保障等方面，尝试揭示思政引领力的生成机理。

I. Building a Strong Educational Country: The Real-World Context for the Generation of the Leading Power of Ideological and Political Education

一、教育强国建设：思政引领力生成的现实语境

Any concept is proposed and used within its unique context, and the leading power of ideological and political education is no exception. Although concepts similar to the leading power of ideological and political education, such as value leadership, educational guidance, and the leading power of ideology, have also appeared in Party policy documents, as an independent specialized concept, the explicit use of the leading power of ideological and political education first appeared at the 2024 National Conference on Education and was reaffirmed in the subsequently issued *Outline*. The leading power of ideological and political education is proposed in the real-world context of building a strong socialist educational country with Chinese characteristics and is a key indicator for measuring such a country.

任何概念的提出与使用都有其独特的语境，思政引领力也不例外。尽管党的政策文件中也曾出现价值引领、教育引导、意识形态引领力等与思政引领力相近的概念，但作为独立的专门概念，思政引领力的明确使用则初见于2024年的全国教育大会，并在随后印发的《纲要》中得以重申。思政引领力在中国特色社会主义教育强国的现实语境下提出，是衡量中国特色社会主义教育强国的关键指标。

Building a strong educational country is an important educational strategic deployment put forward by the Communist Party of China, a strategic precursor to comprehensively building a great modern socialist country, and a foundational project for comprehensively advancing the great rejuvenation of the Chinese nation through Chinese-path modernization. The *Outline of the National Medium- and Long-Term Educational Reform and Development Plan (2010–2020)*, issued in May 2010, proposed: “Accelerate the transition from a large educational country to a strong educational country, and from a large country in human resources to a strong country in human resources, making greater contributions to the great rejuvenation of the Chinese nation and the progress of human civilization.”[3]3 Central Committee of the Communist Party of China and State Council, *Outline of the National Medium- and Long-Term Educational Reform and Development Plan (2010–2020)*, *People’s Daily*, July 30, 2010. In February 2019, the document *China’s Educational Modernization 2035* pointed out: “By 2035, basically realize educational modernization, enter the ranks of strong educational countries, and promote China’s becoming a learning country, a strong country in human resources, and a strong country in talent.”[4]4 Central Committee of the Communist Party of China and State Council, *China’s Educational Modernization 2035*, *People’s Daily*, February 24, 2019. The report of the 20th National Congress of the CPC pointed out: “We must give priority to educational development, achieve self-reliance and self-strengthening in science and technology, and be driven by talent, accelerating the building of a strong educational country, a strong scientific and technological country, and a strong talent country.”[5]5 Xi Jinping, *Hold High the Great Banner of Socialism with Chinese Characteristics and Strive in Unity to Build a Modern Socialist Country in All Respects—Report to the 20th National Congress of the Communist Party of China* (Beijing: People’s Publishing House, 2022), p. 33.33 At the National Conference on Education in September 2024, Xi Jinping proposed: “The strong educational country we aim to build is a socialist educational country with Chinese characteristics.”[1]1 Xi Jinping, “Speech at the National Conference on Education,” *People’s Daily*, September 11, 2024. In January 2025, the Central Committee of the Communist Party of China and the State Council issued the *Outline of the Plan for Building a Strong Educational Country (2024–2035)*, which makes comprehensive and systematic arrangements for accelerating the building of a strong educational country, with the goal of building such a country by 2035.

建设教育强国是中国共产党提出的重要教育战略部署，是全面建成社会主义现代化强国的战略先导，是以中国式现代化全面推进中华民族伟大复兴的基础工程。2010年5月出台的《国家中长期教育改革与发展规划纲要（2010—2020）》提出：“加快从教育大国向教育强国、从人力资源大国向人力资源强国迈进，为中华民族伟大复兴和人类文明进步作出更大贡献。”[3]2019年2月，《中国教育现代化2035》文件指出：“到2035年，总体实现教育现代化，迈入教育强国行列，推动我国成为学习大国、人力资源强国和人才强国。”[4]党的二十大报告指出：“我们要坚持教育优先发展、科技自立自强、人才引领驱动，加快建设教育强国、科技强国、人才强国。”[5]33在2024年9月全国教育大会上，习近平提出：“我们要建成的教育强国，是中国特色社会主义教育强国。”[1]2025年1月，中共中央、国务院印发了《教育强国建设规划纲要（2024—2035年）》，面向到2035年建成教育强国目标，对加快建设教育强国作出全面系统部署。

Building a strong educational country provides the prerequisite context for grasping the leading power of ideological and political education. Among these, understanding “strong educational country” is the key to grasping the “leading power of ideological and political education.” Some scholars have understood the connotation of a strong educational country from two aspects: “As a noun, it refers to a country with strong comprehensive educational strength, abundant training capacity, and global educational influence and competitiveness; as a verb, it refers to comprehensively improving the overall quality of the people through prioritizing educational development, making the country stronger, more civilized, and more prosperous, and providing strong human, intellectual support and moral, value guidance for a modern socialist country. The two aspects of the meaning of a strong educational country complement each other and are internally unified.”[6]6 Gu Mingyuan, “The Connotation and Path of Building a Strong Educational Country,” *Journal of Beijing Normal University (Social Sciences Edition)*, 2023, no. 1. This dual understanding of a strong educational country correspondingly defines the dual implications of the leading power of ideological and political education: first, the leading power of ideological and political education as a result form (the “power” of ideological and political leadership), which points to a static, already formed practical effectiveness, used to characterize and reflect the specific level of building a strong educational country, becoming an important indicator for measuring it; second, the leading power of ideological and political education as a means form (the power of “ideological and political leadership”), which refers to achieving the educational effectiveness that a strong educational country should have through educational practice methods, especially ideological and political leadership practice. Of course, whether it is the result form or the means form of the leading power of ideological and political education, the two are fundamentally connected, both pointing to carrying out positive, proactive value guidance for the vast number of students and realizing the fundamental goal of education in promoting the free and comprehensive development of human beings.

建设教育强国为思政引领力的把握构筑了前提性的语境。这其中，如何理解“教育强国”是把握“思政引领力”的关键。有学者曾从两个方面理解教育强国的内涵，“作为名词，指教育综合实力强大，培养能力雄厚，具有全球性教育影响力和竞争力的国家；作为动词，是指通过优先发展教育，全面提升国民整体素质,使国家更加强大、更加文明、更加富强，为社会主义现代化国家提供强有力的人力、智力支撑与道德、价值引领。教育强国两个方面的含义相辅相成、内在统一”[6]。对教育强国的两重理解，相应地规约了思政引领力的双重意蕴：一是结果形态的思政引领力（思政引领之“力”），它指向静态化的、已然成型的实践效能，用以表征和反映建设教育强国的具体水平，成为衡量教育强国的重要指标；二是手段形态的思政引领力（“思政引领”之力），它是指通过教育实践方式，尤其是思政引领实践，以达到教育强国应有的育人效能。当然，无论是结果形态的思政引领力，还是手段形态的思政引领力，二者根本相通，都指向对广大学生开展正向、积极的价值引领，实现教育应有的促进人的自由全面发展的根本目标。

Based on the context of building a strong educational country, the leading power of ideological and political education can be more reasonably explained. Although “leadership” is an important way for the Party to carry out ideological, cultural, and ideological work, and many terms related to “leadership” are scattered in various Party documents, expressions explicitly using the term “ideological and political” are mostly seen in the educational field. A typical example is the usage of “curriculum-based ideological and political education,” whose applicable context is the university curriculum system, falling within the category of curriculum-based education. Here, “ideological and political” is not limited to ideological and political education, but rather points more to education and moral cultivation. Correspondingly, the “leading power of ideological and political education” is also linked to the Party’s educational development strategy. Here, the leading power of ideological and political education concerns the value direction of students’ growth and development, embodying the purpose and direction of education. From the perspective of a strong educational country, those positive educational effects generated by actively guiding students’ political stance, values, and ideological and moral character can all be termed the “leading power of ideological and political education.” This, in a sense, also explains why the *Outline* did not use similar concepts such as “value leading power,” “political leading power,” or “ideological leading power.”

基于建设教育强国的语境，思政引领力便可以获得更加合理的阐释。尽管“引领”是党开展思想文化与意识形态工作的重要方式，诸多与“引领”相关的语汇散见于党的各类文件之中，但明确运用“思政”字眼的表述多见于教育场域。如一个典型的例子是“课程思政”的用法，其适用语境便是高校课程体系，属于课程育人范畴。这里的“思政”并不局限于思想政治教育，而更多的是指向育人、育德。相应地，“思政引领力”也与党的教育发展战略联系在一起。在此，思政引领力关乎学生成长发展的价值方向，体现教育的宗旨和方向。在教育强国视域下，那些经由对学生的政治立场、价值观、思想品德进行积极引导而产生的正向育人效能，都可以冠以“思政引领力”，这在某种意义上也解释了《纲要》为何没有使用“价值引领力”“政治引领力”“意识形态引领力”等相近概念。

The leading power of ideological and political education is generated in the context of building an educational powerhouse, and it is also generated as a “power” through the Party’s leadership of various practical activities in building socialist education with Chinese characteristics. In this regard, three layers of meaning must be grasped in particular. First, the leading power of ideological and political education is an inevitable requirement for building an educational powerhouse. An educational powerhouse under socialism with Chinese characteristics must resolve the major question of “for whom to cultivate people.” The “education” in an educational powerhouse should be education devoted to the construction of people’s souls and thought, while the “powerhouse” in an educational powerhouse needs builders and successors dedicated to the great cause of socialism with Chinese characteristics. Thus, building an educational powerhouse inherently requires that education exert its due leading power of ideological and political education. Second, the leading power of ideological and political education is a priority need for building an educational powerhouse. Education is a practical activity of cultivating people with distinct ideology and political attributes. Building an educational powerhouse must adhere to the original aspiration and founding mission of “cultivating talent for the Party and educating people for the state.” The fundamental task of education is to foster virtue and nurture people, and the foundation of nurturing people lies in fostering virtue. Education is a systematic activity integrating multiple purposes such as knowledge transmission, skill training, and value cultivation, with the ultimate goal of realizing people’s free and comprehensive development, but moral character shaping occupies a priority position. In other words, education in its full sense should include ideological and political elements and focus on giving full play to the key role of “ideological and political leadership” within it, guiding people’s values through a series of practical educational activities and helping people make correct value choices. Third, the leading power of ideological and political education is the capability orientation for building an educational powerhouse. An educational powerhouse under socialism with Chinese characteristics not only fully demonstrates the strategic position of education as a “major matter of the state” [1]1 Xi Jinping, “Speech at the National Conference on Education,” *People’s Daily*, September 11, 2024. but also prominently reflects education as an important means of national soft power or flexible governance capacity. The “strength” of an educational powerhouse is embodied in the state’s ability to guide people’s values and cultivate social members into the people it needs. In this sense, the leading power of ideological and political education reflects the state’s guiding power, educating power, and governing power in education, and is an important manifestation of the soft power of a socialist state with Chinese characteristics.

思政引领力生成于建设教育强国的语境之中，也是在党领导中国特色社会主义教育强国各项实践活动中生成思政引领“力”。这其中，尤其需要把握如下三重意蕴。一是思政引领力是建设教育强国的必然要求。中国特色社会主义教育强国需要解决好“为谁培养人”的重大问题，教育强国之“教育”应该是致力于人的灵魂与思想建设的教育，而教育强国之“强国”需要拥有献身于中国特色社会主义伟大事业的建设者和接班人。那么，建设教育强国就内在地规约了教育发挥其应有的思政引领力。二是思政引领力是建设教育强国的优先所需。教育是具有鲜明意识形态和政治属性的育人实践活动，建设教育强国必须要坚持“为党育人、为国育才”的初心使命。教育的根本任务在于立德树人，而育人的根本在于立德。教育是一项融知识传授、技能训练、价值涵养等多重目的为一体的系统活动，最终的目的在于实现人的自由全面发展，但居于优先地位的是品德塑造。换言之，完满意义上的教育应当包含思政要素，并注重充分发挥“思政引领”在其中的关键作用，通过一系列的育人实践活动引领人们的价值观，帮助人们作出正确的价值选择。三是思政引领力是建设教育强国的能力所向。中国特色社会主义教育强国既充分彰显了教育作为“国之大者”的战略地位，也突出体现了教育作为国家软实力或柔性治理能力的重要手段。教育强国之“强”就体现在国家有能力引导人们的价值观，将社会成员培养成其所需要的人。在此意义上的思政引领力，反映出国家教育的引导力、育人力、治理力，是中国特色社会主义国家软实力的重要体现。

II. Fostering Virtue and Nurturing People: The Value Direction for the Generation of the Leading Power of Ideological and Political Education

二、立德树人：思政引领力生成的价值方向

Generally speaking, power has its directionality, reflecting its tendency or the orientation of its effect. As a practical efficacy proper to an educational powerhouse, the leading power of ideological and political education has a clear value direction. It must resolve not only the object question of “whom to lead” and the method question of “how to lead,” but also the direction question of “where to lead.” In this sense, the leading power of ideological and political education contains a value dimension, that is, on the basis of what value goal it is generated. The leading power of ideological and political education is both leadership realized through ideological and political education and leadership directed toward ideological and political education. No matter how one understands the leading power of ideological and political education, it is generated through conscious, purposeful, and planned practical educational activities, pointing toward the overall goal of “fostering virtue and nurturing people” that the cause of socialist education with Chinese characteristics must accomplish.

一般而言，力有其方向性，反映其趋向或作用的方位。思政引领力作为教育强国应有的实践效能，有其明确的价值方向。它不仅要解决“引领谁”的对象性问题、“如何引领”的方法性问题，还要解决“引领至何方”的方向性问题。从这个意义上说，思政引领力内蕴了价值向度，即基于何种价值目标而生成。思政引领力既是通过思政实现引领，又是指向思政的引领。无论对思政引领力作何种意义上的理解，它都是在有意识、有目的、有计划的育人实践作用下而成的，指向中国特色社会主义教育事业所要完成的“立德树人”的总体目标。

Education is a value-oriented practical activity concerning human development, guiding people toward the correct value direction. Correspondingly, building an educational powerhouse must first ensure the proper direction of education. The fundamental task of education is to foster virtue and nurture people. “Fostering virtue and nurturing people concerns whether the Party’s cause has successors and concerns the future and destiny of the nation” [7]7 Xi Jinping, *On Education*, Beijing: Central Party Literature Press, 2024.3. Socialist education with Chinese characteristics pays particular attention to issues such as ideological and political leadership, value shaping, and moral character cultivation in educational activities, accomplishing educational tasks such as “stabilizing positions,” “setting directions,” “forging convictions,” and “shaping personalities.” Socialist education with Chinese characteristics should adhere to correct value goals and value directions, possessing the ability to regulate, transform, and guide people’s ideals, beliefs, and spiritual states. In this sense, the leading power of ideological and political education manifests as the value-leading power or moral-educating power of socialist education with Chinese characteristics.

教育是关于人的发展的价值实践活动，将人们引向正确的价值方向。相应地，教育强国建设首先要确保教育应有的方向。教育的根本任务是立德树人，“立德树人关系党的事业后继有人，关系国家前途命运”[7]3。中国特色社会主义教育尤其注重教育活动中人的思想政治引领、价值观塑造、品德涵养等问题，完成“稳立场”“定方向”“铸信念”“塑人格”等教育任务。中国特色社会主义教育应坚持正确的价值目标和价值方向，具备对人的理想信念、精神状态的调节转化引导的能力。思政引领力在此意义上表现为中国特色社会主义教育的价值引领力或育德力。

As the value direction for the generation of the leading power of ideological and political education, “fostering virtue and nurturing people” is a fundamental proposition of moral education theory and even educational theory in the New Era. “Virtue” has a priority status in education, and the directionality of the leading power of ideological and political education originates from the prescriptive nature of “virtue” in education and the fundamental status of moral education within education. “Virtue” stabilizes positions and governs direction. Only by adhering to the attribute of “fostering virtue” in education and giving play to the practical effectiveness of moral education can the direction of educational development be ensured and the people needed by the Party and the state be forged. For this reason, the Party’s education has always adhered to the foundational and priority status of “moral education.” Many formulations such as “moral education first,” “moral education as priority,” “implementing the fundamental task of fostering virtue and nurturing people,” and “the foundation of nurturing people lies in fostering virtue” all position the lofty status and sacred mission of moral education from a strategic height. Only by clearly taking “fostering virtue and nurturing people” as the value direction and emphasizing the priority status of moral education can the positive role of “virtue” in students’ ideological and political leadership and moral character formation be brought into play.

作为思政引领力生成的价值方向，“立德树人”是新时代德育理论乃至教育理论的基本命题。“德”之于教育具有优先性地位，而思政引领力的方向性就源于教育之“德”的规定性以及德育在教育中的根本地位。“德”是稳立场、管方向的，只有坚持教育的“立德”属性，发挥教育的德育实效，才能确保教育发展的方向，锻造党和国家需要的人。正因为如此，党的教育历来坚持“德育”的基础性、优先性地位，诸多“德育为首”“德育为先”“落实立德树人根本任务”“育人的根本在于立德”等提法，都是从战略的高度定位德育的崇高地位和神圣使命。只有明确以“立德树人”为价值方向，重视德育的优先地位，才能发挥“德”在学生思想政治引领与思想品德养成方面的积极作用。

Here, “fostering virtue and nurturing people,” as the value direction of the leading power of ideological and political education, correspondingly prescribes the focus of the leading power of ideological and political education. “Fostering virtue” is often implemented through the practical activities of “ideological and political leadership.” “What kind of virtue to foster” accordingly determines the content of “leadership.” Although “virtue” has diverse manifestations and practical requirements, such as “understanding great virtue, observing public virtue, and strictly practicing private virtue,” its core lies in people’s ideals and beliefs. Ideals and beliefs are like the “calcium of the spirit” [2]2 Central Committee of the Communist Party of China and State Council, *Outline of the Plan for Building a Strong Educational Country (2024–2035)*, *People’s Daily*, January 20, 2025.; possessing them enables people to form correct value judgments on right and wrong, good and evil, truth and falsehood, beauty and ugliness, thereby helping people shape stable dispositions and sound “worldviews, outlooks on life, and values,” and fasten the “first button” of growth [3]3 Central Committee of the Communist Party of China and State Council, *Outline of the National Medium- and Long-Term Educational Reform and Development Plan (2010–2020)*, *People’s Daily*, July 30, 2010.. In this way, the generation of the leading power of ideological and political education is not only oriented toward the value direction of the fundamental task of “fostering virtue and nurturing people,” but also, on the premise of the priority status of moral education, takes guiding people to strengthen ideals and beliefs and cultivate spiritual character as its practical orientation.

在这里，“立德树人”作为思政引领力的价值方向，相应地也规约了思政引领力的着力点。“立德”往往借助于“思政引领”的实践活动得以落实。“立什么样的德”也随之决定了“引领”的内容。虽然“德”有多样化的表现类型与实践要求，如“明大德、守公德、严私德”，但其核心在于人的理想信念。理想信念犹如“精神之钙”，拥有了它，人们才能对是非、善恶、对错、美丑等形成正确的价值判断，进而帮助人们塑造出稳定的心性和健全的“三观”，扣好成长中的“第一粒扣子”。这样，思政引领力的生成不仅向着“立德树人”根本任务这一价值方向，而且在基于德育优先性地位前提下，以引导人们坚定理想信念、涵养精神品格为实践指向。

Of course, the value goals that education strives to achieve are not abstract or vague but have realistic prescriptiveness, especially in manifesting their social and political attributes, aiming to shape the people needed by a specific political community. Xi Jinping emphasizes: “The people we cultivate must establish the lofty ideal of communism and the common ideal of socialism with Chinese characteristics. Without this, cultivating builders and successors for socialism would not hold” [7]7 Xi Jinping, *On Education*, Beijing: Central Party Literature Press, 2024.7. The “virtue” in “fostering virtue and nurturing people” is embodied in personality elements such as ideals and beliefs, spiritual character, and moral sentiment, contains a specific social and political framework, and simultaneously reflects the educational requirements of socialist education with Chinese characteristics. In fact, education itself is a component of national strategy. On the issue of shaping students into the people needed by the Party and the state, education unshirkably assumes its due political function. “Fostering virtue and nurturing people” fully embodies the mission of educational value leadership. It requires extensively carrying out various forms of educational activities to produce positive guidance in thought, emotion, and value for students, enhance students’ political identity, realize the integration of the “small self” and the “big self” [8]8 The “small self” refers to the individual person, and the “big self” to the collective, the nation, or the state; the phrase “integrating the small self into the big self” is a common formulation in Chinese political discourse urging individuals to subordinate personal interests to those of the collective., and generate the leading power of ideological and political education proper to socialist education with Chinese characteristics.

当然，教育所要致力于实现的价值目标并不是抽象、空泛的，而是有着现实的规定性，尤其要彰显其社会政治属性，旨在塑造特定的政治共同体所需要的人。习近平强调：“我们培养的人，必须树立共产主义远大理想和中国特色社会主义共同理想。没有这一条，培养社会主义建设者和接班人就不成立了。”[7]7“立德树人”之“德”体现为理想信念、精神品格、道德情操等人格性要素，蕴含了特定的社会政治框架，同时体现中国特色社会主义教育的育人要求。事实上，教育本身就是国家战略的组成部分，在塑造学生成为党和国家需要的人的问题上，教育义不容辞地承担起应有的政治功能。“立德树人”充分体现了教育价值引领的使命，它要求广泛开展各种形式的教育活动，对学生产生思想、情感和价值方面的积极引导，增强学生的政治认同，实现“小我”与“大我”融为一体[8]，生成中国特色社会主义教育应有的思政引领力。

III. The School Ideological and Political Education System: The Practical Foundation for the Generation of the Leading Power of Ideological and Political Education

三、学校思想政治教育体系：思政引领力生成的实践基础

As the positive efficacy manifested by education in value leadership or moral education and character cultivation, the leading power of ideological and political education must be implemented in specific practical educational activities, especially in the school ideological and political education practice system. The school ideological and political education system accordingly becomes the practical foundation for the generation of the leading power of ideological and political education.

思政引领力作为教育所体现出的价值引领或育德育人方面产生的积极效能，必然落实于具体的教育实践活动中，尤其是学校思想政治教育实践体系中。学校思想政治教育体系也随之成为思政引领力生成的实践基础。

In a broad sense, education is a practice of human cultivation with distinct value attributes. Different types of educational practice activities all need to manifest their value efficacy and exert a leading role. Only when school education, especially school ideological and political education, forms a synergistic and holistic educational synergy can the leading force of ideological and political education be effectively generated. The leading force of ideological and political education in education with socialism with Chinese characteristics, due to its own “ideological and political” attribute or “moral education” effect, relies more on the sound improvement of the school ideological and political education system and the effective exertion of its practical efficacy. The generation of the leading force of ideological and political education points to value-oriented practice, manifesting the political, people’s livelihood, and strategic attributes that education should possess, but it is often implemented within the school ideological and political education system. Here, although the “ideological and political” in the leading force of ideological and political education cannot be directly equated with school ideological and political education, it is beyond doubt that the school ideological and political education system plays a key role in the entire educational practice activity. The construction and improvement of the school ideological and political education system are directly related to whether the leading force of ideological and political education can be smoothly generated in practice.

从广义上说，教育是具有鲜明价值属性的育人实践，不同类型的教育实践活动，都需要彰显其价值效能，发挥引领作用。只有当学校教育，尤其是学校思想政治教育，形成协同化、总体性的育人合力，才能有效生成思政引领力。中国特色社会主义教育的思政引领力因其自身的“思政”属性或“育德”效应，更多依赖学校思想政治教育体系的健全完善及其实践效能的有效发挥。思政引领力的生成指向价值性的实践，彰显教育所应有的政治、民生和战略属性，但往往落实于学校的思想政治教育体系之中。在这里，尽管思政引领力之“思政”不能直接等同于学校思想政治教育，但不容置疑的是，学校思想政治教育体系在整个教育实践活动中的关键作用。学校思想政治教育体系的构建完善直接关系到思政引领力能否得以顺利地实践生成。

As a holistic category, the school ideological and political education system refers to a practical education system of vertical and horizontal linkage and integrated connection constructed by various types of ideological and political education practice activities, carriers, channels, and means within the school. In 2017, the “Implementation Outline for the Quality Improvement Project of Ideological and Political Work in Higher Education Institutions” issued by the Ministry of Education pointed out: fully leverage the educational functions of work in areas such as curriculum, scientific research, practice, culture, network, psychology, management, service, financial aid, and organization; explore educational elements; improve educational mechanisms; optimize evaluation and incentives; strengthen implementation guarantees; and effectively construct a “ten major” educational system.[9]9 The “ten major” educational system refers to the ten areas listed in the 2017 Ministry of Education document: curriculum, scientific research, practice, culture, network, psychology, management, service, financial aid, and organization. If we take a holistic view of the entire school, ideological and political education should form an overall educational pattern, with various types, channels, forces, activities, carriers, etc., cooperating and exerting force synergistically. The school ideological and political education system can be grasped from two different dimensions: vertical and horizontal. From a vertical perspective, the school ideological and political education system should reflect temporal sequence, conform to the laws of student growth and development, and unfold around the ideological and political education practices needed for students’ growth and development at different stages. Ideological and political education at different stages—primary, secondary, and tertiary—should break the isolated state of “each fighting its own battle” in terms of students’ ideological guidance, moral development, and spiritual elevation, forming an integrated, spiraling “educational chain.” From a horizontal perspective, the school ideological and political education system involves the clear positioning of various forces, channels, carriers, and links within the school field. In guiding students’ ideology, morality, and values, they mutually construct a synergistic “educational network.” It can be said that the ideological and political education system with the school as its field not only makes the school a moral education field where various educational channels exert force synergistically but also makes student growth a process of life development that continuously advances.

作为一个整体性的范畴，学校思想政治教育体系指向学校各类型思想政治教育实践活动、载体、渠道、手段等构建的纵横联动一体贯通的育人实践体系。2017年，教育部印发的《高校思想政治工作质量提升工程实施纲要》指出，充分发挥课程、科研、实践、文化、网络、心理、管理、服务、资助、组织等方面工作的育人功能，挖掘育人要素，完善育人机制，优化评价激励，强化实施保障，切实构建“十大”育人体系。[9]如果放眼整个学校全局，思想政治教育应该形成总体性的育人格局，各种类型、渠道、力量、活动、载体等相互配合、协同发力。而学校思想政治教育体系，可以从纵向与横向两个不同的维度加以把握。从纵向的角度看，学校思想政治教育体系应体现出时间序列性，合乎学生成长发展的规律，围绕不同阶段学生成长发展所需要的思想政治教育实践而展开。大中小学不同学段的思想政治教育在学生的思想引领、品德发展和精神提升等方面打破“各自为战”的孤立化状态，形成一体联动、螺旋上升的“育人链条”。从横向的维度看，学校思想政治教育体系涉及学校场域的各种力量、渠道、载体、环节等的明确定位，在引领学生思想品德与价值观念方面，相互又构筑起协同配合的“育人网络”。可以说，以学校为场域的思想政治教育体系，既使得学校成为各种育人渠道协同发力的德育场域，又使学生成长呈现为不断增进的生命发展过程。

The leading force of ideological and political education is the practical efficacy demonstrated by educational practice activities. The improvement of the school ideological and political education system is directly related to the effective generation of the leading force of ideological and political education. Regarding the composition of the school ideological and political education system, particular attention should be paid to the optimization and improvement of the following three parts. They jointly support the orderly operation and benign functioning of the school ideological and political education system and exert practical efficacy in guiding students’ ideological progress and moral development in practice.

思政引领力是教育实践活动展现出的实践效能，学校思想政治教育体系的完善直接关乎思政引领力的有效生成。就学校思想政治教育体系构成来说，尤其要重视如下3个部分的优化完善，它们共同支撑学校思想政治教育体系的有序运行和良性运转，并在实践中发挥引领学生思想进步和道德发展的实践效能。

First, the key role of ideological and political theory courses (hereinafter referred to as “IPTPCs”). If IPTPCs are the key courses for implementing “fostering virtue through education,”[n] then the construction of IPTPCs is the key practice for generating the leading force of ideological and political education. “IPTPCs are the key courses for implementing the fundamental task of fostering virtue through education, and the role of IPTPCs is irreplaceable.”[10]10 “Fostering virtue through education” (立德树人) is a central formulation in Chinese educational policy, emphasizing moral character as the foundation of talent cultivation.329 IPTPCs are the main channel for curriculum-based education and are direct, explicit moral education courses. The essence of IPTPCs is to explain principles, to thoroughly, profoundly, and vividly explain the principles, theories, and philosophies of socialism with Chinese characteristics, to use Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to forge souls and educate people, to stand at the height of “matters of national significance,”[n] to carry out value guidance on students’ spiritual world, to help students strengthen their ideals and convictions, to form correct “three outlooks,”[n] and to cultivate students into new-era individuals capable of shouldering the great rejuvenation of the Chinese nation. The construction of IPTPCs should focus on building the curriculum system, enriching and improving teaching content, updating and optimizing educational carriers, continuously enhancing the ability to respond to external social reality issues, mobilizing teachers’ initiative, enthusiasm, and creativity, consolidating the cultural foundation of IPTPC construction, and promoting the connotative development of IPTPC construction through upholding fundamental principles and breaking new ground.

一是思想政治理论课（以下简称“思政课”）的关键作用。如果说思政课是落实“立德树人”的关键课程，那么思政课建设就是思政引领力生成的关键实践。“思政课是落实立德树人根本任务的关键课程，思政课作用不可替代。”[10]329思政课是课程育人的主渠道，是直接显性的德育课程。思政课的本质是讲道理，旗帜鲜明地讲深讲透讲活中国特色社会主义的道理学理哲理，用新时代中国特色社会主义思想铸魂育人，站在“国之大者”的高度，对学生的精神世界开展价值引领，帮助学生坚定理想信念，形成正确的“三观”，将学生培养成堪当民族复兴大任的时代新人。思政课建设要注重课程体系建设、完善丰富教学内容、更新优化教育载体，不断提升应对外部社会现实问题的能力，调动教师的积极性、主动性和创造性，夯实思政课建设的文化根基，守正创新推动思政课建设内涵式发展。

Second, the supporting role of curriculum-based ideological and political education. Whether it is subjects in the primary and secondary school stages or courses in higher education institutions, they all bear the fundamental task of implementing “fostering virtue through education.” The generation of the leading force of ideological and political education requires that all courses exert their educational function. Although the division of responsibilities among courses differs, they are consistent on the issue of education. Each course should focus on students’ ideological progress and moral improvement, and design educational and teaching activities on this basis. The implementation of curriculum-based ideological and political education requires teachers to fully tap their own moral education resources according to the attributes of different courses, and to achieve personality cultivation and value guidance in a professional manner. At the same time, curriculum-based ideological and political education and IPTPCs should cooperate with each other and form synergy, avoiding situations such as “effect cancellation,” “meaning loss,” or “mutual confrontation” in the educational process, so that each course “guards its own section of the canal and cultivates its own responsibility field,”[n] exerting educational roles synergistically.

二是课程思政的支撑作用。无论是中小学学段的学科，还是高校的课程，都承载着落实“立德树人”的根本任务。思政引领力的生成就需要各门课程均发挥育人功能。尽管各门课程责任分工不同，但在育人的问题上是一致的，各门课程要着眼于学生的思想进步与品德完善，并在此基础上设计教育教学活动。课程思政的落实既需要教师针对不同课程的属性，充分挖掘自身的德育资源，以专业化的方式实现人格的养成和价值的引领。与此同时，课程思政与思政课程也要彼此配合、形成合力，避免在育人过程中出现“效果抵消”“意义折损”“相互对峙”等情形，做到各门课程“守好一段渠，种好责任田”，协同发挥育人作用。

Third, the foundational role of daily ideological and political education. Daily ideological and political education is the main front of school ideological and political education. All aspects of students’ school life outside the classroom can be included in the perspective of daily ideological and political education. Daily ideological and political education, through practical activities such as interaction, management, service, scientific research, and cultural construction, presents characteristics such as routinization and regularity. Based on students’ daily lives, fully respecting students’ ideological and behavioral characteristics, meeting the individual needs of students’ growth and development, establishing and improving a sound daily ideological and political education practice system, thereby constructing a daily educational practice network that supports students’ ideological and political guidance.

三是日常思想政治教育的基础作用。日常思想政治教育是学校思想政治教育的主阵地。学生在学校生活中除了课堂以外的各方面都可以纳入日常思想政治教育的视野之中。日常思想政治教育借助于交往、管理、服务、科研、文化建设等实践活动，呈现出日常化、常规性等特点。以学生的日常生活为基点，充分尊重学生的思想行为特点，契合学生成长发展的个性需求，建立健全完善日常思想政治教育实践体系，从而架构出支撑学生思想政治引领的日常化育人实践网络。

IV. Meeting the Intrinsic Needs of Student Subjects: The Key Link in the Generation of the Leading Force of Ideological and Political Education

四、满足学生主体的内在需求：思政引领力生成的关键环节

A scientific grasp of the “leading force of ideological and political education” points not only to “what kind of leadership” (ideological and political leadership or value leadership) but also requires clarifying “leadership for whom,” fully recognizing that the objects of leadership are the broad student groups. Thus, understanding the generation of the leading force of ideological and political education cannot be separated from students; it must enter the target groups within educational activities and carry out targeted ideological and political leadership for them. It is precisely in the process of carrying out various forms of educational leadership activities for student groups as educational objects that the leading force of ideological and political education is generated. Its intrinsic root lies in the intrinsic needs of students’ growth and development. Educational activities need to target the ideological, spiritual, and value needs of student groups and carry out targeted educational guidance activities. In other words, the reason why the leading force of ideological and political education can be generated is inseparable from the intrinsic needs of students as subjects of education. Thus, meeting the intrinsic needs of students as subjects becomes the key link in grasping the generation of the leading force of ideological and political education.

对“思政引领力”的科学把握，不仅指向“何种引领”（思政引领或价值引领），还需厘清“对谁引领”，充分认识到引领的对象是广大学生群体。这样，理解思政引领力的生成就不能脱离学生，必须进入到教育活动当中的对象群体，对其展开有针对性的思政引领。正是在对作为教育对象的学生群体开展各种形式的教育引领活动中生成思政引领力，其内在根源就在于学生成长发展的内在需求。教育活动需要针对学生群体的思想精神和价值需求，展开有针对性的教育引导活动。换句话说，思政引领力之所以得以生成，与学生作为教育对象的主体的内在需求密不可分。这样，满足学生作为主体的内在需求就成为把握思政引领力生成的关键环节。

As is well known, students, as subjects, often have diverse needs in their growth and development—from basic-level life security to daily interaction, knowledge and skill improvement, up to higher-level ideals and convictions, moral sentiments, and the generation of ideology and morality. These are all important dimensions of education shaping people into freely and comprehensively developed individuals. Among these, the generation of the leading force of ideological and political education is more related to the spiritual needs of student subjects. Education is not only about cultivating specialized knowledge or skills but also about cultivating new-era individuals with feelings, a sense of responsibility, and a sense of mission. The leading force of ideological and political education points to the spiritual needs of students in the process of growth and development. Whether it is the negative impact of social structural pressures on individual mental states at the practical level, or the higher value pursuits required of students by future career development and life planning, all require school education to play an active leading role in resolving students’ spiritual confusion, enhancing their vision, standpoint, and pattern, and truly integrating the “small self” with the “big self.”

众所周知，学生作为主体，其成长发展往往存在多样化的需求——从基本层面的生活保障到日常交往、知识和技能的提升，直至更高层面的理想信念、道德情操以及思想品德的生成，都是教育塑造成自由全面发展的人的重要维度。这其中，思政引领力的生成更多关乎学生主体的精神需求。教育不只是要培养专门化的知识或技能，更是要培育有情怀、责任感、使命感的时代新人。思政引领力指向学生在成长发展的过程中的精神需求。无论是从现实层面出现的社会结构性压力对个体精神状态的负面影响，还是未来的职业发展与人生规划对学生提出更高的价值追求，无不需要学校教育在化解学生的精神困惑方面发挥积极的引领作用，提升自己的视野、站位和格局，真正将“小我”与“大我”融合起来。

The intrinsic needs of the student subject can be described as the driving force behind the generation of ideological and political leadership; they constitute the internal basis for triggering the leading power of ideological and political education. Correspondingly, how to respect the subject status of the educational object in educational activities, satisfy their reasonable needs, and stimulate their initiative, enthusiasm, and creativity becomes a key link in the generation of the leading power of ideological and political education. Only by fully respecting the subjectivity of students and meeting their needs can its practical efficacy be maximally demonstrated. This process is a practical activity that resolves ideological confusion, provides value guidance, and boosts mental state, thereby also reflecting the subjectivity and spiritual dimension of the leading power of ideological and political education. The leading power of ideological and political education is a form of leadership at the ideological-conceptual level directed at students, reflecting the moral-educational quality and humanistic care of education. Its effective generation requires grasping the actual ideological and behavioral characteristics of the student subject, paying attention to their real thoughts, desires, and demands, formulating differentiated and personalized leadership plans by layer and category, and carrying out ideological and political leadership in a targeted manner.

学生主体的内在需求可谓思政引领生成的动力，它是触发思政引领力的内在根据。相应地，如何在教育活动中尊重教育对象的主体地位，满足他们的合理需求，激发他们的积极性、主动性、创造性，成为思政引领力生成的关键环节。只有充分尊重学生的主体性、满足学生主体的需求，才能最大程度地彰显其实践效能。这个过程是一项解决思想困惑、价值引领、提振状态的实践活动，由此也体现思政引领力的主体性与精神性向度。思政引领力是针对学生展开的思想观念层面引领，反映教育的育德品质与人文关怀。它的有效生成需要把握学生主体的实际的思想行为特点，关注他们真实的所思所想、所欲所求，分层分类制定差异化、个性化的引领方案，有针对性地开展思政引领。

Only by conducting targeted ideological and political leadership can the force needed for educating people be generated. The educational activity’s targeted ideological and political leadership of the student subject is neither achieved overnight nor with immediate results, nor should it avoid generalized instruction and uniformity. In the process of meeting the subject’s needs, the generation of the leading power of ideological and political education must focus on shaping the ideal subject, striving to cultivate students into a new generation of the era [n] needed by the Party and the state, and carrying out ideological and political leadership according to their due value standards and spiritual pursuits. This requires fully respecting the diversity and individuality of groups. In the actual process of ideological and political education, students’ inner spiritual needs have their realistic soil for growth and diverse forms of expression; the ideological conditions and behavioral characteristics of the student subject vary greatly among individuals, making it difficult to adopt a “one-size-fits-all” approach. With the advent of the digital-intelligent era, the individualization tendency of student groups is becoming increasingly prominent, making it impossible to carry out homogenized ideological leadership for student groups without distinction. Thus, the effective generation of the leading power of ideological and political education cannot be separated from a precise grasp of the target student groups; only by entering their inner world, accurately hitting their ideological needs, and conducting targeted educational guidance can ideological and political leadership be effectively generated.

只有针对性地进行思政引领才能产生育人所需之力。教育活动对学生主体开展针对性的思政引领既非一蹴而就、立竿见影，又得避免笼统施教、整齐划一。在满足主体需要的过程中，思政引领力的生成要注重理想主体的塑造，致力于将学生培养成党和国家所需要的时代新人，按其应有的价值标准精神追求展开思政引领。这就需要充分尊重群体的差异性、个性化。在实际的思政教育过程中，学生内在的精神需求有其现实的生发土壤与多样化表现形式，学生主体的思想状况、行为特征，个体差异性较大，难以采取“一刀切”的方式。伴随数智化时代的到来，学生群体的个体化倾向日渐突出，无法对学生群体不加区别地进行匀质化的思想引领。这样，思政引领力的有效生成就离不开对学生对象群体的精准把握，只有进入他们的内心，精准切中他们的思想需求，针对性地开展教育引导，才能有效生成思政引领。

Furthermore, attention should be paid to reflection and critique of students’ ideological and political conditions. Leadership, as a mode of practice, aims to enhance and improve students’ actual ideological and political conditions, constantly transforming their ideological reality, and satisfying the subject’s spiritual needs in a direction that is more complete, ideal, and conforms to requirements. The generation of the leading power of ideological and political education in this sense must be distinguished from the process of catering to students’ ideological needs at the practical level; it should instead be embodied as a value-practical activity striving to approach the ideal personality. Leadership focuses on stimulating and enhancing students’ inner positive mentality and spiritual state, distinguishing it from value-practical modes such as critique, reflection, cohesion, and integration. Although at the logical level there are possibilities for conceptual expressions such as critical power, reflective power, cohesive power, and integrative power, in practice it is necessary to clarify the differences between them. In particular, it is essential to recognize that the indispensable reflection and critique of students’ actual ideological and political conditions in the process of leadership point to the “suppression” or “negation” of negative ideological concepts. Of course, “this ‘suppression’ or ‘negation’ is not the ultimate goal; analyzing, diagnosing, and adjusting the various value orientations existing in the educational object is ultimately to better enhance people’s ideological understanding and value identification. In other words, ‘value leadership’ is by no means one-sided ‘value catering’; it requires both ‘dredging’ positive values by following the trend and ‘blocking’ negative values to prevent them.” [11]11 “Matters of national significance” (国之大者) is a Party idiom referring to issues of fundamental importance to the nation and the Party’s work.

此外，要注重对学生思想政治状况的反思与批评。引领作为一种实践方式，旨在增进提升学生实际的思想政治状况，不断变革思想实际，向着更为完满、理想且合乎要求的价值方向满足主体的精神需要。这个意义上的思政引领力生成就得区别于现实层面迎合学生思想需求的过程，而更应该体现为一种努力趋近理想人格的价值实践活动。引领重在激发并增进学生内在的积极心态和精神状态，区别于反思、批判、凝聚、整合等价值实践方式。尽管在逻辑层面存在批判力、反思力、凝聚力、整合力等概念表述的可能性，但实践中有必要厘清相互之间的区别。特别是，要认识到引领过程中不可或缺地对学生实际思想政治状况进行的反思与批评，它指向对负面思想观念的“抑制”或“否定”。当然，“这种‘抑制’或‘否定’并不是最终目的，对教育对象存在的各种价值取向进行分析、诊断、调适，最终是为了更好地提升人们的思想认识和价值认同。换言之，‘价值引领’绝非单方面的‘价值迎合’，既要有因势利导积极价值观的‘疏’，也要有防范消极价值观的‘堵’。”[11]

The effective generation of the leading power of ideological and political education also requires mobilizing the initiative of the student subject. The leading power of ideological and political education has an object-oriented dimension; ideological and political leadership directed at students often requires stimulating students’ self-awareness and active spirit. Only by fully mobilizing students’ subjectivity and agency, based on the requirements of the ideal subject as it ought to be, and continuously achieving self-personality improvement, can the leading power of ideological and political education be truly manifested. Of course, this process is inseparable from students’ conscious and active participation in various educational practice activities with ideological and political leadership effects. The student subject cannot be in a state of “absence” in this process, passively receiving ideological supply, but should substantively engage in educational and teaching activities, participating in the formulation and implementation of ideological leadership plans. Conversely, once the student subject falls into negative emotions and lacks effective willpower and action capacity, education will find it difficult to exert its due leadership role and thereby generate the leading power of ideological and political education. In this sense, satisfying the spiritual needs of the student subject is both an inevitable requirement of ideological and political leadership and an endogenous driving force for the generation of the leading power of ideological and political education.

思政引领力的有效生成还需要调动学生主体的积极性。思政引领力有其对象性的维度，对学生开展的思政引领，往往需要激发学生的自觉意识与主动精神。只有充分调动学生的主体性、能动性，基于应然的理想主体要求，不断实现自我人格完善，才能真正彰显思政引领力。当然，这个过程离不开学生自觉、积极参与各种具有思政引领效应的教育实践活动。学生主体在此过程中不能处于“缺场”的状态，被动地接受思想供给，而应实质性投入到教育教学活动，参与思想引领方案的制订与实施。反之，一旦学生主体陷入负面情绪，自身又缺乏有效的意志力与行动力，教育将很难发挥应有的引领作用，进而生成思政引领力。从这个意义上说，满足学生主体的精神需求既是思想政治引领的必然要求，也成为思政引领力得以生成的内生动力。

V. Creating a Well-Functioning Educational Ecology: Conditions and Guarantees for the Generation of the Leading Power of Ideological and Political Education

五、营造良性运行的育人生态：思政引领力生成的条件保障

The leading power of ideological and political education is generated within the school field; it not only moves in the correct value direction, relying on the systematic improvement of the school’s ideological and political education system, but also depends on various positive external conditions that form a sound educational pattern and a well-functioning educational ecology. Only when the supporting conditions of educational activities form a positive and upward well-functioning educational ecology can the leading power of ideological and political education be effectively generated. “Whether in the social ecosystem or within the educational ecosystem, people, education, and the environment are interconnected, together forming a constantly contradictory and moving ecosystem.” [12]12 “Three outlooks” (三观) refers to worldview, outlook on life, and values.37 These are the foundations for the smooth progress of education and the prerequisites for the generation of the leading power of ideological and political education. This requires examining the various external elements of the generation of the leading power of ideological and political education with an ecological mindset, creating a well-functioning educational ecology within the school field, emphasizing the organic connections and coordinated cooperation among various educational elements, and forming dynamic and organic practical links between them.

思政引领力生成于学校场域，不仅向着正确的价值方向，借助学校思想政治教育体系的系统完善，还依赖于各种积极正向的外部条件形成的健全的育人格局和良性运行的育人生态。只有教育活动各种支撑性的条件形成积极向上的良性育人生态，才能有效生成思政引领力。“无论是在社会生态系统中，还是在教育生态系统内部，人、教育、环境彼此相连，共同构成一个不断矛盾运动的生态系统。”[12]37它们是教育得以顺利开展的基础，也是思政引领力得以生成的前提。这就要求以生态性的思维审视思政引领力生成的各种外部要素，在学校场域营造良性运行的育人生态，注重各种育人要素之间的有机联系和协同配合，相互之间形成动态的、有机的实践联系。

According to the approach of educational ecology, although the generation of the leading power of ideological and political education occurs within the school field, it is related to the connections and interactions with the external society, relying on the strong support of the social ecosystem, while also regarding the school itself as an organic system composed of school educational practice activities. In addition, as the practical field where educational and teaching activities are directly implemented, the classroom is also a specific space where the leading power of ideological and political education occurs; the classroom can also be regarded as a micro-level educational ecology. Thus, the educational ecology related to the generation of the leading power of ideological and political education can be broadly grasped from three levels: macro, meso, and micro.

依据教育生态学的思路，思政引领力的生成尽管发生于学校场域，但它既关系到与外部社会之间的联系与互动，借助于社会生态圈的强力支持，同时也将学校自身视作由学校教育实践活动构成的有机系统。此外，作为教育教学活动直接落实的实践场域，课堂也是思政引领力得以发生的具体空间，课堂也可以视为微观的育人生态。这样，与思政引领力生成相关的育人生态，大体可以从宏观、中观、微观3个层面加以把握。

Macro-level educational ecology. This mainly refers to the educational ecosystem of the social system; the generation of the leading power of ideological and political education requires the integration of the school field and the social field, forming supportive external conditions throughout society, improving and optimizing the social ecology of ideological and political education, especially enhancing the social support for school education and even school ideological and political education, and leveraging the coordinated and cooperative role of various elements in the social macro-system in the educational practice activities of building a strong educational country. In 2021, the Central Committee of the Communist Party of China and the State Council issued the “Opinions on Strengthening and Improving Ideological and Political Work in the New Era,” proposing to “build a grand pattern for jointly advancing ideological and political work,” requiring “improving the leadership system and working mechanism, improving the grand pattern of ideological and political work with unified leadership of Party committees, joint management of the Party and government, organization and coordination by propaganda departments, division of labor and responsibility by relevant departments and people’s organizations, and participation of the entire Party and the whole society.” [13]13 “Guards its own section of the canal and cultivates its own responsibility field” (守好一段渠，种好责任田) is a metaphor from Party discourse, meaning each course should fulfill its specific educational responsibility without overstepping or neglecting its role. Here, the macro-level educational ecology supporting the effective generation of the leading power of ideological and political education first points to a macro-level educational pattern at the societal level, requiring the construction of a grand ideological and political pattern with the participation of the whole society. By optimizing the social ecosystem, the coordinated support effects of social subsystems such as politics, economy, society, and culture on education in terms of rules, institutions, resources, information, and energy should be leveraged. Among these, special attention should be paid to the prominent position of social ideology and culture, using the core socialist values to forge souls and educate people, enhancing the cohesion and attractiveness of socialist ideology, strengthening the construction of socialist cultural-ethical progress, creating a positive, healthy, and well-functioning ideological and cultural atmosphere, and providing conceptual guarantees for the generation of the leading power of ideological and political education.

宏观育人生态。它主要指向社会系统的育人生态圈，思政引领力的生成需要实现学校场域与社会场域的贯通，在全社会形成支撑性的外部条件，健全优化思政教育的社会生态，尤其要增进学校教育乃至学校思想政治教育的社会支持，发挥社会大系统中的各要素对教育强国建设的育人实践活动协同配合的作用。2021年，中共中央、国务院印发了《关于新时代加强和改进思想政治工作的意见》，提出“构建共同推进思想政治工作的大格局”，要求“完善领导体制和工作机制，完善党委统一领导、党政齐抓共管、宣传部门组织协调、有关部门和人民团体分工负责、全党全社会共同参与的思想政治工作大格局”[13]。在这里，支撑思政引领力有效生成的宏观育人生态首先指向全社会范围的宏观育人格局，需要在全社会构建共同参与的思政大格局。通过优化社会生态系统，发挥政治、经济、社会、文化等社会子系统在规则、制度、资源、信息、能量方面对育人的协同支撑效应。这其中，尤其要重视社会思想文化的突出地位，以社会主义核心价值铸魂育人，提升社会主义意识形态的凝聚力和吸引力，加强社会主义精神文明建设，营造积极健康、良性运行的思想文化氛围，为思政引领力的生成提供观念保障。

Meso-level educational ecology. The school space is a relatively independent educational field. Within the school field, the various educational subjects, educational channels, and practical pathways should coordinate with one another, constructing a complete school ideological and political education system, so that each educational subject exerts force in the same direction. The leading power of ideological and political education is more of a resultant force of education, a guiding force generated on the basis of an effective ideological and political education pattern. The various environments, elements, and conditions of the school field that support the leading power of ideological and political education should shape a complete field of moral education practice, creating a scientific and reasonable school moral education ecosystem. First, in accordance with the goal of good governance in the modernization of school governance, an overall strategic layout and systematic design should be carried out to optimize, allocate, and integrate various educational channels, making a reasonable educational layout based on their different characteristics and unique positions. Second, attention should be paid to the construction of school institutional norms and systems and mechanisms. In curriculum teaching, daily management, student services, cultural construction, and online communication, concepts such as scientization, people-centeredness, and law-based governance should be implemented, corresponding institutional norms should be established and improved, and the operating systems and mechanisms should be optimized. Third, the moral education function of campus cultural construction should be brought into play. The generation of the leading power of ideological and political education is often immersed in campus culture, and cultural carriers and channels are particularly important. This requires strengthening campus cultural construction and bringing into play its key role as a main channel for values education.

中观育人生态。学校空间是相对独立的育人场域，学校场域各育人主体、育人渠道、实践路径应相互配合，构建完善的学校思想政治教育体系，实现各个育人主体同向发力。思政引领力更多的是一种育人合力，是基于有效的思政育人格局产生的引导力。支撑思政引领力的学校场域诸环境、要素、条件应该形塑出完备的德育实践场，打造科学、合理的学校德育生态圈。一是要按照学校治理现代化的善治目标，进行总体性的战略布局和系统设计，优化、调配、整合各种育人渠道，依据不同的差异性和独特地位进行合理的育人布局。二是要注重学校制度规范与体制机制建设。在课程教学、日常管理、学生服务、文化建设、网络传播等方面，贯彻科学化、人本化、法治化等理念，建立健全相应的制度规范，优化运行的体制机制。三是发挥校园文化建设的德育功能。思政引领力的生成往往是浸染于校园文化之中，文化载体和渠道尤为重要，这就需要加强校园文化建设，发挥其作为价值观教育主要渠道的关键性作用。

Micro-level educational ecology. The classroom is the micro-level field where the leading power of ideological and political education is generated, and it is also a powerful micro-level educational ecology. In the classroom, the various links of teaching, interaction, organization, and implementation carried out by students, as well as all the life manifestations of teachers and students, present themselves as a unified continuous activity, thereby ensuring that educational and teaching activities can be effectively carried out and operate soundly, so as to exert a guiding effect on students. The “classroom” is an activity space jointly constructed by teachers and students, a scene where teaching practice is implemented, and an emotional field and meaning field where the political values of college students are generated. Only by realizing the educational transformation of the classroom space can a benign micro-level space be provided for the generation of the leading power of ideological and political education. This requires focusing on teacher-student interaction in the classroom, caring about the students’ real life manifestations within it, being adept at creating a positive and healthy classroom atmosphere, and creating a classroom full of life vitality. In this way, students can fully obtain the meaning of life and the value of life in real classroom life. The classroom then becomes the most authentic micro-level base for the generation of the leading power of ideological and political education.

微观育人生态。课堂是思政引领力生成的微观场域，也是一个强有力的微观育人生态。在课堂中，学生开展的各种教学、互动、组织、实施等各环节乃至师生全部的生命表现呈现为统一的连续活动，从而保证了教育教学活动得以有效展开、良性运行，以发挥对学生的引领效果。“课堂”是师生共同建构的活动空间，是教学实践得以实施的场景，也是大学生的政治价值观得以生成的情感场、意义场。只有实现课堂空间的育人转化，才能够为思政引领力生成提供良性的微观空间。这就需要注重课堂中师生互动，关切学生在其中真实的生命表现，善于营造积极健康的课堂氛围，创建有生命活力的课堂。这样便能够让学生在真实的课堂生活中，充分获得生活的意义和生命的价值。课堂也随之成为思政引领力生成最为真实的微观基地。

Of course, the educational ecologies of these three dimensions are not isolated or insulated from one another; rather, they coordinate and interact organically, forming a complete educational ecosystem and providing external guarantees for the generation of the leading power of ideological and political education. On the one hand, attention should be paid to the respective positioning of the educational ecologies at different levels, specifically grasping the conditional nature of the macro-level educational ecology, the mediating nature of the meso-level educational ecology, and the foundational status of the micro-level educational ecology. On the other hand, the educational ecologies at different levels intermingle and interpenetrate with one another, achieving a consistent, penetrating ideological connection, thereby providing a holographic scene for the generation of the leading power of ideological and political education.

当然，这3个维度的育人生态并不孤立、绝缘，而是相互配合、有机作用，构成完整的育人生态圈，为思政引领力的生成提供外在保障。一方面，要重视不同层面育人生态各自的定位，具体把握宏观育人生态的条件性、中观育人生态的中介性和微观育人生态的基础性地位；另一方面，不同层面的育人生态彼此之间相互交融、相互浸染，以达成一致性、贯通式的思想联系，从而为思政引领力的生成提供全息式的场景。

(Author’s bio: Ye Fangxing, School of Marxism, Fudan University)

（作者简介：叶方兴，复旦大学马克思主义学院）

Online editor: Tongxin

网络编辑：同心