Empowering the Integrated Construction of Ideological and Political Courses in Schools at All Levels with Digital Intelligence Technology

Since the 18th National Congress of the CPC, the Party Central Committee has attached great importance to the ideological and moral construction of minors, adopting multiple measures to promote new progress and achievements in various tasks. On the new journey, it is necessary to implement the fundamental task of fostering virtue through education [1]1 Fostering virtue through education (立德树人) is a fundamental task of education in China, emphasizing moral cultivation as the root of talent development., persistently treat the ideological and moral construction of minors as a strategic and foundational task, unswervingly use Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era to cultivate souls and establish roots, improve the collaborative education mechanism of schools, families, and society, educate and guide the vast number of minors to establish lofty ideals, practice core socialist values, cultivate good moral qualities and behavioral habits, and strive to become socialist builders and successors with comprehensive development in morality, intelligence, physique, aesthetics, and labor.

党的十八大以来，党中央高度重视未成年人思想道德建设，多措并举推动各项工作取得新进展新成效。新征程上，要落实立德树人根本任务，坚持把未成年人思想道德建设作为战略性、基础性工作来抓，持之以恒用习近平新时代中国特色社会主义思想培根铸魂，健全学校家庭社会协同育人机制，教育引导广大未成年人树立远大理想，践行社会主义核心价值观，养成良好道德品质和行为习惯，努力成为德智体美劳全面发展的社会主义建设者和接班人。

Within this overall layout, the reform and innovation of school ideological and political courses, as key courses for implementing the fundamental task of fostering virtue through education, have foundational significance. Since the 18th National Congress of the CPC, the Party Central Committee has always placed the construction of school ideological and political courses in a prominent position in educational work. General Secretary Xi Jinping’s important expositions on the construction of ideological and political courses clearly define their strategic positioning, fundamental tasks, content methods, team guarantees, and leadership responsibilities, profoundly answering the major issues of ideological and political course construction in the New Era, and serving as programmatic guidance for upholding fundamental principles and breaking new ground [2]2 Upholding fundamental principles and breaking new ground (守正创新) is a key methodological principle in the New Era, meaning to adhere to core values and principles while innovating in practice. and achieving connotative development in ideological and political courses. In particular, the reform methodology concerning “‘making good use’ of the grand ideological and political course” and “promoting the integrated construction of ideological and political education in schools at all levels” points the way forward for ideological and political courses to use new technologies and explore new paradigms. This requires us to empower the horizontal expansion and vertical connection of the educational pattern through technological innovation.

在这一总体布局中，学校思政课作为落实立德树人根本任务的关键课程，其改革创新具有基础性意义。党的十八大以来，党中央始终将学校思政课建设置于教育工作的突出位置。习近平总书记关于思政课建设的重要论述，清晰界定了思政课的战略定位、根本任务、内容方法、队伍保障与领导责任，深刻解答了新时代思政课建设的重大课题，是思政课守正创新、实现内涵式发展的纲领性指引。特别是其中关于“‘善用’大思政课”和“推进大中小学思想政治教育一体化建设”的改革方法论，为思政课运用新技术、探索新范式指明了前进方向。这要求我们以技术创新赋能育人格局的横向拓展与纵向衔接。

A New Paradigm for Ideological and Political Education in the Digital Era

数字时代思政育人新范式

Currently, ideological and political course teaching is transforming from “experience-driven” to “digital intelligence-empowered.” The core essence is not merely the superficial application of technology but the realization of the natural integration of ideological guidance across all educational stages. How to deeply integrate generative AI with the systematic project of “integration of ideological and political courses in schools at all levels,” solving long-standing problems such as poor articulation between stages, repetitive teaching content, and single evaluation methods, has become a frontier issue urgently needing exploration in the field of ideological and political education. General Secretary Xi Jinping emphasized: “We must use new media and new technologies to make work dynamic, promote the deep integration of the traditional advantages of ideological and political work with information technology, and enhance the sense of the times and appeal.” Generative AI, with its powerful capabilities in content generation, multimodal interaction, and scenario simulation, provides unprecedented technical support for the integrated teaching reform of ideological and political courses in schools at all levels.

当前，思政课教学正从“经验驱动”向“数智赋能”转型，其核心要义不仅是技术的浅层应用，更是实现各学段思想引领的自然贯通。如何将生成式AI与“大中小学思政课一体化”这一系统工程深度融合，破解学段衔接不畅、教学内容重复、评价方式单一等长期难题，成为思政教育领域亟待探索的前沿课题。习近平总书记强调：“要运用新媒体新技术使工作活起来，推动思想政治工作传统优势同信息技术高度融合，增强时代感和吸引力。”生成式AI凭借其强大的内容生成、多模态交互与情景模拟能力，为大中小学思政课一体化教学改革提供了前所未有的技术支撑。

The core difficulty in integrating generative AI with the integration of ideological and political courses lies in achieving “precise articulation” and “personalized guidance” in large-scale education. The essence of generative AI lies in its “generability” based on complex algorithms and vast corpora, as well as its “interactive emergence” manifested in interactions. These two characteristics precisely provide a new philosophical methodology and technological implementation theory for solving integration problems. “Generability” reshapes the practical paradigm of “teaching personalization” and “content gradation.” For example, around the core concept of “common prosperity,” AI can instantly generate narrative animation scripts for primary school students, exploratory case comparisons for middle school students, policy debate frameworks for high school students, and academic research summaries for university students. This ability of “one core, multiple dimensions, on-demand generation” enables “teaching according to stage” and “teaching according to aptitude” to be realized on a large scale, truly supporting the natural gradient and organic connection of teaching content across all stages, transforming the concept of “spiral ascent” in integration into an operable and verifiable teaching practice.

生成式AI与思政课一体化的融合，其核心难题在于如何实现大规模教育中的“精准衔接”与“个性化引领”。生成式AI的本质，在于其基于复杂算法与庞大语料的“可生成性”与在互动中表现出的“交互涌现性”。这两种特质，恰恰为破解一体化难题提供了全新哲学方法论与技术实现论。“可生成性”重塑了“教学个性化”与“内容梯度化”的实践范式。例如，围绕“共同富裕”这一内核，AI可瞬间生成面向小学生的叙事性动画脚本、面向初中生的探究性案例比较、面向高中生的政策辩论框架、面向大学生的学术研究综述。这种“一核多维、按需生成”的能力，使“因段施教”“因材施教”得以规模化实现，真正支撑起各学段教学内容的自然梯度与有机衔接，将一体化的“螺旋上升”理念转化为可操作、可验证的教学实践。

The “interactive emergence” of generative AI pushes “process-oriented evaluation of competencies” towards deep thinking and value insight. The interactive nature of generative AI allows it not only to analyze students’ final answers but also to play the role of “conversational partner” and “interpreter” during the creation of their “generative texts” (such as materials from real-time classroom debates, research study reports, reflective diaries). By analyzing students’ multiple debate records with AI on topics like “technology ethics,” it is possible to assess the development trajectory of their critical thinking ability and the stability of their values. This kind of evaluation based on “interactive emergence” data is no longer just an assessment of static knowledge points but an “accompanying insight” into the dynamic, constructive process of thinking growth and value formation, offering unprecedented possibilities for achieving an accurate “digital portrait of ideological and political literacy” that runs through all educational stages. Therefore, the integration of generative AI with the integration of ideological and political courses is a profound encounter between “educational laws” and “technological laws” in the digital era. Its core functions are, first, “targeted generation,” ensuring that the content of education achieves intelligent adaptation of form and difficulty while absolutely upholding the value core; second, “deep insight,” revealing the continuous map of individual thought growth through the analysis of complex generative interaction data. This is driving ideological and political education from “unified indoctrination” to “precise drip irrigation,” from “experience-driven” to “data and intelligence-driven,” opening up a revolutionary technological path for implementing the fundamental task of fostering virtue through education.

生成式AI的“交互涌现性”推动了“素养过程性评价”向深层思维与价值洞察迈进。生成式AI的互动特质，使其不仅能分析学生的最终答案，更能在其“生成性文本”（如课堂即时辩论的语料、研究性学习报告、反思性日记）的创作过程中扮演“对话者”与“解读者”角色。通过分析学生围绕“科技伦理”议题与AI的多次辩论记录，可以评估其思辨能力的发展轨迹与价值观的稳定程度。这种基于“交互涌现”数据的评价，不再只是对静态知识点的考核，而是对动态的、建构性的思维成长与价值形塑过程的“伴随式洞察”，为实现贯穿各学段、精准的“思想政治素养数字画像”提供了前所未有的可能。因此，生成式AI与思政一体化的融合，是“教育规律”与“技术规律”在数字时代的深度相遇。其核心功能，一是“定向生成”，确保育人内容在价值内核绝对守正的前提下实现形式与难度的智能适配；二是“深度洞察”，通过对复杂生成性交互数据的分析揭示个体思想成长的连续性图谱。这正推动思政教育从“统一灌输”走向“精准滴灌”，从“经验驱动”走向“数据与智能驱动”，为落实立德树人根本任务开辟了革命性的技术路径。

AI Empowers the Deep-Water Zone of Integrated Reform

AI赋能一体化改革深水区

Although generative AI brings broad prospects for the integrated reform of ideological and political courses, multiple difficulties remain in practical advancement, restricting its deep application and effectiveness release. These are mainly manifested in the fundamental contradiction between technological openness and ideological closure, the practical contradiction between tool efficiency and the complexity of education, and the institutional contradiction between the demand for data connectivity and the lag in data governance. At the same time, there is also a certain crisis of subjectivity between the acceleration of intelligent technology and the lag in subject literacy. This is the most insidious deep challenge. For teachers, the difficulty lies in degenerating from “ideological guides” into “technology operators”; for students, the risk lies in “the blunting of critical thinking” and “cognitive outsourcing.” The common problem is: in the relationship between humans and technology, are humans controlling the tool, or is the tool reshaping or even weakening humans’ essential capabilities? Ensuring that teachers and students maintain and strengthen their subjectivity and critical power in this intelligent transformation is a more fundamental literacy issue than learning operational skills.

尽管生成式AI为思政课一体化改革带来广阔前景，但在实践推进中仍面临多重难题，使其深度应用与效能释放受到制约。这主要表现在技术开放性与意识形态闭合性之间的根本矛盾、工具效率性与育人复杂性之间的实践矛盾以及数据贯通诉求与数据治理滞后之间的制度矛盾。同时，智能技术加速与主体素养迟滞之间还存在一定的主体性危机。这是最具隐蔽性的深层挑战。对于教师而言，困难在于从“思想引领者”退化为“技术操作员”；对于学生，风险则在于“批判性思维的钝化”与“认知外包”。其共同问题在于：人与技术的关系中，是人在驾驭工具，还是工具在重塑甚至削弱人的本质能力？而确保教师与学生在这场智能变革中保持并强化其主体性与批判力，是比学习操作技能更为根本的素养课题。

Therefore, promoting the deep integration of generative artificial intelligence with the integration of ideological and political courses in schools at all levels cannot remain at the level of vision description and technology listing. It must focus on solving deep-seated institutional obstacles and constructing a new collaborative education paradigm with clear goals, clear rights and responsibilities, and human-machine complementarity.

因此，推动生成式人工智能与大中小学思政课一体化深度融合，不能停留在愿景描绘与技术罗列层面，而必须聚焦于破解深层次的机制梗阻，构建一个目标明确、权责清晰、人机互补的协同育人新范式。

A New Ecology of “Platform—Content—Teaching—Evaluation”

“平台—内容—教学—评价”新生态

In terms of platform mechanisms, to address data silos and barriers of rights and responsibilities, blockchain technology can be introduced to build a “digital passport for ideological and political literacy” mechanism. Key literacy development data of students, after desensitization and review, is stored in the form of “hash values” on a cross-school alliance chain, forming an immutable growth trajectory chain, transforming data sharing from reliance on administrative orders to rights vouchers based on technological trust. Educational administrative departments and expert teams formulate standards and norms, the blockchain platform ensures data security, and teachers are responsible for reviewing, confirming, and explaining the connotation of literacy data.

在平台机制上，针对数据孤岛与权责壁垒，可引入区块链技术构建“思政素养数字护照”机制，将学生关键素养发展数据经脱敏审核后以“哈希值”形式存证于跨校联盟链，形成不可篡改的成长轨迹链，使数据共享从依赖行政命令转化为基于技术信任的权益凭证。教育行政部门与专家团队制定标准规范，区块链平台保障数据安全，教师负责审核确认并解释素养数据内涵。

In terms of content resources, to resolve the contradiction between the ideological risks of AI-generated content and the efficiency of manual review, a reinforcement learning closed-loop mechanism of “generation—review—feedback” needs to be established. AI generates gradient resource drafts based on an authoritative source library. A “manual value firewall” composed of backbone ideological and political teachers from various stages conducts three-level reviews and marks problematic content. The review results are used as feedback data to train the educational large model in reverse, forming a precise and reliable evolutionary mechanism. AI is responsible for processing massive materials and initial generation, while teachers hold the final review authority over content and continuously correct value deviations.

在内容资源方面，为解决AI生成内容的思想风险与人工审核效能的矛盾，需建立“生成—审核—反馈”的强化学习闭环机制。由AI基于权威信源库生成梯度化资源草案，由各学段思政骨干教师组成“人工价值防火墙”进行三级审核并标记问题内容，将审核结果作为反馈数据反向训练教育大模型，形成精准可靠的进化机制。AI负责海量素材处理与初生成，教师掌握内容最终审核权并持续价值纠偏。

In terms of teaching models, to avoid the superficial problem of disconnection between virtual scenarios and deep thinking, a scenario development mechanism driven by “cross-stage virtual teaching and research offices” should be constructed. University Marxist college teachers, frontline primary and secondary school teachers, and educational technology experts jointly lead the development of teaching design scripts for AI scenarios. For example, designing a “common prosperity” simulation sandbox guides students from different stages to assume roles, interact, and make decisions. AI generates realistic environments and dynamic event flows to handle structured interactions. Teachers are elevated to guides and interpreters of the virtual world, transforming virtual experiences into profound real-world cognition.

教学模式上，为避免虚拟场景与深度思辨脱节的浅表化问题，应构建“跨学段虚拟教研室”驱动的场景研发机制。由大学马院教师、中小学一线教师及教育技术专家共同主导AI场景的教学设计脚本开发。如设计“共同富裕”仿真沙盘引导不同学段学生承担角色互动决策，AI生成逼真环境与动态事件流处理结构化交互，教师升维为虚拟世界的引导者与解读者，将虚拟体验转化为深刻现实认知。

In the field of evaluation and governance, to achieve a scientific assessment of implicit ideological and political literacy, it is necessary to rely on interdisciplinary breakthroughs in educational measurement and artificial intelligence. Ideological and political experts quantify core competencies into observable behavioral characteristics, while AI technology experts construct multimodal data extraction algorithm models, establishing a continuous verification closed loop of "algorithmic preliminary assessment—teacher review—case correction." AI is responsible for round-the-clock data collection, computation, and risk early warning, while teachers conduct manual review of evaluation results and interpret their educational significance, producing student growth reports with a human touch.

评价治理领域，为实现内隐化思想政治素养的科学评估，需依赖教育测量学与人工智能的跨学科攻关。思政专家将核心素养量化为可观测行为特征，AI技术专家构建多模态数据提取算法模型，建立“算法初评—教师复核—案例校正”持续校验闭环。AI负责全天候数据采集计算与风险预警，教师对评价结果进行人工复核与教育意义解读，形成有温度的学生成长报告。

The core of this "four-in-one" new ecology lies in clearly defining the boundaries of authority and responsibility between technological logic and educational laws, as well as between instrumental rationality and value rationality, through profound institutional innovation. Only in this way can the powerful capabilities of generative AI be effectively "contained" and precisely "guided" onto the correct track of integrated ideological and political education, ultimately achieving a profound elevation from instrumental empowerment to paradigmatic reconstruction.

这“四位一体”的新生态，其核心在于通过深刻的机制创新，明确界定技术逻辑与教育规律、工具理性与价值理性之间的权责边界。唯有如此，才能将生成式AI的强大能力有效“收纳”并精准“导引”至思政一体化育人的正确轨道上来，最终实现从工具性赋能到范式性重构的深刻升华。

(The author is an associate professor in the School of Humanities at Sichuan University of Science and Engineering)

（作者系四川轻化工大学人文学院副教授）