Let the “Walking Ideological and Political Course” Enter the Mind and Heart

The ideological and political course is key to carrying out the fundamental task of fostering virtue and nurturing people. The “Work Plan for Comprehensively Promoting the Construction of the ‘Great Ideological and Political Course’,” jointly issued by the Ministry of Education and nine other departments, points out that it is necessary to fully mobilize the forces and resources of the whole society to build a “great classroom,” set up a “great platform,” and build a “great teaching force.” This strategic conception contains profound dialectical logic. “Great” is not simply an expansion of scale, but rather a restructuring of the relationships among the elements of the ideological and political course from the perspective of systems theory, achieving a structural leap in the educational ecology of the ideological and political course within the unity of “seeing the great in the small.” [1]1 “Seeing the great in the small” (以小见大) is a Chinese idiom meaning to understand a larger truth or pattern from a small, specific instance. Practicing the practical wisdom of “following the proper way whether in small or great matters,” [2]2 “Following the proper way whether in small or great matters” (小大由之) is a phrase from the Confucian *Analects*, referring to acting appropriately according to the scale of the matter. the “walking ideological and political course” needs to position teaching objectives with the “great affairs of the state,” [3]3 “Great affairs of the state” (国之大者) is a term used in contemporary CPC discourse to refer to the most fundamental and strategic interests of the nation. reconstruct the curriculum framework with the questions of the era, and, even more, break through with “small entry points.”

思政课是落实立德树人根本任务的关键，由教育部等十部门共同印发的《全面推进“大思政课”建设的工作方案》指出，充分调动全社会力量和资源，建设“大课堂”、搭建“大平台”、建好“大师资”。这一战略构想蕴含深刻的辩证逻辑，“大”并非简单的规模扩张，而是通过系统论视角重构思政课要素关系，在“以小见大”的统一中实现思政课教育生态的结构性跃升。践行“小大由之”的实践智慧，“行走的思政课”既需要以“国之大者”定位教学目标，用时代之问重构课程框架，更需以“小切口”突破。

Skillfully Use the “Great Teaching Force” to Activate Student Initiative

善用“大师资” 激活学生主动性

Teaching the ideological and political course well is not easy, because this course requires activating students’ initiative, and teachers must become leaders who possess both a great vision, great feelings, great knowledge, and great ability. University teachers should take the “Eight Unifications” [4]4 The “Eight Unifications” (八个统一) are eight pairs of dialectical principles for teaching ideological and political courses, including the unification of political and academic rationality, value and knowledge transmission, and theory and practice. as their guide, possess interdisciplinary and globalized perspectives, and integrate course content with social reality, technological development, and cultural change. Integrate fostering virtue and nurturing people into the entire teaching process, take the spirit of educators as the guide, and aspire to be “great masters.” [5]5 “Great masters” (大先生) is a traditional Chinese term of respect for a revered teacher or scholar, here used to denote an ideal educator. They must not only be proficient in professional knowledge, delve deeply into original works, original texts, and original principles, explain Marxist theory in simple terms, use Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to cast souls and educate people, and be good “teachers of classics”; they must also cultivate moral character, temper their personality, become guides for youth growth through the personal example of integrating knowledge and action, and become “teachers of humanity.” The construction of a “great teaching force” must also seek vitality from reform and innovation, promote the integrity and innovation of the teaching force through “bringing in” and “going out,” and create a community of education that combines full-time and part-time teachers; guard the main battlefield of ideological and political course teaching, polish “golden courses” of ideological and political education, and continuously enhance the pertinence and appeal of the ideological and political course.

讲好思政课不容易，因为这个课要求激活学生的主动性，教师要成为兼具大视野、大情怀、大知识与大能力的引领者。高校教师要以“八个统一”为导向，具备跨学科与全球化的视野，将课程内容与社会现实、科技发展和文化变迁相融合。把立德树人融入教学全过程，以教育家精神为引领，立志做“大先生”，既要精通专业知识，深挖原著、原文、原理，深入浅出讲好马克思主义理论，用习近平新时代中国特色社会主义思想铸魂育人，做好“经师”；又要涵养德行、锤炼人格，在知行合一的躬亲示范中成为青年成长的引路人，成为“人师”。“大师资”建设还要向改革创新要活力，通过“引进来”和“走出去”推动师资队伍守正创新，打造专兼结合的育人共同体；守好思政课教学主阵地，打磨思政“金课”，不断提升思政课的针对性和吸引力。

The “greatness” of the “great teaching force” needs to be grounded in the details, transforming students from passive recipients into active learners through specific strategies. It is necessary to deepen the supply-side reform of teaching and grant students the right to choose independently. Contemporary college students, as digital natives, pursue trends of novelty and personalized experiences. This requires teachers to advance with the times and adapt to new circumstances, launching activity designs with diverse themes, trendy formats, and personalized plans. At the same time, relying on platforms such as WeChat, Rain Classroom, and Xuexitong, [6]6 Rain Classroom (雨课堂) and Xuexitong (学习通) are Chinese online learning platforms commonly used in universities. present activity plans in a “menu-style” format, use digital technology to empower the profiling of student interests and make intelligent recommendations, and ultimately create a personalized practice chain of “compulsory core modules + optional expansion modules.” Adopt problem-based guided learning to stimulate students’ internal drive for learning, carefully design step-by-step problems, grasp core problems, analyze them thoroughly, study and answer them in depth, guide students to ask more “whys,” and explore and comprehend through practice, enhancing participation imperceptibly, and experiencing the power of truth through learning, thinking, practice, and understanding. Reform evaluation methods, adhere to the principle of students’ subjective initiative and free development of individuality, insist on multi-subject participation in evaluation, and adopt a combination of process evaluation and summative evaluation.

“大师资”的“大”需要落脚于细微处，通过具体的策略将学生从主动的接受者转变为学习的主动者。要深化教学供给侧改革，赋予学生自主选择权。当代大学生作为互联网原住民，追求新奇性热潮和个性化体验，这就要求教师要因时而进、因势而新，推出主题多样化、形式新潮化、方案个性化的活动设计，同时依托微信、雨课堂、学习通等平台将活动计划进行“菜单式”呈现，借助数字技术赋能勾勒学生兴趣画像并进行智能化推荐，最终打造“必修核心模块+自选拓展模块”的个性化实践链。采用问题式导学，激发学生学习内驱力，精心设计阶梯式问题，抓住核心问题掰开了、揉碎了，深入研究解答，引导学生多问几个“为什么”，并到实践中去探索和感悟，在潜移默化中增强参与性，在学思践悟中体会真理伟力。变革评价方式，以学生的主观能动性和个性自由发展为原则，坚持多主体参与评价，采用过程性评价和终结性评价相结合。

Utilize the “Great Classroom” to Enhance Emotional Resonance

利用“大课堂” 增强情感共鸣

The “walking ideological and political course” is practical and open. Universities must anchor the direction of education, select high-quality educational resources, and create a momentum that stirs the soul and inspires students’ fighting spirit. Vivid materials for the ideological and political course are precisely the chapters of the era that hundreds of millions of Chinese people have written and are writing. Universities should base themselves on the great practice of socialism with Chinese characteristics and build a large resource bank. It is necessary to deeply explore local red resources and school history-specific ideological and political elements, accurately select teaching materials, and especially leverage the educational role of revolutionary sites, historical relics, museums, memorial halls, and other venues to cultivate patriotic feelings. It is necessary to give full play to the role of culture in nourishing the mind and cultivating sentiment. Excellent traditional Chinese culture is the root and soul of the Chinese nation. With its profound heritage and wisdom, it provides strong cultural support for continuing the cultural bloodline and cultivating character, enhancing cultural confidence and national identity. It is also necessary to give full play to the profound power of the great founding spirit of the Party, [7]7 The “great founding spirit of the Party” (伟大建党精神) refers to the spirit of the Communist Party of China at its founding in 1921, officially summarized as “upholding truth,坚守理想,践行初心,担当使命,不怕牺牲,英勇斗争,对党忠诚,不负人民.” organically integrate the “Five Histories” [8]8 The “Five Histories” (五史) refers to the history of the Communist Party of China, the history of the People’s Republic of China, the history of reform and opening up, the history of socialist development, and the history of the Chinese nation. with Marxist theory and the Party’s innovative theories, and deeply understand, through the changes of more than a century, the truths of why the Communist Party of China works, why socialism with Chinese characteristics is good, and why Marxism works, achieving the integration of learning, thinking, and application, and the unity of knowledge, belief, and action.

“行走的思政课”具有实践性和开放性，高校要锚定育人方向，选取优质教育资源，讲出惊涛拍岸的声势，激扬学生斗志。鲜活的思政课素材，正是亿万中国人已经书写和正在书写的时代篇章，高校要立足中国特色社会主义伟大实践，构建大资源库。要深入挖掘本地红色资源和校史特色思政元素，精准选取教学素材，特别是发挥好革命遗迹、历史文物、博物馆、纪念馆等场馆的教育作用，厚植爱国主义情怀。要发挥文化养心志、育情操的作用，中华优秀传统文化是中华民族的根和魂，以其深厚的底蕴和智慧为赓续文化血脉、涵养品格提供强有力文化支撑，增强文化自信和家国认同。还要发挥好伟大建党精神的深厚力量，将“五史”和马克思主义理论、党的创新理论有机融合，在百余年变迁中深刻理解中国共产党为什么能、中国特色社会主义为什么好、马克思主义为什么行等道理，达到学思用贯通、知信行统一。

The “walking ideological and political course” is generative. It must use “small” stories to thoroughly explain principles, give full play to the infectious power of implicit education, transmit it to the hearts of every participant present, tell stories with emotional power that directly reaches the heart, and show the effect of moistening things silently. Specifically, first, strive to build an immersive practice field, design a step-by-step task roadmap, and create multi-dimensional, embodied deep participation, including auditory resonance from recitation, speeches, commentary, and interviews, tactile awakening from hiking, simulated actions, simulated scenarios, and role-playing, and visual impact from the restoration and presentation of real stories, using AR technology to overlay historical images onto real scenes, achieving a dialogue across time with history. Second, enter families and communities, go deep into fields, factories, and enterprises, answer puzzles in life and study from the “small people” around you, and absorb the essence of the craftsman spirit from the seriousness and focus of “ten years of sharpening a sword.” [9]9 “Ten years of sharpening a sword” (十年磨一剑) is a Chinese idiom from a Tang dynasty poem, symbolizing long-term dedication and perseverance to achieve excellence. Interview advanced role models and models of the times, feel the historic changes of the times through the personal life trajectories of individuals, and comprehend the power of thought from the reflection of social research and the observation of local customs and practices. Third, utilize the bidirectional relationship between emotion and memory. On special time nodes such as traditional festivals, anniversaries of the births of historical figures, enrollment and graduation days, trigger deep emotional resonance through collective ritualized activities, and nourish the hearts and minds of students.

“行走的思政课”具有生成性，要用“小”故事把道理讲透，充分发挥隐性教育的感染力，传递到在场的每一个参与者的内心，讲出直抵人心的情感力量，展现润物无声的效果。具体而言，一是着力构建沉浸式实践场域，设计阶梯式任务路线图，打造多维具身的深度参与，既有诵读、演讲、解说、访谈的听觉共振，也有徒步、模拟动作、模拟场景、角色演练的触觉唤醒，还有真实故事还原呈现的视觉冲击，运用AR技术将历史影像叠加于现实场景，实现与历史的隔空对话。二是走进家庭和社区，深入田间地头和企业工厂，从身边的小人物中解答生活学习的困惑，从“十年磨一剑”的认真和专注中汲取工匠精神的精髓。访谈先进榜样、时代楷模，透过个人鲜活的生命轨迹感受时代发展的历史性变革，从社会调研的反思和风土人情的观察中体悟思想伟力。三是利用情感与记忆之间存在的双向关系，在传统节日、历史人物诞辰纪念日、入学和毕业日等具有特殊意义的时间节点，通过集体仪式化活动触发深层的情感共振，对学生的心灵进行滋润。

Build a “Great Platform” to Implement Behavioral Transformation

搭建“大平台” 落实行为转化

The “walking ideological and political course” is not a flash in the pan. Therefore, it is necessary to extend the educational chain, use large systems, large networks, and big data to form a digital and intelligent achievement display platform, and build an innovative teaching resource library. General Secretary Xi Jinping pointed out: “Digitalization of education is an important breakthrough for China to open up new tracks for educational development and shape new advantages for educational development.” [10]10 This quote is from Xi Jinping’s speech at the fifth collective study session of the Political Bureau of the 20th CPC Central Committee in May 2023. Use digital technology to create an online and offline educational ecosystem. Offline, use the flipped classroom to guide students to tell stories, share their thoughts, insights, and experiences, and promote deep reflection through the exchange of views and the collision of ideas. At the same time, encourage students and teachers to engage in literary and artistic creation and production based on the gains from the walking process. Online, build a “cloud platform,” collect diverse process materials such as research reports, field logs, photography, music creation, and micro-films, display student growth dynamic curves, set up a high-quality work display module, establish a media promotion matrix, and create an online educational space with strong interactivity and participation. Increase the supply of high-quality educational resources, integrate and share various competitions, promote learning through research and learning through competition, enhance students’ practical ability and problem-solving ability, and complete the qualitative leap from “knowledge accumulation” to “value creation.”

“行走的思政课”不是昙花一现，因此要延长教育链条，借助大系统、大网络、大数据形成数智化成果展示平台，构建创新教学资源库。习近平总书记指出：“教育数字化是我国开辟教育发展新赛道和塑造教育发展新优势的重要突破口。”利用数字技术，打造线上线下教育生态系统，线下利用翻转课堂引导学生讲故事，分享所思所见所感，在各抒己见、思维激荡中促成深化反思。与此同时，还要鼓励学生、教师把行走过程中的收获进行文艺创作和生产。线上搭建“云平台”，汇集调研报告、田野日志、摄影、音乐创作、微电影等多样化过程性材料，展示学生成长动态曲线图，设置优质作品展示模块，建立媒体宣传矩阵，打造互动性与参与度强的网络教育空间。增加优质教育资源供给，融合共享各种赛事，以研促学、以赛促学、增强学生的实践能力和解决问题能力，完成从“知识积累”到“价值创造”的质变。

The “walking ideological and political course” follows the dialectical movement law of “practice—cognition—re-practice” in Marxist epistemology, emphasizing coming from practice and then going back to practice. The “big platform” stimulates infinite educational potential depending on the quality of micro-level coupling, which requires achieving coordination among multiple subjects through “small entry points.” “To run education well, families, schools, the government, and society all bear responsibility.” [11]11 This is a quotation from General Secretary Xi Jinping’s speech at the National Education Conference in 2018, emphasizing the shared responsibility of multiple social actors in education. The school should be the main front, establishing specialized community platforms for curriculum construction, practical activities, and teacher training, advancing the comprehensive reform of “three-wide education,” [12]12 “Three-wide education” (三全育人) refers to the comprehensive reform of education that covers all personnel, the entire process, and all aspects of student development. and while “each guards its own channel,” strengthening collaborative cooperation to promote positive interaction among all parties. Expand the coverage of educational resources, coordinate schools, practice bases, and cooperative enterprises to jointly deliver an educational “combined punch,” achieving regional resource sharing. True education is conducted in nature and society; only through practice can we forge pillars capable of shouldering the heavy responsibility of the great rejuvenation of the Chinese nation. Specifically, during extracurricular time, participate in various volunteer service activities, innovation and entrepreneurship, theoretical propaganda, rural revitalization, social surveys, and the “three trips to the countryside,” [13]13 “Three trips to the countryside” (三下乡) is a Chinese government program encouraging urban youth, especially college students, to engage in cultural, technological, and health-related activities in rural areas. testing one’s learning outcomes in understanding and participating in various undertakings of social production labor, transforming theoretical knowledge into concrete actions to solve problems, so that the experiences and memories of walking take root, blossom, and bear fruit in the heart, truly writing the thesis on the land of the motherland.

“行走的思政课”遵循马克思主义认识论关于“实践—认识—再实践”的辩证运动规律，强调从实践中来，再到实践中去。“大平台”激发无限育人可能取决于微观的耦合质量，需要通过“小切口”实现多元主体的协同。“办好教育事业，家庭、学校、政府、社会都有责任”，要以学校为主阵地，组建起课程建设、实践活动、师资培养等专门性共同体平台，推进“三全育人”综合改革，在“各守好一道渠”的同时加强协同合作，推动各方良性互动。扩大教育资源覆盖面，统筹学校、实践基地、合作企业联合打出育人“组合拳”，实现区域资源共享。真教育是在大自然与大社会里办出来的，唯有通过实践，才能锻造出堪当民族复兴重任的栋梁之材。具体而言，就是在课余时间参与各类志愿服务活动、创新创业、理论宣讲、乡村振兴、社会调研、“三下乡”，在了解和参与社会生产劳动的各项事业中检验自己的学习成果，将理论知识转化为解决问题的实际行动，使行走的体悟和记忆在心里落地生根、开花结果，真正把论文写在祖国大地上。

The so-called “big teaching staff” is seen in each “great master” [14]14 “Great master” (大先生) is a traditional Chinese honorific for a respected teacher or scholar, here used to emphasize the high standards expected of educators in ideological and political courses. excelling in the classroom; the so-called “big classroom” begins with micro-observations in the fields and villages; the so-called “big platform” is achieved through the full cooperation of multiple subjects. This dialectical unity of “seeing the big picture” and “starting from the small” is a vivid reflection of the governance wisdom of “reaching the vast and exhausting the subtle” [15]15 “Reaching the vast and exhausting the subtle” (致广大而尽精微) is a classical Chinese phrase from the *Doctrine of the Mean* (《中庸》), advocating a balance between broad vision and meticulous attention to detail. in ideological and political education, and it is also the fundamental principle for the “walking ideological and political course” to enter the mind and heart.

所谓“大师资”，见于每位“大先生”精于课堂；所谓“大课堂”，始于田间地头的微观察；所谓“大平台”，成于多元主体的通力合作。这种“大处着眼”与“小处着手”的辩证统一，正是“致广大而尽精微”治理智慧在思想政治教育中的生动映照，也是“行走的思政课”入脑入心的根本遵循。

(The authors are professors at the School of Marxism, Taiyuan University of Technology; researchers at the Research Center for Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, Taiyuan University of Technology)

（作者系太原理工大学马克思主义学院教授；太原理工大学习近平新时代中国特色社会主义思想研究中心研究员）

Online editor: Tongxin

网络编辑：同心