Decoding the “One Core, Two Wings, Three Cultures, Four Histories” Ideological-Political Education Model

A profound understanding of the spiritual essence of the “grand ideological-political course” is the greatest task of fostering virtue and nurturing talent in the new era. Advancing the “grand ideological-political course” and the integration of ideological-political education across universities, secondary schools, and primary schools bears on the fundamental task of fostering virtue and nurturing talent, and on the fundamental goal of educating people for the Party and cultivating talent for the country. To continuously strengthen and improve ideological-political education in schools in the New Era, to educate and guide young students to firmly uphold their faith in Marxism, their belief in socialism with Chinese characteristics, and their confidence in the great rejuvenation of the Chinese nation, to establish great aspirations of serving the country and strengthening the nation, and to become strivers who shoulder responsibility, Beijing Municipality has actively explored and successfully practiced the “One Core, Two Wings, Three Cultures, Four Histories” ideological-political education model, contributing valuable experience to the construction of ideological-political curricula in universities, secondary schools, and primary schools nationwide.

深刻理解“大思政课”的精神主旨，是新时期最大的立德树人。推进“大思政课”和大中小学思想政治教育一体化事关立德树人根本任务，事关为党育人、为国育才根本目标。为不断加强和改进新时代学校思想政治教育，教育引导青少年学生坚定对马克思主义的信仰、对中国特色社会主义的信念、对中华民族伟大复兴的信心，立报国强国大志向、做挺膺担当奋斗者，北京市积极探索并成功实践“一核二翼三文四史”思政育人模式，为全国大中小学思政课程建设贡献了宝贵经验。

“One Core”

“一核”即以习近平新时代中国特色社会主义思想为核心。习近平新时代中国特色社会主义思想是当代中国马克思主义、二十一世纪马克思主义，是中华文化和中国精神的时代精华，实现了马克思主义中国化新的飞跃。在大中小学思政教育中，以这一思想为核心，犹如为学生成长奠定了坚实的精神基石。它引导学生树立正确的理想信念，深刻理解国家发展的战略方向和目标，培养学生的家国情怀和民族自豪感。“二翼”是指思政课程翼与课程思政翼。前者指不同教育阶段思政课程的一体化建设，是实现思政教育连贯性和系统性的关键；后者则借助跨学科融合，将思政理念融入其他学科，是全方位培养学生政治认同与家国情怀的重要途径。“三文”是指中华优秀传统文化、革命文化和社会主义先进文化。在思政教育中，弘扬中华优秀传统文化，能够让学生了解中华民族的历史和文化，增强民族认同感和归属感。传承革命文化能够让学生了解中国革命的艰辛历程，学习革命先辈的英勇事迹和崇高精神，培养学生的爱国主义情感和革命精神。传播社会主义先进文化，能够让学生了解中国特色社会主义的伟大成就和发展前景，培养学生的时代责任感和创新精神。“四史”即党史、新中国史、改革开放史和社会主义发展史。在思政教育中，学习党史，能够让学生了解中国共产党为什么“能”，马克思主义为什么“行”，中国特色社会主义为什么“好”；学习新中国史，能够让学生了解新中国的发展历程和伟大成就，培养学生的民族自豪感和国家认同感；学习改革开放史，能够让学生了解改革开放的背景、过程和意义，培养学生的创新精神和开放意识；学习社会主义发展史，能够让学生了解社会主义的发展脉络和历史必然性，培养学生的共产主义信仰和理想信念。

To better implement the “One Core, Two Wings, Three Cultures, Four Histories” ideological-political education model, in May 2024, the Beijing Municipal Primary and Secondary School Curriculum Holistic Education Project specifically launched the “Beijing Municipal Primary and Secondary School Curriculum Ideological-Political Achievements Collection and Selection Activity.” This activity took the experimental schools of the Curriculum Holistic Education Project as the main force, while appropriately extending to 3–5 non-project experimental schools in each district, widely collecting curriculum ideological-political achievements from all 17 districts of the city, ultimately yielding a total of 261 achievements. Among the collected achievements, ideological-political case design achievements accounted for as much as 4/5, highlighting teachers’ active exploration and innovative practice in integrating subject knowledge with ideological-political education. For example, in Chinese language teaching, some teachers designed teaching cases based on classical literary works, deeply excavating the ideological-political elements contained within, such as feelings of family and country and traditional virtues; in physics courses, some teachers stimulated students’ patriotic spirit and scientific exploration spirit by recounting the research stories of Chinese scientists. These carefully designed cases provide rich and vivid material for integrating ideological-political education into daily teaching. In comparison, ideological-political curriculum plans and thesis practice story achievements together accounted for 1/5. Regarding ideological-political curriculum plans, various schools actively explored pathways for comprehensively integrating ideological-political education into subject teaching, fully considering the permeation of ideological-political elements from the setting of curriculum objectives, the arrangement of teaching content, to the selection of teaching methods, striving to construct a curriculum system for holistic education. Thesis practice stories recorded teachers’ bits of experience, profound insights, and encountered problems and solutions in ideological-political education practice, providing reference and lessons for educators. These diverse and varied achievements have injected new vitality into the development of ideological-political education and have also laid a solid foundation for the in-depth advancement of the “One Core, Two Wings, Three Cultures, Four Histories” education model.

为了让“一核二翼三文四史”思政育人模式更好地落地，2024年5月，北京市中小学课程整体育人项目专门启动了“北京市中小学课程思政成果征集评选活动”。此次活动以课程整体育人项目实验学校为主力，同时适当向各区的3—5所非项目实验学校拓展，面向全市17个区广泛征集课程思政成果，最终共收获261份成果。在征集到的成果中，思政案例设计类成果占比高达4/5，凸显了教师们在结合学科知识与思政教育方面的积极探索与创新实践。比如，在语文教学中，有教师设计了以古代经典文学作品为依托，深入挖掘其中蕴含的家国情怀、传统美德等思政元素的教学案例；在物理课程里，有教师通过讲述我国科学家的科研故事，激发了学生的爱国精神和科学探索精神。这些精心设计的案例为思政教育融入日常教学提供了丰富而生动的素材。相较而言，思政课程方案和论文实践故事类成果合计占1/5。在思政课程方案方面，各学校积极探索将思政教育全面融入学科教学路径，从课程目标的设定、教学内容的编排到教学方法的选择，都充分考虑了思政元素的渗透，力求构建全方位育人的课程体系。论文实践故事则记录了教师们在思政教育实践中的点滴经验、深刻感悟以及遇到的问题与解决方案，为教育工作者提供了参考和借鉴。这些丰富多样的成果为思政教育的发展注入了新的活力，也为“一核二翼三文四史”育人模式的深入推进奠定了坚实基础。

To advance the integrated construction of ideological-political education in universities, middle schools, and primary schools, Beijing has adopted the following measures. First, policy promotion measures. Beijing issued the first provincial-level document on the integration of ideological-political education in universities, middle schools, and primary schools in China — the “Guiding Opinions on Promoting the Integrated Construction of Ideological and Political Education in Universities, Middle Schools, and Primary Schools in Beijing (Trial)” — proposing to vertically promote effective coherence across all educational stages from universities to primary schools, and horizontally promote effective coordination of educational resources such as in-class and extracurricular, online and offline, and school, family, and society, advancing integrated construction from five dimensions: ideological-political education, mental health, disciplinary education, online education, and practical education.

为推进大中小学思政教育一体化建设，北京市采取了以下举措。首先，政策推动举措。北京市出台了全国省级层面首个大中小学思政教育一体化的文件——《关于推进北京市大中小学思想政治教育一体化建设的指导意见（试行）》，提出要纵向推进大中小学各学段有效贯通，横向推动课内课外、网上网下、学校家庭社会等育人资源有效协同，从思政教育、心理健康、学科育人、网络育人、实践育人五个维度推进一体化建设。

Second, regional experimentation measures. Five major experimental zones were established across the city, namely, the first batch of reform and innovation experimental zones for the integrated construction of ideological and political education in universities, middle schools, and primary schools were set up in Xicheng District, Chaoyang District, Haidian District, Tongzhou District, and Huairou District as pilot units for experimental exploration, with experiences to be promoted citywide after formation. These experimental zones actively explored innovation, conducting a series of beneficial attempts in aspects such as curriculum design, teaching methods, and teaching staff construction. For example, one experimental zone established a community of ideological-political teachers from universities, middle schools, and primary schools, carrying out joint teaching and research activities to promote exchange and cooperation among teachers from different educational stages, jointly exploring effective pathways for the integration of ideological-political education.

其次，区域试验举措。全市范围内设立五大试验区，即在西城区、朝阳区、海淀区、通州区、怀柔区设立首批大中小学思想政治教育一体化改革创新试验区作为试点单位，进行试验探索，形成经验后在全市推广。这些试验区积极探索创新，在课程设置、教学方法、师资队伍建设等方面进行了一系列有益尝试。例如，某试验区通过建立大中小学思政教师共同体，开展联合教研活动，促进不同学段教师之间的交流与合作，共同探讨思政教育一体化的有效途径。

Third, digital map measures. The digital map of practical teaching bases for the “Grand Ideological-Political Course,” the first of its kind in the country, created by Renmin University of China and the Beijing University Ideological-Political Course High-Precision Innovation Center, was simultaneously launched. The map vividly presents the practical teaching demonstration lesson plans and cases of over 200 Beijing “Grand Ideological-Political Course” practical teaching bases across the city. The bases achieved online-offline coordination; ideological-political teachers can not only lead students to visit the bases in person but also make good use of online resources through videos and other formats, achieving a combination of in-class and extracurricular, online and offline. For example, students can learn about the locations, features, and teaching content of each practical teaching base through the digital map, choosing to visit and study based on their interests and needs. Teachers can design more diverse and varied teaching activities based on the lesson plans and cases provided by the digital map.

再次，数字地图举措。由中国人民大学、北京高校思政课高精尖创新中心打造的全国首个 “大思政课” 实践教学基地数字地图同步启动，地图生动呈现了全市超过200个北京市“大思政课”实践教学基地的实践教学示范教案、案例。基地实现了线上线下统筹，思政老师不仅能带领学生们到基地实地参观，也能够通过视频等形式用好线上资源，实现课内课外、线上线下相结合。例如，学生可以通过数字地图了解到各个实践教学基地的位置、特色和教学内容，根据自己的兴趣和需求选择参观学习。教师可以根据数字地图提供的教案和案例，设计更加丰富多样的教学活动。

Finally, mechanism coordination measures. The first batch of the Beijing “Grand Ideological-Political Course” Construction and University-Middle School-Primary School Ideological and Political Education Integrated Construction Expert Committee, composed of 34 experts, was simultaneously established, which will provide solid intellectual support for the integrated construction of ideological-political education in Beijing. Members of the expert committee include education experts, ideological-political scholars, frontline teachers, etc. They contribute ideas and suggestions for the integrated construction of ideological-political education in universities, middle schools, and primary schools in Beijing by conducting special research, holding academic lectures, guiding teaching practice, etc. For example, the expert committee regularly organizes seminars to conduct in-depth discussions on problems existing in the integrated construction of ideological-political education in universities, middle schools, and primary schools, proposing solutions and suggestions.

最后，机制统筹举措。首批由34位专家组建的北京市“大思政课”建设与大中小学思想政治教育一体化建设专家委员会同步成立，将为北京思政教育一体化建设提供坚实的智力支持。专家委员会的成员包括教育专家、思政学者、一线教师等，他们通过开展专题研究、举办学术讲座、指导教学实践等方式，为北京市大中小学思政教育一体化建设出谋划策。例如，专家委员会定期组织研讨会，针对大中小学思政教育一体化建设中存在的问题进行深入探讨，提出解决方案和建议。

Ideological-political education occupies a pivotal position in the educational system of primary and secondary schools and universities, serving as the key link in cultivating students’ correct worldview, outlook on life, and value system. Against the backdrop of the New Era, how to strengthen the key-course status of ideological-political courses and enhance the effectiveness and appeal of ideological-political education has become an important issue urgently needing resolution in the field of education. The “One Core, Two Wings, Three Cultures, Four Histories” education model systematically integrates and organically merges the content of ideological-political education, making it closer to students’ actual life and cognitive levels. This is undoubtedly a meaningful attempt and exploration.

思想政治教育在大中小学教育体系中占据着举足轻重的地位，是培养学生正确世界观、人生观、价值观的关键环节。在新时代背景下，如何加强思政课的关键课程地位，提升思政教育的实效性和吸引力，成为教育领域亟待解决的重要课题。“一核二翼三文四史”的育人模式，将思政教育的内容进行系统整合和有机融合，使思政教育更加贴近学生的生活实际和认知水平，无疑是一次有意义的尝试和探索。

(The author is an associate researcher at the Beijing Academy of Educational Sciences)

（作者系北京教育科学研究院副研究员）

Online editor: Tong Xin

网络编辑：同心