“The ‘Grand Ideological-Political Course’ Promotes the Construction of a ‘Three-All-Education’ Pattern in Higher Education Institutions”

Against the backdrop of the interweaving of the overall strategy of the great rejuvenation of the Chinese nation and changes unseen in a century in the world, the international situation is complex and volatile, and diverse cultures clash with each other, profoundly affecting the ideological sphere of our country. Ideological-political education, as the main channel for shaping students’ correct worldview, outlook on life, and values, has become increasingly prominent in its importance. General Secretary Xi Jinping emphasized that the “grand ideological-political course” must be used well and must be integrated with reality. [1]1 Xi Jinping’s remark, made during a 2021 inspection of a national political consultative body meeting, calls for integrating ideological-political education with real-world social practice. The “grand ideological-political course” breaks through the limitations of traditional ideological-political courses, integrating ideological-political education into all aspects of social life, and is highly compatible with the “three-all-education” concept. [2]2 “Three-all-education” (三全育人) refers to the principle of “all-staff, whole-process, all-round education,” a guiding framework for higher education reform in China. Using the “grand ideological-political course” to promote the construction and deepening of the “three-all-education” pattern in higher education institutions is not only a strategic need to cope with the complex international competition situation and achieve the goal of a socialist modernized power, but also an inevitable choice to advance higher education institutions’ work of forging souls and educating people and to meet the development needs of society and students. It is of profound significance for enhancing the effectiveness of ideological-political education and implementing the fundamental task of fostering virtue through education. [3]3 “Fostering virtue through education” (立德树人) is the fundamental task of Chinese education, emphasizing moral cultivation as the basis for talent development.

在中华民族伟大复兴战略全局和世界百年未有之大变局相互交织的时代背景下，国际形势错综复杂，多元文化相互激荡，深刻影响着我国意识形态领域。思想政治教育作为塑造学生正确世界观、人生观、价值观的主渠道，其重要性愈发凸显。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。“大思政课”突破了传统思政课的局限，将思政教育融入社会生活各个方面，与“三全育人”理念高度契合。以“大思政课”助推高校“三全育人”格局的构建与深化，既是应对复杂国际竞争形势、实现社会主义现代化强国目标的战略需要，也是推进高校铸魂育人、满足社会和学生发展需求的必然选择，对提升思政教育实效性、落实立德树人根本任务意义深远。

Consolidate diverse forces to construct an education system for the “grand ideological-political course.” Strengthen the leading effectiveness of ideological-political course teachers. Ideological-political course teachers bear the core function of theoretical dissemination and value guidance within the construction system of the “grand ideological-political course.” Higher education institutions should optimize the teacher structure through methods such as “introduction, cultivation, appointment, and transformation,” improve the professional title evaluation mechanism and systematic training system, support ideological-political course teachers in participating in grassroots secondment and social practice, and consolidate the foundation for professional development; rely on carriers such as collective lesson preparation and master teacher studios to promote professional growth. Teachers need to intensively study Marxist theory and the Party’s innovative theories for the New Era, enhance their professional literacy in interpretation, and construct an interdisciplinary knowledge map; strengthen teaching innovation ability, flexibly use teaching methods such as case-based and discussion-based approaches, and utilize digital technology to create smart classrooms. Through the dual-track approach of “equipping sufficient quantity” and “building strong quality,” teachers become leaders in ideological-political education and guides for student growth.

凝聚多元力量，构建“大思政课”育人体系。强化思政课教师引领效能。思政课教师在“大思政课”建设体系中承担理论传播与价值引领的核心职能。高校应通过“引进、培养、聘任、转型”等方式优化师资结构，健全职称评定机制与系统培训体系，支持思政课教师参与基层挂职和社会实践，夯实职业发展根基；依托集体备课、名师工作室等载体促进专业成长。教师需精研马克思主义理论和新时代党的创新理论，提升阐释专业素养，构建跨学科知识图谱；增强教学创新力，灵活运用案例式、讨论式等教学方法，利用数字技术打造智慧课堂。通过“配齐数量”与“建强素质”双轨并进，使教师成为思政教育引领者和学生成长引路人。

Full-staff collaboration to create an education ecosystem for the “grand ideological-political course.” The construction of the “grand ideological-political course” should fully tap the potential of all staff on campus for education. Professional course teachers, as “dual-engine drivers” of knowledge transmission and value guidance, fully release their educational potential through classroom teaching, research guidance, course practice, and other pathways. Strengthen the main effectiveness of the student affairs team, focus on the second classroom, organize activities such as red study tours and volunteer services, guide students to deepen theoretical cognition through field investigations; innovate online ideological-political carriers, build a “cloud ideological-political” platform, and use forms such as short videos and live interactive sessions to enhance the appeal of ideological-political education. Higher education institutions should also coordinate the functions of management and service departments such as propaganda, human resources, academic affairs, and logistics, and connect the entire chain of service education. Through full-staff collaboration and multi-dimensional effort, construct an education ecosystem characterized by “depth in professional classrooms, warmth in practical activities, and strength in management services.”

全员协同打造“大思政课”育人生态。“大思政课”建设应充分挖掘校内全员育人潜能。专业课教师作为知识传授与价值引领的“双擎驱动者”，通过课堂教学、科研指导、课程实践等途径，充分释放育人潜能。强化学工队伍主力效能，聚焦第二课堂，组织红色研学、志愿服务等活动，引导学生在实地考察中深化理论认知；创新网络思政载体，搭建“云思政”平台，运用短视频、直播互动等形式增强思政吸引力。高校还要统筹宣传、人事、教务、后勤等管理服务部门职能，贯通服务育人全链条。通过全员协同、多维发力，构建“专业课堂有深度、实践活动有温度、管理服务有力度”的育人生态。

Construct a new pattern of family-school-society linkage education. In the New Era, to run the “grand ideological-political course” well, family, school, and society need to form a closed loop. The family should play a foundational role, cultivating a sense of family and country through words and deeds, laying the groundwork for education; actively communicate and cooperate with schools to form a joint force for family-school education. Schools should highlight the main battlefield function, deepen the reform and innovation of ideological-political courses, organize activities such as themed book sharing sessions and cultural and arts festivals, and create a strong educational atmosphere; form a team of off-campus education mentors, inviting model figures from all walks of life into the campus; improve cooperation mechanisms such as parent-teacher meetings and counselor home visits, and build an efficient and smooth family-school cooperation platform. Society is a broad extension of the construction of the “grand ideological-political course.” It should integrate cultural resources and educational carriers, build practical teaching bases, and provide red education bases and career experience platforms; the media needs to strengthen positive public opinion guidance and create a social atmosphere that advocates virtue and goodness.

构筑家校社联动育人新格局。新时代办好“大思政课”，家庭、学校、社会需形成闭环。家庭要发挥基础作用，通过言传身教培育家国情怀，为育人奠定底色；积极与学校沟通配合，形成家校育人合力。学校要突出主阵地功能，深化思政课改革创新，组织主题读书分享会、文化艺术节等活动，营造浓厚育人氛围；组建校外育人导师团队，邀请各界模范走进校园；完善家长见面会、辅导员家访等合作机制，搭建高效畅通的家校合作平台。社会是“大思政课”建设的广阔延伸，应整合文化资源和教育载体，建设实践教学基地，提供红色教育基地与职业体验平台；媒体需强化正向舆论引导，营造崇德向善的社会氛围。

Connect education links to optimize the systematic construction of the “grand ideological-political course.” Horizontal curriculum linkage promotes the integration of ideological-political courses and curriculum-based ideological-political education. The integration of ideological-political courses and curriculum-based ideological-political education is a key measure for higher education institutions to achieve high-quality development and enhance the effectiveness of the “grand ideological-political course” in educating people. Ideological-political courses, as the key courses for the fundamental task of fostering virtue through education, play a main channel role in systematically cultivating students’ ideological-political literacy. The proposal of the concept of curriculum-based ideological-political education highlights the integrated function of ideological-political courses in “cultivating virtue” and curriculum-based ideological-political education in “cultivating talent,” integrating multiple aspects of education such as teaching and educating, growth and talent development, and theory and practice, laying the foundation for constructing a collaborative education environment for fostering virtue through education. Higher education institutions incorporate the collaborative education of ideological-political courses and curriculum-based ideological-political education into the overall school plan, promote secondary colleges to formulate differentiated implementation plans, and construct a characteristic curriculum-based ideological-political education system. In teaching reform, ideological-political course teachers assist professional course teachers in deeply exploring ideological-political elements, build a shared platform for teaching cases, and jointly create “dual-teacher classrooms.” Establish and improve a multi-dimensional evaluation mechanism, incorporate the achievement of ideological-political education goals into course assessment, and incorporate education effects into the teacher evaluation system.

贯通育人环节，优化“大思政课”系统化建设。横向课程联动，推进思政课程与课程思政融合。思政课程与课程思政融合是高校实现高质量发展、提升“大思政课”育人成效的关键举措。思政课程作为立德树人根本任务的关键课程，在系统培养学生思想政治素养方面发挥着主渠道作用。课程思政理念的提出，突出了思政课程“育德”与课程思政“育才”的一体化功能，融合了教书与育人、成长与成才、理论与实践等多方面教育，为构建立德树人的协同育人环境奠定基础。高校将思政课程与课程思政协同育人纳入学校整体规划，推动二级学院制定差异化实施方案，构建特色课程思政体系。在教学改革中，思政课教师协助专业课教师深挖思政元素，搭建教学案例共享平台，共建“双师课堂”。建立健全多维度评价机制，将思政教育目标达成情况纳入课程考核，将育人效果纳入教师考核体系。

Vertical school-stage articulation deepens the integrated construction of ideological-political courses in universities, middle schools, and primary schools. The integration of ideological-political courses in universities, middle schools, and primary schools is an important path to achieving whole-process education. Higher education institutions, utilizing their advantages in talent, scientific research, platforms, and resources, jointly formulate integrated construction plans with middle and primary schools, establish steering committees, and form a collaborative and consultative operational model. Optimize teaching content, follow the laws of students’ cognitive development, and design hierarchical and progressive teaching content. Assist primary schools in developing story-based interesting materials, cooperate with middle schools to design activities combining theory and practice, and organize university students to participate in social practice and academic research; build an integrated teacher team, select famous university teachers for demonstration teaching, organize middle and primary school ideological-political course teachers to participate in training, and select university students to teach and intern in middle and primary schools; develop high-quality online courses and case libraries, open university libraries, school history museums, and other resources, and expand practical learning platforms for middle and primary schools.

纵向学段衔接，深化大中小学思政课一体化建设。大中小学思政课一体化是实现全过程育人的重要路径。高校利用人才优势、科研优势、平台优势、资源优势，联合中小学制定一体化建设方案，成立指导委员会，形成协同会商的运行模式。优化教学内容，遵循学生认知发展规律，设计分层次、递进式的教学内容。协助小学开发故事化趣味素材，与中学合作设计理论与实践结合活动，组织大学生参加社会实践与学术研究；打造一体化教师团队，选派高校名师示范教学，组织中小学思政课教师参加培训，选拔大学生赴中小学支教实习；开发精品在线课、案例库，开放高校图书馆、校史馆等资源，拓展中小学实践学习平台。

Expand the educational field to deepen the “three-all-education” grand ideological-political pattern. Rely on the student “one-stop” community to expand new spaces for the integration of ideological-political education. [4]4 The “one-stop” student community is a campus-based integrated service and education model promoted by the Chinese Ministry of Education, combining living, learning, and ideological guidance functions. Higher education institutions can use the community platform to integrate teaching resources and living spaces, promoting the deep integration of ideological-political education inside and outside the classroom. Optimize community classrooms, create multifunctional learning spaces, integrate the Party’s innovative theories into scenario-based teaching, and use carriers such as community cultural landscapes and digital screens to dynamically display Party history stories and current political hotspots. Deepen practical teaching, use the community to integrate resources, encourage students to participate in social practice, volunteer services, and red culture study tours, and carry out “walking ideological-political courses.” Construct a collaborative mechanism, use the community as a hub, strengthen the linkage between the first and second classrooms, incorporate extracurricular practical activities into credit management, and include students’ practical achievements and service performance inside and outside the community in comprehensive quality evaluation. Through the model of “community as classroom, practice as learning,” achieve the deep integration of in-class and out-of-class, theory and practice, and knowledge and value.

拓展教育场域，深化“三全育人”大思政格局。依托学生“一站式”社区，拓展思政育人融合新空间。高校可利用社区平台，整合教学资源与生活场域，推动思政教育课内课外深度融合。优化社区课堂，打造多功能学习空间，将党的创新理论融入情景化教学，利用社区文化景观、数字屏等载体动态展示党史故事和时政热点。深耕实践教学，借助社区整合资源，鼓励学生参与社会实践、志愿服务和红色文化研学，开展“行走的思政课”。构建协同机制，以社区为枢纽，加强第一、第二课堂联动，将课外实践活动纳入学分管理，把学生在社区内外的实践成果、服务表现等纳入综合素质评价。通过“社区即课堂、实践即学习”的模式，实现课内与课外、理论与实践、知识与价值的深度融合。

Driven by digital transformation, create a “digital ideological-political” project. “Digital ideological-political” is a systematic project that uses intelligent technology to reshape the content, form, and evaluation system of ideological-political education. Higher education institutions should fully develop digital teaching platforms and innovate educational carriers that link online and offline. Teachers can use online platforms to carry out micro-lecture push and live interaction, and through learning analytics, promptly evaluate student performance and dynamically adjust teaching strategies; use artificial intelligence technology to create immersive teaching scenarios, promoting the transformation of teaching from one-way indoctrination to deep interaction. Higher education institutions also need to integrate platforms such as official websites and WeChat public accounts, build a new media matrix, and develop dynamic content such as “micro-classrooms” and “cloud lectures”; construct ideological-political virtual simulation laboratories and “grand ideological-political course” experience centers, achieving cross-regional collaborative lesson preparation and live teaching, transforming digital technology into an increment for education; strengthen the connection between online and offline, take themed activities as entry points, guide students to learn theory online, and organize practice offline to consolidate cognition, forming a closed loop of “learning, thinking, and acting,” promoting the organic integration of the traditional ideological-political system and “digital ideological-political.”

以数字化转型为驱动，打造“数字思政”工程。“数字思政”是以智能技术重构思政教育内容、形式与评价体系的系统性工程。高校应充分开发数字化教学平台，创新线上线下联动的教育载体。教师可运用线上平台开展微课推送、直播互动，并通过学情分析及时评价学生表现，动态调整教学策略；利用人工智能技术打造沉浸式教学场景，推动教学从单向灌输转向深度交互。高校还需整合官网、微信公众号等平台，构建新媒体矩阵，开发“微课堂”“云宣讲”等动态内容；建设思政虚拟仿真实验室、“大思政课”体验中心等，实现跨区域协同备课与直播授课，将数字技术转化为育人增量；强化线上线下衔接，以主题活动为切入点，线上引导学生学习理论，线下组织实践巩固认知，形成“学思行”闭环，促进传统思政体系与“数字思政”有机融合。

The construction of the “grand ideological-political course” conforms to the developmental needs of the times and aligns with the national strategy for talent cultivation. Higher education institutions should base themselves on their own characteristics, draw on advanced experience, and continuously explore innovation. On the one hand, they must strengthen the construction of the teaching faculty, promote the deep integration of ideological-political courses with specialized courses, advance the integrated connection of ideological-political education across primary, secondary, and tertiary schools, and optimize the integration of educational resources and the expansion of carriers. On the other hand, they must effectively enhance the practical effectiveness and appeal of ideological-political education, pay attention to new problems and new challenges that emerge in the educational process, promptly adjust and optimize educational strategies, and promote ideological-political education to enter the mind and heart. Through the coordinated advancement of the entire staff, the entire process, and the entire scope, the “grand ideological-political course” in higher education institutions will lay a solid ideological foundation for implementing the fundamental task of fostering virtue through education and cultivating new generations capable of shouldering the great rejuvenation of the Chinese nation, thereby contributing to the great rejuvenation of the Chinese nation. [5]5 The “Three-All-Education” pattern (三全育人) refers to a Chinese higher education policy framework that promotes “all-staff, whole-process, and all-round” education, aiming to integrate ideological-political education across all aspects of university life.

“大思政课”建设顺应时代发展需求，契合国家人才培养战略。高校应立足自身特色，借鉴先进经验，持续探索创新。一方面，加强师资队伍建设，促进思政课程与专业课程深度融合，推动大中小学思政教育一体化衔接，优化教育资源整合与载体拓展；另一方面，切实提升思政教育的实效性与感染力，关注教育过程中出现的新问题、新挑战，及时调整优化育人策略，推动思政教育入脑入心。通过全员、全过程、全方位协同推进，高校“大思政课”将为落实立德树人根本任务、培育担当民族复兴大任的时代新人筑牢思想根基，助力中华民族伟大复兴。

(The author is Deputy Secretary of the Party Committee of Beijing Information Science and Technology University)

（作者系北京信息科技大学党委副书记）

Online editor: Tongxin

网络编辑：同心