Innovative Pathways for Integrating Red Cultural Resources into Ideological and Political Theory Teaching in Higher Education

Red cultural resources, as brilliant treasures within the spiritual genealogy of the Chinese nation, carry the heroic deeds, lofty beliefs, and great spirit of the revolutionary forebears, and constitute a high-quality source of material for ideological and political theory teaching in higher education. To integrate red cultural resources into ideological and political theory teaching in higher education, it is necessary to base oneself on the fundamental mission of fostering virtue through education [n1] and to focus on the four dimensions of content, model, carrier, and mechanism, thereby promoting a deep integration of red culture with ideological and political theory courses. This is not only a profound commemoration of historical memory but also a transmission and promotion of the spirit of the times, and it is of great significance for cultivating new generations capable of shouldering the great rejuvenation of the Chinese nation.

红色文化资源作为中华民族精神谱系中熠熠生辉的瑰宝，承载着革命先辈的英勇壮举、崇高信仰与伟大精神，是高校思政课教学的优质素材源泉。将红色文化资源融入高校思政课教学，要立足立德树人根本使命，从内容、模式、载体、机制四个层面着力，推动红色文化与思政课深度交融。这不仅是对历史记忆的深刻铭记，更是对时代精神的传承弘扬，对培育担当民族复兴大任的时代新人具有重要意义。

Content Reconstruction: Constructing a “History–Theory–Reality” Three-Dimensional Integrated Curriculum System

内容重构：构建“历史—理论—现实”三维融合课程体系

Deeply excavate the theoretical core of red culture. It is necessary to break through the shallow model of “simply telling stories” in the integration of red culture into ideological and political theory courses in higher education, and to thoroughly sort out its internal logical connections with the theoretical achievements of adapting Marxism to the Chinese context. For example, closely link the Jinggangshan Spirit and the Yan’an Spirit with the Marxist view of practice and the mass line, and integrate the Spirit of Poverty Alleviation and the Spirit of Scientists into the teaching content of ideological and political theory courses. Through in-depth correlational explanation, clearly demonstrate that red culture does not exist in isolation but is a vivid and dynamic practical carrier in the process of adapting Marxism to the Chinese context, thereby highlighting the theoretical depth of integrating red culture into ideological and political theory teaching, so that the ideological and political classroom possesses both historical weight and theoretical foresight.

深挖红色文化的理论内核。需突破红色文化融入高校思政课“单纯讲故事”的浅层模式，深入梳理其与马克思主义中国化理论成果间的内在逻辑联系。譬如，把井冈山精神、延安精神同马克思主义实践观、群众观紧密相连，将脱贫攻坚精神、科学家精神融入思想政治课教学内容。通过深度关联阐释，清晰展现红色文化并非孤立存在，而是马克思主义中国化进程中鲜活且生动的实践载体，以凸显红色文化融入思政课教学的理论深度，让思政课堂既有历史厚重感，又具理论前瞻性。

Implement stratified and categorized content supply. To enhance the effectiveness of integrating red culture into ideological and political theory teaching in higher education, it is necessary to carefully design differentiated content based on the cognitive characteristics of students from different majors and grade levels. For science and engineering students, focus on excavating the sense of innovation and national responsibility from the “Two Bombs, One Satellite” Spirit [n2] and the Spirit of the Great Country Craftsman, helping them to closely link personal growth with national development. For humanities and social sciences students, focus on analyzing the spiritual transmission lineage and contemporary value of red culture, enhancing their cultural confidence and theoretical literacy. For lower-grade students, use concrete resources such as red stories and historical sites as entry points to stimulate their learning interest; for higher-grade students, guide them to conduct academic research on red culture, cultivating their critical thinking and academic inquiry abilities, truly realizing “teaching students in accordance with their aptitude.”

实施分层分类的内容供给。为提升红色文化融入高校思政课教学的实效性，需依据不同专业、年级学生的认知特性精心设计差异化内容。对于理工科学生，着重从“两弹一星”精神、大国工匠精神里挖掘创新意识与家国担当，助力其将个人成长与国家发展紧密相连。针对人文社科类学生，侧重剖析红色文化的精神传承脉络与当代价值，增强其文化自信与理论素养。面对低年级学生，以红色故事、遗址等具象化资源为切入点，激发其学习兴趣；对于高年级学生，引导其开展红色文化学术研究，培养其批判性思维与学术探究能力，真正实现“因材施教”。

Integrate local red cultural characteristic resources. To enhance the effectiveness and depth of integrating red culture into ideological and political theory courses in higher education, it is necessary to fully combine the unique endowments of red culture in the location of the higher education institution and actively develop school-based ideological and political courses. Different regions nurture distinctive red cultures; universities in the southern Jiangxi region can deeply explore the rich connotations of the Soviet Area Spirit and the Long March culture, while universities in places like Shanghai and Jiaxing can focus on the great founding spirit of the Party and the magnificent history of the red revolution. Through this kind of curriculum development tailored to local conditions, the process of integrating red culture into ideological and political theory courses becomes more regional, capable of evoking deep emotional resonance within students, allowing the red genes to take root and grow in familiar regional cultural soil, and better playing the important role of red culture in forging souls and educating people.

融入地方红色文化特色资源。为增强红色文化融入高校思政课的实效与深度，应充分结合高校所在地的红色文化独特禀赋，积极开发校本思政课程。不同地域孕育着各具特色的红色文化，赣南地区高校可深入挖掘苏区精神、长征文化的丰富内涵，上海、嘉兴等地高校则可聚焦伟大建党精神与波澜壮阔的红色革命历史。通过这种因地制宜的课程开发，使红色文化融入思政课的过程更具地域性，能唤起学生内心深处的情感共鸣，让红色基因在熟悉的地域文化土壤中扎根生长，更好地发挥红色文化铸魂育人的重要作用。

Innovation in Teaching Models: Creating an “Immersive–Interactive–Research-Oriented” Trinity Teaching Paradigm

教学模式创新：打造“沉浸式—互动式—研究式”三位一体教学范式

Immersive teaching: Strengthen scenario-based experience. To enhance the immersive and practical nature of integrating red culture into ideological and political theory teaching in higher education, it is necessary to break through the boundaries of the traditional classroom and construct a new “on-campus + off-campus” dual-scenario teaching space. On campus, build a red culture virtual simulation laboratory, using VR/AR technology to vividly restore historical scenes such as the intense discussions at the Zunyi Conference [n3] and the breathtaking capture of the Luding Bridge [n4], allowing students to feel as if they are on the historical scene and truly experience the weight and shock of red history. Off campus, co-build practical teaching bases with red memorial halls, old revolutionary base areas, and patriotic education bases, carefully organize practical activities such as “Retracing the Long March” and “Red Site Research,” extending the small ideological and political classroom to the big classroom of society, allowing students to deepen their understanding and identification with red culture through practice.

沉浸式教学：强化场景化体验。为提升红色文化融入高校思政课教学的沉浸感与实践性，需突破传统课堂边界，构建“校内+校外”双场景教学新空间。在校内，建设红色文化虚拟仿真实验室，借助VR/AR技术，将遵义会议的激烈研讨、飞夺泸定桥的惊心动魄等历史场景逼真还原，让学生仿若置身历史现场，真切感受红色历史的厚重与震撼。在校外，与红色纪念馆、革命老区、爱国主义教育基地共建实践教学基地，精心组织“重走长征路”“红色遗址调研”等实践活动，把思政小课堂延伸至社会大课堂，让学生在实践中深化对红色文化的理解与认同。

Interactive teaching: Activate students’ subjective consciousness. To enhance the teaching effectiveness of integrating red culture into ideological and political theory courses in higher education, it is necessary to innovate forms of classroom interaction and promote the transformation of teaching from “one-way indoctrination” to “two-way dialogue.” Thematic debate competitions should be held around the topic “How young people in the New Era inherit red genes,” allowing students to deepen their thinking and exchange views in heated debate. Organize and rehearse red situational dramas such as *The Age of Awakening* [n5] and *Jiao Yulu* [n6]; during role-playing, students empathetically experience the lofty spirit of the forebears, deepening their understanding of the connotation of the red spirit. Adopt the flipped classroom model, assigning students to research red cultural resources in groups and present their findings in class, mobilizing students’ enthusiasm for participation and making the ideological and political classroom full of vitality and critical thinking.

互动式教学：激活学生主体意识。为提升红色文化融入高校思政课的教学成效，需创新课堂互动形式，推动教学从“单向灌输”向“双向对话”转变。要围绕“新时代青年如何传承红色基因”这一主题开展专题辩论赛，让学生在唇枪舌剑中深化思考、交流观点。组织编排《觉醒年代》《焦裕禄》等红色情景剧，学生在角色扮演过程中，设身处地感受先辈们的崇高精神，加深对红色精神内涵的理解。采用翻转课堂模式，安排学生分组调研红色文化资源，并在课堂上进行汇报展示，调动学生的参与积极性，让思政课堂充满活力与思辨色彩。

Research-oriented teaching: Enhance academic inquiry ability. To deepen the connotation of integrating red culture into ideological and political theory teaching in higher education, red culture research should be integrated into the practical teaching segments of ideological and political theory courses, guiding students to explore the value of red resources with a scientific research mindset. Encourage students to actively apply for university-level and provincial-level innovation and entrepreneurship projects for college students related to red culture, focusing on topics such as “Protection and Development of Local Red Cultural Resources” and “Optimization of Pathways for Integrating Red Culture into Ideological and Political Theory Courses in Higher Education” for research. During the research process, students need to go into the field, collect data, and finally write research reports or short academic papers. This process not only exercises students’ scientific research abilities but also achieves a deep integration of “teaching–research–education,” allowing red culture to radiate new brilliance in ideological and political theory teaching.

研究式教学：提升学术探究能力。为深化红色文化融入高校思政课教学的内涵，要将红色文化研究融入思政课实践教学环节，引领学生以科研思维探寻红色资源价值。鼓励学生积极申报与红色文化相关的校级、省级大学生创新创业项目，聚焦“地方红色文化资源保护与开发”“红色文化融入高校思政课路径优化”等主题展开调研。在调研过程中，学生需深入实地、收集资料，最终撰写调研报告或学术小论文。这一过程不仅锻炼了学生的科研能力，更实现了“教学—科研—育人”的深度融合，让红色文化在思政课教学中绽放新的光彩。

Carrier Expansion: Building a “Digital–Networked–Socialized” Multi-Channel Dissemination Platform

载体拓展：搭建“数字化—网络化—社会化”的多元传播平台

Build a digital red cultural resource database. To provide richer and more diverse material support for ideological and political theory teaching in higher education, it is necessary to integrate various types of red cultural resources nationwide, including documents, images, stories, and sites, and carefully construct an open digital resource database integrating multiple forms such as “text, pictures, audio, and video.” This resource database breaks the limitations of traditional resource acquisition, gathering the essence of red culture through digital means. Within the resource database, different thematic modules such as “Red Figures,” “Red Stories,” and “Red Spirits” should be meticulously planned, making it convenient for teachers and students to conduct precise online searches, freely download, and reasonably use according to their own teaching and learning needs, allowing red cultural resources to play a greater role in ideological and political theory teaching.

建设数字化红色文化资源库。为给高校思政课教学提供更为丰富多元的素材支撑，需整合全国范围内红色文献、影像、故事、遗址等各类资源，精心构建一个集“文本、图片、音频、视频”多种形式于一体的开放式数字资源库。这一资源库打破传统资源获取的局限，以数字化手段汇聚红色文化精华。在资源库内部，要细致规划“红色人物”“红色故事”“红色精神”等不同专题模块，方便师生依据自身教学与学习需求，在线进行精准检索、自由下载以及合理使用，让红色文化资源在思政课教学中发挥更大效能。

Create a new networked ideological and political education front. To promote the effective dissemination of red culture among young students, it is necessary to rely on new media platforms to carefully create red cultural products that cater to their preferences. Launch a series of short science-popularization videos titled “1 Minute Red Stories” on short video platforms, presenting red classics in a concise and powerful format to attract students to watch during fragmented time; open a “Red Culture Lecture Hall” column on WeChat public accounts to systematically and deeply explain the connotation of red culture; develop a red culture knowledge competition mini-program to stimulate students’ enthusiasm for learning and competition; use live streaming platforms to invite revolutionary forebears and red culture research experts to conduct online lectures, breaking through the limitations of time and space, allowing students to “learn anytime, anywhere,” and enabling red culture to integrate into young people’s lives in a vibrant form.

打造网络化思政教育新阵地。为推动红色文化在青年学生群体中的有效传播，需依托新媒体平台精心创作契合其喜好的红色文化产品。在短视频平台推出“红色故事1分钟”系列科普视频，以简短精悍的形式呈现红色经典，吸引学生用碎片化时间观看；在微信公众号开设“红色文化大讲堂”专栏，系统深入地讲解红色文化内涵；开发红色文化知识竞赛小程序，激发学生学习与竞争热情；利用直播平台邀请革命先辈、红色文化研究专家开展线上讲座，突破时空限制，让学生能“随时随地学”，使红色文化以鲜活姿态融入青年生活。

Promote a socialized collaborative education mechanism. To enhance the effectiveness of red culture in educating people, it is necessary to construct a “university–government–society” tripartite collaborative education system. Universities should join hands with local propaganda departments and cultural and tourism departments to deeply explore regional red resources, jointly develop distinctive red ideological and political courses, and enrich teaching content. Invite veterans and old Party members to enter the campus to share red memories with their personal experiences, bringing vivid and lively red education to students. Universities should cooperate with enterprises to carry out social practices with red culture themes, allowing students to internalize the red spirit in their hearts and externalize it in their actions while participating in social services, achieving an organic unity of knowledge learning and practical exercise, and promoting red culture education work to a new level.

推动社会化协同育人机制。为提升红色文化育人成效，需构建“高校—政府—社会”三方协同联动的育人体系。高校要与地方宣传部门、文旅部门携手，深度挖掘地域红色资源，共同开发特色鲜明的红色思政课程，丰富教学内容。邀请退役军人、老党员走进校园，以亲身经历分享红色记忆，为学生带来生动鲜活的红色教育。高校要与企业展开合作，开展红色文化主题社会实践，让学生在参与社会服务的过程中，将红色精神内化于心、外化于行，实现知识学习与实践锻炼的有机统一，推动红色文化育人工作迈向新台阶。

Mechanism Guarantee: Establishing a “Process–Comprehensive–Developmental” Teaching Evaluation System

机制保障：建立“过程性—综合性—发展性”的教学评价体系

Strengthen process-oriented evaluation. To assess the teaching effectiveness of integrating red culture into ideological-political courses more comprehensively and scientifically, it is necessary to change the traditional single evaluation model of “one examination determines the final outcome.” The degree of student engagement in red practice activities, their performance in classroom interactions, and the quality of research reports they write—these process-oriented performances—should be incorporated into the evaluation system, with their weighting set at no less than 50 percent of the total assessment score. In teaching practice, through meticulous classroom observation, detailed practice records, objective group peer evaluation, and other methods, the degree of student participation in the process of learning red culture is comprehensively assessed from different dimensions, providing an in-depth understanding of the experiences and insights students gain from it, thereby making the evaluation of red culture teaching more scientific and reasonable.

强化过程性评价。为更全面、科学地评价红色文化融入思政课的教学成效，需改变传统“一考定终身”的单一评价模式。把学生参与红色实践活动的投入程度、课堂互动中的表现情况、调研报告撰写质量等过程性表现纳入评价体系，且其占比设定不低于总评成绩的50%。在教学实践中，通过细致的课堂观察、详实的实践记录以及客观的小组互评等多种方式，从不同维度全面考核学生在红色文化学习过程中的参与度，深入了解学生从中获得的体验与感悟，以此推动红色文化教学评价更加科学合理。

Improve comprehensive evaluation. To promote a more scientific and comprehensive evaluation of the integration of red culture into ideological-political courses, it is necessary to construct a “knowledge—ability—value” trinity evaluation indicator system. In the knowledge dimension, the focus is on assessing students’ ability to sort out the historical development lineage of red culture and their precise grasp of its spiritual connotations. In the ability dimension, attention is concentrated on students’ logical thinking ability in conducting research on red culture, their hands-on operational ability in participating in red practice activities, and their expressive and communicative ability in disseminating red culture. In the value dimension, attention is paid to the degree of deepening of students’ feelings of family and country [7]7 “Feelings of family and country” (家国情怀) refers to a traditional Chinese ethical concept linking love for one’s family with loyalty to the nation, often invoked in contemporary Chinese political discourse to cultivate patriotism and collective responsibility., the firmness of their ideals and beliefs, and other improvements in ideological-political literacy, thereby effectively avoiding the evaluation tendency of “valuing knowledge while neglecting values.”

完善综合性评价。为推动红色文化融入思政课评价的科学化、全面化，需构建“知识—能力—价值”三位一体的评价指标体系。在知识维度，着重考核学生对红色文化历史发展脉络的梳理能力以及对精神内涵的精准掌握程度。在能力维度，聚焦学生开展红色文化研究的逻辑思维能力、参与红色实践活动的动手操作能力以及传播红色文化的表达沟通能力。在价值维度，关注学生家国情怀的深化程度、理想信念的坚定程度等思政素养的提升状况，以此有效规避“重知识、轻价值”的评价倾向。

Introduce developmental evaluation. To accurately grasp the profound impact of integrating red culture into ideological-political courses on student growth, it is necessary to establish a long-term tracking evaluation mechanism. Use questionnaire surveys to extensively collect student information, conduct graduate interviews to gain an in-depth understanding of their actual situations, and thereby track the specific manifestations of students practicing the red spirit in their workplaces. The results obtained from tracking evaluation should be promptly and comprehensively fed back into the process of ideological-political course teaching reform. Based on the feedback, teaching strategies are precisely adjusted and teaching content optimized, thereby forming a closed loop of “teaching implementation, evaluation feedback, improvement and enhancement” that is closely linked and interlocking, promoting the continuous optimization and steady progress of red culture’s educational work.

引入发展性评价。为精准把握红色文化融入思政课对学生成长的深远影响，需建立长效跟踪评价机制。运用问卷调查广泛收集学生信息，开展毕业生访谈深入了解其实际状况，以此跟踪学生在工作岗位上践行红色精神的具体表现。将跟踪评价所获结果，及时且全面地反馈至思政课教学改革进程中，依据反馈情况精准调整教学策略、优化教学内容，进而形成“教学开展、评价反馈、改进提升”紧密相连、环环相扣的闭环，推动红色文化育人工作持续优化、不断进步。

Integrating red cultural resources into ideological-political teaching in higher education has achieved notable results. At the level of teaching content, originally abstract and dry theories become vivid and lively with the addition of red stories and historical images, greatly enriching the knowledge system and cultural connotations of ideological-political courses. In terms of teaching models, the widespread use of interactive and experiential teaching has stimulated students’ enthusiasm for active exploration, significantly increasing classroom participation. Regarding educational outcomes, in the process of immersing themselves in the red spirit, students’ patriotic feelings are cultivated, their ideals and beliefs become more steadfast, and their sense of social responsibility is markedly enhanced. This not only injects new vitality and charm into ideological-political courses in higher education but also, through subtle influence, cultivates generation after generation of new-era individuals who have ideals, dare to take responsibility, can endure hardship, and are willing to strive, laying a solid talent foundation for the great cause of national rejuvenation.

将红色文化资源融入高校思政课教学，取得显著成效。在教学内容层面，原本抽象枯燥的理论因红色故事、历史影像的加入变得鲜活生动，极大丰富了思政课的知识体系与文化内涵。在教学模式上，互动式、体验式教学的广泛运用，激发了学生主动探索的热情，课堂参与度大幅提升。在育人成效方面，学生在沉浸式感受红色精神的过程中，爱国情怀得以厚植，理想信念愈发坚定，社会责任意识显著增强。这不仅为高校思政课注入了新的活力与魅力，更在潜移默化中培育出一代又一代有理想、敢担当、能吃苦、肯奋斗的时代新人，为民族复兴伟业筑牢坚实的人才根基。

(The author is an associate professor at the School of Marxism, Wuhan Vocational College of Software and Engineering.)

（作者系武汉软件工程职业学院马克思主义学院副教授）