The Integrated Implications and Practical Pathways of Simultaneously Advancing the Construction of Ideological-Political Courses and the Arming with the Party’s Innovative Theories

Ideological-political courses are the key courses for fostering virtue and nurturing talent, and strengthening the arming with the Party’s innovative theories is a fine tradition of the Party and an important experience of its success. In May 2024, General Secretary Xi Jinping issued an important directive on the construction of ideological-political courses in schools, emphasizing that “the construction of ideological-political courses and the arming with the Party’s innovative theories must be simultaneously advanced.” This provides an important guideline for the connotative development of ideological-political course construction in the New Era and the high-quality development of ideological and political education. “Simultaneously advancing the construction of ideological-political courses and the arming with the Party’s innovative theories” (hereinafter referred to as “simultaneous advancement”) is not only the core meaning of ideological-political course construction but also an important proposition concerning the innovative development of ideological and political education. “Integration” prominently manifests holism, synergy, and coherence, and is the practical application of a systematic perspective. “Simultaneous advancement” involves not only the horizontal integration and coordination between the construction of ideological-political courses and the arming with the Party’s innovative theories but also the issue of linking the integration of ideological and political education across universities, secondary schools, and primary schools; it is inherent in the integration of ideological and political education across universities, secondary schools, and primary schools. Whether it is the construction of ideological-political courses as the key courses for fostering virtue and nurturing talent, or the arming with the Party’s innovative theories as a fine tradition, we have consistently and highly valued them. However, the composite dimension of “simultaneous advancement” still requires further inquiry and clarification regarding its logic of emergence, the problems it aims to solve, and the goals it seeks to achieve. Integration represents both synchronic orderly coherence and diachronic effective articulation, providing an innovative perspective and effective approach for gaining insight into the deep connotations of “simultaneous advancement” and for resolving the practical problems it reflects. This article attempts to elucidate the deep implications and theoretical connotations of “simultaneous advancement” from the dimension of integration, and to clarify the integrated practical pathways of “simultaneous advancement” at the practical level.

思政课是立德树人的关键课程，加强党的创新理论武装是党的优良传统和取得成功的重要经验。2024年5月，习近平总书记对学校思政课建设作出重要指示，强调“要坚持思政课建设与党的创新理论武装同步推进”，这为新时代思政课建设内涵式发展和思想政治教育高质量发展提供了重要遵循。“坚持思政课建设与党的创新理论武装同步推进”（以下简称“同步推进”）不仅是思政课建设的核心意涵，也是关涉思想政治教育创新发展的重要命题。“一体化”突出彰显整体性、协同性和贯通性，是系统观念的实践应用。“同步推进”不仅涉及思政课建设与党的创新理论武装横向一体化的协同问题，同时也涉及大中小学思想政治教育一体化的衔接问题，是大中小学思想政治教育一体化中之义。无论是作为立德树人关键课程的思政课建设，还是作为优良传统的党的创新理论武装，我们都一以贯之且高度重视，但是复合维度的“同步推进”是基于什么样的出场逻辑、要解决什么问题、实现什么目标还需要进一步追问和阐明。一体化既表征共时性的有序贯通，也内含历时性的有效衔接，为洞察“同步推进”的深层内涵以及破解其所映射的现实问题提供了创新视角和有效途径。本文尝试从一体化向度阐明“同步推进”的深层意蕴和学理内涵，并在实践层面明晰“同步推进”的一体化实践进路。

I. The Integrated Implications of “Simultaneous Advancement”

一、“同步推进”的一体化意蕴

The proposition of “simultaneous advancement” is put forward to bridge the gap in quality and effectiveness between the construction of ideological-political courses and the arming with the Party’s innovative theories, aiming to consistently maintain the inherent consistency between the two and achieve the educational goal of cultivating “new generations capable of shouldering the great task of national rejuvenation, who are loyal to the Party, patriotic, and dedicated to the country.” This proposition has a distinct dual orientation and contains integrated implications. Integration points to both synchronic orderly coherence and diachronic effective articulation, as well as the organic unity of conformity to laws and purposefulness; it is an embodiment of the systematic perspective. Integration is a concept opposed to “each going its own way,” “binary opposition,” and “dispersion and isolation,” pointing toward systemic connection, holistic synergy, and integrated development. Regarding the integrated implications of “simultaneous advancement,” it has the following requirements:

“同步推进”这一命题的提出旨在弥合思政课建设与党的创新理论武装之间的质效沟壑问题，以期始终保持两者内在的一致性，达致培养“让党放心、爱国奉献、担当民族复兴大任的时代新人”的育人目标。这一命题具有鲜明的双重面向并内蕴一体化意涵。一体化既指向共时性有序贯通和历时性有效衔接，同时也指向合规律性与合目的性的有机统一，是系统观念的体现。一体化是与“各自为政”“二元对立”“分散隔离”相对的概念，指向系统联系、整体协同、融合发展。就“同步推进”的一体化意蕴而言，它具有以下几方面的要求：

First, the construction of ideological-political courses and its integrated implications. The construction of ideological-political courses is the thematic orientation of “simultaneous advancement.” Since the 18th National Congress of the CPC [n1], the development environment and overall ecology of ideological-political courses have undergone comprehensive and fundamental changes, but facing new situations and new tasks, efforts must still be directed toward connotative, high-quality development. The focus of this orientation of ideological-political course construction lies in “building a curriculum and textbook system with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as its core content.” Viewing “simultaneous advancement” from an integrated perspective requires further integration of ideological-political course resources, creating an integrated curriculum system with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as its core content, and ensuring the timely and comprehensive integration of the Party’s innovative theoretical achievements into ideological-political course teaching. This inherently includes the integration of the ideological-political course curriculum system, the integration of the ideological-political course textbook system, and the integration of the ideological-political course teacher team, aiming to systematically shape young students with systematic Marxist theory, enabling them to establish the lofty ideal of communism and the common ideal of socialism with Chinese characteristics in terms of ideals and beliefs, and to master Marxist positions, viewpoints, and methods in terms of worldview and methodology, especially the worldview and methodology contained in Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era.

一是思政课建设及其一体化意蕴。思政课建设是“同步推进”的主题面向。党的十八大以来，思政课发展环境和整体生态发生全局性、根本性转变，但面对新形势新任务，依然需要朝着内涵式高质量发展的方向努力。思政课建设这重面向的重点在于“构建以习近平新时代中国特色社会主义思想为核心内容的课程教材体系”。从一体化视角看“同步推进”，要求进一步统合思政课资源，打造以习近平新时代中国特色社会主义思想为核心内容的一体化课程体系，实现党的创新理论成果及时、全面地融入思政课教学。这内在地包括思政课课程体系一体化、思政课教材体系一体化、思政课教师队伍一体化等，旨在用体系化的马克思主义理论系统塑造青少年学生，使其在理想信念上树立共产主义远大理想和中国特色社会主义共同理想，在世界观和方法论上掌握马克思主义立场、观点和方法，特别是要掌握习近平新时代中国特色社会主义思想所蕴含的世界观和方法论。

Second, the arming with the Party’s innovative theories and its integrated implications. The arming with the Party’s innovative theories is the core orientation of “simultaneous advancement.” This orientation distinctly points to using Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to forge souls and educate people. The targets include not only young students but also ideological-political course teachers, daily ideological and political education workers, and all Party cadres and members. The focus of arming with the Party’s innovative theories lies in promptly arming ideological-political course teachers with the Party’s latest innovative theoretical achievements, and then, through the key contingent of ideological-political course teachers, arming students. At the same time, it also points to the integrated requirement that every time the Party’s innovative theories advance one step, the arming with the Party’s innovative theories must follow one step, ensuring close articulation and integrated advancement between theoretical innovation and theoretical arming. “This is an era that needs theory and can certainly produce theory; this is an era that needs thought and can certainly produce thought.” [n2] The Party’s innovative theories are enriched and developed based on the great practices of the New Era, constantly responding to the questions of the times and leading the changes in practice. Therefore, theoretical arming should also keep pace in a timely manner, using the Party’s innovative theories to arm the minds of young people, enabling them to resonate with theoretical innovation and practical development at the same frequency. Theoretical innovation and theoretical arming are an integrated process of advancement; this is the distinct integrated implication of “simultaneous advancement” in this orientation.

二是党的创新理论武装及其一体化意蕴。党的创新理论武装是“同步推进”的核心面向。这一面向鲜明地指向用习近平新时代中国特色社会主义思想铸魂育人，所指向的对象不仅包括青少年学生，也包括思政课教师、日常思想政治教育工作者以及全体党员干部。党的创新理论武装的重点在于及时地用党的创新理论成果武装思政课教师，进而通过思政课教师这一关键队伍武装学生。同时，还指向党的创新理论每前进一步，党的创新理论武装就要跟进一步的一体化要求，确保理论创新与理论武装紧密衔接、一体推进。“这是一个需要理论而且一定能够产生理论的时代，这是一个需要思想而且一定能够产生思想的时代。”党的创新理论基于新时代的伟大实践丰富发展，不断回应时代之问，引领实践之变，那么理论武装也应及时跟进，用党的创新理论武装青少年头脑，使青少年与理论创新和实践发展同频共振。理论创新与理论武装是一体推进的过程，这是“同步推进”在这一面向上鲜明的一体化意蕴。

Third, the composite orientation of “simultaneous advancement” and its integrated implications. “Simultaneous advancement” also contains integrated implications at a composite dimension. On the one hand, it points to the integrated advancement of the construction of ideological-political courses and the arming with the Party’s innovative theories in a synchronic manner. Ideological-political courses are the main channel and main front for arming with the Party’s innovative theories, and an effective way to cultivate the ideological and political qualities of young people. The construction of ideological-political courses and the arming with the Party’s innovative theories have inherent consistency; “simultaneous advancement” is an inevitable requirement and important guideline of the internal logic and basic laws of ideological-political course construction. At the same time, it is necessary to further highlight the leading role of the Party’s innovative theoretical achievements, emphasize the guiding position of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, and strengthen the effect of using Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to forge souls and educate people. On the other hand, it points to the integrated advancement of the construction of ideological-political courses and the arming with the Party’s innovative theories in a historical sense, that is, “simultaneous advancement” across universities, secondary schools, and primary schools. Both the construction of ideological-political courses and the arming with the Party’s innovative theories are important pathways for ideological and political education; both are effective routes for ideological education, aimed at thoroughly striking the “people’s garden” with the “lightning of thought,” enabling “theory to grasp the masses,” and thereby transforming into the “material force” guiding practice. The integration of ideological and political education across universities, secondary schools, and primary schools inherently requires the integration of “simultaneous advancement.” “Simultaneous advancement” points to the synergistic coherence, effective articulation, and integrated advancement of ideological-political course construction and arming with the Party’s innovative theories across all educational stages in universities, secondary schools, and primary schools.

三是“同步推进”的复合面向及其一体化意蕴。“同步推进”还内蕴复合维度的一体化意涵。一方面，指向思政课建设与党的创新理论武装在共时性上的一体化推进。思政课是党的创新理论武装的主渠道、主阵地，是培养青少年思想政治素质的有效途径。思政课建设与党的创新理论武装具有内在一致性，“同步推进”是思政课建设内在逻辑和基本规律的必然要求和重要遵循。同时，要进一步凸显党的创新理论成果的引领作用，突出习近平新时代中国特色社会主义思想的指导地位，强化用习近平新时代中国特色社会主义思想铸魂育人的效果。另一方面，指向思政课建设与党的创新理论武装在历史性上的一体化推进，即大中小学“同步推进”。无论是思政课建设还是党的创新理论武装都是思想政治教育的重要途径，两者都是意识形态教育的有效路径，都是为了将“思想的闪电”彻底击中“人民园地”，使“理论掌握群众”，进而转化为指导实践的“物质力量”。大中小学思想政治教育一体化内在要求“同步推进”一体化。“同步推进”指向大中小学各学段在思政课建设和党的创新理论武装上协同贯通、有效衔接、一体推进。

II. Theoretical Elucidation of the Integration of “Simultaneous Advancement”

二、“同步推进”一体化的学理阐释

On the basis of clarifying the dual orientation of “simultaneous advancement” and its integrated implications, it is necessary to further inquire into the integrated philosophy and theory it contains, grasping its essential stipulations from a deep level. One must not only know what it is, but also know why it is so and what makes it necessary.

在明确了“同步推进”的双重面向及其一体化意蕴的基础上，要进一步追问其蕴含的一体化哲理和学理，从深层次把握其本质规定性，既要知其然，也要知其所以然和知其所必然。

First, “once theory grips the masses, it also becomes a material force”; the “lightning of thought” must thoroughly and comprehensively strike the “people’s garden.” In his “Introduction to A Contribution to the Critique of Hegel’s Philosophy of Right,” Marx elucidated the mechanism by which thought and theory act upon objective reality: “The weapon of criticism cannot, of course, replace criticism of the weapon; material force must be overthrown by material force. But theory also becomes a material force once it has gripped the masses. Theory is capable of gripping the masses as soon as it demonstrates ad hominem, and it demonstrates ad hominem as soon as it becomes radical.” Thought and theory are not suspended spiritual existences; they must grip the masses before they can become a material force for transforming the world, and the prerequisite is that the thought and theory themselves possess radicality and scientificity. Although Marx did not explicitly specify the methods for “gripping the masses,” he clearly affirmed that radical theory can persuade people, and that theory gripping the masses can produce immense material force. For “simultaneous advancement,” whether it is the construction of ideological-political courses or the arming of the Party’s innovative theories, the actual purpose is to enable thought and theory to grip young students, equipping them with the correct worldview and methodology for guiding practice. Emphasizing “simultaneous advancement” is precisely to use radical thought and theory to shape the ideological concepts of young students more promptly and comprehensively. Marx further stressed: “The lightning of thought has thoroughly struck this naive people’s garden, and the Germans will be liberated into human beings.” “The lightning of thought” is Marx’s abstract designation for radical thought and theory, while “the naive people’s garden” is an abstract designation for the object of action. “Liberated into human beings” means that those who have grasped radical theory and possess the “truth of this world” become real human beings, and thus also possess the “material force” that has grasped theory. For young students, if the dominant ideology does not occupy the “naive people’s garden,” erroneous social trends of thought will crowd into their spiritual home and ideological space. “Simultaneous advancement” is meant to thoroughly and precisely strike the lightning of thought into the spiritual home of young students, enabling them to become people who possess truth and have strength. Regarding the content of the “lightning of thought,” it requires taking Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as the core content to strike the “garden” of young students, advancing simultaneously and integratively from both ends on the horizontal plane, and advancing integratively across all stages of primary, secondary, and tertiary education on the vertical plane.

其一，“理论一经掌握群众也会变成物质力量”，要及时全面地把“思想的闪电”彻底击中“人民园地”。马克思在《〈黑格尔法哲学批判〉导言》中阐明了思想理论之于客观现实的力量作用机理：“批判的武器当然不能代替武器的批判，物质力量只能用物质力量来摧毁；但是理论一经掌握群众，也会变成物质力量。理论只要说服人，就能掌握群众；而理论只要彻底，就能说服人。”思想理论不是悬置的精神存在，需要掌握群众才能够成为改造世界的物质力量，而前提是思想理论本身具有彻底性、科学性。马克思虽然未明确给出“掌握群众”的方式方法，但鲜明地指认了彻底的理论能够说服人，理论掌握群众能够产生巨大的物质力量。对于“同步推进”而言，无论是思政课建设还是党的创新理论武装实际上都是为了使思想理论能够掌握青少年学生，使其拥有指导实践的正确的世界观与方法论。强调“同步推进”就是为了更加及时、全面地用彻底的思想理论塑造青少年学生的思想观念。马克思进一步强调：“思想的闪电彻底击中这块素朴的人民园地，德国人就会解放成为人。”“思想的闪电”是马克思对彻底思想理论的抽象规定，“素朴的人民园地”是对作用对象的抽象规定。“解放成为人”就是意指掌握了彻底的理论，拥有“此岸世界的真理”的现实的人，也就拥有了掌握理论的“物质力量”。对于青少年学生而言，主导意识形态不去占领“素朴的人民园地”，错误社会思潮就会挤占他们的精神家园和思想空间。“同步推进”就是为了将“思想的闪电”彻底、精准地击中青少年学生的精神家园，让其成为拥有真理且有力量的人。就“思想的闪电”的内容而言，要求以习近平新时代中国特色社会主义思想为核心内容去击中青少年学生的“园地”，横向上两端着力同步一体化推进，纵向上大中小学各学段一体化推进。

Second, “the workers could not spontaneously develop social-democratic consciousness”; radical thought and scientific theory must be “introduced into them from without,” and individual thought must be continuously shaped. After Lenin confirmed the concept of “socialist ideology,” he pointed out in “What Is to Be Done?”: “The workers could not spontaneously develop social-democratic consciousness. This consciousness could only be introduced into them from without.” On the basis of inheriting the essence and method of Marx’s critique of ideology and fully recognizing the power of ideology, Lenin elaborated in detail on the spiritual essence and core meaning of the “theory of inculcation.” Returning to Lenin to examine this thesis reveals that in the era of revolutionary struggle, socialist ideology does not arise spontaneously within the working class, nor is it naturally acquired; it must be “introduced into them from without.” Why is theoretical inculcation necessary? Lenin specified two reasons: first, the masses of workers cannot spontaneously form and possess scientific theory and radical thought; second, the masses of workers have a “theoretical thirst” but lack sufficient channels. “Agitational leaflets and secret pamphlets are insufficient… workers’ circles have no agitators,” requiring specialized personnel and channels to satisfy the “theoretical thirst” of the masses of workers. It should be noted that “inculcation” here does not mean rigid indoctrination, but rather enabling the audience to accept, understand, and master theory through certain methods and means. “Inculcation” is not Lenin’s original term; Engels also frequently used this concept. In “The Rapid Progress of Communism in Germany,” he pointed out: “From the perspective of propagating socialism, this painting has a far greater effect than a hundred pamphlets… it has certainly inculcated social ideas into quite a few people.” Engels affirmed the ideological narrative advantages of pictorial images from a positive standpoint. This is also consistent with the essence of ideological-political education, which is the inculcation and guidance of the dominant ideology. The theory of inculcation as the theoretical basis of ideological-political education is already an academic consensus. The theoretical support for the integration of “simultaneous advancement” is also developed on the same logic. Young students in the “jointing and booting stage” [3]3 “Jointing and booting stage” (拔节孕穗期) is a metaphor drawn from the growth phases of cereal crops, used in Chinese political discourse to describe the critical period of adolescence and young adulthood when a person’s worldview, values, and character are being formed. cannot spontaneously form scientific theory, nor can they naturally acquire radical thought. Therefore, it is necessary to systematically and continuously “introduce into them from without” radical thought and scientific theory. “Simultaneous advancement” requires not only theoretical inculcation through the key course of ideological-political courses, but also the integration of the Party’s innovative theoretical achievements into ideological-political courses, advancing “simultaneously” in an integrated manner, continuously shaping thought and inculcating theory. This kind of “inculcation” is not “flood irrigation,” but must follow the educational law of gradual progress and spiral ascent, strengthening “simultaneous advancement” in the process of integrating ideological-political education across primary, secondary, and tertiary schools.

其二，“工人本来也不可能有社会民主主义的意识”，要把彻底的思想、科学的理论“从外面灌输进去”，并且要持续塑造个体思想。列宁在确证了“社会主义意识形态”这一概念之后，在《怎么办?》一文中指出：“工人本来也不可能有社会民主主义的意识。这种意识只能从外面灌输进去。”列宁在继承马克思关于意识形态批判的实质和方法并充分认识到意识形态力量的基础上，详细阐明了“灌输理论”的精神实质和核心要义。“回到列宁”来审视这一论断可以发现，在革命斗争年代，社会主义意识形态在工人阶级那里不会自发形成，也不会自然习得，需要“从外面灌输进去”。为什么理论灌输是必要的？列宁明确了两点原因：一是工人群众不会自发形成并拥有科学的理论、彻底的思想；二是工人群众有“理论渴望”但没有充分的渠道。“鼓动传单和秘密书刊都感不足……工人小组没有鼓动员”，需要有专门的人和渠道满足工人群众的“理论渴望”。需要说明的是，这里的“灌输”不是硬性灌输，而是指通过一定的方式方法使受众接受和理解并掌握理论。“灌输”不是列宁的原创术语，恩格斯也经常使用这个概念，他在《共产主义在德国的迅速发展》中指出：“从宣传社会主义这个角度来看，这幅画所起的作用要比一百本小册子大得多……当然给不少人灌输了社会的思想。”恩格斯是从肯定意义上强调了图像画作的意识形态叙事优势。这与思想政治教育的本质也是一致的，思想政治教育就是主导意识形态的灌输与引导。灌输理论是思想政治教育的学理依据已是学界共识。对于“同步推进”一体化的学理支撑也是基于同样的逻辑展开的。处于“拔节孕穗期”的青少年学生不会自发形成科学的理论，也不会自然习得彻底的思想。为此，需要有组织地将彻底的思想、科学的理论持续“从外面灌输进去”。“同步推进”不仅仅要求通过思政课这一关键课程进行理论灌输，同时还要求把党的创新理论成果融入思政课，一体化“同步推进”，持续进行思想塑造、理论灌输。这种“灌输”不是“大水漫灌”，而是要遵循循序渐进、螺旋上升的教育规律，在大中小学思想政治教育一体化过程中强化“同步推进”。

Third, there is a gap between “ideological reality” and “theoretical reality”; the consistency between “ideological reality” and “theoretical reality” must be maintained. “Ideological reality” is an important category of ideological-political education; understanding and grasping “ideological reality” is an important prerequisite for effectively carrying out ideological-political work. “Ideological reality” refers to people’s actual ideological conditions; it is a holistic description of people’s actual-level ideological states, such as emotions, attitudes, and values. “Theoretical reality” refers to the condition of thought and theory formed on a certain economic base, conforming to the historical trend and meeting the requirements of the development of productive forces. “Ideological reality” and “theoretical reality” are not consistent, which requires continuously strengthening theoretical arming and requiring the integrated development of “simultaneous advancement.” There are two reasons for the gap between “ideological reality” and “theoretical reality”: first, the individual’s “ideological reality” is changeable and constantly developing, influenced by comprehensive factors such as the growth environment, cognitive situation, and educational experience; therefore, the student’s “ideological reality” must be continuously shaped. Second, “theoretical reality” is constantly enriched and developed as practice changes. “The degree to which a theory is realized in a country always depends on the degree to which the theory meets the needs of that country.” Radical and scientific thought and theory originate from practice; they are the theoretical summary and sublimation of practical experience, and must return to practice to scientifically guide and lead practice forward. This is the interactive mechanism of “theorization of practice” and “practicalization of theory.” These factors cause “ideological reality” and “theoretical reality” not always to be consistent; “ideological reality” has a certain lag and is easily influenced by various social trends of thought. At the normative level, the individual’s “ideological reality” and “theoretical reality” should be consistent, but from the actual level, the two are not always consistent. This requires the integrated development of “simultaneous advancement,” especially using the Party’s innovative theoretical achievements to shape the “ideological reality” of young students. The integrated construction of ideological-political courses in primary, secondary, and tertiary schools focuses on systematically and continuously shaping students’ “ideological reality,” while the arming of the Party’s innovative theories focuses on promptly and deeply shaping their “ideological reality.” “Simultaneous advancement” requires the integrated development of ideological-political course construction and the arming of the Party’s innovative theories, achieving effective spatial connection and orderly temporal succession, so that students’ “ideological reality” remains consistent with “theoretical reality.”

其三，“思想实际”与“理论实际”存在间距，要保持“思想实际”与“理论实际”的一致性。“思想实际”是思想政治教育的重要范畴，了解和掌握“思想实际”是有效开展思想政治工作的重要前提。“思想实际”指向人们实际的思想状况，它是对人们实然层面呈现的情绪、态度、价值观等思想状况进行的整体性描述。“理论实际”是指在一定经济基础之上形成的符合历史潮流，契合生产力发展要求的思想理论状况。“思想实际”与“理论实际”并不具有一致性，这就要求持续加强理论武装，要求“同步推进”一体化开展。“思想实际”与“理论实际”存在间距的原因有两点：一是个体的“思想实际”是变化的、不断发展的，会受成长环境、认知情况、受教育情况等综合因素的影响，因此要对学生的“思想实际”加以持续塑造；二是“理论实际”是随着实践变化不断丰富发展的。“理论在一个国家实现的程度，总是取决于理论满足这个国家的需要的程度。”彻底、科学的思想理论源自实践，是实践经验的理论总结和升华，又需要回到实践中去，科学指导和引领实践向前发展，这就是“实践理论化”与“理论实践化”的互动机制。这些因素就导致“思想实际”与“理论实际”并不总是相一致，“思想实际”具有一定的滞后性并容易受到各种社会思潮的影响。就应然层面而言，个体的“思想实际”与“理论实际”要保持一致，但从实然层面来看，两者并不总是一致的，这就需要“同步推进”一体化展开，特别是用党的创新理论成果塑造青少年学生的“思想实际”。大中小学思政课一体化建设着重系统、持续地塑造学生的“思想实际”，党的创新理论武装要注重及时、深入地塑造其“思想实际”。“同步推进”要求思政课建设和党的创新理论武装一体化进行，在空间上有效贯通、时间上有序衔接，使学生的“思想实际”与“理论实际”保持一致。

III. Practical Pathways for the Integration of “Simultaneous Advancement”

三、“同步推进”一体化的实践进路

On the basis of clarifying the integrated theoretical connotation of “simultaneous advancement,” we must further discuss the practical pathways of integration at the operational level. The integrated practice of “simultaneous advancement” can be effectively unfolded by following the progressive logic of “point—surface—body.” The “point” refers to the problem origin and key points of “simultaneous advancement,” requiring an integrated resolution of the problem cluster that this proposition reflects in reality, while simultaneously coordinating key elements for integrated advancement. The “surface” refers to the synchronic horizontal integration of this proposition, requiring efforts on both ends of “simultaneous advancement” to achieve the integrated coordination and high-level fusion of ideological-political course construction and the arming of the Party’s innovative theories. The “body” refers to the diachronic vertical articulation of this proposition, requiring the placement of “simultaneous advancement” within the entire process of integrated construction of ideological-political education in universities, secondary schools, and primary schools, ensuring gradual progression and spiral ascent across all educational stages.

在明晰“同步推进”一体化学理内涵的基础上，要进一步从操作层面讨论一体化的实践进路。“同步推进”的一体化实践可以依循“点—面—体”的进阶逻辑有效展开。“点”指向“同步推进”的问题原点和关键点，要一体化解决这一命题现实映射的问题群，同时要协同关键要件一体化推进。“面”指向这一命题的共时性横向贯通，要着力“同步推进”的两端，实现思政课建设与党的创新理论武装的一体协同、高度融合。“体”指向这一命题的历时性纵向衔接，要把“同步推进”置于大中小学思想政治教育一体化建设的全过程，确保各学段的循序渐进、螺旋上升。

First, focus on the “point,” confirming the problem origin and key points of “simultaneous advancement.” Regarding the dual orientation of “simultaneous advancement,” both promoting the construction of ideological-political courses and strengthening the arming of the Party’s innovative theories are important experiences of our Party in conducting ideological-political education. The former is the key course for fostering virtue and nurturing talent, while the latter is a fine tradition of the Chinese Communist Party. The emergence of “simultaneous advancement” on the new journey of the New Era is an inevitable choice based on the superposition of historical experience and practical problems.

第一，着力于“点”，确证“同步推进”的问题原点和关键点。就“同步推进”的双重面向而言，无论是推动思政课建设还是加强党的创新理论武装都是我们党开展思想政治教育的重要经验。前者是立德树人的关键课程，后者是中国共产党的优良传统。新时代新征程“同步推进”的出场，是基于历史经验和现实问题双重叠加的必然选择。

The emergence of this proposition indicates that the construction of ideological-political courses and the arming of the Party’s innovative theories are not yet sufficiently synchronized. Specifically, this includes the following aspects of the problem: First, the fragmentation and passivity of theoretical arming. Theoretical arming encompasses two meanings: receiving theoretical arming and conducting theoretical arming. Regarding the former, there is currently a problem of fragmentation in receiving theoretical arming, with no systematic theoretical learning and training system having been formed. Regarding the latter, some ideological-political course teachers have not systematically received theoretical arming and theoretical learning, so naturally they lack the confidence and awareness to actively conduct theoretical arming. Second, the one-sidedness and lag in theoretical integration. Theoretical integration is the point of connection between ideological-political courses and theoretical arming; the main purpose of receiving theoretical arming is to promptly integrate the latest achievements of the Party’s innovative theories into ideological-political courses, nourishing students’ spiritual world. Currently, there is still a problem of one-sidedness and lag in theoretical integration, meaning that the latest achievements of the Party’s innovative theories have not been promptly integrated into the curriculum and transmitted to students. Third, the problem of low initiative and proactivity in theoretical interpretation. To teach ideological-political courses deeply, thoroughly, and vividly, in-depth research is needed as support. “Simultaneous advancement” requires improving the systematic mechanisms of theoretical arming, constructing a complete theoretical training system, and perfecting scientific norms for theoretical integration. Theoretical arming, theoretical integration, and theoretical interpretation are the key links of “simultaneous advancement” and also a process of integrated systematic advancement.

这一命题的出场，说明思政课建设和党的创新理论武装还不够同步，具体而言包括以下几个方面的问题：其一，理论武装的碎片化、被动性问题。理论武装蕴含接受理论武装和开展理论武装两层含义。对于前者而言，目前还存在接受理论武装碎片化问题，没有形成系统性的理论学习和理论培训体系。就后者而言，一些思政课教师没有系统地接受理论武装和理论学习，自然就没有底气和意识主动去开展理论武装。其二，理论融入的片面化、滞后性问题。理论融入是思政课和理论武装的结合点，接受理论武装的主要目的就是要把党的创新理论成果及时融入思政课，滋养学生的精神世界。当前还存在着理论融入的片面化、滞后性问题，也就是没有及时地把党的创新理论最新成果融入课程中来，传递到学生中去。其三，理论阐释的积极性、主动性不高问题。要想把思政课讲深、讲透、讲活，需要深入的研究作为支撑。“同步推进”就是要完善系统的理论武装体制机制，建构完善的理论培训体系，健全科学的理论融入规范。理论武装、理论融入和理论阐释是“同步推进”的关键环节，也是一体化系统推进的过程。

At the same time, it is necessary to clarify the key points of “subject” and “content” in “simultaneous advancement.” The “subject” refers to ideological-political course teachers, who are also the key subjects of “simultaneous advancement.” The “ideological reality” of ideological-political course teachers must be continuously updated to enhance their capabilities and skills. Mao Zedong pointed out: “If our Party has one hundred to two hundred comrades who have systematically, not fragmentarily, and practically, not abstractly, learned Marxism-Leninism, it will greatly enhance our Party’s combat effectiveness.” [4]4 Mao Zedong, “The Role of the Chinese Communist Party in the National War,” *Selected Works of Mao Zedong*, Vol. 2, p. 533. The capabilities and skills of ideological-political course teachers point to Marxism-Leninism and to the achievements of the Party’s innovative theories. This involves another key point of “simultaneous advancement”—content, namely the achievements of the Party’s innovative theories. “Simultaneous advancement” means systematically and comprehensively integrating the achievements of the Party’s innovative theories into ideological-political course teaching, arming the mind with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. The above problem domain and key points are the logical starting point and cognitive premise of the integrated practice of “simultaneous advancement.”

同时，要明确“同步推进”中“主体”和“内容”的关键点。“主体”指向思政课教师，也是“同步推进”的关键主体。要对思政课教师的“思想实际”不断更新，提升其能力本领。毛泽东指出：“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。”思政课教师的能力本领指向马克思列宁主义，指向党的创新理论成果。这就涉及“同步推进”的另一关键点——内容，即党的创新理论成果。“同步推进”就是要把党的创新理论成果系统、全面地融入思政课教学，用习近平新时代中国特色社会主义思想武装头脑。以上问题域和关键点是“同步推进”一体化实践的逻辑起点和认知前提。

Second, focus on the “surface,” achieving synchronic horizontal integration of “simultaneous advancement.” The dual orientation involved in “simultaneous advancement” is also the two aspects of a contradiction. The arming of the Party’s innovative theories is the principal aspect of this contradiction, while ideological-political courses are the key pathway. Every time the Party’s innovative theories advance one step, the arming of the Party’s innovative theories is required to follow one step; the construction of ideological-political courses is an important pathway for theoretical arming. “Simultaneous advancement” requires the timely and comprehensive integration of the achievements of the Party’s innovative theories into ideological-political courses; this is the practical requirement of this proposition’s integration at the “surface” level.

第二，着力于“面”，实现“同步推进”共时性的横向贯通。“同步推进”关涉的双重面向也是矛盾的两个方面，党的创新理论武装是这对矛盾的主要方面，思政课是关键途径。党的创新理论每前进一步，就要求党的创新理论武装跟进一步，思政课建设是理论武装的重要途径。“同步推进”要求把党的创新理论成果及时、全面地融入思政课，这是这一命题在“面”上一体化的实践要求。

From the perspective of synchronic horizontal integrated advancement, it is necessary to construct a curriculum and textbook system, emphasize methods and approaches, and enrich teaching content. First, optimize the curriculum and textbooks, “constructing a curriculum and textbook system with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as its core content.” [5]5 Quote from the “Opinions on Deepening the Reform and Innovation of Ideological-Political Courses in Schools in the New Era,” issued by the General Office of the CPC Central Committee and the General Office of the State Council in 2019. “Simultaneous advancement” requires the timely integration of the achievements of the Party’s innovative theories, namely Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, into ideological-political courses. It should be noted here that not only must the latest textbook content of ideological-political courses be relied upon, but also that every time the Party’s innovative theories advance one step, the new theoretical content must be integrated into the ideological-political course textbooks. Regarding the overall curriculum and textbook system, integration should be strengthened with the “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” course as the core, while also integrating the content of the Party’s innovative theories into other ideological-political courses, with all ideological-political courses advancing in tandem and being promoted in an integrated manner. In this process, it is necessary to avoid both repetitive teaching and content overlap among the various ideological-political courses, and to strive for orderly and effective outcomes. Second, innovate methods and approaches to enhance the targeting and appeal of integrating the Party’s innovative theories into ideological-political courses. The quality and effectiveness of “simultaneous advancement” depend, to a certain extent, on the methods and approaches of teaching ideological-political courses and theoretical arming. “The essence of ideological-political courses is to explain principles; attention must be paid to methods and approaches, to explain principles deeply, thoroughly, and vividly.” [6]6 Quote from Xi Jinping’s speech at the symposium for teachers of ideological-political courses in schools, March 18, 2019. Modern information technology should be fully utilized, employing forms and means that students like and are interested in, to integrate the Party’s innovative theories into ideological-political courses, enabling students to better understand and accept them. Increase interactive, participatory, and immersive educational experiences to enhance students’ learning interest and effectiveness. Third, enrich teaching content, guiding students to perceive the practical power of the Party’s innovative theories. Promoting the consistency among the “ideological reality” of young students, the “theoretical reality” of the Party’s innovative theories, and the “practical reality” of the Party’s innovative theories inherently requires the synchronic integrated articulation of “simultaneous advancement.” This requires enriching teaching content, “using the world-renowned achievements of socialism with Chinese characteristics as content support,” [7]7 Quote from the “Opinions on Accelerating the Construction of a Grand Ideological-Political Course in the New Era,” issued by the General Office of the CPC Central Committee in 2022. employing the historic achievements made on the new journey of the New Era to verify the ideological power of the Party’s innovative theories, and teaching ideological-political courses deeply, thoroughly, and vividly. The practice of the “grand ideological-political course” is precisely to guide students in experiencing the practical charm of the Party’s innovative theories while feeling the pulse of the times; it is an effective pathway for “simultaneous advancement.”

从共时性的横向一体化推进而言，要构建课程教材体系、注重方式方法、丰富教学内容。一是要优化课程教材，“构建以习近平新时代中国特色社会主义思想为核心内容的课程教材体系”。“同步推进”要求把党的创新理论成果，即习近平新时代中国特色社会主义思想及时融入思政课。这里需要注意的是，不仅要依托思政课最新教材内容，还要求党的创新理论每前进一步，就要把新的理论内容融入思政课教材。就整体的课程教材体系而言，既要以“习近平新时代中国特色社会主义思想概论课”为核心加强融入，也要把党的创新理论内容融入其他思政课，各门思政课齐头并进、一体化推进。在这一过程中，既要避免各门思政课的重复讲授、内容交叉，又要力求有序有效。二是要创新方式方法，提升党的创新理论融入思政课的针对性和吸引力。“同步推进”的质效如何，在一定程度上取决于思政课讲授和理论武装的方式方法。“思政课的本质是讲道理，要注重方式方法，把道理讲深、讲透、讲活。”要充分利用现代信息技术，运用学生喜爱的、感兴趣的形式和手段，把党的创新理论融入思政课，使学生能够更好地理解和接受。增加互动式、参与式和沉浸式教育体验，提升学生的学习兴趣和效果。三是丰富教学内容，引导学生感悟党的创新理论的实践伟力。推动青少年学生的“思想实际”与党的创新理论的“理论实际”以及党的创新理论的“实践实际”的一致性，内在要求“同步推进”共时性的一体贯通。这就要求丰富教学内容，“以中国特色社会主义取得的举世瞩目成就为内容支撑”，用新时代新征程取得的历史性成就印证党的创新理论的思想伟力，把思政课讲深、讲透、讲活。“大思政课”的实践就是要着力引导学生在感受时代脉搏中体悟党的创新理论的实践魅力，是“同步推进”的有效路径。

Third, focus on the “body,” ensuring the diachronic vertical articulation of “simultaneous advancement.” “Simultaneous advancement” not only contains the requirement of horizontal integration but also implies the requirement of vertical integrated articulation. Integrating the dual dimensions of synchronicity and diachronicity constitutes the “body” of “simultaneous advancement”; vertical articulation must be optimized on the basis of synchronic integration. To this end, it is necessary to focus on the “body” and construct an integrated strategy for “simultaneous advancement” in universities, secondary schools, and primary schools.

第三，着力于“体”，确保“同步推进”历时性的纵向衔接。“同步推进”不仅内含横向一体化的贯通，而且还内蕴纵向一体化衔接的要求。统合共时性与历时性双重维度，就构成了“同步推进”的“体”，要在共时性贯通的基础上优化历时性衔接。为此，要着力于“体”，构建大中小学“同步推进”的一体化策略。

The integration of “simultaneous advancement” in universities, secondary schools, and primary schools is an inherent meaning of the integrated construction of ideological-political education in universities, secondary schools, and primary schools. It is necessary to carefully distinguish the relationship and essence between the integration of “simultaneous advancement” in universities, secondary schools, and primary schools and the integrated construction of ideological-political education in universities, secondary schools, and primary schools. The dual orientation inherent in “simultaneous advancement” both belong to the category of ideological-political education; ideological-political courses are the main channel for school ideological-political education, while the arming of the Party’s innovative theories is a fine tradition of the Party’s ideological-political work. Promoting the integrated construction of ideological-political education in universities, secondary schools, and primary schools inherently requires the integration of “simultaneous advancement.” However, the emphases of the two differ: the integration of “simultaneous advancement” aims to integrate the achievements of the Party’s innovative theories into ideological-political courses across all educational stages of universities, secondary schools, and primary schools; the integrated construction of ideological-political education in universities, secondary schools, and primary schools focuses on solving the problem of repetition or gaps in education across different stages. But the value pursuits of the two are consistent, both aiming to accelerate the formation of ideological leadership and strive to cultivate more new-era individuals who are worthy of the Party’s trust, patriotic and dedicated, and capable of shouldering the great task of national rejuvenation.

大中小学“同步推进”的一体化是大中小学思想政治教育一体化的题中之义。这要注意辨析大中小学“同步推进”一体化和大中小学思想政治教育一体化的关系和实质。“同步推进”内蕴的双重面向都隶属于思想政治教育的范畴，思政课是学校思想政治教育的主渠道，党的创新理论武装是党的思想政治工作的优良传统，推进大中小学思想政治教育一体化内在要求“同步推进”的一体化。但两者的侧重点有所不同，“同步推进”一体化旨在把党的创新理论成果融入大中小学各学段的思政课中；大中小学思想政治教育一体化着重解决各学段教育重复或者断层的问题。但两者的价值追求是一致的，都旨在加快形成思想引领力，努力培养更多让党放心、爱国奉献、担当民族复兴大任的时代新人。

Regarding the integrated strategy of “simultaneously advancing” across large, medium, and small schools [n8], efforts must focus on subject coordination, content articulation, and institutional mechanism construction. First, strengthen subject coordination and enhance the interactivity of multiple subjects. The process of “simultaneously advancing” involves multiple subjects, including ideological-political course teachers at each school level, as well as ideological-political education workers such as counselors and class advisors at the same school level. This requires strengthening the coordination of multiple subjects, enhancing the exchange and sharing of experiences, and thereby achieving orderly and effective education. At the same time, it is necessary to coordinate the forces and resources of large, medium, and small schools, as well as families, schools, and society, to promote multiple subjects moving in the same direction and resonating at the same frequency around the fundamental task of fostering virtue through education [n9]. Second, optimize content articulation and confirm the scientific nature of the curriculum system. The integration of “simultaneously advancing” requires not only coordination at the subject level but also articulation at the content level. The core of the content lies in the Party’s innovative theoretical achievements, but the cognitive development levels and receptive capacities of students at different school levels vary. It is necessary to integrate the Party’s innovative theoretical achievements into the ideological-political course curriculum system in a targeted and tiered manner. This can follow the basic logic of “emotional enlightenment—ideological foundation—knowledge literacy—practical experience,” and based on the progressive development law of knowledge, emotion, intention, and action, scientifically design and rationally plan educational content, reflecting the progressive and systematic nature of “simultaneously advancing.” Third, improve institutional mechanisms and ensure the effectiveness of communication and coordination. The integration of “simultaneously advancing” is a systematic project involving different school levels and multiple subjects. It requires improving institutional mechanisms to ensure effective communication and efficient coordination among subjects and school levels. It is necessary to construct and improve the integrated communication mechanism for “simultaneously advancing” across large, medium, and small schools, coordinate the formulation of integrated development plans for “simultaneously advancing” across large, medium, and small schools, collaboratively establish integrated alliances for “simultaneously advancing” across large, medium, and small schools, and innovatively carry out “hand-in-hand” activities for “simultaneously advancing” across large, medium, and small schools.

就大中小学“同步推进”一体化策略而言，要在主体协同、内容衔接、机制体制构建上下功夫。一是强化主体协同，增强多元主体的交互性。“同步推进”过程中涉及多元主体，包括各学段的思政课教师，同学段的辅导员、班主任等思想政治教育工作者，这就需要强化多元主体的协同，加强经验交流与分享，进而实现育人的有序有效。同时，要统筹大中小学、家校社多方力量和资源，推进多元主体围绕立德树人为根本任务同向同行、同频共振。二是优化内容衔接，确证课程体系的科学性。“同步推进”一体化不仅要求主体层面的同步，还要求内容层面的衔接。内容的核心就在于党的创新理论成果，但是大中小学各学段学生的认知发展水平和接受能力是不一样的，需要将党的创新理论成果有针对性、有层次地融入思政课课程体系。可以依循“情感启蒙—思想根基—知识素养—实践体验”的基本逻辑，依据知情意行的进阶发展规律，科学设计并合理规划教育内容，体现“同步推进”的进阶性、系统性。三是完善体制机制，保障沟通协调的有效性。“同步推进”一体化是一项系统工程，涉及不同学段、多元主体，需要完善体制机制保障主体间、各学段的有效沟通、高效协同。要构建和完善大中小学“同步推进”一体化沟通机制，统筹制定大中小学“同步推进”一体化发展规划，协同建立大中小学“同步推进”一体化联盟，创新开展大中小学“同步推进”“手牵手”活动。

On the basis of preliminarily clarifying the theoretical implications and practical pathways of the integrated proposition of “simultaneously advancing,” it is also necessary to focus on handling the following several pairs of relationships: First, the relationship between time and space. The relationship between time and space points to the spatiotemporal logic of “simultaneously advancing.” On the one hand, “simultaneously advancing” emphasizes the temporal attribute of the construction of ideological-political courses and the arming of the Party’s innovative theories, that is, requiring the timely integration of the Party’s innovative theoretical achievements into ideological-political courses and the timely strengthening of the arming of the Party’s innovative theories in the New Era; on the other hand, it emphasizes the spatial attribute, that is, requiring the comprehensive integration of the Party’s innovative theoretical achievements into all courses of ideological-political courses across large, medium, and small schools, not only vertically connecting the space of integration across large, medium, and small schools but also horizontally covering the space of each course. Under certain conditions, time and space often intersect and merge, and it is necessary to strengthen “simultaneously advancing” in the fusion of time and space. Second, the relationship between the leading subject and the receiving subject. “Simultaneously advancing” involves elements such as ideological theory, channels and pathways, subject objects, and practical requirements, and it is necessary to handle the relationship between the leading subject and the receiving subject. Ideological-political course teachers are not only the leading subjects of ideological-political courses but also important subjects of theoretical arming, and at the same time, receiving subjects of theoretical arming. Of course, the leading subjects of “simultaneously advancing” include not only ideological-political course teachers but also workers in relevant departments; the receiving subjects include not only students on campus, as the audience for theoretical arming is very broad. In this process, the leading subject and the receiving subject of “simultaneously advancing” cannot be simply regarded as teachers and students. Third, the relationship among “ideological reality,” “theoretical reality,” and “practical reality.” “Practical reality” points to objective and real social changes. “Theoretical reality” and “practical reality” continuously change through their interaction, constantly enriching and developing theory on the basis of practice, with theory leading practice forward. Changes in “theoretical reality” require continuous arming and shaping of “ideological reality” to keep the two consistent, while also needing to verify the ideological power of “theoretical reality” in “practical reality.” The integration of “simultaneously advancing” is precisely to strive to maintain the consistency of “ideological reality,” “theoretical reality,” and “practical reality.”

在初步阐明“同步推进”一体化命题的理论蕴含与实践进路的基础上，还需要着重处理好以下几对关系：一是时间和空间的关系。时间和空间的关系指向“同步推进”的时空逻辑。“同步推进”一方面强调思政课建设和党的创新理论武装的时间属性，就是要求把党的创新理论成果及时融入思政课，及时加强新时代党的创新理论武装；另一方面强调空间属性，就是要求把党的创新理论成果全面融入大中小学思政课的各门课程之中，既要纵向贯通大中小学一体化的空间，也要横向覆盖各门课程的空间。在一定条件下，时间和空间往往是交叉融合的，要在时空融合中强化“同步推进”。二是主导主体和受众主体的关系。“同步推进”涉及思想理论、渠道途径、主体对象、实践要求等要件，要处理好主导主体和受众主体的关系。思政课教师既是思政课的主导主体，也是理论武装的重要主体，同时也是理论武装的受众主体。当然“同步推进”的主导主体不仅包括思政课教师，还包括相关部门的工作者；受众主体不仅包括在校学生，理论武装的受众面十分广泛。在这一过程中，不能把“同步推进”的主导主体和受众主体简单地认为就是教师和学生。三是“思想实际”“理论实际”“实践实际”的关系。“实践实际”指向客观真实的社会变革。“理论实际”与“实践实际”在相互作用中不断变化，在实践基础上持续丰富发展理论，理论引领实践向前推进。“理论实际”的变化要求对“思想实际”持续进行武装、塑造，使两者始终保持一致，同时也需要在“实践实际”中印证“理论实际”的思想伟力。“同步推进”的一体化就是要竭力保持“思想实际”“理论实际”“实践实际”的一致性。

(The author is an assistant professor at the School of Marxism, Tongji University.)

（作者系同济大学马克思主义学院助理教授）

Online editor: Ma Jingren

网络编辑：马京仁