Advancing the Construction of the Ideological and Political Course System in Higher Education Institutions

Fostering virtue and nurturing talent as the fundamental task of education concerns whether the Party’s cause will have successors and whether the nation’s future and destiny will be secure. The ideological and political course system in higher education institutions bears the historical mission of cultivating new generations for the era. It must not only transmit knowledge but also guide values, shaping students’ worldview, outlook on life, and value system. Systematically advancing the construction of the ideological and political course system requires us to explore pathways for systematic and connotation-based development, building a new pattern of education for the New Era.

立德树人作为教育的根本任务，关乎党的事业后继有人，关乎国家前途命运。高校思政课程体系承载着培养时代新人的历史使命，不仅要传授知识，更要有引领价值，塑造学生的世界观、人生观、价值观。系统推进思政课程体系建设，需要我们探索体系化和内涵式发展的实施路径，构建新时代育人新格局。

Standing at a new historical starting point, higher education institutions are actively exploring the construction of a curriculum and textbook system with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as its core content. A new pattern has taken shape, combining required and elective courses, supplementing theoretical teaching with practical teaching, and the concept that ideological and political courses and curriculum-based ideological and political education advance in the same direction is increasingly taking root in people’s hearts. Changes unseen in a century are accelerating. The ideological characteristics, cognitive patterns, and reception habits of young students are undergoing profound changes. The construction of a high-quality education system demands that we promote holistic restructuring and systematic upgrading.

站在新的历史起点上，各高校积极探索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，形成了必修课与选修课相结合、理论教学与实践教学相补充的新格局，思政课程和课程思政同向同行理念日益深入人心。世界百年未有之大变局加速演进，青年学生的思想特点、认知规律、接受习惯都在发生深刻变化，高质量教育体系建设要求我们推动整体性重构和系统性升级。

Constructing a Systematic Advancement Pathway

构建体系化推进路径

Systematic construction represents a strategic transformation of ideological and political course development from fragmentation to integration. We must transcend traditional course construction models and build a course system with inherent logical connections. This system is not a simple collection of courses but an organic whole based on the laws of education. Each course, while maintaining its own characteristics, must serve the common goal of nurturing talent. Achieving this transformation requires breakthroughs in three key links: top-level design, coordination mechanisms, and resource allocation.

体系建设代表着思政课程建设从分散走向集成的战略转型。我们要超越传统课程建设模式，构建具有内在逻辑关联的课程体系，这种体系不是课程的简单集合，而是基于育人规律的有机整体。每门课程在保持自身特色的同时必须服务于共同的育人目标，实现这一转型需要在顶层设计、协同机制和资源配置三个关键环节实现突破。

Top-level design determines the direction and quality of systematic construction. The Party committees of higher education institutions bear the important responsibility of overall planning and must clarify and strengthen the internal logic of required courses. For example, “Ideological Morality and the Rule of Law” lays the value foundation, guiding students to establish a correct outlook on life and values, and addressing fundamental issues of student growth and success; “Outline of Modern Chinese History” provides a historical perspective, allowing students to understand the inevitability of the Chinese path in the course of history and enhancing theoretical persuasiveness; “Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era” addresses the questions of the times, helping students accurately grasp the latest achievements in adapting Marxism to the Chinese context and the needs of the times, and grasp the guide to action; “Current Situation and Policy” focuses on contemporary reality, guiding students to perceive national conditions and public sentiment, and improving their ability to correctly analyze domestic and international situations and understand policies. Each course forms a complete chain from value guidance to historical cognition, from theoretical armament to practical guidance. Elective courses and practical teaching unfold around this main line, forming a course system with prominent trunks and flourishing branches.

顶层设计决定着体系建设的方向和质量，高校党委承担着统筹规划的重要职责，必须明晰和强化必修课程的内在逻辑。如“思想道德与法治”奠定价值基础，引导学生树立正确的人生观和价值观，回答大学生成长成才的根本性问题；“中国近现代史纲要”提供历史视角，让学生在历史进程中理解中国道路的必然性，增强理论说服力；“习近平新时代中国特色社会主义思想概论”回答时代课题，帮助学生准确掌握马克思主义中国化时代化的最新成果，把握行动指南；“形势与政策”关注当下现实，引导学生感知国情民意，提升正确分析国内外形势和理解政策的能力。各门课程构成了从价值引领到历史认知、从理论武装到实践指导的完整链条，选修课程和实践教学围绕这一主线展开，形成了主干突出、枝叶繁茂的课程体系。

Coordination mechanisms need to break through traditional departmental boundaries and promote the deep integration of ideological and political courses and curriculum-based ideological and political education. Cooperation between schools of Marxism and professional schools cannot remain at a formal level; normalized working mechanisms need to be established for substantive coordinated advancement. Regular joint meetings should be held to jointly study education plans. Ideological and political course teachers must deeply understand the characteristics of professional disciplines and excavate the ideological and political elements contained in professional knowledge. Professional teachers must enhance their educational awareness, focusing on value guidance while transmitting knowledge. Science and engineering disciplines emphasize the mission of serving the country through science and technology; humanities and social science disciplines focus on cultivating a sense of family and country; art disciplines integrate aesthetic education and cultural confidence. The characteristics of different disciplines determine the diversity of integration methods. The key to coordination lies in identifying the points of connection, achieving an organic unity between the academic nature of professional courses and the value orientation of ideological and political education.

协同机制需要突破传统部门界限，推动思政课程和课程思政的深度融合，马克思主义学院与专业学院的合作不能停留在形式层面，需要建立常态化的工作机制，实质性协同推进。定期召开联席会议共同研究育人方案，思政教师要深入了解专业特点，挖掘专业知识蕴含的思政元素，专业教师要增强育人意识，在传授知识的同时注重价值引领。理工科专业强调科技报国的使命担当，人文社科专业注重家国情怀的培育，艺术类专业融入审美教育和文化自信，不同学科的特点决定了融合方式的多样性。协同的关键在于找准结合点，让专业课程的学术性与思政教育的价值性达到有机统一。

Optimizing resource allocation is an important guarantee for systematic construction. The effective integration of high-quality educational resources can produce a multiplier effect. On-campus resources need to break down departmental barriers for coordinated use. Library literature resources, laboratory research achievements, and the disciplinary strengths of each school should all be transformed into vivid materials for ideological and political education. This requires establishing cross-departmental coordination mechanisms and resource-sharing platforms. Inter-school cooperation has become an important pathway for resource sharing. Higher education institutions in the same region can establish teaching alliances to promote mutual selection of high-quality courses, mutual appointment of excellent teachers, and mutual recognition of teaching achievements, allowing limited high-quality resources to play a greater role. The deep development of social resources can enrich educational content. Museums, memorial halls, enterprises, and communities contain rich educational resources. Higher education institutions should actively connect with them, establishing long-term and stable cooperation mechanisms to transform these resources into effective carriers of education. Digital technology provides new possibilities for resource integration. Higher education institutions should build intelligent resource management systems to achieve precise delivery and personalized allocation of resources, use virtual simulation technology to create immersive learning environments, make abstract theories vivid and concrete, leverage big data to accurately grasp student needs, and improve the targeting of resource allocation. The key to technological empowerment lies in improving the efficiency of resource use, ensuring that every student can access learning resources.

资源配置优化是体系建设的重要保障，优质教育资源的有效整合能够产生倍增效应。校内资源需要打破部门壁垒实现统筹使用，图书馆的文献资源、实验室的研究成果、各学院的学科优势都应转化为思政教育的生动素材，这需要建立跨部门协调机制和资源共享平台。校际合作成为资源共享的重要途径，区域内高校通过建立教学联盟，推动优质课程互选、优秀师资互聘、教学成果互认，让有限的优质资源发挥更大作用。社会资源的深度开发能够丰富教育内容。博物馆、纪念馆、企业、社区蕴含着丰富的教育资源，高校应主动对接，建立长期稳定的合作机制，将这些资源转化为育人的有效载体。数字技术为资源整合提供了新可能。高校应建设智能化的资源管理系统，实现资源的精准推送和个性化配置，运用虚拟仿真技术创设沉浸式学习环境，让抽象理论变得生动具体，借助大数据准确把握学生需求，提高资源配置的针对性。技术赋能的关键在于提升资源使用效率，让每个学生都能获得学习资源。

Driving Connotation-Based Development

驱动内涵式发展

Connotation-based development marks an important shift in the construction of ideological and political courses. In the past, the focus was on quantitative accumulation; now, the emphasis is on qualitative improvement. This development model highlights mechanism innovation, stimulates endogenous motivation, and ultimately achieves sustainable, high-quality development. Three aspects—teacher development, quality assurance, and scientific evaluation—constitute the core support system. These three aspects coordinate and work together to drive the optimization and upgrading of the ideological and political course system.

内涵式发展标志着思政课程建设的重要转变。过去注重量的积累，现在强调质的提升。这种发展模式突出机制创新、激发内生动力，最终能实现可持续的高质量发展。教师发展、质量保障和科学评价三个方面构成核心支撑体系，三者相互配合、协同发力，共同推动思政课程体系优化升级。

The teacher development mechanism determines course quality. Teachers are the primary resource. Higher education institutions must establish a mechanism system that promotes teachers’ professional growth. A diversified career development system can broaden teachers’ growth pathways. Higher education institutions should establish multiple development paths, such as teaching-oriented, teaching-research balanced, and social service-oriented. Teachers with outstanding teaching abilities focus on course construction and teaching innovation; those with strong research capabilities delve deeply into academic research; those skilled in social service strengthen practical education. Every teacher can find a direction suitable for themselves. A professional capacity improvement system provides all-round support for teacher growth. A systematic training plan covers multiple dimensions, including theoretical learning, teaching skills, and practical exercise. Newly recruited teachers quickly adapt to their positions through standardized training; backbone teachers expand their academic horizons through advanced research; discipline leaders undertake major projects and play a leading role. A tiered and categorized training model allows teachers at every stage of development to receive precise support.

教师发展机制决定课程质量。教师是第一资源，高校必须建立促进教师专业成长的机制体系。多元化职业发展体系能够拓宽教师成长通道。高校应设立教学为主型、教学科研并重型、社会服务型等多种发展路径。教学能力突出的教师专注于课程建设和教学创新，科研能力强的教师深耕学术研究，善于社会服务的教师加强实践育人。每位教师都能找到适合自己的方向。专业能力提升体系全方位支撑教师成长，系统化培训方案涵盖理论学习、教学技能和实践锻炼等多维度。新入职教师通过规范化培训快速适应岗位，骨干教师通过高级研修拓展学术视野，学科带头人承担重大项目并发挥引领作用。分层分类的培养模式让每个发展阶段的教师都能获得精准支持。

The quality assurance system ensures the standardization and orderliness of teaching activities. Quality is the lifeline of ideological and political courses. Establishing a scientific and complete quality management system is an inevitable requirement of connotation-based development. The standardized management of the teaching process improves the standardization of courses. From syllabus formulation to lesson plan writing, from classroom organization to homework grading, every link has clear quality standards and operational norms. Teaching and research activities should focus on real problems and conduct real research, jointly discussing key and difficult points in teaching, sharing successful experiences, and studying improvement strategies. A peer mutual assistance mechanism forms a learning community. Experienced teachers should play a role in mentoring and guiding, while young teachers bring new ideas and methods, achieving common improvement through mutual learning. A feedback and improvement mechanism ensures the continuous enhancement of teaching quality. Multiple feedback mechanisms, such as student evaluations of teaching, supervisory evaluations, and peer reviews, provide a basis for teaching improvement.

质量保障体系确保教学活动的规范有序。质量是思政课程的生命线，建立科学完善的质量管理体系是内涵式发展的必然要求。教学过程的标准化管理提高了课程的规范性，从教学大纲制定到教案编写、从课堂组织到作业批改，每个环节都有明确的质量标准和操作规范。教研活动应围绕真问题开展真研究，共同探讨教学重点难点，分享成功经验，研究改进策略。同行互助机制形成学习共同体，经验丰富的教师要发挥传帮带作用，青年教师带来新理念新方法，在相互学习中实现共同提高。反馈改进机制确保教学质量的持续提升，学生评教、督导评价、同行评议等多元反馈机制为教学改进提供了依据。

Reform of the evaluation mechanism leads innovation in teaching concepts and methods. A scientific evaluation system can effectively stimulate the initiative and creativity of both teachers and students. Student evaluation has shifted from singular to pluralistic. Knowledge mastery is no longer the sole criterion; thinking ability, practical ability, and innovation ability should all be included in the evaluation scope. Process evaluation and summative evaluation should be combined, with greater attention to students’ learning investment and progress. Personalized evaluation plans respect student differences, allowing different types of students to choose different evaluation methods to demonstrate learning outcomes. Teacher evaluation has shifted from quantitative to qualitative. Evaluation of teaching effectiveness should not only look at student grades but also at students’ growth and change. The actual effect of education has become an important evaluation dimension, and teachers’ innovative explorations are encouraged and recognized. The purpose of evaluation is to identify problems and improve teaching, not simply to judge superiority or inferiority. Evaluation should promote teachers’ professional development and students’ comprehensive growth.

评价机制改革引领教学理念和方法创新。科学的评价体系能有效激发师生的积极性和创造性。学生评价从单一走向多元，知识掌握不再是唯一标准，思维能力、实践能力、创新能力都应纳入评价范围。过程性评价与终结性评价要结合，更加关注学生的学习投入和进步程度，个性化评价方案尊重学生差异性，不同类型学生可选择不同的评价方式展示学习成果。教师评价从量化走向质性，教学效果评价不仅要看学生成绩，更要看学生的成长变化，育人实效成为重要的评价维度，教师的创新探索得到鼓励和认可。评价的目的是发现问题、改进教学，而不是简单的优劣判定，要通过评价促进教师专业发展和学生的全面成长。

(The author is a professor at Taiyuan University.)

（作者系太原学院教授）