Promoting the Effective Integration of Ideological-Political Classroom and Social Classroom

The "Proposal of the Central Committee of the Communist Party of China on Formulating the 15th Five-Year Plan for National Economic and Social Development," deliberated and approved at the Fourth Plenary Session of the 20th Central Committee of the CPC, clearly states the implementation of the project to foster virtue through education for the New Era and the promotion of the effective integration of the ideological-political classroom and the social classroom. This strategic deployment precisely responds to the practical problems currently existing in the construction of ideological-political courses, pointing out from the height of the integration of theory and practice the practical direction for higher education institutions to implement the fundamental task of fostering virtue through education. Promoting the effective integration of the ideological-political classroom and the social classroom is of great significance for implementing the fundamental task of fostering virtue through education.

党的二十届四中全会审议通过的《中共中央关于制定国民经济和社会发展第十五个五年规划的建议》明确提出，实施新时代立德树人工程，促进思政课堂和社会课堂有效融合。这一战略部署精准回应了当前思政课建设中存在的现实问题，从理论与实践相结合的高度指明了高校落实立德树人根本任务的实践方向。促进思政课堂和社会课堂有效融合，对于落实立德树人根本任务具有重要意义。

Ideological-Political Education Based on Practice

立足实践的思政教育

The Marxist view of education has always upheld the basic principle of the dialectical unity of the comprehensive development of the human person and social practice. The foundation of education lies in fostering virtue, and the foundation of fostering virtue lies in self-cultivation. Therefore, promoting the effective integration of the ideological-political classroom and the social classroom, and deepening theoretical understanding through social practice, is the fundamental path to achieving the goal of education. "Effective integration" is by no means a simple spatial superimposition or formal patchwork, but is based on the inherent logical requirements of Marxist practice theory. It aims, through the deep interembedding and synergistic promotion of theoretical teaching and social practice, to solve the practical dilemma of education becoming "suspended in the air," to promote the substantive transformation of teaching goals from "knowledge memorization" to "value identification," and ultimately to achieve the organic unity of knowing and doing in the educated subject, promoting the comprehensive development of the human person.

马克思主义育人观始终秉持人的全面发展与社会实践辩证统一的基本原则。育人的根本在于立德，立德的根本在于修身。因此，促进思政课堂和社会课堂有效融合，通过社会实践深化理论认识，是实现育人目标的根本途径。“有效融合”绝非简单的空间叠加或形式拼凑，而是基于马克思主义实践论的内在逻辑要求，旨在通过理论教学与社会实践的深度互嵌和协同促进，破解教育“悬空化”的现实困境，推动教学目标从“知识记忆”向“价值认同”的实质性转化，最终实现受教育主体知与行的有机统一，促进人的全面发展。

The Marxist view of practice profoundly reveals the foundational status of practice in epistemology and establishes practice as the sole criterion for testing truth. The ideological-political classroom, through systematic theoretical instruction, completes the cultivation of students' "worldview, outlook on life, and values"; while the social classroom, by providing a field of practice, offers necessary support for the transformation of theory into action. The effective integration of the two constructs a complete educational roadmap from cognition to identification to practice, ultimately achieving the unity of knowing and doing from the internalization of knowledge to the externalization of behavior. Currently, the struggle in the ideological sphere remains acute and complex, with social trends of thought surging and clashing. Against this backdrop, the traditional one-way indoctrination teaching model of the ideological-political classroom faces the dilemma of insufficient explanatory power regarding reality; abstract theories find it difficult to directly respond to specific problems, and the one-way indoctrination teaching model easily leads to the weakening of value identification. The social classroom, by organizing students to participate in social practice, enables them, in the process of personally experiencing the achievements of national development, through more in-depth and meticulous education and guidance, to strengthen the "Four Confidences,"[1]1 The "Four Confidences" refers to confidence in the path, theory, system, and culture of socialism with Chinese characteristics. deeply cultivate from the bottom of their hearts trust in the Party, confidence in socialism with Chinese characteristics, and faith in Marxism, and enhance their ability to discern and resist various erroneous trends of thought.

马克思主义实践观深刻揭示了实践在认识论中的基础性地位，并确立了实践作为检验真理的唯一标准。思政课堂通过系统化的理论传授，完成了对学生“三观”的培育；而社会课堂则通过提供实践场域，为理论向行动的转化提供必要支撑。二者的有效融合，构建起由认知到认同再到践行的完整育人路线图，最终实现从知识内化到行为外化的知行统一。当前，意识形态领域的斗争仍然尖锐复杂，社会思潮纷纭激荡。在此背景下，传统思政课堂单向灌输式的讲授模式面临现实解释力不足的困境，抽象理论难以直接回应具体问题，单向灌输式的讲授模式易导致价值认同的弱化。而社会课堂通过组织学生参与社会实践，使他们在亲身体验国家发展成就的过程中，通过更深入细致的教育和引导，坚定“四个自信”，从内心深处厚植对党的信赖、对中国特色社会主义的信心、对马克思主义的信仰，增强对各种错误思潮的辨识力与抵御力。

The fundamental purpose of learning activities lies in the subject's cognitive construction and practical transformation of the objective world. In this process, the cognitive dilemmas and theoretical needs within the field of social practice act upon the teaching system through a reverse-driving mechanism, thereby forming a dynamic circular system from theoretical supply to practical feedback to teaching improvement, ultimately achieving an elevation from knowledge transmission to value guidance. Marx's thesis in his "Theses on Feuerbach" that "the essence of man is the ensemble of the social relations" not only reveals the essential attribute of education as a mechanism for the reproduction of social relations but also, from the ontological level, reveals the inevitability that educational practice must break through the physical boundaries of the classroom. By constructing a social classroom, ideological-political courses can achieve a reconstruction of the teaching field in terms of time and space dimensions, thereby completing the transformation of the "grand ideological-political course" educational pattern from conceptual construction to practical realization.

学习活动的根本旨趣在于主体对客观世界的认知建构与实践改造。在这一过程中，社会实践场域中的认知困境与理论需求，通过反向驱动机制作用于教学系统，进而形成从理论供给到实践反馈再到教学改进的动态循环系统，最终实现从知识传递向价值引领的提升。马克思在《关于费尔巴哈的提纲》中提出的“人的本质是一切社会关系的总和”这一论断，不仅揭示了教育作为社会关系再生产机制的本质属性，更从存在论层面揭示了育人实践必须突破课堂物理边界的必然性。通过构建社会课堂，思政课得以在时空维度上实现教学场域的重构，进而完成“大思政课”育人格局从理念建构到现实实践的转化。

Real Challenges of Two-Way Integration

双向融合的现实挑战

There is a problem of superficiality in the integration of the ideological-political classroom and the social classroom. On the one hand, the mechanism for the effective integration of the ideological-political classroom and the social classroom exhibits fragmentation. Due to unclear understanding of the specific forms, functional positioning, and physical boundaries of the social classroom, various relevant departments often tend towards simplification in implementing relevant policies, lacking a long-term mechanism for cross-departmental coordination. On the other hand, there is the problem of insufficient resource integration in the effective integration of the ideological-political classroom and the social classroom. This is specifically manifested in the failure of resources such as social practice bases and practice guidance teachers to form systematic docking and organic integration with classroom theoretical teaching, resulting in a phenomenon of "physical superimposition," such as simplistically understanding social practice as organizing visits and inspections, failing to achieve integration in the true sense.

思政课堂和社会课堂融合存在表层化问题。一方面，思政课堂和社会课堂有效融合的机制呈现碎片化特征。由于对社会课堂的具体形态、功能定位、物理边界等认识不清，各相关部门在执行有关政策的过程中往往具有简单化倾向，缺乏跨部门协同的长效机制。另一方面，思政课堂和社会课堂有效融合存在资源整合不充分的问题。具体表现为社会实践基地、实践指导师资等资源未能与课堂理论教学形成系统化对接和有机贯通，存在“物理叠加”现象，如把社会实践简单理解成组织参观考察，未能实现真正意义上的“融合”。

There is a deviation between social classroom practice and teaching objectives. Currently, some higher education institutions have differing understandings of the significant importance and educational value of social classroom practice. This is specifically manifested as insufficient alignment between the design of social classroom activities and the teaching objectives of ideological-political courses; some practical activities exhibit a tendency towards formalism, failing to effectively promote the transformation of theoretical cognition into practical ability. What is more, some social practices exhibit characteristics of being "task-oriented," content with or even keen on "punching in" and "leaving traces,"[2]2 "Punching in" and "leaving traces" are colloquial terms for the bureaucratic practice of documenting activities for the record, often without substantive engagement. only counting the achievement of quantity targets without asking about quality excellence, triggering passive coping responses from students, and objectively weakening the core function of the social classroom in educational practice. At the same time, there is a problem in the evaluation system of the lack of an assessment mechanism for integration effects, making it difficult to scientifically quantify the degree of unity of knowledge, belief, and action.

社会课堂实践与教学目标存在偏差。当前，部分高校对社会课堂实践的重要意义与育人价值的认知不同，具体表现为社会课堂活动设计和思政课堂教学目标契合度不足，部分实践活动存在形式化倾向，未能有效促进理论认知向实践能力的有效转化。更有甚者，某些社会实践呈现出“任务导向”的特征，满足甚至热衷于“打卡”“留痕”，只计数量达标，不问质量创优，引发学生的被动应付反应，客观上削弱了社会课堂在育人实践中的核心功能。同时，评价体系方面存在融合效果评估机制缺失问题，难以科学量化知信行统一程度。

The coverage and depth of the social classroom are insufficient. Influenced by multiple factors such as resource supply, guarantee mechanisms, and teacher strength, the current coverage of social practice is relatively limited, and exhibits significant characteristics of uneven development between regions, between schools, and even between classes. Some social practices have weak relevance to the teaching content of ideological-political courses, and student participation lacks theoretical preparation. There is a tendency towards the generalization of practical activities, making it difficult to achieve value internalization from cognition to identification. At the same time, some ideological-political course teachers, due to insufficient ability to guide social practice, find it difficult to effectively integrate social resources and transform them into teaching materials, posing challenges to the deepening of the depth of teachers' practical guidance.

社会课堂覆盖面与深度不够。受资源供给、保障机制、师资力量等多重因素的影响，当前社会实践的覆盖面相对有限，且呈现出区域间、校际间甚至班级间发展不均衡的显著特征。一些社会实践与思政课教学内容关联性不强，学生参与缺乏理论准备，存在实践活动泛化倾向，难以实现从认知到认同的价值内化。同时，部分思政课教师因社会实践指导能力不足，难以有效整合社会资源并将其转化为教学素材，使教师实践指导的深度拓展面临挑战。

Practical Pathways for Deepening Integration

深化融合的实践进路

Deepen the understanding of integration and construct a systematic thinking framework. It is necessary to fundamentally clarify the inherent logical relationship between theoretical teaching of ideological-political courses and social practice, to understand the main problems currently existing in promoting effective integration starting from practical difficulties, and to understand the target orientation of effective integration from the height of cultivating future new talents. It is necessary to clarify the respective functions, status, and roles of the ideological-political classroom and the social classroom. From the macro to the meso to the micro level, clarify the mission and responsibility of all parties in the process of constructing the "grand ideological-political course" educational pattern, construct a systematic thinking framework, implement precise policies, and promote the formation of a joint force in the construction of ideological-political courses.

深化融合认知，构建系统化思维框架。要从根本上搞清楚思政课理论教学和社会实践之间的内在逻辑关系，从现实困境出发了解目前促进有效融合存在的主要问题，从培育未来新人的高度理解有效融合的目标指向。要明确思政课堂和社会课堂各自的功能、地位与作用。从宏观到中观再到微观，明确各方在“大思政课”育人格局构建过程中的使命和责任，构建系统化思维框架，精准施策，推动形成思政课建设的合力。

Strengthen top-level design and improve the collaborative promotion mechanism. On the basis of local practices, it is necessary to further strengthen top-level design, improve policy coordination, establish a resource-sharing mechanism, and transform social resources into an extension space for the ideological-political classroom. Do a good job in connecting the content of practice across different school stages, improve the institutional mechanisms for the integrated construction of ideological-political courses in universities, middle schools, and primary schools, ensure the integrity, coherence, and effectiveness of educational goals, and promote students' better understanding of national conditions and public sentiment, and strengthen their ideals and convictions. Emphasize the enhancement of the effectiveness of ideological-political course teaching through digital empowerment. Establish a two-way feedback mechanism; cognitive confusions collected in social practice reversely promote the theoretical and academic research of ideological-political classroom theory, forming an educational and teaching action route from theory to practice to improvement.

强化顶层设计，完善协同化推进机制。在各地方实践基础上，要进一步加强顶层设计，提高政策的协同性，建立资源共享机制，将社会资源转化为思政课堂的延伸空间。做好实践内容的学段衔接，健全大中小学思政课一体化建设体制机制，确保教育目标的整体性、连贯性和有效性，推动学生更好了解国情民情，坚定理想信念。重视数字化赋能思政课教学实效的提升。建立双向反馈机制，社会实践中收集的认知困惑反向推动思政课堂理论的学理化研究，形成从理论到实践再到改进的教育教学行动路线。

Improve the guarantee system and build a professional support platform. Fully recognize the core function of social practice in the process of implementing the fundamental task of fostering virtue through education, take the achievement of teaching goals as the starting point, actively construct the "grand ideological-political course" educational pattern, break down industry boundaries, construct the practical form of the social classroom, improve the goal-oriented overall guarantee system and evaluation system, and highlight process management. Build a professional team of teachers guiding social classroom practice, and comprehensively improve the ability of social practice guidance teachers. Actively cultivate cross-disciplinary teachers, invite industry models and docents from memorial venues to participate in social classroom teaching, and strengthen practical guidance.

健全保障体系，打造专业化支撑平台。充分认识社会实践在落实立德树人根本任务过程中的核心功能，以教学目标实现为抓手，积极构建“大思政课”育人格局，打破行业等界限，构建社会课堂的实践形态，健全目标导向的整体性保障体系和评价体系，突出过程性管理。打造专业化的社会课堂实践指导教师队伍，整体提升社会实践指导教师能力。积极培养跨界师资，邀请行业模范、纪念场馆讲解员参与社会课堂教学，强化实践指导。

In summary, only by deeply grasping the contemporary value of integrating the ideological-political classroom and the social classroom for educating people, accurately understanding the laws of historical development, and constructing mechanisms for professional operation and collaborative education, can we cultivate new generations capable of shouldering the great rejuvenation of the Chinese nation while upholding fundamental principles and breaking new ground, and serve the construction of Chinese-path modernization.

总之，只有深刻把握思政课堂和社会课堂融合育人的时代价值，准确认识历史发展规律，构建专业化运行、协同化育人的机制，才能在守正创新中培养担当民族复兴大任的时代新人，服务中国式现代化建设。

(The author is a doctoral student at the School of Marxism, Shaanxi Normal University, and Dean of the School of Marxism, Shaanxi Xueqian Normal University.)

（作者系陕西师范大学马克思主义学院博士研究生、陕西学前师范学院马克思主义学院院长）