An Inquiry into Pathways for Enhancing the Precision of Practical Teaching in Ideological and Political Theory Courses in Higher Education

As a key course for carrying out the fundamental task of fostering virtue and nurturing talent, the ideological and political theory course in higher education bears the epochal mission of forging souls and educating people, and within it practical teaching plays an increasingly important role in the teaching system of these courses. In January 2025, the *Outline of the Plan for Building China into a Leading Country in Education (2024–2035)*, issued by the Central Committee of the Communist Party of China and the State Council, further emphasized the need to “organize students to experience and comprehend the vivid practices and great achievements of the New Era, and increase the proportion of practical teaching.” [1]1 The *Outline of the Plan for Building China into a Leading Country in Education (2024–2035)* is a central policy document guiding China’s educational development for the decade 2024–2035. In reality, while practical teaching in higher education ideological and political theory courses has achieved many educational results, problems such as formalization, entertainment-oriented tendencies, and superficiality persist. To advance the high-quality transformation of practical teaching from “formal coverage” to “substantive improvement,” it is urgently necessary to introduce precision thinking. Currently, to elevate the soul-forging and people-educating function of ideological and political theory courses in higher education to a new level, it is essential to explore feasible pathways for enhancing the precision of practical teaching in these courses.

高校思政课作为落实立德树人根本任务的关键课程，承担着铸魂育人的时代使命，而其中实践教学在高校思政课教学体系中发挥着越来越重要的作用。2025年1月，中共中央、国务院印发的《教育强国建设规划纲要（2024—2035年）》中进一步强调，要“组织学生体验感悟新时代生动实践和伟大成就，增加实践教学比重”。从现实看，高校思政课实践教学在取得诸多育人成就的同时，仍然存在形式化、娱乐化、表面化等问题，而要推进思政课实践教学从“形式覆盖”向“实效提升”的高质量转变，亟需引入精准思维。当前，要推进高校思政课铸魂育人再上新台阶，需要着力探究增强高校思政课实践教学精准性的可行性路径。

I. Precise Positioning: Updating the Concept of Practical Teaching to Achieve a Genuine Shift from a “Teaching”-Centered to a “Learning”-Centered Approach

一、精准定位：更新实践教学理念，实现从以“教”为中心到以“学”为中心的切实转变

Precision thinking aligns with the growth patterns and individual needs of young students and holds significant importance and practical value for ensuring that the Party’s cause is passed down from generation to generation and has successors. Using precision thinking to promote the transformation of practical teaching in ideological and political theory courses from “formal coverage” to “substantive improvement” conforms to the essential pursuit of practical teaching in these courses.

精准思维契合青年学生成长规律和个性需求，对于确保党的事业薪火相传、后继有人具有重要意义和实践价值。以精准思维来推进思政课实践教学从“形式覆盖”向“实效提升”的转变，符合思政课实践教学的本质追求。

1. The Practical Requirements for Precise Positioning of the Practical Teaching Concept. Young students are in a period of vigorous learning experiences and developmental demands, with multi-layered, diverse, and individualized learning and development needs. Advancing the reform of practical teaching in ideological and political theory courses with precision thinking not only enhances the consciousness of fostering virtue and nurturing talent in these courses but also achieves a positive interaction and mutual reinforcement between practical teaching, theoretical teaching, and online teaching. Marx clearly stated: “All social life is essentially practical.” [2]2 Karl Marx, “Theses on Feuerbach,” Thesis VIII. Practical teaching bears the responsibility of guiding young students to verify theory in practice and deepen their understanding of Marxist theory and socialism with Chinese characteristics. At the same time, only theories that arise from practice and have been tested by practice can be truly understood, recognized, and put into practice by young students. “Enhancing the precision of ideological and political work in higher education must provide effective supply for students.” [3]3 Quotation from a Chinese policy or scholarly source on ideological and political work in higher education. This requires higher education institutions not only to explain principles well, enliven academic reasoning, and deepen philosophical insights through ideological and political theory courses, but also to use precise and vivid practical teaching to enable young students to self-reflect and consciously identify with the theoretical knowledge taught in these courses, thereby practically improving their ideological quality, political awareness, and moral level through the unity of knowledge and action.

1.实践教学理念精准定位的现实要求。青年学生正处于学习体验和发展诉求的旺盛时期，有着多层次、多样化、个性化的学习发展需求。以精准性思维来推进思政课实践教学改革，不仅能够增强思政课教学中立德树人的自觉性，还能实现实践教学与理论教学、网络教学的良性互动和相得益彰。马克思明确提出：“全部社会生活在本质上是实践的。”实践教学身负着引导青年学生在实践中验证理论、深化对马克思主义理论和中国特色社会主义认识的重任，同时，只有从实践中产生并且经过实践检验过的理论才能为青年学生所真正理解、认同和践行。而“增强高校思政工作精准性必须为学生提供有效供给”，这就要求高校既要通过思政课讲好道理、讲活学理、讲深哲理，也要通过精准生动的实践教学使青年学生自我体悟和自觉认同思政课所讲的理论知识，在知行合一中使青年学生的思想素质、政治觉悟和道德水平得到切实的提高。

2. From the Perspective of Teaching Concepts, Practical Teaching in Ideological and Political Theory Courses Cannot Yet Effectively Meet the Diverse Learning and Development Needs of Young Students. Currently, a consensus has been reached in higher education on the importance of practical teaching in ideological and political theory courses. However, the practical teaching concepts in some institutions still need improvement, with problems such as excessive mechanization and uniformity, superficial teaching design, and an overemphasis on formality at the expense of substantive effectiveness. Generally speaking, if practical teaching in higher education ideological and political theory courses overemphasizes a unified syllabus, uniform teaching content, and rigid teaching arrangements, always focusing on how to “teach,” it deprives young students, as the subjects of practical teaching, of the free space for autonomous learning and innovation. To enhance the appeal and effectiveness of practical teaching in ideological and political theory courses and guide young students from “passive acceptance” to “active exploration,” then “‘precise drip irrigation,’ compared to ‘flood irrigation,’ has a stronger goal orientation, directly addressing prominent issues in students’ thoughts and behaviors.” [4]4 A common metaphor in Chinese political discourse contrasting targeted, individualized methods (“precise drip irrigation”) with broad, undifferentiated ones (“flood irrigation”). Currently, ideological and political theory courses first need to optimize and improve their teaching concepts, achieving a genuine shift from focusing on “teaching” to studying “learning.” At the same time, while emphasizing the exertion of students’ subjectivity, it is necessary to effectively use educational information technology to empower students’ “learning.” Additionally, efforts must be made to implement and refine teaching concepts in detail.

2.从教学理念看，思政课实践教学尚不能有效满足青年学生学习发展的多样性需求。当前高校思政课在重视实践教学方面已达成共识，但部分高校在实践教学理念方面还有待改进，存在诸如实践教学的过度机械和整齐划一、教学设计表面化、形式化有余而实效性不佳等现象。一般说来，高校思政课实践教学如果过度强调统一的教学大纲、整齐划一的教学内容、严格的教学安排，总是在重点关注如何“教”，使作为实践教学主体的青年学生缺少自主学习和创新的自由空间。要增强思政课实践教学的吸引力和实效性，引导青年学生从“被动接受”转向“主动探索”，那么“‘精准滴灌’相比于‘大水漫灌’，具有更强的目标导向，直接面向学生思想、行为中的突出性问题”。当前，思政课首先需要对教学理念作出优化和改进，实现从关注“教”到研究“学”的切实转变，同时在注重发挥学生主体性的基础上，有效运用教育信息化技术赋能学生的“学”，此外还有要从教学理念的落实落细上下功夫等。

3. Updating the Practical Teaching Concept to Achieve a Positive Shift from a “Teaching”-Centered to a “Learning”-Centered Approach. Practical teaching in higher education ideological and political theory courses falls within the scope of teaching. To enhance the precision of practical teaching in these courses, it is necessary first to achieve precise positioning in teaching concepts, thoroughly implementing the “national standards” set by the Party and the state for practical teaching in ideological and political theory courses, and strictly adhering to national construction standards such as class hours and credits for practical teaching. At the same time, based on the actual characteristics of students’ majors and academic levels, it is necessary to precisely distinguish between cognitive practical teaching, comprehension-based practical teaching, emotional practical teaching, and expansionary practical teaching, so as to enhance the targetedness and effectiveness of practical teaching in ideological and political theory courses. Implement the student-centered concept thoroughly, and strive to promote the reform of practical teaching in ideological and political theory courses from a “teaching”-centered to a “learning”-centered approach. On the one hand, focusing on students’ “learning” requires using “precision thinking” to synchronously advance practical teaching in ideological and political theory courses with the theoretical arming of the Party’s innovative theories. General Secretary Xi Jinping emphasized the need to “strengthen research on students’ cognitive patterns and acceptance characteristics, and give play to students’ subjective role.” [5]5 Xi Jinping, speech at a forum on ideological and political theory courses in schools, March 18, 2019. This requires teachers of ideological and political theory courses to actively step out of the comfort zone of being “teaching”-centered and to recognize students’ practical subject status in practical teaching. “For the precise form of ideological and political education, tailoring personalized and customized educational content to the educational object is its most distinctive feature compared to other forms of ideological and political education.” [6]6 Quotation from Chinese scholarship on precise ideological and political education. Focus on the different professional development needs of young students, achieve precise alignment between the Party’s innovative theories and students’ ideological characteristics, professional interests, and practical confusions, leverage the dual effect of teachers and students as subjects, and form practical teaching themes and plans that meet the diverse needs of young students. This enables students to deepen their theoretical understanding in step with the times and solidify their foundation of faith. On the other hand, focusing on students’ “learning” requires using “precise drip irrigation” to synchronously implement practical teaching in ideological and political theory courses with the core socialist values. Enhancing the precision of practical teaching in higher education ideological and political theory courses must start from “actual living people,” guiding young students through spiraling, ascending precise drip irrigation to grow into new-era figures capable of shouldering the great rejuvenation of the Chinese nation through the unity of knowledge and action. [7]7 “New-era figures” (时代新人) refers to the ideal young people cultivated to shoulder the great rejuvenation of the Chinese nation. Young students at different stages face different main concerns, such as environmental adaptation issues in the first year, value guidance issues in the second year, comprehensive development issues in the third year, and life choice issues in the fourth year. In response, higher education institutions should consolidate the ideological foundation of young students through categorized and tiered practical teaching in ideological and political theory courses, and promote the implementation and realization of core socialist values through precise supply.

3.更新实践教学理念，实现从以“教”为中心到以“学”为中心的积极转变。高校思政课实践教学属于教学范畴，增强思政课实践教学的精准性，必须首先实现在教学理念上的精准定位，贯彻落实好党和国家关于思政课实践教学的“国家标准”，不折不扣地落实国家关于思政课实践教学学时学分等的建设标准。同时也要依据学生专业特色、学段层次等实际来精准区分认知性实践教学、理解性实践教学、情感性实践教学、拓展性实践教学等，以增强思政课实践教学的针对性和实效性。贯彻落实好以学生为中心的理念，着力推动从以“教”为中心到以“学”为中心的思政课实践教学改革。一方面，聚焦学生的“学”就要以“精准思维”实现思政课实践教学与党的创新理论武装的同步推进。习近平总书记强调要“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”，这就要求思政课教师要主动走出以“教”为中心的舒适圈，在实践教学中正视学生的实践主体地位。“对精准形态思想政治教育而言，围绕教育对象量身打造个性化、定制式的教育内容是其区别于其他形态思想政治教育最主要的特征。”聚焦青年学生不同的专业发展需求，实现党的创新理论和学生的思想特点、专业兴趣、现实困惑等精准对接，发挥教师和学生双主体之效，形成符合青年学生多样化需求的实践教学主题和方案，使学生与时俱进地深化理论认知、筑牢信仰之基。另一方面，聚焦学生的“学”就要以“精准滴灌”实现思政课实践教学与社会主义核心价值观的同步落实。增强高校思政课实践教学的精准性要从“实际活动的人”出发，通过螺旋式上升的精准滴灌，引导青年学生在知行合一中成长为担当民族复兴大任的时代新人。青年学生在不同的阶段，主要的烦恼也不尽相同，比如大一阶段的环境适应问题、大二阶段的价值引领问题、大三阶段的全面发展问题、大四阶段的人生选择问题等。对此，高校要在分类分层思政课实践教学中夯实青年学生思想之基，在精准供给中促进社会主义核心价值观的落地落实。

II. Precise Teaching: Reforming Practical Teaching Methods to Achieve the Unity of Inheriting Tradition and Reform and Innovation

二、精准施教：改革实践教学方式，实现继承传统和改革创新的统一

In reality, while practical teaching methods in higher education ideological and political theory courses have achieved many results through continuous strengthening, examining them through the lens of precision thinking reveals problems such as poor alignment between practical teaching methods and educational objects, and gaps in the precise design and implementation of teaching methods, which affect the educational effectiveness of practical teaching. It is urgently necessary to use precision thinking to reform and optimize practical teaching methods in ideological and political theory courses.

从现实看，高校思政课实践教学方式在持续强化中取得了诸多成果，但以精准思维来审视仍存在实践教学方式与教育对象匹配度欠佳、教学方式的精准设计和对接落地有差距等问题，影响实践教学的育人实效性，亟须以精准思维来改革和优化思政课实践教学方式。

1. The Practical Requirements for Precise Matching of Practical Teaching Methods. Currently, the prevalence of standardized practical tasks and uniform, monotonous visitation methods in some higher education institutions significantly diminishes the effect of diverse practical education. Precise practical teaching in higher education ideological and political theory courses should explore teaching methods that align with the characteristics and cognitive habits of young people. This is a key factor influencing young students’ sense of gain and satisfaction with ideological and political theory courses, and a crucial link in their ideological development and deepening of faith. “With ironclad facts and sound reasoning, one must also have refreshing and engaging expressions.” [8]8 Quotation from a Chinese source on communication or education methods. The *Outline of the Plan for Building China into a Leading Country in Education (2024–2035)* emphasizes the need to “use the Party’s innovative theories to lead innovation in philosophical and social science knowledge, theory, and methods.” [9]9 See note 1. Practical teaching in ideological and political theory courses must precisely grasp the characteristics of young students in the New Era—diversification, stratification, and volatility—and be adept at replacing single visitation methods with diverse interactive approaches, and at embedding abstract, difficult-to-understand philosophical, theoretical, and principled reasoning into vivid and accessible practical teaching. Through precise teaching methods, it should achieve value guidance and character shaping of young students through core socialist values.

1.实践教学方式精准匹配的现实要求。当前，部分高校模式化的实践任务、统一单调的参观方式等现状，使丰富多彩的实践育人效果大打折扣。具有精准性的高校思政课实践教学要探索契合青年特点和认知习惯的实践教学方式，这是影响青年学生对思政课的获得感和满足感的关键因素，更是青年学生思想发展、信仰深化的关键环节。“有铁的事实、好的道理，还得有耳目一新、引人入胜的表达。”《教育强国建设规划纲要（2024—2035年）》强调，要“以党的创新理论引领哲学社会科学知识创新、理论创新、方法创新”。思政课实践教学要精准把握新时代青年学生思想的多元化、圈层化、易变化特点，善于以多元互动方法代替单一参观方式，善于把抽象难懂的哲理学理道理寓于生动易懂的实践教学中，以精准教学方式实现社会主义核心价值观对青年学生的价值引领和品格塑造。

2. From the perspective of teaching methods, practical teaching in ideological and political theory courses still cannot promptly respond to the broad and diverse nature of young students’ interests and expectations. “Knowledge is the beginning of action; action is the completion of knowledge.” [10]10 A classical Chinese saying from the Ming dynasty philosopher Wang Yangming (1472–1529), emphasizing the unity of knowledge and action. Faced with the rich and varied social reality, the booming development of information technology, and the broad and diverse current state of young students’ interests and expectations, the richness, contemporary relevance, and appeal of practical teaching methods in ideological and political theory courses, which implement the fundamental task of fostering virtue through education [11]11 “Fostering virtue through education” (立德树人) is a central tenet of Chinese education policy, referring to the cultivation of moral character and talent in students., remain insufficient, affecting the educational effectiveness of practical teaching in these courses. Currently, some higher education institutions still adhere to uniform practical teaching methods and plans, are not adept at using digital technology to solicit and publish practical teaching themes and methods, and cannot promote the dynamic, diverse, and precise development of practical teaching methods based on the progress of the times; the degree of openness of practical teaching methods in ideological and political theory courses is not high, innovation is lacking, and the role of young students as subjects is limited. In response, efforts must be made to resolve the contradiction between the limited nature of current practical teaching methods and the broad and diverse interests and expectations of young students, focusing on how to precisely meet the actual needs of young students, exploring how to achieve a transformation from “I am made to practice” to “I want to practice,” from perfunctory coping to active participation, from external indoctrination to internal demand, and comprehensively enhancing the appeal and effectiveness of practical teaching in ideological and political theory courses.

2.从教学方式看，思政课实践教学仍不能及时回应青年学生兴趣期待的广泛性特点。“知者行之始，行者知之成”。面对丰富多彩的社会现实、蓬勃发展的信息技术和广泛多元的青年学生兴趣期待现状，落实立德树人根本任务的思政课实践教学方式的丰富性、时代感和吸引力仍显不足，影响思政课实践教学的育人实效性。当前，部分高校仍固守统一的实践教学方式、方案等，不善于运用数字化技术征集发布实践教学主题和方式，不能立足时代发展推动实践教学方式的动态性、多样性和精准性发展；思政课实践教学方式开放程度不高、创新度欠佳，青年学生主体作用发挥受限。对此，要着力破解当前实践教学方式有限性与青年学生兴趣期待广泛性之间的矛盾，重点研究如何精准对接青年学生的实际需求，探究如何实现从“要我实践”转变为“我要实践”，从敷衍应付转变为主动参与，由外在灌输转变为内在需求，全面提升思政课实践教学的感染力和实效性。

3. Reform practical teaching methods to achieve an organic unity of inheriting tradition and reform and innovation. To advance the precise matching of practical teaching methods in ideological and political theory courses, it is necessary to use differentiated practical teaching methods with a sense of the times and appeal to precisely meet the cognitive characteristics and actual development of different young students, achieving an efficient transformation from the knowledge system of ideological and political theory courses to the belief system of students. In practice, the principles of combining norms and innovation, guidance and interaction, indoctrination and inspiration, and theory and practice must be followed. Based on the actual situation of students, practical teaching methods suitable for students should be precisely matched among classroom practical teaching, campus practical teaching, social practical teaching, and online practical teaching, achieving an organic unity of inheriting tradition and reform and innovation. On the one hand, traditional practical teaching methods should be adjusted and optimized in terms of “precise implementation.” In conventional practical teaching activities such as social research, visits and inspections, and volunteer services, different practical teaching methods such as inquiry-based teaching, project-based teaching, and task-driven teaching can be precisely matched based on the ideological state, professional characteristics, and cognitive foundation of young students, following the principle of student-centeredness. At the same time, while critically inheriting traditional practical teaching methods for ideological and political theory courses, teachers should focus on “precise implementation,” as practice yields true knowledge, processes strengthen identification, and cooperation broadens insights; optimization and improvement in the structure, links, and discourse of teaching methods will also inject new momentum into traditional practical teaching methods, enabling them to display new vitality in the New Era. On the other hand, taking precise alignment as the starting point, promote the innovative reform of practical teaching methods in ideological and political theory courses. In practice, it is necessary to precisely capture the dynamic changes in the teaching environment, teaching objects, teaching objectives, and teaching content to reform and innovate practical teaching methods. Teachers of ideological and political theory courses in higher education must not only achieve a role transformation, using precision as the starting point to guide students in leveraging team strength to select themes in practical teaching and to excavate and select materials from the unique perspective of young students, but also be adept at using new technologies such as big data and artificial intelligence as support to promote the precise alignment of teaching methods such as differentiated teaching and virtual practical teaching, so that practical teaching methods in ideological and political theory courses shift from closed to open, from authoritative to equal, from one-way to multi-directional, and advance the new leap in the effectiveness of practical teaching in ideological and political theory courses through the resonance between teachers and students.

3.改革实践教学方式，实现继承传统和改革创新的有机统一。推进思政课实践教学方式的精准匹配，就要以富有时代感和吸引力的差异化实践教学方式来精准对接不同青年学生的认知特点和发展实际，实现思政课知识体系向学生信仰体系的高效转化。实践中，要遵循规范与创新、导向与互动、灌输与启发、理论与实践相结合的原则，根据学生实际在课堂实践教学、校园实践教学、社会实践教学、网络实践教学中精准匹配适合学生的实践教学方式，实现继承传统和改革创新的有机统一。一方面，对传统的实践教学方式在“精准落实”上进行调整优化。在常规的社会调研、参观考察、志愿服务等实践教学活动中，可以根据青年学生的思想状态、专业特色、认知基础等，遵循学生主体原则，精准匹配探究式教学、项目式教学、任务驱动式教学等不同的实践教学方式。同时，思政课教师要在批判性继承传统思政课实践教学方式的同时，注重在“精准落实”上下功夫，实践出真知、过程强认同、合作增见闻；在教学方式的结构、环节、话语等方面的优化完善也会为传统实践教学方式注入新动能，使其在新时代展现出新活力。另一方面，以精准对接为抓手，推动思政课实践教学方式的创新改革。实践中，要精准捕捉教学环境、教学对象、教学目标、教学内容等的动态变化来改革创新实践教学方式。高校思政课教师既要实现好角色转换，以精准性为抓手，引导学生在实践教学中发挥团队力量来选取主题，以青年学生特有的视角来挖掘选取素材；还要善于以大数据、人工智能等新技术为支撑推进分众式教学、虚拟实践教学等教学方式的精准对接，使思政课实践教学方式从封闭转向开放，从权威走向平等，从单向改为多向，在师生的同频共振中推进思政课实践教学成效的新飞跃。

III. Precise Layout: Expand the Space for Practical Teaching and Construct a “Reality + Virtual” Practical Teaching Field

三、精准布局：拓展实践教学空间，构建“现实+虚拟”实践教学场域

In the New Era, the environment and overall ecology of practical teaching in ideological and political theory courses in higher education have undergone comprehensive and fundamental changes, and the expectations and orientation for running practical teaching in these courses well have become more distinct. On the basis of fully grasping the precise positioning of the concept of practical teaching in ideological and political theory courses and the precise matching of teaching methods, it is necessary to take practical education as the goal and expand the spatial field for enhancing the precision of practical teaching in ideological and political theory courses.

新时代高校思政课实践教学环境和整体生态发生全局性、根本性转变，办好思政课实践教学的期待和导向更加鲜明。在充分把握思政课实践教学理念精准定位和教学方式精准匹配的基础上，要以实践育人为目标，拓展增强思政课实践教学精准性的空间场域。

1. The practical requirements for expanding the field of practical teaching. The “Education Powerhouse Construction Plan Outline (2024–2035)” emphasizes the need to “expand the space and positions for practical education and online education.” [12]12 A policy document issued by the Central Committee of the CPC and the State Council in January 2024, outlining goals for China’s education system through 2035. Practical teaching in ideological and political theory courses in higher education is a necessary link and effective extension for deepening theoretical teaching in these courses and enhancing the leadership of ideological and political work. General Secretary Xi Jinping pointed out that “Marxism is formed and continuously developed in practice, and the practicality of ideological and political theory courses must be highly valued.” [13]13 Quotation from Xi Jinping’s speech at a symposium on teachers of ideological and political theory courses in schools, March 18, 2019. The “practicality” here, on the one hand, requires that in the teaching of ideological and political theory courses, attention should be paid to linking theory with practice, using the vivid practice and great achievements of the Chinese people under the leadership of the Communist Party of China over more than a hundred years to demonstrate and enhance the effectiveness of theoretical teaching; on the other hand, it requires that in the teaching of ideological and political theory courses, practical teaching should also be expanded and deepened, guiding young students to grow into good young people with ideals, the courage to take responsibility, the ability to endure hardship, and the willingness to strive in the vast social practice. Enhancing the precision of practical teaching in ideological and political theory courses in higher education involves focusing on and solving the fundamental question of “what kind of people to cultivate, how to cultivate them, and for whom to cultivate them,” which concerns the succession of the Party’s cause, and carrying out practical teaching around this question, tempering and cultivating young students in vivid and rich social practice, so that they possess the essential character and key abilities to comprehensively serve Chinese-path modernization, and do not deviate or retreat in the great cause of national rejuvenation led by the Party. This requires further expanding the space and positions for practical teaching in ideological and political theory courses.

1.实践教学场域拓展的现实要求。《教育强国建设规划纲要（2024—2035年）》中强调，要“拓展实践育人和网络育人空间和阵地”。高校思政课实践教学是深化思政课理论教学、提升思政引领力的必要环节和有效延伸。习近平总书记指出，“马克思主义是在实践中形成并不断发展的，要高度重视思政课的实践性”，这里的“实践性”，一方面要求在思政课教学中要注重理论联系实际，用中国共产党领导人民百余年的生动实践和伟大成就论证提升理论教学效果；另一方面要求在思政课教学中也要拓展和深化实践教学，引导青年学生在广阔的社会大实践中成长为有理想、敢担当、能吃苦、肯奋斗的好青年。增强高校思政课实践教学的精准性，聚焦和解决“培养什么人、怎样培养人、为谁培养人”这一事关党的事业后继有人的根本问题来展开实践教学，在生动丰富的社会大实践中锤炼培育青年学生，使其具备全面服务中国式现代化的必备品格和关键能力，在党领导的民族复兴大业中不偏航、不退缩，这就需要进一步拓展思政课实践教学的空间和阵地。

2. From the perspective of teaching space, practical teaching in ideological and political theory courses cannot yet fully adapt to the diverse forms of young students’ living and learning spaces. Currently, practical teaching in ideological and political theory courses in higher education is mostly confined to traditional teaching spaces and real teaching fields, and the path of integrating small ideological and political classrooms into the vast social practice has not fully adapted to the diverse living and learning space conditions of young students in the New Era. From a practical perspective, not only is the offline practical teaching field in ideological and political theory courses in higher education limited, but the attention to and implementation of practical teaching in online virtual spaces are also seriously insufficient, restricting the temporal and spatial breadth of these courses in implementing the fundamental task of fostering virtue through education. General Secretary Xi Jinping emphasized the need to “form a mechanism for differentiated and precise implementation of online ideological and moral education.” [14]14 Quotation from Xi Jinping’s speech at the 14th collective study session of the Politburo of the 19th CPC Central Committee, September 29, 2020. The optimization and expansion of the space for practical teaching in ideological and political theory courses in higher education focus on constructing a three-dimensional practical teaching space system that coordinates in-class and out-of-class activities, integrates on-campus and off-campus resources, and merges online and offline approaches. In particular, “online practice” can meet the broad and diverse development needs of young students and also enable teachers to promptly understand and grasp what young students are learning, thinking, and confused about. This is also an opportunity to reach a deeper, more thorough, and more essential understanding, thereby achieving knowledge transmission, value guidance, and ability cultivation in the interactive education of online and offline approaches. Therefore, to enhance the precision of the spatial layout of practical teaching in ideological and political theory courses, higher education institutions must address the shortcomings in practical education in these courses and gradually expand the space and positions for practical teaching and education.

2.从教学空间看，思政课实践教学还不能全面适应青年学生生活学习空间的多元性形态。当前，高校思政课实践教学多拘泥于传统教学空间和现实的教学场域，思政小课堂融入社会大实践路径未能全面适应新时代青年学生的多元性生活学习空间现状。从现实看，高校思政课不仅线下实践教学场域有限，对线上虚拟空间的实践教学重视和开展程度也严重不足，限制了思政课落实立德树人根本任务的时空广度。习近平总书记强调，要“形成网上思想道德教育分众化、精准化实施机制”。高校思政课实践教学空间的优化拓展，重在建构课上课下协同、校内校外一体、线上线下融合的立体化实践教学空间体系。尤其是“线上实践”可以满足青年学生广泛多样的发展需求，还可以使教师及时地读懂摸透青年学生所学所思所惑，这也是通往更深刻、更透彻、更本质理解的契机，从而在线上线下交互育人中实现知识传授、价值引领和能力培养。因此，高校要增强思政课实践教学空间布局的精准性，就要补齐思政课实践育人短板，逐步拓展实践教学育人空间和阵地。

3. Expand the space for practical teaching and construct a practical teaching field that integrates and coordinates “reality + virtuality.” At present, the contradiction between the limited space of practical teaching and the diversity of the living and learning spaces of young students is prominent, while full-scenario practical teaching combining the virtual and the real can enable young students to deepen their theoretical cognition, strengthen emotional resonance, and enhance value identification in a completely new educational ecology. The practical teaching of ideological and political theory courses in each higher education institution must be based on the actual conditions of young students in the New Era, deeply explore distinctive practical teaching spaces, and form a teaching space layout that integrates and coordinates “reality + virtuality.” On the one hand, it is necessary to fully leverage the traditional advantages of local practical teaching bases, adhere to the alignment and unity of practical teaching and theoretical teaching in ideological and political theory courses, and expand the space for practical teaching in ideological and political theory courses through all channels and in multiple ways. To make practical teaching bases precisely align with the theoretical content of ideological and political theory courses and the actual conditions of students, it is necessary to design differentiated practical teaching themes and content modules by level and type, and comprehensively expand the offline practical education field of ideological and political theory courses. Starting from the actual cognitive learning of young students, it is necessary to “specially tailor” practical teaching plans for ideological and political theory courses according to the learning situation, precisely aligning young students with engagement in communities and villages, factories and enterprises, welfare homes, museums and memorial halls, bridges and roads, etc., guiding them in practical teaching to actively perceive the conditions of the Party and the country and to understand social conditions and public opinion; enable young students to deeply experience the unique charm of practical teaching through embodied experiences such as field research, interviews and interactions, project tasks, and thematic exchanges, recognize the important value of theory in understanding society and the times, and achieve comprehensive development in precise teaching time and space. On the other hand, it is necessary to fully leverage the new advantages of virtual practical teaching spaces, actively explore new fields for practical teaching in ideological and political theory courses in higher education institutions, and, starting from the actual learning time and space of young students, achieve a precise layout of the practical teaching space for ideological and political theory courses. Young students are online every day and everywhere, and they also prefer and favor networked, participatory cognitive methods, with a stronger demand for perceptual cognition and emotional experience. Practical teaching in ideological and political theory courses in higher education institutions can use technologies such as 5G, VR, AI, and 3D to create digital virtual practical spaces for young students, shaping an educational ecology in the deep integration of ideological and political theory courses and information technology. Practical teaching in ideological and political theory courses can not only leverage the simulation, contextualization, immersion, and interactivity of new technologies to comprehensively and intuitively create highly simulated virtual practical teaching activities through surreal virtual practice platforms that young students enjoy; it can also rely on “smart classrooms” to innovate the presentation forms and experiential dimensions of practical teaching, leading students on “cloud” tours of China’s venues, buildings, mountains, rivers, and lands through real-time scene changes and on-campus and off-campus linkages. This can not only break through the limitations of physical time, space, and environment, leading young students to perceive the outstanding achievements created by the Chinese people, feel the unique charm of Chinese civilization, and comprehend the Chinese spirit passed down through generations, but it can also comprehensively enhance the effectiveness of fostering virtue and nurturing people through rich and shocking learning experiences and broad and multi-dimensional perceptions of time and space. The practical teaching space of ideological and political theory courses is precisely expanded through the enthusiastic participation and precise interaction of young students, and young students will strengthen their belief in Marxism, their conviction in socialism with Chinese characteristics, and their confidence in the great rejuvenation of the Chinese nation within the “reality + virtuality” practical teaching field.

3.拓展实践教学空间，构建“现实+虚拟”交融协同的实践教学场域。当前，实践教学空间的有限性与青年学生生活学习空间的多元性之间的矛盾突出，而虚实结合的全场景实践教学可以使青年学生在全新的育人生态中深化理论认知、强化情感共鸣和增进价值认同。各个高校思政课实践教学要立足新时代青年学生实际，深入挖掘各具特色的实践教学空间，形成“现实+虚拟”交融协同的教学空间布局。一方面，要全面发挥地方实践教学基地的传统优势，遵循思政课实践教学与理论教学的对接统一，全方位多渠道拓展思政课实践教学空间。要使实践教学基地精准对接思政课理论内容和学生实际，需要分层次、分类型设计差异化的实践教学主题和内容板块，全面拓展思政课线下实践育人场域。要从青年学生认知学习的实际出发，根据学情“特别定制”思政课实践教学方案，精准对接青年学生深入社区农村、工厂企业、福利院、博物馆纪念馆、桥梁道路等，在实践教学中引导其主动感知国情党情、体悟社情民意；使青年学生通过实地调研、访谈互动、项目任务、主题交流等具身体验方式，深入感受实践教学的独特魅力，认识理论在理解社会和时代中的重要价值，在精准化的教学时空中实现全面发展。另一方面，要充分发挥虚拟实践教学空间的新优势，主动探索高校思政课实践教学新场域，从青年学生学习时空实际出发，实现思政课实践教学空间的精准布局。青年学生无日不网、无处不网，也更偏重和喜爱网络化、参与式的认知方式，对感性认知和情感体验有着更强烈的需求。高校思政课实践教学可以借助5G、VR、AI、3D等技术，为青年学生创建数字化虚拟实践空间，在思政课与信息技术的深度融合中塑造育人生态。思政课实践教学既可以借助新技术的仿真化、情景化、沉浸式、交互式等特点，以青年学生喜闻乐见的超现实虚拟实践平台，全面直观地创设高仿真的虚拟实践教学活动；也可以依托“智慧教室”创新实践教学的呈现形态和体验维度，通过场景实时变换以及校内校外联动等方式，带领学生“云”游中国场馆建筑、山河大地等。这不仅可以突破物理时空和环境的限制，带领青年学生感知中国人民创造的殊勋茂绩、感触中华文明的独特魅力、感悟代代传颂的中国精神，还可以通过丰富震撼的学习体验、广阔多维的时空感悟全面提升立德树人的育人之效。思政课实践教学空间正是在青年学生的热情参与和精准互动中不断拓展的，青年学生也将在“现实+虚拟”的实践教学场域中坚定马克思主义信仰、中国特色社会主义信念和中华民族伟大复兴信心。

(The author is an associate professor and master’s supervisor at the School of Marxism, Shanxi Normal University)

（作者系山西师范大学马克思主义学院副教授、硕士生导师）

Online editor: Ma Jingren

网络编辑：马京仁