Integrating Xi Jinping’s Cultural Thought into the Teaching of “Ideological Morality and Rule of Law”

The ideological and political theory course (hereinafter referred to as the “ideological and political course”) is a key course for carrying out the fundamental task of fostering virtue through education. General Secretary Xi Jinping has pointed out, “To run the ideological and political course well is to carry out education in Marxist theory, using Thought on Socialism with Chinese Characteristics for a New Era to forge souls and educate people,” emphasizing the need to “persist in advancing the construction of the ideological and political course in tandem with the theoretical arming of the Party’s innovation.” Xi Jinping’s Cultural Thought, as a major achievement in adhering to the “Two Integrations”[1]1 The Two Integrations (两个结合) refers to the combination of the basic tenets of Marxism with China’s specific realities and with the best of fine traditional Chinese culture. and advancing the innovation of Marxist cultural theory, is an educational project urgently requiring implementation through its synchronous integration into the ideological and political course. The course “Ideological Morality and Rule of Law” is the first ideological and political course that university students study upon entering the new stage of university life. It has a primacy effect and foundational role within the series of university ideological and political courses, bearing the important responsibility of studying, propagating, and implementing Xi Jinping’s Cultural Thought in higher education. To integrate Xi Jinping’s Cultural Thought into the teaching of “Ideological Morality and Rule of Law,” it is necessary, on the basis of following general principles, to combine teaching priorities, clarify specific content, and innovate implementation pathways.

思想政治理论课（以下简称“思政课”）是落实立德树人根本任务的关键课程。习近平总书记指出，“办好思政课，就是要开展马克思主义理论教育，用新时代中国特色社会主义思想铸魂育人”，强调要“坚持思政课建设与党的创新理论武装同步推进”。习近平文化思想作为坚持“两个结合”、推进马克思主义文化理论创新的重大成果，同步融入思政课是一项亟待实施的教育工程。“思想道德与法治”课是大学生迈入大学新阶段学习的第一门思政课，在高校系列思政课程中具有首因效应和基础作用，承担着高校学习宣贯习近平文化思想的重要责任。把习近平文化思想融入“思想道德与法治”课教学，要在遵循总体原则基础上，结合教学重点，明确具体内容，创新实施路径。

I. General Principles for Integrating Xi Jinping’s Cultural Thought into the Teaching of “Ideological Morality and Rule of Law”

一、习近平文化思想融入“思想道德与法治”课教学的总体原则

The course “Ideological Morality and Rule of Law” is an ideological and political course focused on conducting education in the Marxist outlook on life, values, morality, and rule of law, integrating ideological, political, scientific, theoretical, and practical dimensions. Integrating Xi Jinping’s Cultural Thought into the teaching of “Ideological Morality and Rule of Law” is not a simple “superposition and collage,” but rather an understanding of the general principles of integration from the logic of education and teaching.

“思想道德与法治”课是一门聚焦开展马克思主义的人生观、价值观、道德观、法治观教育，融思想性、政治性、科学性、理论性、实践性于一体的思政课。把习近平文化思想融入“思想道德与法治”课教学，不是简单“叠加拼盘”，而是从教育教学逻辑上把握融入的总体原则。

1. Mutual integration of political leadership and scholarly inquiry. Political leadership is the directional guidance and fundamental attribute of the ideological and political course at the value level, determining the educational direction of the course. Scholarly inquiry, as the teaching foundation and theoretical support of the ideological and political course, has a depth and breadth that determines whether the theory of ideological and political education can achieve thorough effects when acting on the educational object. The two are dialectically unified and mutually permeating; neither can be neglected nor separated. Simply emphasizing scholarly inquiry while weakening political leadership will cause the general direction of ideological and political education to deviate; simply emphasizing political leadership while neglecting scholarly inquiry will greatly diminish the persuasiveness of ideological and political education. Xi Jinping’s Cultural Thought is a rich development of Marxist cultural theory, an inheritance and innovation of fine traditional Chinese culture, and a vivid embodiment of the practice of building socialist culture with Chinese characteristics in the New Era.[2]2 The New Era (新时代) refers to the period since the 18th National Congress of the CPC in 2012, marked by Xi Jinping’s leadership and the official designation of a new historical stage for socialism with Chinese characteristics. In the teaching of “Ideological Morality and Rule of Law,” one should adhere to the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, thoroughly implement the spirit of the 20th National Congress of the CPC and the Second and Third Plenary Sessions of the 20th Central Committee,[3]3 The 20th National Congress of the CPC was held in October 2022; the Second Plenary Session of the 20th Central Committee was in February 2023, and the Third Plenary Session in July 2024, all focused on implementing Xi Jinping Thought and advancing reform and modernization. make good use of authoritative expositions such as the “Study Outline of Xi Jinping’s Cultural Thought,” construct a theoretical foundation for integrating Xi Jinping’s Cultural Thought into teaching, establish a scholarly structure oriented toward value, and integrate scholarly discussion into the goal of political leadership, forming a strong comprehensive effect. In systematically expounding the core essence, rich connotations, and practical requirements of Xi Jinping’s Cultural Thought, political leadership commands scholarly inquiry, and scholarly inquiry transmits political leadership, thereby achieving the thorough integration of political leadership and scholarly inquiry.

1.政治引领与学理探究相互融通。政治引领是思政课的方向指引和价值层面的根本属性，决定思政课的育人方向。学理探究作为思政课的教学基础与理论支撑，其研究的深度与广度决定了思想政治教育理论在作用于教育对象时能否实现彻底性的效果。两者辩证统一、相互渗透，既不能偏废，也不能割裂。单纯强调学理探究而弱化政治引领，会导致思想政治教育的大方向发生偏移；而单纯强调政治引领而忽视学理探究，会使思想政治教育的说服力大打折扣。习近平文化思想是对马克思主义文化理论的丰富发展，既是对中华优秀传统文化的继承创新，又是新时代中国特色社会主义文化建设实践的生动体现。在“思想道德与法治”课教学中，应当坚持以习近平新时代中国特色社会主义思想为指导，深入贯彻党的二十大和二十届二中、三中全会精神，用好《习近平文化思想学习纲要》等权威阐释，构建起将习近平文化思想融入教学的理论基础，搭建起价值指向的学理结构，把学理探讨融汇于政治引领的目标之中，形成强有力的综合效应。在系统阐述习近平文化思想的核心要义、丰富内涵及实践要求中实现政治性统领学理性、学理性传递政治性，从而达至政治引领与学理探究的融会贯通。

2. Synergistic complementarity between knowledge transmission and value shaping. Knowledge transmission refers to the process by which the ideological and political course meets the knowledge needs of the educated, focusing on answering the questions of what the educational content is and what it is like. Value shaping refers to the function of the ideological and political course in cultivating the values of the educated, focusing on answering the questions of whether the education is useful and what it is useful for. Knowledge transmission and value shaping fully reflect the essential characteristics of ideological and political education; the two are organically unified and mutually influential. Knowledge transmission is an important part of course teaching, with the key content being Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, reflecting the practical development and theoretical sublimation of Marxism in contemporary China. Through the knowledge transmission of teaching activities, teachers guide university students to contemplate the meaning of life, social responsibility, and the mission of the nation, using the Marxist stance, viewpoint, and method to understand the relationships between the individual and the collective, the individual and society, and the individual and the state, thereby promoting the completion of value shaping. The basic spirit and core essence of Xi Jinping’s Cultural Thought are highly correlated with the teaching objectives of “Ideological Morality and Rule of Law.” Among the knowledge objectives and value objectives of course teaching, the knowledge objectives should integrate the core concepts and knowledge content of Xi Jinping’s Cultural Thought, helping university students establish a clear knowledge framework; the value objectives should integrate the theoretical character and value orientation of Xi Jinping’s Cultural Thought, guiding university students to establish a correct outlook on life, values, morality, and rule of law.

2.知识传授与价值塑造协同补益。知识传授是指思政课带给受教育者知识需求的过程，重在回答教育内容是什么、怎么样的问题。价值塑造是指思政课对受教育者产生的价值观培养功能，重在回答教育有没有用、有什么用的问题。知识传授和价值塑造充分反映了思想政治教育的本质特征，两者有机统一、互为影响。知识传授是课程教学的重要内容，传授的重点内容是习近平新时代中国特色社会主义思想，体现马克思主义在当代中国的实践发展和理论升华。教师通过教学活动的知识传授，引导大学生思考人生的意义、社会的责任、国家的使命，用马克思主义的立场、观点、方法来认识个人与集体、个人与社会、个人与国家的关系，推动其完成价值塑造。习近平文化思想的基本精神、核心要义与“思想道德与法治”课教学目标高度关联。在课程教学的知识目标、价值目标之中，知识目标应当融入习近平文化思想的核心理念和知识内容，帮助大学生建立清晰的知识框架，价值目标应当融入习近平文化思想的理论品格和价值旨归，引导大学生树立正确的人生观、价值观、道德观、法治观。

3. Organic coupling of theoretical inculcation and practical enlightenment. Theoretical inculcation refers to the process by which educators guide the educated to establish a scientific worldview, outlook on life, and values through purposeful and planned methods, aiming to ensure that the educated understand and accept the mainstream ideology, criticize and resist erroneous Western social trends of thought, and form ideas and concepts adapted to social development. Practical enlightenment refers to the process by which educators guide the educated to participate in various social activities, achieving the combination of theoretical knowledge and practical application, guiding the educated to discover, analyze, and think about problems, and allowing the educated to draw conclusions through continuous inspiration. It plays an extremely important role in ideological and political course teaching. In the teaching process, theoretical inculcation and practical enlightenment need to interact, forming a relatively stable and closely coordinated relationship, highlighting the characteristics of adapting to events, advancing with the times, and innovating with the situation from form to content. One must comprehensively grasp the internal logic of “events,” “times,” and “situations,” earnestly focus on the key elements of “action,” “principle,” and “people,” acting according to events, rectifying principles according to the times, and transforming people according to the situation. Xi Jinping’s Cultural Thought, as a scientific system that understands the essence and applies it, integrating essence and application, has both innovative breakthroughs in cultural theory and deployments in cultural work, emphasizing the close combination of theory and practice. The teaching of “Ideological Morality and Rule of Law” should focus on the organic connection between the guiding function of theory and the enlightening role of practice, constructing a teaching pattern that deeply integrates theoretical teaching and practical teaching. Through university students experiencing and verifying the applicability and practical significance of cultural theory in social practice, they can apply the learned ideological, moral, and legal theories to the social life of Chinese-path modernization,[4]4 Chinese-path modernization (中国式现代化) is the CPC’s framework for modernization under socialism with Chinese characteristics, emphasizing common prosperity, material and cultural-ethical progress, harmony with nature, and peaceful development. promoting university students to make moral judgments in complex social situations that conform to the core socialist values, thereby enhancing the actual effect of ideological and moral education.

3.理论灌输与实践启迪有机耦合。理论灌输是指教育者通过有目的、有计划的方式引导受教育者树立科学的世界观、人生观和价值观，旨在确保受教育者理解和接受主流意识形态，批判和抵制西方错误社会思潮，形成与社会发展相适应的思想观念。实践启迪是指教育者通过组织受教育者参与各类社会活动，实现理论知识与实际应用相结合，引导受教育者发现问题、分析问题、思考问题，在不断启发中让受教育者得出结论的过程，在思政课教学中发挥着极其重要的作用。在教学过程中，理论灌输与实践启迪需相互作用，形成较为稳定、紧密协调的关系，从形式到内容突出因事而化、因时而进、因势而新的特点。全面把握“事”“时”“势”的内在逻辑，切实关注“行”“理”“人”的关键要素，视事敦行、识时正理、适势化人。习近平文化思想作为明体达用、体用贯通的科学体系，既有文化理论上的创新突破，又有文化工作上的布局部署，强调理论与实践紧密结合。“思想道德与法治”课教学应注重理论的引导功能与实践的启发作用有机贯通，构建理论教学与实践教学深度融合的教学格局。通过大学生在社会实践中体验与验证文化理论的适用特点与实践意义，使大学生能够将所学的思想道德与法治理论应用于中国式现代化建设的社会生活中，促进大学生在复杂社会情境中作出符合社会主义核心价值观的道德判断，从而增强思想道德教育的实际效果。

II. Specific Content for Integrating Xi Jinping’s Cultural Thought into the Teaching of “Ideological Morality and Rule of Law”

二、习近平文化思想融入“思想道德与法治”课教学的具体内容

To integrate Xi Jinping’s Cultural Thought into the teaching of “Ideological Morality and Rule of Law,” one should systematically advance the modular and thematic transformation of the integrated content, comprehensively integrating the “theory of spiritual autonomy,” “theory of value pursuit,” and “theory of moral cultivation” of Xi Jinping’s Cultural Thought in teaching. Specifically, based on the structure and chapters of the textbook, it promotes the organic and systematic integration of Xi Jinping’s Cultural Thought with the textbook “Ideological Morality and Rule of Law” (2023 edition).

将习近平文化思想融入“思想道德与法治”课教学，应当系统推进融入内容的模块化、专题式转化，在教学中全面融入习近平文化思想的“精神自主论”“价值追求论”“道德修养论”。具体而言，是以教材的结构和章节为基础，推动习近平文化思想与“思想道德与法治”课教材（2023年版）有机系统融合。

1. Integrating the "Theory of Spiritual Autonomy" of Xi Jinping Thought on Culture. To grasp the "Theory of Spiritual Autonomy" of Xi Jinping Thought on Culture, the key lies in clarifying Chinese principles from Chinese practice, using Chinese principles to summarize Chinese experience well, elevating Chinese experience into Chinese theory, and "achieving spiritual independence and autonomy." [5]5 These five terms refer to trends that, from the perspective of the CPC, undermine mainstream ideology, historical continuity, national identity, theoretical guidance, and value systems, respectively. In the teaching of Chapter 1 "Understanding the True Meaning of Life, Grasping the Direction of Life" and Chapter 2 "Pursuing Lofty Ideals, Firming Up Noble Convictions," the focus is on exploring how, through this thought, to strengthen the spiritual and cultural autonomy of college students, internalizing spiritual and cultural confidence into their spiritual temperament and cultural character, then sublimating it into life beliefs, and ultimately cultivating a positive spiritual outlook and a rational and peaceful psychological state. General Secretary Xi Jinping requires: "Promote the cultural spirit that transcends time and space, transcends national boundaries, is full of eternal charm, and has contemporary value." "Promote the creative transformation and innovative development of fine traditional Chinese culture, and even more so, reveal the cultural spirit, cultural breadth, and cultural confidence of the Chinese nation contained within it, providing spiritual support for upholding and developing socialism with Chinese characteristics in the New Era." To integrate Xi Jinping Thought on Culture into the teaching of "Ideological Morality and Rule of Law," first, teachers should guide college students to deeply understand the great significance of cultural confidence for national rejuvenation. Through in-depth study of General Secretary Xi Jinping's series of expositions on cultural confidence, help college students establish firm cultural confidence at the ideological level. In the teaching content, teachers should emphasize how to transform this cultural confidence into the unique spiritual endowments and profound humanistic qualities of college students, further sublimating their firm pursuit of core socialist values. Second, cultivate college students to possess an uplifting and progressive demeanor and a rational and peaceful mindset, promoting the formation of their noble moral sentiments and sense of social responsibility. In the teaching module "Firming Up Beliefs, Convictions, and Confidence," combining content such as Marxism being a scientific theory, a people's theory, a practical theory, and a continuously developing open theory, focus on explaining the theoretical and practical significance of the Two Integrations, especially the Second Integration, [6]6 “The first year of smart education” refers to the year 2024, which the Chinese Ministry of Education designated as the inaugural year for promoting smart education in higher education, emphasizing the integration of digital technologies into teaching. so that college students truly comprehend that it is precisely Xi Jinping Thought on Culture that drives the epochal development of the Party's theoretical creativity, cultural subjectivity, and spiritual independence.

1.融入习近平文化思想的“精神自主论”理念。把握习近平文化思想的“精神自主论”，关键在于从中国实践讲清楚中国道理，用中国道理总结好中国经验，把中国经验提升为中国理论，“实现精神上的独立自主”。在第一章“领悟人生真谛，把握人生方向”、第二章“追求远大理想，坚定崇高信念”教学中，重点探讨如何通过这一思想来坚定大学生的精神文化自主性，将精神文化自信内化为大学生的精神气质与文化品格，进而升华为人生信仰，最终涵养出积极向上的精神风貌和理性平和的心理状态。习近平总书记要求：“把跨越时空、超越国度、富有永恒魅力、具有当代价值的文化精神弘扬起来。”“推动中华优秀传统文化创造性转化、创新性发展，更要揭示蕴含其中的中华民族的文化精神、文化胸怀和文化自信，为新时代坚持和发展中国特色社会主义提供精神支撑。”将习近平文化思想融入“思想道德与法治”课教学，首先，教师要引导大学生深刻认识文化自信对于民族复兴的重大意义。通过深入学习习近平总书记关于文化自信的系列论述，帮助大学生在思想层面树立坚定的文化自信。在教学内容中，教师应着重强调如何把这种文化自信转化为大学生独特的精神禀赋以及深厚的人文素养，进一步升华对社会主义核心价值观的坚定追求。其次，培育大学生拥有昂扬向上的风貌和理性平和的心态，促进其形成高尚的道德情操和社会责任感。在“坚定信仰信念信心”教学板块，结合马克思主义是科学的理论、人民的理论、实践的理论、不断发展的开放的理论等内容，将“两个结合”特别是“第二个结合”的理论和现实意义进行重点阐释，让大学生真切领悟正是习近平文化思想推动党的理论创造性、文化主体性、精神独立性的时代发展。

2. Integrating the "Theory of Value Pursuit" of Xi Jinping Thought on Culture. To grasp the "Theory of Value Pursuit" of Xi Jinping Thought on Culture, the key lies in clarifying the value system and value pursuit contained within it, attaching great importance to the cultivation of college students' values, recognizing that the value orientation of youth determines the value orientation of future society, and taking the cultivation and promotion of core socialist values as the foundational project for fostering virtue and nurturing people. Guide college students to comprehensively understand the concept of human civilization characterized by equality, mutual learning, dialogue, and inclusiveness, respecting the special value of civilizations from all countries while highlighting the prominent characteristics of Chinese civilization, promoting the common values of all humanity, and building a community with a shared future for mankind. In the content of Chapter 3 "Inheriting Fine Traditions, Promoting the Chinese Spirit" and Chapter 4 "Clarifying Value Requirements, Practicing Value Norms," focus on clearly explaining that this thought uses core socialist values to consolidate souls, gather strength, strengthen foundations, and solidify roots, internalizing core socialist values in the heart and externalizing them in action. General Secretary Xi Jinping points out, "Chinese civilization has a long history... cultivating the lofty value pursuit of the Chinese people." The Theory of Value Pursuit is a core component of Xi Jinping Thought on Culture, emphasizing that core socialist values are the spiritual pillar of contemporary Chinese culture. In the teaching of "Ideological Morality and Rule of Law," the connotation, extension, and practical path of core socialist values should be deeply explored, helping college students internalize core socialist values as value pursuits and externalize them as conscious actions. Through classroom teaching and explanation of the Theory of Value Pursuit, cultivate college students' sense of responsibility and commitment to the social community, promoting college students to integrate core socialist values into their personal lives, studies, and social practices. The spiritual lineage of Chinese Communists taught in Chapter 3 of "Ideological Morality and Rule of Law" is the spiritual coordinate of the united struggle of the Chinese people led by the Communist Party of China and an important source and concentrated embodiment of core socialist values. Among core socialist values, patriotism, as the most deep-seated, fundamental, and enduring core value element, is directly related to the teaching module content of "Being a Loyal Patriot in the New Era." The core socialist values taught in Chapter 4 are the value expression of the path, theory, system, and culture of socialism with Chinese characteristics. When teaching the basic content of core socialist values, teachers should consistently integrate Xi Jinping Thought on Culture's requirements for integrating core socialist values into the rule of law construction, into social development, and into daily life throughout the process, providing explanations that make core socialist values daily, concrete, vivid, and life-oriented. In response to the rapid evolution of economic globalization, clearly explain that promoting the common values of all humanity means understanding different civilizations' understanding of value connotations with a broad and inclusive mind, transcending civilizational estrangement with civilizational exchange, transcending civilizational conflict with civilizational mutual learning, and transcending civilizational superiority with civilizational inclusiveness, adhering to Chinese values and telling China's story well.

2.融入习近平文化思想的“价值追求论”理念。把握习近平文化思想的“价值追求论”，关键在于弄清蕴含其中的价值体系和价值追求，高度重视大学生的价值观培育，认清青年的价值取向决定未来社会的价值取向，把培育和弘扬社会主义核心价值观作为立德树人的基础工程。引导大学生全面理解平等、互鉴、对话、包容的人类文明观，既尊重世界各国文明的特殊价值，又彰显中华文明的突出特性，弘扬全人类共同价值，构建人类命运共同体。在第三章“继承优良传统，弘扬中国精神”、第四章“明确价值要求，践行价值准则”内容中，着重讲清楚这一思想是用社会主义核心价值观凝魂聚力、强基固本，把社会主义核心价值观内化于心、外化于行。习近平总书记指出，“中华文明源远流长……培育了中国人民的崇高价值追求”。价值追求论是习近平文化思想中的核心组成部分，强调社会主义核心价值观是当代中国文化的精神支柱。在“思想道德与法治”课教学中，应当深入探讨社会主义核心价值观的内涵、外延与实践路径，帮助大学生把社会主义核心价值观内化为价值追求，外化为自觉行动。通过价值追求论的课堂讲授阐释，培养大学生对社会共同体的责任担当，促进大学生将社会主义核心价值观融入个人生活、学习与社会实践。“思想道德与法治”课第三章所讲授的中国共产党人的精神谱系，是中国共产党领导人民团结奋斗的精神坐标，是社会主义核心价值观的重要源泉和集中体现。在社会主义核心价值观中，爱国主义作为其中最具深层次、根本性、持久性的核心价值要素，与“做新时代的忠诚爱国者”教学板块内容直接关联。第四章所讲授的社会主义核心价值观，是中国特色社会主义道路、理论、制度、文化的价值表达。教师在讲授社会主义核心价值观基本内容时，要把习近平文化思想关于社会主义核心价值观融入法治建设、融入社会发展、融入日常生活的要求贯穿始终，把社会主义核心价值观予以日常化、具体化、形象化、生活化的阐释。针对经济全球化的快速演变，讲清弘扬全人类共同价值就是要以一种宽广、包容的胸怀去理解不同文明对价值内涵的认识，以文明交流超越文明隔阂、文明互鉴超越文明冲突、文明包容超越文明优越，坚守中国价值、讲好中国故事。

3. Integrating the "Theory of Moral Cultivation" of Xi Jinping Thought on Culture. To grasp the "Theory of Moral Cultivation" of Xi Jinping Thought on Culture, the key lies in using fine traditional Chinese culture to provide rich moral nourishment for college students, achieving the priority of establishing virtue and the foundation of self-cultivation, and running the emphasis on upholding morality and cultivating character throughout the teaching of "Ideological Morality and Rule of Law." In the teaching of Chapter 5 "Observing Moral Norms, Tempering Moral Character," focus on clearly explaining the Second Integration of Xi Jinping Thought on Culture and its concepts of self-cultivation, dealing with worldly affairs, and family-country feelings, strengthening socialist moral education, and helping college students internalize it as moral identity. General

3.融入习近平文化思想的“道德修养论”理念。把握习近平文化思想的“道德修养论”，关键在于用中华优秀传统文化为大学生提供丰润的道德滋养，做到立德为先、修身为本，把崇德修身贯穿“思想道德与法治”课教学始终。在第五章“遵守道德规范，锤炼道德品格”教学中，着重讲清楚习近平文化思想的“第二个结合”及其修身处世、家国情怀，强化社会主义道德教育，帮助大学生将其内化为道德认同。习近平总书记强调：“加强道德修养……矢志追求更有高度、更有境界、更有品位的人生。”这一重要论述，深刻体现出他重视修身处世、家国情怀的伦理思想。大学时期是青年学生道德观形成和发展的重要阶段，“思想道德与法治”课教学应通过具体的道德实践和伦理教育，提升大学生的境界修为和道德素质。在这一过程中，教学应注重“第二个结合”，引导大学生将个人修养与国家担当、民族命运结合起来，帮助大学生理解并践行社会主义道德规范。通过对道德伦理的教学与实践，培养大学生服务人民、奉献社会的自觉意识，形成符合社会主义核心价值观所规约的道德行为模式。习近平文化思想中关于加强文化遗产保护传承、促进文明交流互鉴以及掌握信息化条件下舆论主导权、广泛凝聚社会共识等重大创新观点，与第五章“传承中华传统美德”“借鉴人类文明优秀道德成果”“网络生活中的道德要求”等教学板块内容紧密关联。教师可以通过对习近平文化思想的基础性、原则性内容结合道德的基本理论讲授，引导大学生全面理解习近平总书记关于道德修养的新理念、新思路、新论断。

III. Implementation Pathways for Integrating Xi Jinping Thought on Culture into the Teaching of the Course “Ideological Morality and Rule of Law”

三、习近平文化思想融入“思想道德与法治”课教学的实施路径

In the era of digital intelligence, integrating Xi Jinping Thought on Culture into the teaching of the course “Ideological Morality and Rule of Law” should focus on shaping the beliefs of “Generation Z” college students. Innovative implementation pathways should be pursued from the three dimensions of “learning,” “believing,” and “teaching,” so as to achieve the unity of knowledge transmission, ideological guidance, and value identification, and thereby better enhance the effectiveness of integration.

数智时代，将习近平文化思想融入“思想道德与法治”课教学，应聚焦“Z世代”大学生的信仰塑造。从“学”“信”“教”三重维度创新实施路径，实现知识传授、思想引导和价值认同的统一，更好提升融入实效。

1. Closely follow the point of excitement in “learning.” College students of Generation Z grow up with cultural symbols bearing unique generational imprints; they embody the convergence and fusion of different cultural forms such as traditional culture, entertainment culture, consumer culture, and social culture. Tailoring teaching to Generation Z college students requires grasping the learning situation as the key. Teachers should conduct targeted teaching in terms of curriculum design and classroom instruction, both by integrating Xi Jinping Thought on Culture into the classroom through traditional teaching methods and by actively leveraging educational information technology means in the digital-intelligence era to display the rich connotations of Xi Jinping Thought on Culture through multiple channels and in an all-round way. They should also strengthen case-based teaching and explore the theoretical connection points between Xi Jinping Thought on Culture and the course “Ideological Morality and Rule of Law.” At the same time, teachers must accurately grasp the interests and cognitive styles of Generation Z college students, adopt flexible and diverse teaching methods such as interactive teaching and situational teaching, make the integration of Xi Jinping Thought on Culture more intuitive, vivid, and vivid, and stimulate college students’ interest in learning.

1.紧扣“学”的兴奋点。“Z世代”大学生伴随着独特世代印记的文化符号成长，他们身上体现了传统文化、娱乐文化、消费文化、社交文化等不同文化样态的汇集融合。针对“Z世代”大学生因材施教，摸清学情是关键。教师应在课程设置和课堂讲授等方面进行针对性教学，既以传统教学方式把习近平文化思想贯穿课堂，又要积极借助数智时代的教育信息技术手段，多渠道、全方位展示习近平文化思想的丰富内涵，还要强化案例教学，探寻习近平文化思想与“思想道德与法治”课之间的理论链接点。同时，教师要准确把握“Z世代”大学生的兴趣爱好和认知方式，采用互动式教学、情境式教学等灵活多样的教学方法，让习近平文化思想的融入更加直观、生动、形象，激发大学生的学习兴趣。

2. Focus on the point of effort in “belief.” The process of integrating Xi Jinping Thought on Culture into the teaching of the course “Ideological Morality and Rule of Law” is not only knowledge transmission but also belief shaping. Teachers are not only transmitters of knowledge but also shapers of belief. Only when teachers have firm beliefs and teach with confidence, depth, and flavor can they transmit the power of belief to college students through teaching. In theoretical teaching, teachers can explore the introduction of case comparisons, historical tracing, and current political dynamics, using methods such as thought experiments and discourse teaching to guide college students to base themselves on the profound historical culture of the Chinese nation, think about the unique advantages, historical inevitability, and cultural connotations of the Chinese path, and inspire college students to achieve a transformation from theoretical identification to deep internalization through studying Xi Jinping Thought on Culture, thereby establishing a firm belief in Marxism, a steadfast conviction in socialism with Chinese characteristics, and a confident certainty in realizing the great rejuvenation of the Chinese nation. Teachers can also, through thematic lectures based on learning situation data and group discussions, conduct scholarly critiques of erroneous Western social trends, analyze the harmful essence of “de-mainstreaming,” “de-historicization,” “de-Sinicization,” “de-ideologization,” and “de-valorization,” [5]5 These five terms refer to trends that, from the perspective of the CPC, undermine mainstream ideology, historical continuity, national identity, theoretical guidance, and value systems, respectively. stimulate emotional resonance among college students, help them more accurately recognize and understand the great significance of cultural confidence, and enhance their belief steadfastness. In practical teaching, teachers can explore combining thematic teaching modules, setting up course practice activities such as volunteer services in the vicinity, effectively guiding college students to externalize belief identification into behavioral norms, truly learn, truly believe, and truly apply in practice, achieving an elevation from knowledge acceptance to belief identification, and concretizing abstract beliefs into inner steadfast norms.

2.围绕“信”的着力点。习近平文化思想融入“思想道德与法治”课的教学过程，既是知识传授，更是信仰塑造。教师不仅是知识的传递者，更是信仰的塑造者。只有教师信仰坚定，讲得有底气、有深度、有味道，才能通过教学将信仰的力量传递给大学生。在理论教学上，教师可以探索引入案例比较、历史溯源及时政动态，运用思想实验、话语教学等方法，引导大学生立足底蕴深厚的中华民族历史文化，思考中国道路的独特优势、历史必然和文化内涵，启发大学生通过学习习近平文化思想，实现从理论认同到入脑入心的转化，进而树立对马克思主义的坚定信仰、对中国特色社会主义的执着信念、对实现中华民族伟大复兴的必胜信心。教师还可以通过基于学情数据的专题讲授和小组研讨，针对西方错误社会思潮的学理性批判，剖析“去主流化”“去历史化”“去中国化”“去思想化”“去价值化”的危害实质，激发大学生情感共鸣，帮助大学生更精准地认知和理解文化自信的重大意义，增强信仰定力。在实践教学中，教师可以探索结合教学专题板块，设置身边的志愿服务等课程实践活动，有效引导大学生将信仰认同外化为行为准则，在身体力行中真学、真信、真用，实现从知识接受到信仰认同的升华，使抽象信仰具化为内心笃定的规范。

3. Aim at the entry point in “teaching.” As China’s higher education enters the first year of smart education, [6]6 “The first year of smart education” refers to the year 2024, which the Chinese Ministry of Education designated as the inaugural year for promoting smart education in higher education, emphasizing the integration of digital technologies into teaching. it is necessary to continuously innovate digital-intelligence teaching forms, build digital teaching platforms, and broaden the information-based teaching channels for integrating Xi Jinping Thought on Culture into the course “Ideological Morality and Rule of Law” in response to the personalized, differentiated, and diversified demands of college students. The traditional one-way knowledge transmission teaching model can no longer fit the cognitive development patterns and diverse learning needs of college students. Teachers need to adopt flexible teaching methods, using situational teaching, flipped classrooms, inquiry-based learning, and other approaches to enhance college students’ sense of participation in the classroom and activate their knowledge interest points. Situational teaching, by creating problem situations related to culture and rule of law in real society, places college students in them, helping them understand the profound connotations of Xi Jinping Thought on Culture through role-playing, debates, and other means. Flipped classrooms, through pre-class learning, in-class discussion, and post-class feedback, encourage college students to explore independently and cooperate in learning, improving their autonomous learning ability. Inquiry-based learning helps college students connect course knowledge points through problem chains, mind maps, and knowledge graphs, stimulating learning interest and enhancing learning effectiveness. Teachers can also use virtual simulation laboratories and MOOC platforms to build artificial intelligence learning positions, providing functions such as online resource libraries and online discussion groups to help college students learn Xi Jinping Thought on Culture more flexibly. Through these platforms, college students can access course resources anytime and anywhere, participate in online discussions, and use big data analysis functions to understand their progress and shortcomings in the learning process, thereby conducting more targeted learning.

3.瞄准“教”的切入点。随着我国高等教育进入智慧教育元年，针对大学生个性化、差异化和多元化要求，需要不断创新数智教学形式，搭建数字化教学平台，拓宽习近平文化思想融入“思想道德与法治”课的信息化教学渠道。传统的单向知识传递型教学模式已难以契合大学生认知发展规律与多元学习需求。教师需要采取灵活的教学方法，运用情境教学、翻转课堂、探讨学习等方式，提高大学生的课堂参与感，激活大学生的知识兴趣点。情境教学通过创设现实社会中的文化、法治问题情境，让大学生置身其中，通过角色扮演、辩论等方式，帮助大学生理解习近平文化思想的深刻内涵。翻转课堂则通过课前学习、课堂讨论、课后反馈等方式，鼓励大学生自我探索、合作学习，提高自主学习能力。探究学习助力大学生通过问题链、思维导图、知识图谱将课程知识点串联起来，激发学习兴趣，增强学习效果。教师还可以利用虚拟仿真实验室和慕课平台，搭建人工智能学习阵地，提供线上资料库、在线讨论群等功能，帮助大学生更灵活地学习习近平文化思想。通过这些平台，大学生可以随时随地接触到课程资源，参与在线讨论，利用大数据分析功能了解自己在学习过程的进展和不足，从而更有针对性地进行学习。

(The author is an associate professor at the School of Marxism, Wuhan University of Technology)

（作者系武汉理工大学马克思主义学院副教授）

Online editor: Ma Jingren

网络编辑：马京仁