On the Connotation, Essence, and Pathways for Enhancing the Ideological and Political Guiding Force

In September 2024, General Secretary Xi Jinping profoundly elucidated the scientific connotation and basic pathways of building a strong educational system at the National Education Conference, particularly emphasizing the “six major characteristics” of a strong educational system. He pointed out: “The strong educational system we aim to build is a socialist educational system with Chinese characteristics. It should possess a powerful ideological and political guiding force, a talent competitiveness force, a scientific and technological support force, a people’s livelihood guarantee force, a social synergy force, and an international influence force, providing strong support for comprehensively advancing the building of a strong country and the great rejuvenation of the Chinese nation through Chinese-path modernization.” This assertion centrally reflects the Party’s and the state’s fundamental understanding of the connotation and characteristics of a strong educational system and serves as the fundamental guideline for advancing the construction of a strong educational system on the new journey of the New Era. The ideological and political guiding force, as the first of the “six major characteristics,” not only embodies our Party’s fine tradition of attaching great importance to ideological and political work and the distinct political attribute of educational work in the New Era, but also represents a profound grasp of the laws of education. It is a major theoretical proposition in the construction of a strong educational system. Therefore, further clarifying from a theoretical perspective what the ideological and political guiding force is, how to form a powerful ideological and political guiding force, exploring its scientific connotation and theoretical essence, and analyzing effective pathways for its enhancement are of great significance for studying and implementing new thoughts, new viewpoints, and new theses, for using solid educational practice to forge souls and cultivate virtue, and for advancing the completion of a strong educational system.

2024年9月，习近平总书记在全国教育大会上深刻阐释了教育强国的科学内涵和基本路径，特别是突出强调了教育强国的“六大特质”，指出:“我们要建成的教育强国，是中国特色社会主义教育强国，应当具有强大的思政引领力、人才竞争力、科技支撑力、民生保障力、社会协同力、国际影响力，为以中国式现代化全面推进强国建设、民族复兴伟业提供有力支撑”。这一论断集中反映了党和国家对教育强国内涵与特征的基本认识，是新时代新征程推进教育强国建设的根本遵循。思政引领力作为“六大特质”之首，不仅体现了我们党对思想政治工作高度重视的优良传统和新时代教育工作鲜明的政治属性，也是对教育规律的深刻把握，是教育强国建设中的重大理论命题。因此，进一步从学理上阐明何谓思政引领力、如何形成强大的思政引领力，探究思政引领力的科学内涵与理论实质，分析提升思政引领力的有效路径，对学习贯彻新思想新观点新论断，用扎实的教育实践铸魂育人、立德树人，推进建成教育强国具有重要意义。

I. The Theoretical Connotation of the Ideological and Political Guiding Force

一、思政引领力的理论内涵

The construction of a strong educational system and the enhancement of the ideological and political guiding force are synchronous. A strong educational system should possess a powerful ideological and political guiding force, and the ideological and political guiding force can also accelerate the completion of a strong educational system. Conceptual understanding is the foundation of theoretical research and practical work. Deeply analyzing and scientifically elucidating the profound connotation of the ideological and political guiding force is the basic prerequisite for leveraging its role in advancing the construction of a strong educational system.

教育强国建设与思政引领力提升是同步的，教育强国应当具有强大的思政引领力，思政引领力也能加速推进教育强国的建成。而概念理解是理论研究和实践工作的基础，深入分析并科学阐释思政引领力的深刻内涵，是发挥其推进教育强国建设作用的基本前提。

1. Understanding the Theoretical Growth Point of the Ideological and Political Guiding Force

1.理解思政引领力的理论生长点

As a major theoretical proposition put forward at the national level, the ideological and political guiding force is integrated into the grand undertaking of building a strong educational system. The concept itself possesses both profound historical foundations and is rooted in complex practical work, presenting a distinct future orientation. Only through scientific understanding can it truly drive practical progress.

思政引领力作为国家层面提出的重大理论命题，融入教育强国建设的宏伟事业，概念本身既有深厚的历史底蕴，又立足复杂的现实工作，呈现出鲜明的未来指向，只有科学理解才能真正推动实践进步。

From a linguistic perspective, the ideological and political guiding force is a compound phrase composed of three words: “ideological and political,” “guiding,” and “force.” Both “ideological and political” and “guiding” serve as attributive modifiers of the noun “force,” establishing a modifying relationship that determines the nature of the force, enabling this phrase to refer to a specific thing and generate a particular connotation. In common usage, “ideological and political” and “guiding force” are both frequently used terms, and people have a relatively clear understanding of them. Of course, to comprehensively grasp the connotation of the ideological and political guiding force, it is necessary to scientifically interpret the two concepts of “ideological and political” and “guiding force” by combining history and reality, theory and practice. Undoubtedly, the ideological and political guiding force is a simplified usage of the ideological and political guiding force; “ideological and political” refers to ideology and politics. However, we need to further clarify whether the ideology and politics here refer to ideological and political theory courses, the discipline of ideological and political education, ideological and political work, or other content, and in what scope and at what level these related concepts participate. At the same time, it is also necessary to determine whose guiding force over whom the ideological and political guiding force of a strong educational system is, whether the subjects involved are individuals or groups, and the mechanism by which the guiding force is generated. Whether as a requirement for achieving unified political orders in practice as a political discourse, or as a need for scientific analysis as an academic concept, these issues are not useless “nitpicking” but essential theoretical considerations, key steps in advancing the construction of a strong educational system on the basis of in-depth understanding and consensus building.

从语言学角度而言，思政引领力是由“思政”“引领”和“力”三个词构成的复合词组。思政和引领都是“力”这个名词的定语，构成修饰关系，对力的性质进行确定，使这一词组能够指代具体事物，产生特定内涵。在使用习惯上，“思政”和“引领力”都是常用词语并且人们对此有着较为明确的认知。当然，为了全面把握思政引领力的内涵，必须结合历史与现实、理论与实践对“思政”和“引领力”两个概念进行科学解读。毫无疑问，思政引领力是思想政治引领力的简化用法，“思政”指的是思想政治。不过，我们需要进一步明确这里的思想政治指的是思想政治理论课、思想政治教育学科、思想政治工作还是其他内容，这些相关概念在什么范围、以何种层次参与其中。同时，还需要确定教育强国的思政引领力是谁对谁的引领力，其中涉及的主体是个体还是群体，以及引领力产生的机制。无论是作为政治话语在实践中达成政令统一的要求，还是作为学术概念进行科学分析的需要，都意味着这些问题并不是无用的“咬文嚼字”，而是必备的理论思考，是在深入理解、凝聚共识基础上推进教育强国建设的关键步骤。

2. The Interpretation of “Ideological and Political” in the Ideological and Political Guiding Force

2.思政引领力的“思政”阐释

The ideological and political guiding force is an ideological and political guiding force, not some other kind of guiding force. The “ideology” here refers to the guiding ideology of Marxism, encompassing Marxism and its theoretical achievements adapted to the Chinese context and the needs of the times. Currently, Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era is particularly important. The “politics” refers to socialist politics with Chinese characteristics and its series of institutional arrangements. Macro-level ideology and politics need concrete carriers for presentation, especially in the educational context, corresponding to various practical pathways such as ideological and political theory courses and ideological and political work.

思政引领力是思想政治引领力而不是其他什么引领力。这里的思想是马克思主义指导思想，包含马克思主义及其中国化时代化的理论成果，当前尤为重要的是习近平新时代中国特色社会主义思想；政治指的是中国特色社会主义政治及其一系列制度安排。宏观的思想政治需要具象化的载体来呈现，特别是在教育语境中，与之相应的有思想政治理论课、思想政治工作等多种实践路径。

From a teaching perspective, the ideological and political guiding force cannot be equated with the guiding force of ideological and political courses. Undoubtedly, to realize the ideological and political guiding force of a strong educational system, it is first necessary to build and strengthen ideological and political courses well, because “ideological and political courses are the key courses for implementing the fundamental task of fostering virtue through education; their role is irreplaceable.” [1]1 This is a quotation from a speech by Xi Jinping at a symposium for teachers of ideological and political theory courses in schools, held on March 18, 2019. Ideological and political courses should play a core role in the ideological and political guidance of students, but “core” does not mean “only.” In fact, other courses can also cultivate students’ ideological and political literacy from different angles. Precisely because of this, General Secretary Xi Jinping explicitly emphasized at the National Conference on Ideological and Political Work in Colleges and Universities that “all other courses must guard their own channels and cultivate their own responsibility fields, so that various courses move in the same direction as ideological and political theory courses, forming a synergistic effect.” [2]2 This quotation is from Xi Jinping’s speech at the National Conference on Ideological and Political Work in Colleges and Universities, held on December 7-8, 2016. From a disciplinary perspective, the ideological and political guiding force is also not merely the guiding force of the discipline of ideological and political education. Ideological and political education is “an educational practice carried out by a certain class or political party to transform the ideology it advocates into an ideology widely accepted by the people, guiding people to form corresponding ideological and political qualities.” [3]3 This definition is a standard formulation within the Chinese academic field of ideological and political education. As a discipline specializing in the study of this educational practice, the guiding force of the science of ideological and political education can certainly reflect the guiding force of ideology and politics itself, but the two cannot be simply equated. Similarly, other disciplines can also enhance students’ ideological and political literacy. In many disciplines such as physics, chemistry, biology, history, and geography, although many specific knowledge points have little direct relation to ideology and politics, the spirit of hard work and dedication demonstrated by scientists in their respective fields, and their spirit of selfless contribution for national development, vividly embody the ideological values and political direction of the Party and the state, and can also generate a powerful ideological and political guiding force.

从教学上看，思政引领力不能等同于思政课的引领力。毫无疑问，教育强国思政引领力的实现首先要建好建强思政课，因为“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”。思政课应该在对学生的思想政治引领上起到核心作用，但核心不等于唯一。实际上，其他课程也能从不同角度培养学生的思想政治素养，正因为如此，习近平总书记在全国高校思想政治工作会议上明确强调，“其他各门课都要守好一段渠、种好责任田，使各类课程与思想政治理论课同向同行，形成协同效应”。从学科上看，思政引领力也不只是思想政治教育学科的引领力。思想政治教育是“一定的阶级或政党为将自己所倡导的意识形态转化为人们广泛接受的意识形态，引导人们形成相应的思想政治素质而开展的教育实践活动”。作为专门研究这一教育实践活动的学科，思想政治教育学的引领力当然能体现思想政治本身的引领力，但二者不能简单画等号。同样，其他学科也能提升学生的思想政治素养。物理、化学、生物、历史、地理等诸多学科，尽管其中的许多具体知识点与思想政治关系不大，但科学家们在各自领域刻苦钻研的奋斗精神，为了国家发展默默付出的奉献精神等，都生动体现了党和国家的思想价值和政治方向，同样能产生强大的思政引领力。

Therefore, analyzing the connotation of the ideological and political guiding force cannot be limited to a single course or a single discipline; otherwise, it would belittle and narrow the profound connotation of the ideological and political guiding force. The ideological and political guiding force is a concept within the context of a strong educational system. It must be understood based on the national strategy of providing strong support for comprehensively advancing the building of a strong country and the great rejuvenation of the Chinese nation through Chinese-path modernization. “The ideological and political guiding force is a landmark concept that can coordinate, encompass, and connect many issues such as the Party’s overall leadership over education, fostering virtue through education, and the cultivation and practice of core socialist values, advancing ideological and political education into the perspective of a large society and a large education.” [4]4 This is a quotation from a Chinese scholar, the source of which is not specified in the original text. Thus, the ideological and political guiding force is the power possessed by the national educational activities led by the Party. It does not specifically refer to a certain course or a certain discipline, but rather to the power of generalized ideological and political education or ideological and political work in guiding ideological values and political direction as manifested in the practice of educating people.

因此，分析思政引领力的内涵不能局限于某一门课程或某一个学科，否则就会矮化、窄化思政引领力的深刻内涵。思政引领力是教育强国语境下的概念，要立足于为以中国式现代化全面推进强国建设、民族复兴伟业提供有力支撑这一国家战略去认知。“思政引领力是一个可以统筹、涵盖、联系党对教育的全面领导、立德树人、社会主义核心价值观培养与践行等诸多问题的标志性概念，把思想政治教育推进到了大社会、大教育的视野。”可见，思政引领力是党领导的国家教育活动所具有的力量，它并不特指某门课程或某个学科，而是指广义上的思想政治教育或思想政治工作在育人实践中所体现引领思想价值和政治方向的力量。

3. Interpretation of the “Guiding Force” in the Ideological and Political Guiding Force

3.思政引领力的“引领力”解读

“Guiding force” borrows the concept of “force” from physics. Force is the action of one object on another; this action can be pushing, pulling, lifting, pressing, attracting, repelling, etc. The *Modern Chinese Dictionary* provides two interpretations of “guiding” (引领): “to guide; to lead” and “to stretch the neck (looking into the distance), describing eager anticipation.” Guiding force adds intensity to a direction; it is the capacity to guide and lead. When the concept of force is extended to social science research, the focus shifts from objects to people, and some of its mechanisms are also instructive.

“引领力”借用了物理学中“力”的概念，力是一个物体对另一个物体的作用，这种作用可能是推、拉、提、压、吸引和排斥等。《现代汉语词典》中对“引领”的解释有“引导；带领”和“伸直脖子（远望），形容盼望殷切”两种解释。引领力是在有方向的基础上加以力度，是引导、带领的能力。当力的概念引申到社会科学研究中，关注的视角由物转变为人，其中的一些机理也同样具有启发意义。

First, force is the action of one object on another, indicating that the generation of force requires multiple subjects. When extended to the field of pedagogy, these subjects are mainly manifested as educators and educatees. The action of force is reciprocal; when we discuss a specific force, there is naturally a distinction between the party exerting the force and the party receiving it. In educational activities, from the original intention of the force of education, the educator is the party exerting the force, and the educatee is the party receiving it, also referred to as the educational subject and the educational object. Although there is considerable critique and reflection on this subject-object dichotomy, with the view that students are also subjects of education and the advocacy of a "learning-centered" educational philosophy, in the practice of teaching, the educator is undoubtedly in a leading position. The teacher is the subject of teaching, and the student is the subject of learning; the educational process is ultimately about the teacher applying educational force to the student. That is to say, in the process of exerting the leading force of ideological and political education, the educator occupies a leading position, ensuring the forward direction of education. Second, the three elements of force—magnitude, direction, and point of application—indicate that the exertion of force requires certain conditions. The leading force of ideological and political education in education likewise emphasizes important conditions such as appropriate content, correct direction, and timely opportunity. The functions of different content in teaching vary in emphasis; it is necessary to weigh which content to adopt under which circumstances to form a complete content system, thereby achieving the optimal appeal of values, explanatory power of theory, and cohesive force of consensus. At the same time, key elements such as the direction and purpose of education must be clearly thought through. Furthermore, which form of different educational content is suitable for which stage to better facilitate the understanding and absorption of the educatee—these points must be arranged scientifically and systematically according to the laws of education and teaching, so that the leading force of ideological and political education in education can be fully exerted.

首先，力是一个物体对另一个物体的作用表明了力的产生需要多个主体，而这些主体引申到教育学领域中主要表现为教育者和受教育者。力的作用是相互的，当我们讨论某一个具体的力时，自然就有了施力方和受力方的角色之分。在教育活动中，从教育之力发出的本意而言，教育者是施力方，受教育者是受力方，也可称之为教育主体和教育客体。尽管当前对这种主客二分观点的反思批判较多，认为学生也是教育的主体，提倡“以学为中心”的教育理念，但在教学实践过程中，教育者无疑处于主导地位。教师是教的主体，学生是学的主体，教育过程归根到底是教师把教育力作用于学生身上。也即是说，在思政引领力发挥的过程中，教育者处于引领地位，确保教育的前进方向。其次，力的大小、方向和作用点三要素表明力的作用发挥需要一些条件，教育中的思政引领力同样强调合理内容、正确方向和恰当时机等重要条件。教学中不同内容的功能各有侧重，需要衡量何种情况下采取哪些内容以构成完整的内容体系，进而达到最佳的价值感召力、理论解释力和共识凝聚力。同时，必须想清楚教育的方向和目的等关键要素。更进一步，不同的教育内容以何种形式适用于哪个阶段更有利于受教育者的理解和吸收，这些要点都需要根据教育教学规律，并经过科学系统的安排，才能将教育的思政引领力充分发挥出来。

In summary, the leading force of ideological and political education is not a force from any single aspect of educational work, but rather an educational resultant force formed through the systematic linkage of various links and subjects in education. The leading force of ideological and political education is both the curricular resultant force formed by the synergy of ideological and political courses and curriculum-based ideological and political education, and the disciplinary force cluster formed by the intersection of ideological and political disciplines with other disciplines. It should also be a force cluster that runs through all stages of primary, secondary, and tertiary education, as well as all aspects of family, school, and society. Therefore, the leading force of ideological and political education in building a strong educational system can be understood as the comprehensive ability of educators, through systematic methods and means, to make educatees accept and identify with Marxist guidance and the socialist system with Chinese characteristics, thereby guiding the value orientation and political direction of educatees.

综上所述，思政引领力不是教育工作中某个方面单独的力量，而是教育各个环节和各个主体之间系统联动形成的教育合力。思政引领力既是思政课程和课程思政协同形成的课程合力，也是思政学科和其他学科交叉形成的学科力量群，还应该是贯通大中小学各学段和家庭、学校、社会各方面形成的力量集群。因此，教育强国中的思政引领力可以理解为教育者通过系统方式方法使受教育者接受并认同马克思主义指导和中国特色社会主义制度，实现引导受教育者价值取向和政治方向的综合能力。

II. The Spiritual Essence of the Leading Force of Ideological and Political Education

二、思政引领力的精神实质

The proposal of the leading force of ideological and political education is both an inheritance and development of our Party's fine tradition of emphasizing ideological and political work, and it reflects the distinct political attribute of building a strong educational system, pointing out the political direction of building such a system. In essence, the leading force of ideological and political education is a prominent and powerful leading force of socialist ideology in building a strong educational system. It is the mighty ideological force of rooting education in China's soil, firmly adhering to the socialist direction in running schools, and using Marxism and its achievements in adapting to the Chinese context and the needs of the times, especially Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, to forge souls and cultivate people, and to establish virtue and nurture talent.

思政引领力的提出，既是我们党重视思想政治工作优良传统的继承和发展，也体现了教育强国鲜明的政治属性，指明了教育强国建设的政治方向。本质上而言，思政引领力是教育强国中突出的强大的社会主义意识形态引领力，是教育教学中扎根中国大地、坚定社会主义办学方向，用马克思主义及其中国化时代化成果特别是习近平新时代中国特色社会主义思想铸魂育人、立德树人的磅礴思想之力。

1. The Leading Force of Ideological and Political Education Is a Manifestation of the Party's Ideological and Political Work in the Educational Field

1.思政引领力是党的思想政治工作在教育领域的体现

Our Party has always attached importance to ideological and political work, regarding it as the lifeline of all work. During the revolutionary war years, the Central Committee of the CPC proposed that "political work is not incidental, but the lifeline of the Red Army"; after the founding of New China, Mao Zedong introduced this idea into economic construction work, pointing out that "political work is the lifeline of all economic work"; during the new period of reform and opening up and socialist modernization, Deng Xiaoping, Jiang Zemin, and Hu Jintao all emphasized the importance of political work while vigorously developing the economy. For example, Hu Jintao pointed out that "the Party's ideological and political work is the lifeline of economic work and all other work"; as socialism with Chinese characteristics entered a New Era, General Secretary Xi Jinping has repeatedly emphasized this thesis, especially linking it closely with education, stating that "ideological and political work is the lifeline of all work in schools; Party committees at all levels, education authorities at all levels, and school Party organizations must all grasp it firmly." From the historical thread of our Party's development of the thesis of ideological and political work as the "lifeline," we can see that emphasizing ideological and political work is a tradition that the Party has repeatedly stressed and consistently upheld. Proposing the leading force of ideological and political education in building a strong educational system has profound historical and practical logic.

我们党历来重视思想政治工作，将其视为一切工作的生命线。革命战争年代，中共中央就提出“政治工作不是附带的，而是红军的生命线”；新中国成立后，毛泽东将这一思想引入经济建设工作，指出“政治工作是一切经济工作的生命线”；改革开放和社会主义现代化建设新时期，邓小平、江泽民和胡锦涛都在大力发展经济的同时强调政治工作的重要性，如胡锦涛指出“党的思想政治工作是经济工作和其他一切工作的生命线”；中国特色社会主义进入新时代，习近平总书记多次强调这一论断，特别是将其与教育紧密相连，提出“思想政治工作是学校各项工作的生命线，各级党委、各级教育主管部门、学校党组织都必须紧紧抓在手上”。从我们党对思想政治工作“生命线”论断发展的历史脉络，可以看到重视思想政治工作是党反复强调和一贯坚持的传统。在教育强国建设中提出思政引领力，有着深刻的历史逻辑和现实逻辑。

The crux of the issue lies in scientifically grasping the mode of presentation of ideological and political work in education. Party committees at all levels and education authorities must indeed grasp ideological and political work tightly, but this grasping is not through administrative orders; it must follow the basic laws of education. Education is an activity of cultivating people; educators must cultivate educatees into people needed by a certain society. The purpose of education "lies in stimulating and developing certain aspects of children's physical, intellectual, and moral conditions to meet the overall requirements of the political society for children and to adapt to the specific environment children will face in the future." The current state of educatees' knowledge, skills, and ideological and moral character is the "is," while the requirements of society are the "ought." Educators must lead educatees from the "is" to the "ought" through the educational process. In fact, education is closely related to politics, and the political function is also an important function of education. Education not only cultivates political talents for the country but also promotes the political socialization of youth through political education. The leading force of ideological and political education means the deep integration of our Party's ideological and political work in the educational field, especially in school education. Through the collaboration of various links and elements in educational practice, it enhances students' confidence in the path, theory, system, and culture of socialism with Chinese characteristics, realizing the guidance of ideological values and political direction.

问题的关键在于，必须科学把握思想政治工作在教育中的呈现方式。各级党委、教育主管部门固然要抓紧思想政治工作，但这种抓并不是靠行政命令，而要遵循教育的基本规律。教育是培养人的活动，教育者要把受教育者培养成为一定社会所需要的人。教育的目的“在于使儿童的身体、智力和道德状况都得到某些激励与发展，以适应政治社会在总体上对儿童的要求，并适应儿童将来所处的特定环境的要求”。受教育者的知识、技能和思想品德现状是实然，社会的要求是应然，教育者要通过教育过程引领受教育者从实然走向应然。实际上，教育与政治密切相关，政治功能也是教育的重要功能之一。教育不但为国家培养政治人才，还通过对青年进行政治教育，促进他们的政治社会化。思政引领力意味着我们党的思想政治工作在教育领域，特别是学校教育中的深度融合，通过教育实践中各个环节、各种要素之间的协作增强学生的中国特色社会主义道路自信、理论自信、制度自信、文化自信，实现思想价值和政治方向的引领。

2. The Leading Force of Ideological and Political Education Indicates the Distinct Political Attribute of Building a Strong Educational System

2.思政引领力表明了教育强国鲜明的政治属性

Education embodies, to varying degrees and either explicitly or implicitly, multiple attributes such as economic, political, and cultural ones, among which the political attribute is particularly special. In class society, "the ideas of the ruling class are in every epoch the ruling ideas." [n] To maintain the dominant position of these ideas, it is necessary to educate the people purposefully, plannedly, and organizedly through various means. Unlike the bourgeoisie, which superficially weakens or even conceals the political factors in education while covertly strengthening political infiltration, the proletariat never shies away from the political attribute of education.

教育或多或少、或显或隐体现着经济、政治、文化等多种属性，其中，政治属性尤为特殊。在阶级社会中，“统治阶级的思想在每一时代都是占统治地位的思想”。为了维护这一思想的主导地位，就必须通过多种方式对民众加以有目的有计划有组织的教育。不同于资产阶级表面上弱化甚至隐藏教育中的政治因素，转而暗中强化政治渗透，无产阶级从不避讳教育的政治属性。

Communists explicitly propose and unequivocally uphold the political attribute of education. "Throughout history and across the world, every country cultivates people according to its own political requirements." [n] Unlike the bourgeoisie, which hides its political intentions behind false packaging, the proletariat disdains to conceal its views and intentions. Marx and Engels clearly stated in the *Communist Manifesto* that "the Communists do not for a moment cease to instill into the working class the clearest possible recognition of the hostile antagonism between bourgeoisie and proletariat." [n] This kind of education is essentially political education. Lenin also strongly criticized the so-called views of education being "non-political" or "apolitical," considering them "all hypocritical pretenses of the bourgeoisie" that deceive the masses, and that "unlike the lies of the past, we cannot but openly raise the issue and openly admit that education cannot but be linked with politics." [n] Only those unjust political aims that oppose the vast majority of society need to be concealed. If the political theory, system, and practice themselves are for the vast majority, why should they be hidden? The political attribute of China's education is unified with its people's attribute; it is precisely through education that political leadership must be upheld and strengthened. At the same time, integrating this work into the grand strategy of building a strong country and rejuvenating the nation actually indicates that building a strong educational system uses the political attribute to lead the people's attribute and the strategic attribute, achieving the unity of the three attributes.

共产党人明确提出并旗帜鲜明地坚持教育的政治属性。“古今中外，每个国家都是按照自己的政治要求来培养人的”，与资产阶级把自己的政治意图隐藏起来进行虚假包装不同，无产阶级不屑于隐瞒自己的观点和意图。马克思和恩格斯在《共产党宣言》中明确指出，“共产党一分钟也不忽略教育工人尽可能明确地意识到资产阶级和无产阶级的敌对的对立”，这种教育本质上是政治教育。列宁也曾强烈批判所谓教育“不问政治”“不讲政治”的观点，认为这些“都是资产阶级的伪善说法”，是欺骗群众，而“与过去那些谎言不同，我们不能不公开提出问题，公开承认教育不能不联系政治”。只有那些和社会上绝大多数人对立的、非正义的政治企图才需要隐瞒，如果这种政治理论、制度和实践本身就是为了绝大多数人的，又何必遮遮掩掩呢？我国教育的政治属性与人民属性是统一的，恰恰要通过教育坚持和加强政治领导。同时，将这一工作融入强国建设、民族复兴的宏伟战略当中，实际上表明教育强国是以政治属性统领人民属性和战略属性，实现三大属性相统一。

The political attribute in China’s education has been continuously strengthened and optimized through persistence. We have always adhered to the socialist direction in running schools and have continuously deepened theoretical understanding and practical exploration. For example, after the 18th National Congress of the CPC, the Party and the state’s description of the fundamental question of education was further refined from “what kind of people to cultivate and how to cultivate them” to “what kind of people to cultivate, how to cultivate them, and for whom to cultivate them.” “For whom to cultivate people” further emphasizes the political attribute of talent cultivation; the fundamental goal of our education is to cultivate talent for the Party and the state. “The education powerhouse we aim to build is a socialist education powerhouse with Chinese characteristics, which must take upholding the Party’s overall leadership over education as its fundamental guarantee.” [9]9 Quotation from the "Opinions on Strengthening and Improving Ideological and Political Work in Colleges and Universities under the New Situation" (2017), issued by the Central Committee of the CPC and the State Council. In carrying out various tasks, we must “educate and guide young students to strengthen their Marxist faith, their confidence in socialism with Chinese characteristics, and their conviction in the great rejuvenation of the Chinese nation, to set great ambitions for serving the country and building a strong nation, and to become strivers who shoulder responsibilities.” [10]10 The "Six Requirements" (六要) for ideological and political course teachers, set by Xi Jinping in 2019: political strength, deep feelings, broad vision, strict self-discipline, positive personality, and innovative thinking. It can be seen that forging the soul and educating people, fostering virtue and nurturing talent, forges the soul of Marxist thought, fosters noble socialist character, and cultivates new-era individuals capable of undertaking the great task of national rejuvenation—socialist builders and successors who are well-developed morally, intellectually, physically, aesthetically, and labor-wise. “Socialism” is the fundamental baseline of China’s education and the essential definition of “what kind of people to cultivate.”

我国教育中的政治属性是在坚持中不断加强和优化的。我们始终坚持社会主义办学方向，并且不断加深理论认识和实践探索。例如，党的十八大以后，党和国家对教育根本问题的描述就从“培养什么人、如何培养人”进一步完善为“培养什么人、怎样培养人、为谁培养人”。“为谁培养人”进一步强调了人才培养的政治属性，我们教育的根本目标是为党育人、为国育才。“我们要建设的教育强国，是中国特色社会主义教育强国，必须以坚持党对教育事业的全面领导为根本保证”。各项工作的开展，要“教育引导青少年学生坚定马克思主义信仰、中国特色社会主义信念、中华民族伟大复兴信心，立报国强国大志向、做挺膺担当奋斗者”。可见，铸魂育人、立德树人，铸的是马克思主义思想之魂，立的是社会主义高尚品德，培养的是担当民族复兴大任的时代新人，是德智体美劳全面发展的社会主义建设者和接班人。“社会主义”是我国教育的基本底色，也是我们对“培养什么人”的本质规定。

3. The Essence of the Leading Power of Ideological and Political Education Is the Realization of Socialist Ideology’s Leading Power in Education

3.思政引领力实质上是社会主义意识形态引领力在教育中的实现

The leading power of ideological and political education is directed at ideological guidance and political leadership in educational practice, ultimately boiling down to the recipients’ acceptance and identification with the mainstream ideology. Therefore, the essence of exerting the leading power of ideological and political education in building an education powerhouse in the New Era is the realization of socialist ideology’s leading power in education. It is an educational practice that responds to the complex situation in the ideological sphere, safeguards national ideological security, and achieves ideological guidance and political leadership on the basis of building the persuasive power of thought and theory through Marxism and its achievements in adapting to the Chinese context and the needs of the times.

思政引领力指向教育实践中的思想引导和政治领导，归根结底是受教育者对主流意识形态的接受与认同。因此，新时代教育强国建设中发挥思政引领力作用的本质就是社会主义意识形态引领力在教育中的实现，是应对意识形态领域复杂形势，维护国家意识形态安全，用马克思主义及其中国化时代化成果筑牢思想理论说服力基础上实现思想引导和政治领导的育人实践。

The leading power of ideological and political education is grounded in safeguarding national ideological security. All people exist within a certain ideology; “a person who attempts to evade ideological indoctrination can only be a natural being, not a social being.” [11]11 Mao Zedong, "The Role of the Chinese Communist Party in the National War" (October 1938), in *Selected Works of Mao Zedong*, Vol. 2. As a system of thought and theory that reflects the fundamental interests of a specific class within social consciousness, ideology cannot be disseminated and shaped without the pathway of education. Our Party attaches great importance to ideology, regarding it as work that establishes the heart of the nation and the soul of the people. Educational work faces a complex ideological situation. General Secretary Xi Jinping has warned everyone, “Schools are the front line of ideological work; they are not an ivory tower, nor a paradise.” [12]12 校外 (xiào wài): literally "outside school," referring to the social and familial environments beyond formal educational institutions. If correct thought does not occupy the ideological battlefield, erroneous trends of thought will spread. “For a long time, various hostile forces have never ceased implementing strategies to Westernize and divide China, have never ceased their subversive and destructive activities against the leadership of

思政引领力立足于维护国家意识形态安全。所有人都处于一定的意识形态当中，“一个试图逃避意识形态教化的人只可能是自然存在物，而不可能是社会存在物”。意识形态作为社会意识中反映特定阶级根本利益的思想理论体系，其传播与塑造都离不开教育的途径。我们党高度重视意识形态，将其视作为国家立心、为民族立魂的工作。教育工作面临着复杂的意识形态形势，习近平总书记告诫大家，“学校是意识形态工作的前沿阵地，可不是一个象牙之塔，也不是一个桃花源”。正确的思想不去占领意识形态阵地，错误思潮就会蔓延。“长期以来，各种敌对势力从来没有停止对我国实施西化、分化战略，从来没有停止对中国共产党领导和我国社会主义制度进行颠覆破坏活动，始终企图在我国策划‘颜色革命’，他们下功夫最大的一个领域就是争夺我们的青少年。”如果简单把学校理解为传授知识和技能的场域，而忽略了对学生的价值引领，那就等于把这个重要的意识形态阵地拱手相让，将成为我国意识形态安全领域的重大风险。维护国家意识形态安全必须赢得青年，而赢得青年必须让教育具有强大的思政引领力。

The leading force of ideological and political education acts on the directional guidance of socialist ideology. The leading force of ideological and political education highlights the political attribute in education, enabling education to coordinate with actual political theory and practice and to guide the correct political direction. "Practice has proven that when universities grasp and do a good job of ideological and political work, they can advance in the correct direction; when they relax or abandon ideological and political work, they will lose their way." [n9] Of course, political attribute does not equate to political command. Ideological and political work should integrate the content of socialist ideology into educational practice like salt dissolving in water, guiding students' growth and success in the correct direction. The report of the 20th National Congress of the CPC emphasized the need to "build a socialist ideology with strong cohesion and leading force." The leading force of ideological and political education is the vivid embodiment of the task of ideological construction in education. Various courses, disciplines, and departments enhance, from different angles, the explanatory power of socialist ideology over practical issues and its critical power over erroneous trends of thought, thereby transmitting values in the teaching of knowledge and demonstrating political leadership, the power of faith to inspire, and the cohesive power of values, ultimately forming a powerful leading force of socialist ideology.

思政引领力作用于社会主义意识形态的方向引导。思政引领力突显的是教育中的政治属性，使教育配合现实的政治理论与实践，引领正确的政治方向。“实践证明，高校抓住了、抓好了思想政治工作，就能沿着正确方向前进；放松了、丢弃了思想政治工作，就会迷失方向。”当然，政治属性不等于政治命令，思想政治工作应该像盐溶于水一样把社会主义意识形态的内容融入教育实践中，为学生的成长成才引领正确方向。党的二十大报告强调，要“建设具有强大凝聚力和引领力的社会主义意识形态”，思政引领力就是意识形态建设任务在教育中的生动体现。各门课程、各类学科、各个部门从不同角度增强社会主义意识形态对现实问题的解释力、对错误思潮的批判力，从而在讲授知识中传递价值，展现政治领导力、信仰感召力、价值凝聚力，最终构成强大的社会主义意识形态引领力。

III. Pathways for Enhancing the Leading Force of Ideological and Political Education

三、思政引领力的提升路径

The leading force of ideological and political education is the primary characteristic of an educational powerhouse, an important component of building an educational powerhouse, and a significant impetus for achieving the goal of an educational powerhouse. It is necessary to clarify, from both theory and practice, who exerts force and toward whom force is exerted, and then to understand how to exert force, so as to effectively enhance the leading force of ideological and political education in education. Starting from the key elements of the leading force of ideological and political education, grasping the current deficiencies in education, making breakthroughs at critical points, and filling the gaps can achieve twice the result with half the effort.

思政引领力是教育强国的首要特质，是教育强国建设的重要内容，也是推动教育强国目标实现的重要助力。必须从理论和实践中厘清谁来发力、向谁发力，进而明了如何发力，切实提升教育的思政引领力。从思政引领力的关键要素出发，抓住教育中目前存在的不足，从关键处突破，把短板补齐，才能做到事半功倍。

1. Who Exerts Force: Strengthening Educational Subjects to Achieve Collective Leadership in Ideology and Politics

1.谁来发力：强化教育主体实现思想政治的集群引领

In educational practice, educators exert the leading force of ideological and political education content on the educated through specific methods. However, unlike the interaction of forces between two separate objects, education often involves a group force of many-to-many; both educators and the educated are class concepts, not merely designations for single individuals. In school education, those who exert the leading force of ideological and political education include not only ideological and political course teachers but also professional course teachers, counselors, and other teachers—it is the combined force jointly emitted by all educators.

教育者在教育实践中通过特定方式把教育内容的思政引领力作用于受教育者。但不同于单独两个物体之间力的相互作用，教育中往往是多对多的群体之力，教育者和受教育者都是类的概念而不仅是单一个体的代称。在学校教育中，思政引领力的发力者既包括思政课教师，也包括专业课教师和辅导员等其他教师，是所有教育者共同发出的合力。

Ideological and political course teachers are the core subjects of the leading force of ideological and political education. Ideological and political courses are the key courses for cultivating the leading force of ideological and political education, and the key to running these courses well lies in the teachers. As a professional group that studies and disseminates Marxism, whether ideological and political course teachers can lay a foundation of identification for students ideologically, theoretically, and in terms of values directly relates to the effectiveness of the entire education. Therefore, ideological and political course teachers must not only follow the "Six Requirements" [n10] standard and promote the spirit of educators but also continuously enhance their own theoretical cultivation and fully leverage the explanatory power of ideological theory. Mao Zedong once pointed out, "If our Party has one hundred to two hundred comrades who have systematically, rather than fragmentarily, and practically, rather than abstractly, learned Marxism-Leninism, it will greatly enhance our Party's fighting strength." [n11] Today, if ideological and political course teachers can systematically master Marxism and its achievements in adapting to the Chinese context and the needs of the times, and clearly explain why Marxism works, why the Communist Party of China is capable, why socialism with Chinese characteristics is good, and what contemporary youth should do, they will inevitably better promote the process of building an educational powerhouse.

思政课教师是思政引领力的核心主体。思政课是培育思政引领力的关键课程，而办好思政课的关键在教师。思政课教师作为研究和传播马克思主义的专业群体，能不能从思想上、理论上、价值上为学生打下认同的基础，直接关系到整个教育的成效。因此，思政课教师不仅要遵循“六要”标准、弘扬教育家精神，还要不断提升自身的理论修养，充分发挥思想理论的解释力。毛泽东曾指出，“如果我们党有一百个至二百个系统地而不是零碎地、实际地而不是空洞地学会了马克思列宁主义的同志，就会大大地提高我们党的战斗力量”。今天，如果思政课教师能够系统掌握马克思主义及其中国化时代化的成果，讲清楚马克思主义为什么行、中国共产党为什么能、中国特色社会主义为什么好、当代青年该怎么做，必然也能更好地推动教育强国建设进程。

Other teachers are important subjects of the leading force of ideological and political education. The formation of the leading force of ideological and political education is the result of all-staff, whole-process, all-round education. It requires not only the key role of ideological and political course teachers but also the joint efforts of other teachers. Taking universities as an example, counselors, in their daily management and service work, understand the specific circumstances of students and are better able to find suitable opportunities for education and guidance. Professional course teachers, through the subtle influence of guiding students in the way of scholarship, can also transmit the principles of being a person. Even logistics staff, in serving teachers and students and working diligently, can convey the spirit of dedication and warmth and goodwill, allowing students to experience richer life values and meanings. Therefore, at no time should this "other" be underestimated; some easily overlooked subjects are also indispensable existences. Compared to the shocking ideological impact of ideological and political course teachers in the classroom, other teachers are better able to create a spiritual influence that moistens things silently in daily study and life. If ideological and political course teachers help students internalize mainstream ideology and ideological values in the classroom, other teachers better promote students to externalize these ideological understandings into action in scientific research, management, service, culture, and other practices. It can be seen that improving the quality of ideological and political course teachers is equally important as strengthening the participation awareness and ability of other teachers. Neglect of any subject is a weakening of the overall strength; it must be understood that joint exertion of force can form a powerful combined leading force of the educational group.

其他教师是思政引领力的重要主体。思政引领力的形成是全员全过程全方位育人的结果，既需要思政课教师发挥关键作用，也离不开其他教师的共同努力。以大学为例，辅导员在日常管理和服务中了解学生的具体情况，更能找到适宜的教育和引导时机，专业课老师在引领学生治学之道的耳濡目染中，也能传递为人之理。即使是后勤职工，在服务师生、勤恳工作中同样能传递敬业精神、温暖善意，让学生感受更为丰富的人生价值与意义。因此，任何时候都不能小看这个“其他”，一些容易被忽略的主体，也是不可或缺的存在。比起思政课教师在课堂惊涛拍岸的思想震撼力，其他教师更能创造日常学习生活中润物无声的精神感染力。如果说思政课教师在课堂帮助学生把主流意识形态、思想价值内化于心，其他教师则在科研、管理、服务、文化等实践中更好促进学生把这些思想认识外化于行。可见，提升思政课教师的素养与强化其他教师的参与意识和能力同样重要，对任何主体的忽视，都是对总体力量的削弱，须知共同发力才能形成教育群体强大的引领合力。

2. Toward Whom Force Is Exerted: Refining Educational Objects to Promote Precise Leadership in Ideology and Politics

2.向谁发力：细化教育对象促进思想政治的精准引领

Students as educational objects are a collective concept; they are composed of independent individuals, and the educational force each person requires is not the same. If we only understand this broadly and apply force equally, it will be difficult to achieve the expected educational effect. To enhance the guiding force of ideological-political education, it is necessary, as the times develop, to subdivide the group characteristics of young people and carry out targeted guidance.

学生作为教育对象是一个群体性概念，他们由独立的个体组成，每个人所需要的教育之力不尽相同。如果我们只是宽泛地去理解，同等施力则难以取得预期教育效果。要提升思政引领力，就必须随着时代的发展细分青少年的群体特征进行精准引领。

Young students are a group with active thinking who are very prone to raising questions. Targeted guidance means responding to individualized ideological perplexities with a student-centered approach. The achievement of educational goals cannot be separated from a full understanding of the learning situation and requires respect for students' subjectivity. "Ideological-political teaching cannot be separated from the teacher's leading role, while at the same time it must adhere to a student-centered approach, strengthen research on students' cognitive laws and receptive characteristics, and bring students' subjective role into play." [2]2 This quotation is from Xi Jinping’s speech at the National Conference on Ideological and Political Work in Colleges and Universities, held on December 7-8, 2016.21 However, bringing students' subjective role into play is by no means as simple as speaking in class or presenting reports; more importantly, the content of instruction must pay attention to students' actual ideological perplexities. For example, the classroom should guide students to establish noble life pursuits, but if we merely tell students to create life value with a positive and enterprising attitude, it is very likely to be dismissed as preaching and become unpopular, even causing students to develop resistance. Adolescents in their teenage years are individualistic and prone to rebellion; they often lean toward their own thoughts and opinions and dislike being told what they should do. On the contrary, if we start from their most direct ideological perplexities and clearly explain questions such as "why we need to pursue lofty ideals and cannot merely hold onto our own small pleasures," students often feel more engaged. This is because the classroom is responding to their thinking, or in other words, they are respected as subjects.

青少年学生是思维活跃、非常容易产生疑问的群体，精准引领意味着以学生为中心回应个性化的思想困惑。教育目标的达成，离不开对学情的充分了解，需要尊重学生的主体性。“思政课教学离不开教师的主导，同时要坚持以学生为中心，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。”[2]21但是，发挥学生主体性作用绝不只是课堂发言、展示汇报那么简单，更重要的是授课内容要关注学生的实际思想困惑。例如，课堂要引导学生确立高尚的人生追求，但如果只是一味告诉学生要以积极进取的人生态度创造人生价值，很可能会被当作说教而不受欢迎，甚至导致学生产生抵触心理。青春期的孩子个性张扬且容易逆反，往往更倾向于自己的想法和主张，不喜欢别人告诉他们应该干什么。相反，如果从他们最直接的思想困惑入手，讲清楚“为什么我们需要追求远大理想，而不能只守住自己的小确幸”等问题，往往更能让学生觉得亲近。这是因为课堂在回应他们的思考，或者说他们作为主体受到了尊重。

Young students are in a stage of rapid growth but limited ability. Targeted guidance means addressing the difficulties students encounter in their studies and daily lives. Education is oriented toward concrete individuals in real life; it must explain and solve the problems faced in life. Adolescents encounter many difficulties in life during their growth. If education does not pay attention to students' lives and merely focuses on transmitting ideas, it will be difficult to achieve the expected effect. From simple issues such as how to learn to share and how to get along with others, to setbacks in exams, emotional troubles, and family changes, these can all become sources of pressure for students and thereby affect the functioning of the guiding force of ideological-political education. Therefore, "it is necessary to combine solving ideological problems with solving practical problems, to do more work that wins people's hearts, warms people's hearts, and stabilizes people's hearts, and to educate and guide people in the process of caring for and helping people." Whether it is ideological-political courses or specialized courses, and whether it is classroom teaching or practical teaching, education is not about domestic trivialities, but it absolutely cannot lack the flavor of everyday life. The ideological theories in the classroom can help enrich students' spiritual world, while attention and care for students' practical difficulties outside the classroom can equally promote cognition and identification. Moreover, only when what is inside and outside the classroom is consistent can it be convincing education.

青少年学生处在快速成长但是能力有限的阶段，精准引领意味着需要解决学生学习、生活中的困难。教育面向的是现实生活中一个个具体的人，要解释并且解决生活中面临的问题。青少年在成长过程中会遇到很多生活上的难题，如果教育不关注学生的生活而只顾着传递思想，则难以取得预期效果。从如何学会分享、如何与人相处等简单问题，到考试受挫、感情烦恼、家庭变故等都会成为学生的压力源进而影响思政引领力作用的发挥。因此，“要把解决思想问题同解决实际问题结合起来，多做得人心、暖人心、稳人心的工作，在关心人帮助人中教育人、引导人”。无论是思政课还是专业课，也无论是课堂教学还是实践教学，教育不是家长里短，但绝不能少了烟火气。课堂上的思想理论能帮助学生充盈精神世界，课外对学生实际困难的关注关心同样能促进认知与认同，而且，只有课内课外是一致的，才是令人信服的教育。

3. How to exert force: Optimizing the educational process to promote the coordinated guidance of ideology and politics

3.如何发力：优化教育过程推动思想政治的协同引领

Enhancing the guiding force of ideological-political education in education requires knowing how to exert force. The field of exertion for the guiding force of ideological-political education includes schools,校外 [outside schools], and the internet, with the key being coordinated exertion of force. Specifically, the focus of ideological-political education is in schools; school education is the most systematic and complete but also faces many new challenges. Social and family education outside schools still has much room for improvement, and the importance of cyberspace is increasingly prominent but its situation is complex. Only by resolving the current blockages and pain points actually faced by education can a lasting and powerful guiding force of ideological-political education be formed.

提升教育中的思政引领力必须懂得如何发力。思政引领力的发力场域包含学校、校外、网络等，关键在于协同发力。具体而言，思想政治教育的重点在学校，学校教育最为系统完备却也面临着许多新的挑战，校外的社会与家庭教育仍有很大提升空间，网络空间的重要性日益突出但情况复杂。只有解决当前教育实际面临的堵点、痛点，才能形成持久强大的思政引领力。

First, improve the mechanism for coordinated guidance within schools that moves in the same direction and on the same path. Schools are specialized venues for education and the main channel for cultivating the guiding force of ideological-political education. General Secretary Xi Jinping pointed out: "Ideological and political work in schools is not simply a single-line task; it should be all-encompassing." Being all-encompassing means it is not simple repetition but must form an organic system, with each part playing complementary functions in different positions, thereby forming a joint force moving in the same direction and on the same path. For example, ideological-political courses and curriculum-based ideological-political education complement each other, and ideological-political course teachers and counselors work in tandem. If all can form coordination, they constitute a network of coordinated guidance. Moreover, this coordination should not be merely occasional cooperation but must form long-term institutional mechanisms. However, this is precisely the current blockage point; coordination across educational stages, coordination across courses, and coordination across departments all involve many complex theoretical and practical difficulties. Of course, this is also the growth point for future improvement and innovation in school ideological and political work. In terms of coordination across educational stages, the integrated construction of universities, middle schools, and primary schools, and the through-type cultivation from bachelor's to master's to doctoral levels are flourishing; in terms of coordination across courses, the construction of ideological-political course clusters is deepening, and the linkage between ideological-political courses and curriculum-based ideological-political education is advancing in an orderly manner; joint work platforms between departments are also gradually being established. Continuously establishing mechanisms for coordinated cooperation in practice will not only reduce the burden of work but also form a guiding joint force and enhance the educational effect.

首先，完善同向同行的校内协同引领机制。学校是专门的教育场所，也是培育思政引领力的主要渠道。习近平总书记指出：“学校思想政治工作不是单纯一条线的工作，而应该是全方位的。”全方位意味着不是简单重复，而是要形成有机的系统，各自在不同的位置发挥互补的功能，从而形成同向同行的合力。例如，思政课程与课程思政互补，思政课教师与辅导员联动，如果都能形成配合，就构成了协同引领的网络。并且，这种协同不应只是偶然合作，而要形成长效的体制机制。但这恰恰是目前的堵点，学段协同、课程协同、部门协同等都涉及许多复杂的理论和实践难题。当然，这也是未来学校思想政治工作改进创新的生长点。学段协同方面大中小学一体化建设、本硕博贯通式培养蓬勃发展；课程协同方面思政课课程群建设不断深化，思政课程和课程思政联动有序推进；部门之间联合工作平台也逐步建立。在实践中不断建立协同合作的机制，不仅能为工作减负，还将形成引领合力，提升育人效果。

Second, deepen the mechanism for coordinated guidance between schools and校外 [outside schools] that resonates at the same frequency. Schools play an irreplaceable role in basic and universal education, but they are not the only venue for education. High-quality education cannot rely solely on schools. It is necessary to achieve organic coordination among families, schools, and society in order to build a complete educational ecosystem. How families and society can resonate at the same frequency with school education is a major issue currently facing education and is also an important lever for enhancing the guiding force of ideological-political education. First, promote coordination between schools and families. Parents are a child's first teachers; in their daily interactions with their children, parents influence their personality traits and value concepts. Therefore, it is necessary to change the tendency in family education that emphasizes intellectual education over moral education, and to establish platforms and mechanisms for joint family-school education adapted to different educational stages, jointly improving the ideological and political level of young people. Second, form coordination between schools and society. It is necessary to open the classroom to the outside, mobilize various social resources and transform them into teaching resources, and enhance the guiding force of ideological-political education through cultural venues, practice bases, etc. in society; it is also necessary to cultivate an educational awareness throughout society, making all social members subjects of education. The economic contributions of enterprise employees and the technological breakthroughs of scientific researchers are all vivid demonstrations for young people.

其次，深化同频共振的校内校外协同引领机制。学校在基础性、普及化教育中发挥着不可替代的作用，但不是教育的唯一场所，高质量的教育仅靠学校是远远不够的。必须要实现家庭、学校和社会的有机协同，才能构建起完整的教育生态系统。家庭和社会如何与学校教育同频共振，是当前教育面临的重大问题，也是提升思政引领力的重要抓手。一是要促进学校与家庭协同。父母是孩子的第一任老师，父母在与孩子日常相处过程中影响着他们的性格特点和价值观念。因此，要改变家庭教育中重智育轻德育的倾向，建立与学段相适应的家校联合育人平台和机制，共同提升青少年思想政治水平。二是要形成学校与社会的协同。既要开门讲课，调动各种社会资源并将之转化为教学资源，通过社会中的文化场馆、实践基地等提升教育的思政引领力；也要在全社会培养育人意识，让所有社会成员都成为育人主体。企业员工的经济贡献、科研人员的技术突破等，都是对青少年的生动示范。

Finally, explore the mechanism for coordinated guidance between reality and the internet that echoes with the same voice. The current era is the information age, and the internet has become an important part of people's daily lives. The internet has greatly enriched and facilitated our lives, but due to its many characteristics such as anonymity, immediacy, and openness, it has also brought many problems such as information cocoons, false information, and bottomless pursuit of traffic, thereby triggering ideological risks. The internet is the front line of current ideological struggle. On the internet, there is both positive energy and the main theme, as well as many noises and dissonances. Young people in the New Era are "digital natives," and risks and challenges such as "noises and dissonances" in cyberspace will inevitably seriously affect the functioning of the guiding force of ideological-political education. For our Party, "if it cannot pass the test of the internet, it cannot pass the test of long-term governance." Clearly, how to form a mutually reinforcing educational joint force between education in reality and cyberspace is a major proposition that urgently needs to be solved. Teachers in the New Era need to enhance their internet capabilities and digital literacy, keeping pace with the development of technology. On the one hand, they should use algorithmic technology and big data resources to enrich classroom teaching content and innovate teaching methods; on the other hand, they should provide diversified and targeted ideological-political peripheral products in cyberspace, using a combination of explicit and implicit educational methods to transmit mainstream ideological concepts, turning the internet, this "biggest variable" that hinders the guiding force of ideological-political education, into the "biggest increment."

最后，探索同声相应的现实与网络协同引领机制。当今时代是信息时代，互联网已经成为人们日常生活的重要组成部分。网络极大地丰富和方便了我们的生活，却也因其匿名性、即时性、开放性等诸多特征带来信息茧房、虚假信息、无底线博流量等诸多问题，从而引发意识形态风险。网络是当前意识形态斗争的前沿阵地，网络上既有正能量和主旋律，也有很多杂音噪音。新时代的青少年是“网络原住民”，网络空间的“杂音噪音”等风险挑战必将严重影响思政引领力的发挥。对我们党而言，“过不了互联网这一关，就过不了长期执政这一关”。显然，现实中的教育如何与网络空间形成相互配合的育人合力是一个亟待破解的重大命题。新时代教师需要提升网络能力和数字素养，紧跟技术发展的步伐。一方面运用算法技术和大数据资源丰富课堂教学内容、创新教学方法；另一方面在网络空间提供多样化、针对性的思政周边产品，采用显性和隐性相结合的教育方式传递主流思想观念，使网络这个阻碍思政引领力的“最大变量”成为“最大增量”。

In summary, the formation of a strong guiding force for ideological and political work in the building of an education power requires continuously raising the level of effort exerted by educators. Only when the group of educators as a whole can form an awareness of educating people and put it into action can they enhance the guiding force of socialist ideology from different angles. At the same time, it is necessary to fully understand the "receiving force" situation of the educational objects, respect their subjectivity, care about and respond to their ideological confusions and life difficulties, and achieve precise guidance through meticulous work. In the process of guidance, attention must be paid to the techniques of exerting force, fully exploring and making good use of the collaborative education mechanisms within and between school departments, between school and society, and between the real world and the internet, forming a systematically interconnected guiding matrix. Only in this way can we continuously adapt to the complex and changing environment, effectively advance ideological and political work, and provide a strong ideological guiding force for building China into an education power.

总而言之，教育强国建设中强大思政引领力的形成需要持续提升教育者的发力水平。只有教育者群体都能形成育人意识、付诸育人行动，才能从不同角度提升社会主义意识形态的引领力。同时，要充分了解教育对象的“受力”情况，尊重教育对象主体性，关心并回应他们的思想困惑和生活困难，在细致工作中实现精准引领。在引领的过程中，要注重发力技巧，充分探索运用好校内各部门、校内和校外、现实和网络的协同育人机制，形成系统联动的引领矩阵。唯有如此，我们才能不断顺应复杂多变的环境，有效推进思想政治工作，为建成教育强国提供强大的思想引领力。

(The author is a lecturer at the School of Marxism, Fudan University)

（作者系复旦大学马克思主义学院讲师）

Online editor: Ma Jingren

网络编辑：马京仁