Multidimensional Innovations in the Construction of Ideological and Political Courses in the New Era

The construction of ideological and political courses in the New Era has shifted from the grand blueprint of top-level design to the systematic reform achievements of forging souls and educating people. [1]1 The "New Era" (新时代) refers to the period since the 19th National Congress of the CPC in 2017, when Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era was established as the guiding ideology. In particular, under the guidance of the principle of the "Eight Unifications," [2]2 The "Eight Unifications" (八个相统一) are eight principles for reforming ideological and political courses, including unifying political and academic, theoretical and practical, and other dimensions, proposed by Xi Jinping in 2019. the dialectical methodology of "unifying theoretical and practical aspects" provides a fundamental guideline for solving the problem of ideological and political course teaching that "emphasizes theoretical indoctrination but neglects practical cultivation." Since the 18th National Congress of the CPC, [3]3 The 18th National Congress of the CPC was held in 2012, marking the beginning of Xi Jinping's leadership. General Secretary Xi Jinping has conducted numerous local inspection and research activities, providing fresh material for the practical teaching of ideological and political courses. Universities and colleges closely follow the footprints of General Secretary Xi Jinping's local inspections, creating distinctive cases for the practical teaching of ideological and political courses. This enables young students, through the two-way empowerment of the "small ideological and political classroom" and the "big social classroom," to deeply comprehend the theoretical tension of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era that runs through ancient and modern times, the practical power of overcoming difficulties, the cultural charm that nourishes the heart, and the innovative vitality that leads the future, thereby strengthening their confidence in the path, theory, system, and culture of socialism with Chinese characteristics.

新时代思政课建设已从顶层设计的宏伟蓝图落实为铸魂育人的系统性改革成果。特别是在“八个相统一”原则指引下，“理论性和实践性相统一”的辩证方法论，为破解思政课教学“重理论灌输、轻实践养成”的难题提供了根本遵循。党的十八大以来，习近平总书记多次进行地方考察调研活动，为思政课实践教学提供了鲜活素材。各高校紧跟习近平总书记地方考察足迹，打造思政课实践教学特色案例，使青年学子在“思政小课堂”与“社会大课堂”的双向赋能中，深刻体悟习近平新时代中国特色社会主义思想贯通古今的理论张力、攻坚克难的实践伟力、滋养人心的文化魅力、引领未来的创新活力，坚定中国特色社会主义道路自信、理论自信、制度自信、文化自信。

Focusing on One Main Line: The Main Thread of Educating People in Practical Teaching

聚焦一条主线：实践教学的育人主脉

General Secretary Xi Jinping has proposed that "we must make good use of the 'big ideological and political courses' and integrate them with reality," and that "ideological and political courses should not only be taught in the classroom but also in social life." [4]4 This quote is from Xi Jinping's remarks during a visit to the National Committee of the Chinese People's Political Consultative Conference in 2021. The practical teaching of ideological and political courses, by making good use of the resources from General Secretary Xi Jinping's local inspection activities and organically integrating the important speech spirit from these inspections, holds extremely important practical significance. By explaining the general policy through local conditions, students start from familiar local development cases to deeply understand the background, objectives, and implementation paths of the formulation of national macro policies; by explaining big principles through small entry points, students gradually build a cognitive framework for abstract theories from concrete and perceptible cases; by explaining things around them through people around them, students genuinely stimulate their sense of identification and pride in national development from the personal experiences and insights of local people. Through the spatiotemporal connection of inspection footprints, the thought on governance is concretized into perceptible, participatory, and verifiable practical scenarios, solving dilemmas in the practical teaching of ideological and political courses such as resource fragmentation, theoretical abstraction, and emotional suspension. This achieves the transition from political discourse to life narratives, the analysis from policy texts to development laws, and the progression from ideological identification to conscious action, realizing a deep enhancement of educational effectiveness.

习近平总书记提出，“‘大思政课’我们要善用之，一定要跟现实结合起来”，“思政课不仅应该在课堂上讲，也应该在社会生活中来讲”，思政课实践教学善用习近平总书记地方考察活动资源，有机融入习近平总书记地方考察重要讲话精神，具有极为重要的现实意义。以地方情讲总方针，学生从熟悉的地方发展案例出发，深刻理解国家宏观方针政策制定的背景、目标与实施路径；以小切口讲大道理，学生从具体可感的案例切入，逐步搭建对抽象理论的认知框架；以身边人讲身边事，学生从当地民众的亲历感悟中，切实激发对国家发展的认同与自豪之情。借助考察足迹的时空串联，将治国理政思想具象为可感知、可参与、可验证的实践场景，破解思政课实践教学中资源碎片化、理论抽象化、情感悬浮化等困境，达成政治话语向生活叙事的转承、政策文本向发展规律的解析、思想认同向行动自觉的进阶，实现育人效能的深度提升。

Activating Two Types of Motivation: Teacher Leadership and Student Inquiry

激活两种动力：教师主导力与学生探究力

General Secretary Xi Jinping emphasized: "The teaching of ideological and political courses cannot be separated from the leadership of teachers, but at the same time, it must adhere to a student-centered approach, strengthen research on students' cognitive laws and acceptance characteristics, and give play to students' subjective role." [5]5 This quote is from Xi Jinping's speech at a symposium for teachers of ideological and political courses in 2019. This important exposition contains the value orientation of the "dual subjectivity of teachers and students," providing a fundamental guideline for the role positioning and function of teachers and students in the practical teaching of ideological and political courses. By using precise learning situation modeling to bridge cognitive gaps, employing intelligent technology to draw a "heat map of what has been learned" to anchor knowledge foundations, a "spectrum of interests" to capture growth needs, and a "radar chart of confusion" to diagnose thinking bottlenecks; by reconstructing the educational ecology through interdisciplinary practice, excavating the value coupling points between the important speech spirit of General Secretary Xi Jinping's local inspections and the professional knowledge of different disciplines for students at different levels, categories, and majors; by forging a closed loop of knowledge and action through industry-education collaborative innovation, creating a collaborative education model involving government, enterprises, and universities. In the process of practice, teachers and students jointly enter the countryside, delve into enterprises, and take root at the grassroots level, telling development stories from a youthful perspective, telling innovation practices with professional advantages, and telling the struggle process with subject symbiosis. This strengthens the resonance of teacher leadership and student subjectivity at the same frequency, resolving dilemmas in the practical teaching of ideological and political courses such as difficulty in emotional resonance, shallow professional fit, and weak subject coordination. It promotes the transformation of teaching content from boring theory to vivid practice, the shift of teaching mode from single lecture to diverse interaction, and the progression of teaching effects from passive acceptance to active inquiry, creating a new pattern of educational work.

习近平总书记强调：“思政课教学离不开教师的主导，同时要坚持以学生为中心，加大对学生的认知规律和接受特点的研究，发挥学生主体性作用。”这一重要论述蕴含着“师生双主体”的价值指向，为思政课实践教学中的师生角色定位与作用发挥提供了根本遵循。以精准学情建模破解认知鸿沟，运用智能技术，绘制学生“已学热力图”锚定知识基础、“兴趣光谱图”捕捉成长需求、“困惑雷达图”诊断思维瓶颈；以学科交叉实践重构育人生态，针对不同层次、类别、专业的学生，挖掘习近平总书记地方考察重要讲话精神与学科专业知识的价值耦合点；以产教协同创新锻造知行闭环，创建政府、企业、高校协同育人模式。在实践过程中，师生共同走进乡村、深入企业、扎根基层，以青春视角讲发展故事，以专业优势讲创新实践，以主体共生讲奋斗历程，强化教师主导性与学生主体性同频共振，化解思政课实践教学中情感共鸣难、专业契合浅、主体协同弱等困境，促使教学内容从枯燥理论迈向鲜活实践、教学模式从单一讲授转向多元交互、教学效果从被动接受进阶为主动探究，开创育人工作的全新格局。

Connecting the Content Sources of the Three-Dimensional System

贯通三维体系的内容来源

In 2024, General Secretary Xi Jinping made important instructions on the construction of ideological and political courses in schools, emphasizing that "we must always adhere to the guiding position of Marxism and take the remarkable achievements of socialism with Chinese characteristics as the content support." [6]6 This instruction was made by Xi Jinping in 2024 regarding the construction of ideological and political courses in schools. General Secretary Xi Jinping's domestic inspection footprints cover all provinces, autonomous regions, and municipalities, spanning the entire field of governance including poverty alleviation, cultural development, scientific and technological innovation, and ecological civilization. These footprints are a concrete manifestation of great achievements and are unique and valuable educational resources. Focusing on the "historical leap" from targeted poverty alleviation to rural revitalization, materials are excavated such as the first proposal of targeted poverty alleviation, shouldering the heavy responsibility of food security, innovating grassroots governance models, promoting the integration of agriculture, culture, and tourism, creating distinctive rural brands, and stimulating the vitality of rural talents, presenting the era picture of rural revitalization; focusing on the "new chapter of civilization" from cultural inheritance to innovative development, materials are excavated such as the roots of traditional culture, historical and cultural districts, intangible cultural heritage inheritance, typical revolutionary stories, branded red study tours, and the spiritual lineage of the Chinese Communists, presenting the new look of cultural inheritance in the era; focusing on the "striding forward" from a large scientific and technological country to a powerful scientific and technological country, materials are excavated such as the rise of industrial clusters, tackling core technologies, upgrading intelligent manufacturing, integrating culture and technology, innovation by private enterprises, and the responsibility of scientific and technological talents, depicting the surging power of scientific and technological innovation; focusing on the "beautiful practice" from lucid waters and lush mountains to ecological livability, materials are excavated such as the ecological protection of rivers, lakes, and wetlands, air pollution control, comprehensive water environment management, soil remediation and protection, ecological green heart construction, and beautiful rural practices, promoting pioneering experiences in ecological protection. By constructing a three-dimensional content supply system of "sorting out common themes and condensing core values; grasping regional characteristics and decoding development mysteries; exploring radiation correlations and building cognitive networks," the dilemmas in the practical teaching of ideological and political courses such as vague content, regional disconnection, and loose connections are overcome. This promotes the sublimation of scattered cases into systematic knowledge, the expansion of regional characteristics into universal cognition, and the integration of isolated events into related systems, achieving a qualitative leap in educational effectiveness.

2024年，习近平总书记对学校思政课建设作出重要指示强调，“要始终坚持马克思主义指导地位，以中国特色社会主义取得的举世瞩目成就为内容支撑”。习近平总书记国内考察足迹覆盖各省区市，贯穿脱贫攻坚、文化发展、科技创新、生态文明等治国理政全领域，这些足迹是伟大成就的具象化呈现，是独特宝贵的教育资源。聚焦从精准扶贫到乡村振兴的“历史跨越”，挖掘精准扶贫首倡、扛稳粮食安全重任、创新基层治理模式、推动农文旅融合、打造乡村特色品牌、激发乡村人才活力等素材，展现乡村振兴的时代画卷；聚焦从文化传承到创新发展的“文明新章”，挖掘传统文化根脉、历史文化街区、非遗文化传承、典型革命故事、品牌红色研学、中国共产党人精神谱系等素材，展现文化传承的时代新貌；聚焦从科技大国到科技强国的“迈步前进”，挖掘产业集群崛起、核心技术攻关、智能制造升级、文化科技融合、民营企业创新、科创人才担当等素材，刻画科技创新的澎湃动力；聚焦从绿水青山到生态宜居的“美丽实践”，挖掘河湖湿地生态保护、大气污染治理、水域综合治理、土壤修复与保护、生态绿心建设、美丽乡村实践等素材，推广生态保护的开创经验。通过构建“梳理共性主题，凝练核心价值；把握地域特色，解码发展奥秘；探究辐射关联，构建认知网络”的三维内容供给体系，攻克思政课实践教学中内容空泛、地域脱节、联系松散等困境，推动零散案例向系统知识的升华、地域特色向普遍认知的拓展、孤立事件向关联体系的整合，达成育人成效的质态跃迁。

Creating Four Types of Innovative Carriers

打造四种样态的创新载体

When inspecting Renmin University of China, General Secretary Xi Jinping emphasized: "The essence of ideological and political courses is to explain principles, and attention must be paid to methods and means to explain principles deeply, thoroughly, and vividly." [7]7 This quote is from Xi Jinping's inspection of Renmin University of China in 2022. By creating a mobile classroom with scenery, through a three-dimensional path of "ecological space immersion—cultural space dialogue—development space exploration," students experience ecological civilization in ecological studies measuring mountains and rivers, decode the spiritual lineage in spatiotemporal dialogues touching the cultural context, and perceive the new development concept in on-site teaching of urban and rural transformation; by filming excellent video works with stories, relying on the visual narrative grammar of "topic selection planning—script writing—lens expression—digital promotion," students activate theoretical cognition in the visual translation of historical memory and achieve value identification in the aesthetic fusion of artistic expression and political discourse; by writing popular online articles with ideas, using the "Generation Z discourse system," [8]8 "Generation Z" (Z世代) refers to people born roughly between 1997 and 2012, known for their digital nativity and distinct communication styles. connecting the speculative writing chain of "phenomenon deconstruction—theoretical perspective—value reconstruction," students deepen theoretical cognition in the contextual shift from grand narratives to micro narratives and achieve communication breakthroughs in the concrete transformation from political discourse to life discourse; by producing think tank results with creativity, highlighting the practical orientation of problem-solving, constructing an empirical research closed loop of "field observation—data diagnosis—plan deduction," allowing students to temper strategic thinking in in-depth research on solving governance problems and cultivate practical wisdom in the systematic design of improvement plans. Through the four types of carriers—mobile classrooms, excellent video works, popular online articles, and think tank results—the dilemmas in the practical teaching of ideological and political courses such as single teaching scenarios, boring forms, vague content, and weak results are solved. This promotes the panoramic immersion of ideological and political scenes, the vivid innovation of educational forms, the deep implementation of course content, the efficient transformation of practical results, and the broad radiation of educational influence.

习近平总书记在中国人民大学考察时强调：“思政课的本质是讲道理，要注重方式方法，把道理讲深、讲透、讲活。”打造有风景的移动课堂，通过“生态空间沉浸—文化空间对话—发展空间探究”的立体化路径，学生在丈量山河的生态研习中体悟生态文明，在触摸文脉的时空对话中解码精神谱系，在城乡蝶变的现场教学中感知新发展理念；拍摄有故事的影像佳作，依托“选题策划—剧本编写—镜头表意—数字推广”的影像叙事语法，学生在历史记忆的视觉转译中激活理论认知，在艺术表达与政治话语的审美融合中达成价值认同；撰写有思想的网文爆款，运用“Z世代话语体系”，贯通“现象解构—理论透视—价值重塑”的思辨写作链条，学生在宏大叙事向微观叙事的情景转换中深化理论认知，在政治话语向生活话语的具象转变中实现传播破圈；产出有创意的智库结晶，凸显问题导向的实践旨归，构建“田野观察—数据诊断—方案推演”的实证研究闭环，让学生在破解治理难题的深度调研中淬炼战略思维，在改良方案的系统设计中培育实践智慧。通过移动课堂、影像佳作、网文爆款、智库结晶四种样态，解决思政课实践教学中教学场景单一、形式枯燥、内容空泛、成果乏力等困境，促进思政场景的全景浸润、教育形式的生动革新、课程内容的深刻落地、实践成果的高效转化，促使育人影响的广泛辐射。

At a time when the *Outline of the Plan for Building a Strong Educational Country (2024–2035)* and the policies for constructing ideological and political courses in the New Era form a strategic resonance, constructing a practical teaching system that takes General Secretary Xi Jinping’s local inspection footprints as its spatiotemporal coordinates, and concretely decoding the multiple logics embedded in his inspection speeches, is both a creative transformation of the principle of “unifying theory and practice” and a contemporary practice of the Marxist view of practice. This innovative paradigm, which transforms inspection trajectories into educational trajectories, promotes a cognitive iteration in ideological and political teaching from the interpretation of policy texts to the revelation of developmental laws, a thinking revolution from the reproduction of single scenarios to the decoding of governance systems, and a value elevation from the triggering of emotional resonance to the conscious action of serving the country. Ultimately, through the two-way empowerment of the “small ideological and political classroom” and the “big social classroom,” it forges an educational blueprint of “concretization of theoretical logic—visualization of practical wisdom—actionalization of value identification,” enabling young students to complete the growth progression from “ideological awakening” to “mission awakening” in the pursuit of footprints, composing the contemporary chorus of “Rest assured, the Party; a strong nation depends on us.” [9]9 “请党放心，强国有我” (Rest assured, the Party; a strong nation depends on us) is a slogan chanted by young representatives at the 2021 celebration of the CPC’s centenary, expressing youth’s commitment to national rejuvenation under Party leadership.

在《教育强国建设规划纲要（2024—2035年）》与新时代思政课建设政策形成战略共振的当下，构建以习近平总书记地方考察足迹为时空坐标的实践教学体系，具象化解码考察讲话中蕴含的多重逻辑，既是对“理论性和实践性相统一”原则的创造性转化，也是对马克思主义实践观的当代践行。这种将考察轨迹转化为育人轨迹的创新范式，推动思政教学从政策文本阐释到发展规律揭示的认知迭代，从单一场景再现到治理体系解码的思维革命，从情感共鸣触发到报国行动自觉的价值升华，最终在“思政小课堂”与“社会大课堂”的双向赋能中，熔铸出“理论逻辑具象化—实践智慧可视化—价值认同行动化”的育人图谱，让青年学子在足迹追光中完成从“思想觉醒”到“使命觉醒”的成长进阶，谱写出“请党放心，强国有我”的时代和声。

(The author is a professor at the School of Marxism, Hunan Normal University, and a researcher at the Research Base (Cultivation) for the Chinese National Community of the National Ethnic Affairs Commission at Hunan Normal University.)

（作者系湖南师范学院马克思主义学院教授、国家民委湖南师范大学中华民族共同体研究基地（培育）研究员）

Online editor: Tongxin

网络编辑：同心