Opening Up New Prospects for Ideological and Political Education in the New Era

Since the 18th National Congress of the CPC, the Party Central Committee has consistently placed the construction of ideological and political courses in schools in an important position in educational work. In May 2024, General Secretary Xi Jinping issued an important directive on the construction of ideological and political courses in schools: “Constantly open up new prospects for ideological and political education in the New Era.” During this year’s Two Sessions [1]1 The Two Sessions (两会) refers to the annual plenary sessions of the National People's Congress (NPC) and the Chinese People's Political Consultative Conference (CPPCC), China's top legislative and advisory bodies., General Secretary Xi Jinping emphasized “effectively integrating the ‘small classroom’ of ideological and political education with the ‘big classroom’ of society, making moral education work more thorough and more effective.” These important expositions have pointed the way for the innovative development of ideological and political education and have also provided the fundamental guidance for advancing the construction of the “grand ideological and political course.”

党的十八大以来，党中央始终坚持把学校思政课建设放在教育工作的重要位置。2024年5月，习近平总书记对学校思政课建设作出重要指示：“不断开创新时代思政教育新局面”，今年全国两会期间，习近平总书记强调“把思政教育‘小课堂’和社会‘大课堂’有效融合起来，把德育工作做得更到位、更有效”。这些重要论述为思政教育创新发展指明了方向，也为推进“大思政课”建设提供了根本遵循。

In recent years, in the practice of higher education in the New Era, the “grand ideological and political course” has become a new form of ideological and political education in universities, organically combining the “small classroom” of ideological and political education with the “big classroom” of society, forming an educational pattern involving all personnel, the entire process, and all aspects. This has enhanced the targeted nature and appeal of ideological and political education and has played an important role in implementing the fundamental task of fostering virtue through education [2]2 Fostering virtue through education (立德树人) is a core principle of Chinese education policy, emphasizing moral character development as the foundation of talent cultivation. and cultivating new talents for the era. To advance the construction of the “grand ideological and political course” in universities, the ideological and political curriculum is the core and foundation, ensuring the directional and scientific nature of ideological and political education; social practice is the extension and expansion, strengthening the practical effectiveness and targeted nature of ideological and political education; innovation and entrepreneurship are the enhancement and innovation, improving the contemporary relevance and forward-looking nature of ideological and political education; the “second classroom” transcript [3]3 The “second classroom” transcript (第二课堂成绩单) is a system in Chinese universities that records and evaluates students' extracurricular activities, such as social practice, volunteer work, and club participation, alongside academic grades. is the support and guarantee, perfecting the evaluation system of ideological and political education. This comprehensive, multi-level educational system helps to enhance the overall effectiveness of ideological and political education and cultivate socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise.

近年来，在新时代高等教育实践中，“大思政课”成为高校思想政治教育新形态，将思政“小课堂”与社会“大课堂”有机结合，形成全员、全过程、全方位的育人格局，增强了思政教育的针对性和吸引力，为落实立德树人根本任务，培养时代新人发挥了重要作用。推进高校“大思政课”建设，思政课程是核心与基础，确保思政教育的方向性和科学性；社会实践是延伸与拓展，强化思政教育的实效性和针对性；创新创业是提升与创新，提升思政教育的时代性和前瞻性；“第二课堂”成绩单是支撑与保障，完善思政教育的评价体系。这种全方位、多层次的育人体系，有助于提升思政教育的整体效能，培养德智体美劳全面发展的社会主义建设者和接班人。

Consolidating the Core Foundation of the Construction of the “Grand Ideological and Political Course”

筑牢“大思政课”建设的核心基础

General Secretary Xi Jinping emphasized: “Ideological and political courses are the key courses for implementing the fundamental task of fostering virtue through education; the role of ideological and political courses is irreplaceable, and the responsibility of the team of ideological and political course teachers is significant.” In the construction of the “grand ideological and political course,” the ideological and political course remains an indispensable foundation and core, serving as the main channel and main front for ideological and political education in universities. The key to teaching ideological and political courses well lies in the teachers. Teachers are the leaders in ideological and political course teaching. Against the backdrop of comprehensively deepening the comprehensive reform of education, ideological and political course teachers in universities need to actively adapt to educational changes, innovate teaching concepts, content, and methods, and achieve a deep integration of ideological and political education with student growth.

习近平总书记强调：“思政课是落实立德树人根本任务的关键课程，思政课作用不可替代，思政课教师队伍责任重大。”在“大思政课”建设中，思政课依然是不可或缺的基础和核心，是高校思想政治教育的主渠道和主阵地。讲好思政课，关键在教师。教师是思政课教学的主导者，在全面深化教育综合改革背景下，高校思政课教师需主动适应教育变革，创新教学理念、内容与方法，实现思政教育与学生成长的深度融合。

General Secretary Xi Jinping pointed out: “We must adhere to the unity of dominance and subjectivity. Ideological and political course teaching cannot do without the dominance of teachers, while at the same time, we must increase research on students’ cognitive laws and receptive characteristics, and give play to students’ subjective role.” This requires that, in terms of teaching concepts, ideological and political course teachers break through the traditional “one-way indoctrination” model, base themselves on students’ subjectivity, pay attention to the actual needs of students’ growth and talent development, take the precise adaptation of “demand-supply” as the core, run through the entire process of talent cultivation, construct a new educational paradigm of “value guidance—ability shaping—development support” as a trinity, and achieve the organic unity of value guidance, ability shaping, and development support.

习近平总书记指出：“要坚持主导性和主体性相统一，思政课教学离不开教师的主导，同时要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。”这就要求在教学理念上，思政课教师要突破传统“单向灌输”模式，立足学生主体性，关注学生成长成才现实需求，以“需求—供给”精准适配为核心，贯穿人才培养全过程，构建“价值引领—能力塑造—发展支持”三位一体的育人新范式，实现价值引领、能力塑造和发展支持的有机统一。

General Secretary Xi Jinping emphasized: “We must make good use of the ‘grand ideological and political course’; it must be combined with reality.” This requires that, in terms of teaching content, ideological and political course teachers pay attention to keeping pace with the times, closely link with social reality, combine the Party’s innovative theories and national strategies with students’ life reality, guide students to use Marxist positions, viewpoints, and methods to observe, think about, and analyze social phenomena and practical problems, deeply understand the internal logic of national development, cultivate students’ feelings of family and country [4]4 Feelings of family and country (家国情怀) is a traditional Chinese concept linking personal and familial loyalty to patriotic devotion to the nation. and critical thinking ability, and improve the targeted nature and practical effectiveness of ideological and political teaching in “entering the mind and heart.”

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。”这就要求在教学内容上，思政课教师要注重与时俱进，紧密联系社会现实，将党的创新理论、国家战略与学生生活实际相结合，引导学生运用马克思主义的立场、观点和方法去观察、思考、分析社会现象和现实问题，深刻理解国家发展的内在逻辑，培养学生的家国情怀和思辨能力，提高思政教学“入脑入心”的针对性和实效性。

General Secretary Xi Jinping pointed out: “We must use new media and new technologies to make work lively, promote the high integration of the traditional advantages of ideological and political work with information technology, and enhance the sense of the times and appeal.” This requires that, in terms of teaching methods, ideological and political course teachers conform to the development trend of the digital and intelligent era, be adept at using new technological means such as artificial intelligence, big data, and virtual reality (VR), comprehensively apply teaching methods such as case-based, experiential, dialogue-based, and project-based methods, create three-dimensional and immersive ideological and political teaching spaces and educational scenarios, make ideological and political education more vivid, lively, and attractive, enhance students’ participation and interactivity, and improve the teaching effect of ideological and political courses.

习近平总书记指出：“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。”这就要求在教学方法上，思政课教师要顺应数字化、智能化的时代发展潮流，善于借助人工智能、大数据、虚拟现实（VR）等新技术手段，综合运用案例式、体验式、对话式、项目式等教学方法，创建立体式、沉浸式思政教学空间和教育场景，让思政教育更加生动、鲜活、富有吸引力，增强学生的参与度和互动性，提高思政课的教学效果。

Expanding the Practical Dimension of the Construction of the “Grand Ideological and Political Course”

拓展“大思政课”建设的实践维度

The Marxist view of practice emphasizes that practice is the basis of cognition and the sole criterion for testing truth. General Secretary Xi Jinping pointed out: “Ideological and political courses should not only be taught in the classroom but should also be taught in social life.” We must adhere to the unity of theory and practice, cultivate people with scientific theory, and attach importance to the practicality of ideological and political courses. Social practice education is a key link in the construction of the “grand ideological and political course,” a core driving force for promoting ideological and political education in universities to open up new prospects, and an inherent requirement based on the Marxist view of practice. The construction of the “grand ideological and political course” should actively expand the field of social practice, break the spatial constraints of the traditional “classroom,” extend to the broad and complex “social” field, closely combine with students’ professional learning and career planning, integrate into students’ learning and life trajectories, and build a comprehensive, whole-process, and all-element educational system. Through rich practical opportunities and keen observational perspectives, university students go deep into society, understand national conditions, public opinion, and social reality, and thus form a correct understanding of the country and society.

马克思主义实践观强调，实践是认识的基础，是检验真理的唯一标准。习近平总书记指出：“思政课不仅应该在课堂上讲，也应该在社会生活中来讲。”要坚持理论性和实践性相统一，用科学理论培养人，重视思政课的实践性。社会实践教育是“大思政课”建设的关键环节，是推动高校思政教育开创新局面的核心动力，是基于马克思主义实践观的内在要求。“大思政课”建设要积极拓展社会实践场域，打破传统“课堂”空间束缚，向广阔且复杂多样的“社会”场域延伸，紧密结合学生的专业学习、职业规划，融入学生的学习与生活轨迹，构建起全方位、全过程、全要素的育人体系。大学生通过丰富的实践机会和敏锐的观察视角，深入社会，了解国情民意和社会现实，进而形成对国家和社会的正确认知。

On this basis, students are organized and guided to systematically sort out the knowledge and insights they have learned, and design ideological and political courses with diverse forms and distinct themes for different groups. In this process, students not only transmit the profound cognition they have precipitated in practice but also further consolidate their own ideological and political education achievements, effectively enhance their ideological and political literacy, make ideological and political education radiate new vitality and remarkable results, and truly realize students’ self-education and self-growth. Nanjing Normal University has created the country’s first New Era “grand ideological and political course” practice achievement transformation center, taking the “things around young people” as an entry point, researching and producing popular courses such as “Shouldering Responsibility: Chinese Youth Answer the Call of the Times,” which have been promoted nationwide and sparked enthusiastic responses.

在此基础上，有组织引导学生对所学知识与感悟进行系统梳理，设计面向不同群体的形式多样、主题鲜明的思政课程。在此过程中，学生不仅传递自己在实践中沉淀的深刻认知，更进一步巩固自身思政教育成果，有效提升思政素养，让思政教育焕发出全新活力与显著成效，真正实现学生的自我教育与自我成长。南京师范大学创建的全国第一家新时代“大思政课”实践成果转化中心，以青年的“身边事”为切口，研发制作了《挺膺担当：中国青年答时代问》等热门课程，面向全国推广，引发热烈反响。

Enhancing the Innovative Vitality of the Construction of the “Grand Ideological and Political Course”

提升“大思政课”建设的创新活力

Social practice education promotes students’ internalization and absorption of knowledge learned in the classroom through social cognition and experience, shaping correct values and a sense of social responsibility. Innovation and entrepreneurship education, on the other hand, focuses more on innovative practice and entrepreneurial simulation, with a key emphasis on cultivating students’ innovative thinking and entrepreneurial ability. It is an important measure in the construction of the “grand ideological and political course.” General Secretary Xi Jinping pointed out: “Persist in cultivating an innovative culture, inherit the innovative genes of the excellent traditional Chinese culture, create a good environment that encourages exploration and tolerates failure, and make advocating science and pursuing innovation a common practice throughout society.” Strengthening innovation and entrepreneurship education can stimulate students’ innovative awareness and entrepreneurial potential, enhance students’ ability to analyze and solve social practical problems, enrich the content of ideological and political education, and improve the contemporary relevance and forward-looking nature of ideological and political education. Innovation and entrepreneurship education should establish the concept of “standing firm on the ground while reaching for the sky,” closely revolve around national development strategies and social needs, keep pace with the university’s own development plans, and achieve the organic unity of educational goals and social needs.

社会实践教育通过社会认知和体验，促进学生对课堂所学知识的内化吸收，塑造正确的价值观和社会责任感，而创新创业教育更侧重于创新实践和创业模拟，重点培养学生的创新思维和创业能力，是“大思政课”建设的重要举措。习近平总书记指出：“坚持培育创新文化，传承中华优秀传统文化的创新基因，营造鼓励探索、宽容失败的良好环境，使崇尚科学、追求创新在全社会蔚然成风。”加强创新创业教育，能够激发学生的创新意识和创业潜能，增强学生对社会现实问题的分析和解决能力，丰富思政教育内容，提升思政教育的时代性和前瞻性。创新创业教育应树立“顶天立地”的理念，紧密围绕国家发展战略和社会需求，紧跟高校自身发展规划，实现教育目标与社会需求的有机统一。

“Reaching for the sky” means taking the national innovation-driven development strategy and high-quality development as the goal, integrating resources inside and outside the university, creating targeted innovation and entrepreneurship curriculum systems and high-quality practice platforms, enabling students to access cutting-edge technology, emerging markets, and hot social issues, guiding students to explore and innovate in frontier fields such as new energy, artificial intelligence, and life and health, and exercising their innovative ability and ability to solve practical problems in practice.

“顶天”，即以国家创新发展战略和高质量发展为目标，整合校内外资源，打造具有针对性的创新创业课程体系和高质量实践平台，让学生能够接触到前沿科技、新兴市场和社会热点问题，引导学生在新能源、人工智能、生命健康等前沿领域探索创新，在实践中锻炼创新能力和解决实际问题的能力。

“Standing firm on the ground” means, based on the university’s own disciplinary advantages and talent cultivation goals, focusing on cultivating university student practice projects with frontier and innovative characteristics, strengthening the tracking service, landing, and incubation of outstanding projects, and by organizing participation in high-level innovation and entrepreneurship competitions such as the “Challenge Cup” and the “China International College Students’ Innovation Competition,” showcasing students’ innovation and entrepreneurship achievements, stimulating students’ sense of responsibility to the country and society, and laying a solid foundation for cultivating high-quality innovative talents. It is necessary to focus on establishing an incentive mechanism that encourages teachers to actively participate in innovation and entrepreneurship education, strengthen the coordination of internal units and the integration of internal and external educational resources, establish a long-term guarantee mechanism for innovation and entrepreneurship education, create a good atmosphere and environment for students’ innovation and entrepreneurship, and improve the quality and influence of education.

“立地”，即根据高校自身学科优势和人才培养目标，重点培育具有前沿性和创新性的大学生实践项目，加强对优秀项目的跟踪服务、落地孵化，通过组织参加“挑战杯”“中国国际大学生创新大赛”等高水平创新创业赛事，展示学生创新创业成果，激发学生对国家和社会的责任感，为培养高素质创新型人才奠定坚实基础。需要注重建立鼓励教师积极参与创新创业教育的激励机制，强化校内单位的协同和校内外育人资源的整合，建立创新创业育人长效保障机制，为学生创新创业营造良好氛围和环境，提升育人质量和影响力。

Improve the evaluation system for the construction of the “grand ideological and political courses”

完善“大思政课”建设评价体系

General Secretary Xi Jinping emphasized: “A scientific education evaluation system must be established to effectively play the role of a baton.” [5]5 The “baton” metaphor refers to the guiding or steering function of the evaluation system in shaping educational priorities and behaviors. To ensure the effective implementation of various educational activities in the “grand ideological and political courses” and the full realization of their educational effects, it is necessary to establish corresponding guarantee mechanisms. The “second classroom” transcript, as a foundational institutional design, provides strong support and mechanism guarantees for the “grand ideological and political courses.” The “second classroom” transcript quantifies students’ performance in various ideological and political education activities, breaking through the limitations of classroom teaching, achieving the comprehensive penetration of ideological and political education in campus life and social practice, and providing an important basis for the comprehensive evaluation of students’ overall quality.

习近平总书记强调：“要确立科学的教育评价体系，有效发挥指挥棒作用。”为确保“大思政课”各项教育活动的有效实施和育人效果的充分发挥，需要建立相应的保障机制，而“第二课堂”成绩单作为基础性制度设计，为“大思政课”提供了强有力的重要支撑和机制保障。“第二课堂”成绩单将学生在各项思政教育活动中的表现进行量化呈现，突破了课堂教学的局限，实现了思政教育在校园生活和社会实践中的全方位渗透，为全面评价学生综合素质提供了重要依据。

The “second classroom” transcript, relying on a scientific institutional system, performs the function of evaluation and motivation, enabling students to clearly see their performance and growth trajectory in various ideological and political education activities, thereby stimulating students’ enthusiasm and initiative in participating in ideological and political education activities; it performs the function of resource integration, gathering multiple resources from inside and outside the school to create a rich and diverse educational scene for the “grand ideological and political courses,” improving the targetedness and effectiveness of ideological and political education; it performs the function of collaborative education, coordinating with various units within the school to optimize the content and form of ideological and political education, ensuring the coherence and effectiveness of ideological and political education in different fields. The “second classroom” transcript transforms abstract ideological and political education goals into quantifiable and trackable quality indicators, constructing a three-dimensional framework of “value guidance—ability shaping—development outcomes,” making the goals of ideological and political education concrete and perceptible.

“第二课堂”成绩单凭借科学的制度体系，发挥评价激励功能，使学生可以清晰地看到自己在各项思政教育活动中的表现和成长轨迹，激发学生参与思政教育活动的积极性和主动性；发挥资源整合功能，汇聚校内外多方资源，为“大思政课”打造丰富多样的教育场景，提高思政教育的针对性和实效性；发挥协同育人功能，协同校内各单位优化思政教育内容与形式，保障思政教育在不同场域中的连贯性与有效性。“第二课堂”成绩单将抽象的思政教育目标转化为可量化、可追踪的素养指标，构建“价值引领—能力塑造—发展成果”三维框架，实现思政教育目标具象可感。

On the new journey of the New Era, we need to continuously advance the construction of the “grand ideological and political courses,” striving to achieve the “three integrations”: first, close integration with the national development strategy, becoming a powerful engine driving national progress; second, deep integration with the overall development plan of the school, becoming a solid cornerstone of the school’s education system; third, high alignment with the needs of students’ growth and success, becoming a warm beacon on the path of students’ development. Integrate the “grand ideological and political courses” comprehensively into disciplinary construction, talent cultivation, and social service, deeply implement the ideological and political education model of “tailor-made,” “lifelong consistent,” and “close service” for students, enter the depths of students’ hearts, stimulate endogenous motivation, and truly achieve the effect of “spring breeze transforming rain, moistening things silently.” [6]6 “Spring breeze transforming rain, moistening things silently” is a classical Chinese idiom from Du Fu’s poem “Happy Rain on a Spring Night,” often used to describe subtle, gradual, and profound influence or education. The connotative construction of the “grand ideological and political courses” will surely continue to develop, constantly opening up new prospects for ideological and political education in higher education institutions in the New Era, providing immense strength for cultivating more new-era individuals who can reassure the Party, love and contribute to the country, and are worthy of the great rejuvenation of the Chinese nation, writing a new chapter in higher education.

新时代新征程，我们需持续推进“大思政课”建设，努力做到“三合”：一是与国家发展战略紧密结合，成为助力国家进步的强劲引擎；二是与学校整体发展规划深度融合，成为学校育人体系的坚实基石；三是与学生成长成才需要高度契合，成为学生成长道路上的温暖灯塔。将“大思政课”全方位融入学科建设、人才培养和社会服务之中，深入实施为学生“量身定制”“终身一贯”“贴身服务”的思政教育模式，走进学生心灵深处，激发内生动力，真正实现春风化雨，润物无声。“大思政课”内涵式建设必将持续发展，不断开创新时代高校思政教育新局面，为培养更多让党放心、爱国奉献、堪当民族复兴重任的时代新人提供磅礴力量，书写高等教育新篇章。

(The author is a member of the National Committee of the Chinese People’s Political Consultative Conference and Secretary of the Party Committee of Nanjing Normal University)

（作者系全国政协委员、南京师范大学党委书记）

Online editor: Tongxin

网络编辑：同心