Digitally Empowering the Integrated Reform and Innovation of Ideological and Political Courses in Universities, Middle Schools and Primary Schools

The Third Plenary Session of the 20th Central Committee of the Communist Party of China [1]1 The Third Plenary Session of the 20th Central Committee of the CPC was held in July 2024, focusing on further deepening reform and advancing Chinese modernization. emphasized the need to improve the mechanism for fostering virtue and nurturing talent [2]2 “Fostering virtue and nurturing talent” (立德树人) is a core principle of Chinese education policy, emphasizing moral education as the foundation of talent cultivation., advance the integrated reform and innovation of ideological and political courses in universities, middle schools and primary schools, and perfect the system for comprehensive cultivation in moral, intellectual, physical, aesthetic and labor education. The 2025 National Education Work Conference proposed to continue advancing the national education digitalization strategy. These have both pointed the direction for the development of ideological and political education and provided important guidance for the integrated construction of ideological and political courses in universities, middle schools and primary schools. The development and application of digital technology have become an important force driving the integrated construction of ideological and political courses in universities, middle schools and primary schools. We must seize the new opportunities presented by digital development, use digital technology to break down barriers between school stages, reform teaching models, and innovate institutional mechanisms, forming a pattern of integrated and collaborative education through ideological and political courses in universities, middle schools and primary schools, thereby enhancing the teaching quality and educational effectiveness of ideological and political courses.

党的二十届三中全会强调，完善立德树人机制，推进大中小学思政课一体化改革创新，健全德智体美劳全面培养体系。2025年全国教育工作会议提出，要持续推进国家教育数字化战略。这都为思政教育发展指明了方向，也为大中小学思政课一体化建设提供了重要遵循。数字技术的发展和应用，已成为推动大中小学思政课一体化建设的重要力量。我们要抓住数字化发展新机遇，以数字技术打破学段壁垒、改革教学模式、创新体制机制，形成大中小学思政课一体化协同育人格局，提升思政课教学质量和育人效果。

Empowering the Construction of an Integrated Shared Platform

赋能一体化共享平台建设

General Secretary Xi Jinping pointed out, “Digital technology is comprehensively integrating into all fields and the entire process of human economic, political, cultural, social, and ecological civilization construction with new concepts, new business forms, and new models, bringing extensive and profound impacts on human production and life.” Digital technologies such as artificial intelligence, big data, cloud computing, and virtual reality bring new opportunities for the integrated construction of ideological and political courses in universities, middle schools and primary schools. The scalability and interactivity of digital technology enable ideological and political course teaching to break through the limitations of time, space and fields, permeate the entire process of ideological and political course teaching, effectively promote the integrated construction of ideological and political courses in universities, middle schools and primary schools, and drive educational reform and innovation.

习近平总书记指出，“数字技术正以新理念、新业态、新模式全面融入人类经济、政治、文化、社会、生态文明建设各领域和全过程，给人类生产生活带来广泛而深刻的影响”。人工智能、大数据、云计算、虚拟现实等数字技术为大中小学思政课一体化建设带来新机遇，数字技术的可扩展性和交互性使思政课教学可以突破时空与场域的局限，贯通于思政课教学全过程，有力促进大中小学思政课一体化建设，推动教育改革创新。

Building a digital resource library to achieve co-construction and sharing. Under the traditional teaching model, ideological and political teaching resources at each school stage are often scattered among different schools and different teachers, lacking effective sharing and articulation mechanisms. Creating a digital resource library can effectively solve the “data island” problem existing in the process of integrated construction of ideological and political courses, using digital resources to promote the co-construction and sharing of ideological and political courses in universities, middle schools and primary schools. First, by leveraging digital technology, digitize ideological and political teaching materials such as text, images, audio, and video, and use unified technical standards and platform architectures to break down information barriers between regions, schools and school stages, forming a digital teaching resource library. Second, through multi-subject development, personalized application, and multi-carrier aggregation, strengthen the supply of digital resources, gather various high-quality resources, and form a digital, refined, and professional system for the co-construction and sharing of ideological and political resources. Realize the transformation of resource construction from self-construction and self-use to co-construction and sharing, and from paper-based to digital resources such as audio-visual materials, exhibition halls, library resources, and digital books. Third, use digital technology to achieve automated processing of resources. Utilize natural language processing technology for intelligent classification of text resources, introduce knowledge graph technology to systematically sort out the knowledge system of ideological and political courses in universities, middle schools and primary schools, linking the moral cultivation in primary school, the political cognition in middle school, and the theoretical deepening in university, establishing a logical connection of progressive and spiraling resources across school stages, ultimately achieving the transformation of high-quality resources from single and scarce to diverse and abundant, from unbalanced to balanced, from difficult to share to sharing inside and outside schools, and from low classroom utilization to high-frequency shared use.

构建数字资源库，实现共建共享。在传统教学模式下，各学段思政教学资源往往分散在不同学校、不同教师手中，缺乏有效的共享与衔接机制。打造数字资源库能有效解决思政课一体化建设过程中存在的“数据孤岛”问题，运用数字资源推动大中小学思政课共建共享。一是借助数字技术，对文字、图片、音频、视频等思政教学素材进行数字化处理，并利用统一的技术标准和平台架构打破地域、学校和学段之间的信息壁垒，形成数字教学资源库。二是通过多主体开发、个性化应用、多载体聚合，强化数字资源供给，汇聚各类优质资源，形成数字化、精品化、专业化的思政资源共建共享体系。实现资源建设从自建自用到共建共享，从纸质到音像、展馆、图书资源、数字图书等数字资源的转变。三是运用数字技术实现资源的自动化处理。利用自然语言处理技术对文本资源进行智能分类，引入知识图谱技术，系统梳理大中小学思政课知识体系，将小学阶段的品德养成、中学阶段的政治认知、大学阶段的理论深化串联起来，建立起各学段资源间层层递进、螺旋上升的逻辑关联，最终实现优质资源从单一短缺到多元丰富，从不均衡到均衡，从共享难到校内外共享，从课堂使用率低到高频率共享使用的转变。

Establishing unified data standards and strengthening data monitoring and management. General Secretary Xi Jinping emphasized, “Make good use of big data, enhance the ability to use data to advance various tasks, continuously improve the ability to grasp the laws of big data development, so that big data can play a greater role in various tasks.” The uneven construction of school data platforms, inconsistent data standards, and varying degrees of attention to the integrated construction of ideological and political courses lead to differences in the precision, breadth, comprehensiveness, and timeliness of data collection across multiple school stages. First, establish unified data standards. Rely on digital technology to achieve dynamic monitoring and pattern mining across all school stages and the entire process, build a big data supervision center, and ensure the coherence and continuity of the vertical education chain across school stages. Second, strengthen data monitoring and management. Faced with the complex and diverse information in the online environment, establish strict mechanisms for information review, distribution and recommendation, ensuring the objectivity of data, the positivity of cases, and the accuracy of content through screening and review.

建立统一数据标准，加强数据监测管理。习近平总书记强调，“用好大数据，增强利用数据推进各项工作的本领，不断提高对大数据发展规律的把握能力，使大数据在各项工作中发挥更大作用”。学校数据平台建设不均衡、数据标准不统一，对思政课一体化建设的重视程度参差不齐，导致跨越多学段数据采集的精度和广度、全面性和时效性各有不同。一是建立统一数据标准。依托数字技术实现对各学段、全流程的动态监测与规律挖掘，构建大数据监管中心，确保各学段纵向育人链条衔接连贯。二是加强数据监测管理。面对网络环境中的信息纷繁复杂情况，建立严格的信息审核、分发与推荐机制，通过筛选与审核确保数据的客观性、案例的积极性以及内容的准确性等。

Assisting the Integration of Teaching, Learning and Evaluation in Ideological and Political Courses

助力思政课教、学、评一体化

General Secretary Xi Jinping emphasized: “We must use new media and new technologies to make work dynamic, promote the deep integration of the traditional advantages of ideological and political work with information technology, and enhance the sense of the times and appeal.” Digital technology can dynamically record the relevant situations of “teaching” and “learning,” providing refined and differentiated teaching evaluations for ideological and political courses in universities, middle schools and primary schools, promoting the continuous improvement and optimization of ideological and political courses, and assisting the integration of teaching, learning and evaluation in ideological and political courses in universities, middle schools and primary schools.

习近平总书记强调：“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。”数字技术能动态记录“教”与“学”的相关情况，为大中小学思政课提供精细化、差异化教学评价，推动思政课的持续改进和优化，助力大中小学思政课教、学、评一体化。

Achieving precise teaching and enhancing the targeting and effectiveness of teaching. Traditional teaching evaluation of ideological and political courses often relies mainly on exam scores and subjective teacher evaluations, with problems such as a single evaluation method and a lack of process evaluation, making it difficult to comprehensively and accurately reflect students’ learning effects and ideological development. Through big data analysis, it is possible to collect students’ behavioral data in various links such as classroom interaction, homework completion, and online learning, and use machine learning algorithms to deeply mine and analyze these data, forming personalized learning profiles of students. First, teachers can intuitively understand students’ strengths and weaknesses in knowledge mastery, emotional attitudes, and value formation, promptly adjust teaching strategies, and carry out targeted teaching. Second, digital technology supports students in self-evaluation and peer evaluation. Through online evaluation systems, students can reflect on the learning process and outcomes, while also obtaining different perspectives and suggestions, forming peer education to promote self-growth and the improvement of teamwork skills. Third, it can build an efficient communication and interaction platform, breaking the isolated state of ideological and political teachers during lesson preparation, prompting them to take a macro perspective of educating students across the entire school stage, comprehensively plan teaching methods and content for each age group, significantly improve the coherence of ideological and political course teaching content, the efficiency of information feedback, and the synergy of teaching, thereby promoting mutual inspiration and experience sharing among teachers across different school stages.

实现精准施教，提升教学针对性和实效性。传统的思政课教学评价往往以考试成绩和教师主观评价为主，存在评价方式单一、缺乏过程性评价等问题，难以全面、准确地反映学生的学习效果和思想发展状况。通过大数据分析，能够收集学生在课堂互动、作业完成、在线学习等各环节的行为数据，并运用机器学习算法对这些数据进行深度挖掘和分析，形成学生的个性化学习画像。一是教师可以直观地了解学生在知识掌握、情感态度、价值观形成等方面的优势与不足，及时调整教学策略，有针对性地开展教学。二是数字技术支持学生进行自我评价和互评，通过在线评价系统，学生可以对学习过程和成果进行反思，同时也能获得不同的观点和建议，形成朋辈教育以促进自我成长和团队协作能力的提升。三是能够构建高效的交流互动平台，打破思政教师在备课过程中的孤立状态，促使他们立足全学段育人的宏观视角，统筹规划各学龄阶段的教学方法与内容，显著提升思政课教学内容衔接度、信息反馈效率及教学协同性，进而促进各学段教师间的相互启发与经验共享。

Promoting the construction of the teaching staff and strengthening the cultivation of educators’ digital capabilities. The key to running ideological and political theory courses well lies in the teachers, and the key lies in giving full play to the teachers’ enthusiasm, initiative and creativity. Digital technology is updated and iterated rapidly, requiring ideological and political course teachers to keep up with the development of the times and cultivate digital teaching capabilities. First, design scientific and reasonable training courses based on the actual needs of ideological and political course teachers at different school stages and the development trends of technology. Training courses should focus on the combination of theory and practice, not only imparting theoretical knowledge but also providing practical opportunities, ensuring that teachers can truly master the application methods of digital technology, skillfully use digital technology for teaching design, teaching implementation and teaching evaluation, thereby enhancing teachers’ data literacy and data analysis capabilities. Second, establish an incentive mechanism for teachers’ digital teaching innovation. Incorporate the results of digital technology application into the teacher title evaluation and performance appraisal system; carry out activities such as displaying teachers’ digital teaching achievements and selecting excellent cases, to incentivize innovation in the application of digital technology.

推动师资队伍建设，加强教育者数字能力培养。办好思想政治理论课关键在教师，关键在发挥教师的积极性、主动性、创造性。数字技术更新迭代迅速，需要思政课教师跟上时代发展，培养数字化教学能力。一是结合不同学段思政课教师的实际需求和技术发展趋势，设计科学合理的培训课程。培训课程应注重理论与实践相结合，既传授理论知识又提供实践机会，确保教师能够真正掌握数字技术的应用方法，熟练运用数字技术进行教学设计、教学实施和教学评价，从而提升教师的数据素养和数据分析能力。二是设立教师数字化教学创新激励机制。将数字技术应用成果纳入教师职称评定、绩效考核体系等；开展教师数字化教学成果展示、优秀案例评选活动，激励数字技术应用创新。

Promoting Integrated Collaborative Education

推动一体化协同育人

General Secretary Xi Jinping pointed out that the coordinated advancement of the integrated construction of ideological and political courses in universities, middle schools and primary schools should be regarded as an important project, promoting the connotative development of ideological and political course construction. Digitally empowering the integrated construction of ideological and political courses in universities, middle schools and primary schools is a complex and far-reaching systematic project, not only concerning the innovation of educational models, but also providing strong support for the talent cultivation strategy in the New Era. To improve the level and effect of digital technology application, promote the integrated and collaborative education of ideological and political courses in universities, middle schools and primary schools, and form a joint force for education, efforts should be made in three aspects: top-level design, institutional mechanisms, and platform construction.

习近平总书记指出，要把统筹推进大中小学思政课一体化建设作为一项重要工程，推动思政课建设内涵式发展。数字化赋能大中小学思政课一体化建设是一个复杂而深远的系统工程，不仅关乎教育模式的革新，更是对新时代人才培养战略的有力支撑。提高数字技术运用水平和效果，推动大中小学思政课一体化协同育人，形成育人合力，应在顶层设计、体制机制和平台建设三方面下功夫。

Grasp the top-level design and promote innovation in systems and mechanisms. To digitally empower the integrated construction of ideological and political courses in universities, middle schools and primary schools and form an “integrated” collaborative education pattern across all school segments, it is necessary to further improve and perfect the relevant systems and mechanisms, providing action guidelines for integrated construction. First, establish a collaborative education leadership mechanism of “unified leadership by Party committees, joint management by the Party and government, and division of labor and cooperation among departments,” formulate development plans, and clarify construction goals, co-construction content, main measures and safeguard measures. Second, establish a collaborative work mechanism, with relevant government departments and schools assigning specialized institutions and professional personnel to take responsibility, clarifying the daily operational coordination mechanism to ensure the orderly advancement of integrated construction work. Third, improve the integrated evaluation mechanism. Scientifically formulate a unified education evaluation standard system running through all school segments from universities to primary schools, centering on the common goal of fostering virtue through education [3]3 "Tongxin" (同心) is the name of the online editor, literally meaning "united hearts," a common Chinese given name., with mutual articulation and orderly coordination, adhering to the unity of dynamic evaluation and static evaluation, and process evaluation and outcome evaluation.

抓好顶层设计，推动体制机制创新。数字化赋能大中小学思政课一体化建设，形成各学段“一体化”协同育人格局，必须进一步健全完善相关体制机制，为一体化建设提供行动指针。一是建立“党委统一领导、党政齐抓共管、部门分工协作”的协同育人领导机制，制定发展规划，明确建设目标、共建内容、主要举措和保障措施。二是建立协同工作机制，政府相关部门、各学校等安排专门机构、专业人员负责，明确日常运作协调机制，确保一体化建设工作有序推进。三是健全一体化评价机制。科学制定贯穿大中小学各学段的统一育人评价标准体系，围绕立德树人共同目标，相互衔接、有序配合，坚持动态评价与静态评价、过程评价与结果评价相统一。

Build a digital research and training platform to narrow the digital divide between schools. The “digital divide” among educators constrains the advancement of integrated construction and affects the effectiveness of education. Some teachers are accustomed to traditional teaching models, worry that the complexity and uncertainty of digital technology will negatively impact teaching effectiveness, and are unwilling to try using digital technology for personalized teaching. On the one hand, strengthen the construction of digital platforms. Increase investment in funds and talent, develop teaching and research platforms, teaching resources, teaching fields and other technologies that meet the needs of ideological and political course teachers; create a distinctive brand platform for “same topic, different approaches, collaborative co-research” integrated collective lesson preparation and textbook research and training. On the other hand, establish regional and inter-school digital assistance mechanisms, organize pairing between schools in developed areas and schools in underdeveloped areas, and achieve the sharing of high-quality educational resources through methods such as remote synchronous classrooms, regular teacher exchanges, and joint teaching and research.

搭建数字研训平台，缩小校际数字鸿沟。教育者之间的“数字鸿沟”制约着一体化建设的推进，影响育人实效性。部分教师习惯于传统教学模式，担心数字技术的复杂性和不确定性对教学效果产生负面影响，不愿尝试利用数字技术进行个性化教学。一方面，加强数字化平台建设。增加资金和人才的投入，开发满足思政课教师需求的教研平台、教学资源、教学场域等技术；打造“同课异构·协同共研”一体化集体备课及教材研修特色品牌平台。另一方面，建立区域、校际数字化帮扶机制，组织发达地区学校与欠发达地区学校结对，通过远程同步课堂、教师定期交流、联合教研等方式，实现优质教育资源共享。

Achieve vertical and horizontal linkage to form a joint force in ideological and political education. General Secretary Xi Jinping emphasized: “We must make good use of the ‘grand

实现纵横联动，形成思政教育合力。习近平总书记强调：“‘大思政课’我们要善用之，一定要跟现实结合起来。”在大中小学思政课一体化建设过程中，需要大中小学、家校社区协调联动，思政“小课堂”和社会“大课堂”有机结合。各学段、各学校之间的思政教育内容、方法和目标可能存在差异，难以形成整体合力。数字技术打破了学校教育的边界，为构建家庭、学校、社会协同育人的思政教育生态提供了便捷的沟通渠道和协作平台。纵向上，通过数字化平台，小学、中学和大学的思政课内容可以有效串联，使教学方法保持连续性，形成一个完整、连贯的知识体系。横向来看，学校与社会、大中小学校间、思政课教师与学科课程间、思政课教学与科研活动间的深度融合，拓宽了教育培养空间，构建起协同育人的全新生态。

(This article is a phased outcome of the National Social Science Fund Key Research Project for University Ideological and Political Theory Courses, "Research on the Theoretical Logic and Practical Path of General Secretary Xi Jinping's Important Discourses on the Construction of School Ideological and Political Theory Courses" [24VSZ023].)

（本文系国家社科基金高校思想政治理论课研究重点项目“习近平总书记关于学校思政课建设重要论述的学理逻辑和实践路径研究”（24VSZ023）阶段性成果）

(The author is the Party Committee Secretary of the School of Marxism at Anhui University.)

（作者系安徽大学马克思主义学院党委书记）

Online editor: Tongxin

网络编辑：同心