Examining the Practical Dimension of School Ideological and Political Theory Teaching in the New Era

In the New Era, school ideological and political theory courses focus on forging souls and educating people with the Party’s innovative theory. Constructing a curriculum system with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as its core content is the fundamental requirement for promoting the connotative development of school ideological and political theory course construction on the new journey of Chinese-path modernization. Starting from the practical character of the Party’s innovative theory, we must seriously examine the practical issues of ideological and political theory teaching. Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era itself possesses a distinct practical quality; it is a powerful weapon tested by practice and rich in practical force. “The viewpoint of practice and the viewpoint of life are the basic viewpoints of Marxist epistemology; practicality is the distinctive feature that distinguishes Marxist theory from other theories.” [1]1 Xi Jinping, “Speech at the Symposium for Teachers of Ideological and Political Theory Courses in Schools” (March 18, 2019), in *Selected Readings of Xi Jinping’s Works*, vol. 3, Foreign Languages Press, 2024, p. 330. At the symposium for teachers of ideological and political theory courses in schools in March 2019, Xi Jinping emphasized that to promote reform and innovation in ideological and political theory courses, it is necessary to achieve the Eight Unifications [2]2 The Eight Unifications (八个统一) are: the unity of political and academic rationality, the unity of knowledge-oriented and value-oriented teaching, the unity of theoretical and practical teaching, the unity of dominant and subject roles, the unity of explicit and implicit education, the unity of teaching with and without formal instruction, the unity of mandating and inspiring, and the unity of process and result evaluation.. Among them, adhering to the unity of theory and practicality systematically elucidates the theoretical and practical attributes of ideological and political theory courses, emphasizing that in teaching these courses, the relationship between theory and practice must be properly grasped. He pointed out that “we must attach great importance to the practicality of ideological and political theory courses, combine the small classroom of ideology and politics with the big classroom of society, and, in the integration of theory and practice, educate and guide students to translate their life aspirations into down-to-earth practical actions.” It can be seen that exploring the practical issues of school ideological and political theory teaching is of very important practical and strategic significance for further deepening the reform and innovation of these courses.

新时代学校思政课聚焦用党的创新理论铸魂育人。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体系，是中国式现代化新征程上推动学校思政课建设内涵式发展的根本要求。从党的创新理论的实践性出发，必须认真审视思政课教学的实践问题。习近平新时代中国特色社会主义思想本身具有鲜明的实践品格，是经过实践检验、富有实践伟力的强大武器。“实践的观点、生活的观点是马克思主义认识论的基本观点，实践性是马克思主义理论区别于其他理论的显著特征。”习近平在2019年3月学校思想政治理论课教师座谈会上强调，推动思政课改革创新，要做到八个“统一”。其中，坚持理论性和实践性相统一，系统阐明了思政课的理论属性和实践属性，强调在思政课教学中必须把握好理论与实践的关系，指出“要高度重视思政课的实践性，把思政小课堂同社会大课堂结合起来，在理论和实践的结合中，教育引导学生把人生抱负落实到脚踏实地的实际行动中来”。可见，探讨学校思政课教学的实践问题，对于进一步深化思政课改革创新具有十分重要的现实意义和战略意义。

I. Ideological and political theory teaching is fundamentally truth teaching, and it inevitably has a close connection with practice

一、思政课教学从根本上讲是 真理教学，必然与实践 产生紧密联系

From the essence of ideological and political theory teaching, it is to conduct truth teaching, guiding students to grasp the universal laws of human social development and promoting the continuous progress and development of human society. The truth that serves as teaching content should withstand the test of practice and must be able to withstand it, which determines the practical requirement of ideological and political theory teaching.

从思政课教学的本质来看，就是进行真理教学，引导学生掌握人类社会发展的普遍规律，推动人类社会不断发展进步。作为教学内容的真理，应该经受实践检验，也必须能够经受住实践检验，这就决定了思政课教学的实践性要求。

(1) From the historical process of course construction, ideological and political theory courses have always taken the latest achievements of adapting Marxism to the Chinese context and the needs of the times as their core content, aiming to manifest the ideological power of the Party’s innovative theory

（一）从课程建设的历史过程来看，思政课始终将马克思主义中国化时代化最新成果作为核心内容，意在彰显党的创新理论的思想伟力

At the beginning of the founding of New China, when school ideological and political theory courses were established, great attention was paid to teaching Mao Zedong Thought. In 1951, the Ministry of Education’s directive to the major administrative regions on the summer symposium for political courses in higher education emphasized that in teaching the history of social development, content on dialectical materialism could be appropriately added, taking “Chairman Mao’s ‘On Practice’” as one of the main teaching materials, and at the same time requiring political course teachers to “diligently study Marxism-Leninism and Mao Zedong Thought.” [3]3 Ministry of Education of the Central People’s Government, “Directive on the Summer Symposium for Political Courses in Higher Education Institutions of the Major Administrative Regions” (July 1951). In 1952, the Ministry of Education specifically set requirements for courses on Marxism-Leninism and Mao Zedong Thought in higher education institutions nationwide, emphasizing that a separate course on New Democracy, a Mao Zedong Thought course, should be offered. [4]4 Ministry of Education of the Central People’s Government, “Notice on the Offering of Courses on Marxism-Leninism and Mao Zedong Thought in Higher Education Institutions Nationwide” (October 1952). In 1998, the Central Propaganda Department and the Ministry of Education issued the “Opinions on the Regulations for the Establishment of ‘Two Courses’ in Ordinary Higher Education Institutions and Their Implementation,” also known as the “98 Plan” for university ideological and political theory courses, requiring three-year junior colleges and undergraduate programs to offer a course on the Introduction to Mao Zedong Thought, “mainly to conduct education on the basic principles of Mao Zedong Thought, helping students understand that Mao Zedong Thought is the great achievement of the first historical leap in the integration of Marxism-Leninism with China’s actual conditions, and to master the main content and living soul of Mao Zedong Thought.” [5]5 Central Propaganda Department and Ministry of Education, “Opinions on the Regulations for the Establishment of ‘Two Courses’ in Ordinary Higher Education Institutions and Their Implementation” (June 1998). The “Two Courses” (两课) refer to Marxist theory courses and ideological and moral education courses. Since reform and opening up, with the continuous deepening of our Party’s theoretical and practical innovation, the system of theories of socialism with Chinese characteristics has become another key content of ideological and political theory teaching. The “Opinions of the Central Committee of the Communist Party of China on Further Strengthening and Improving Moral Education in Schools,” issued in 1994, proposed: “Take Comrade Deng Xiaoping’s theory of building socialism with Chinese characteristics as the central content of Marxist theory education in schools.” [6]6 Central Committee of the Communist Party of China, “Opinions on Further Strengthening and Improving Moral Education in Schools” (August 1994). In 1995, the “Outline of Moral Education Syllabus for Chinese Ordinary Higher Education Institutions (Trial),” issued by the State Education Commission, proposed that undergraduate programs should offer a course on building socialism with Chinese characteristics. [7]7 State Education Commission, “Outline of Moral Education Syllabus for Chinese Ordinary Higher Education Institutions (Trial)” (November 1995). The 15th National Congress of the CPC established Deng Xiaoping Theory as the guiding ideology of the Party. In April 1998, the Central Propaganda Department and the Ministry of Education specifically issued a notice on offering the course on the Introduction to Deng Xiaoping Theory in ordinary higher education institutions: “Starting from the autumn semester of 1998, ordinary higher education institutions should, based on the course ‘China’s Socialist Construction,’ offer a course on Deng Xiaoping Theory.” [8]8 Central Propaganda Department and Ministry of Education, “Notice on Offering the Course ‘Introduction to Deng Xiaoping Theory’ in Ordinary Higher Education Institutions” (April 1998). The subsequent “98 Plan” for university ideological and political theory courses further clarified the class hour settings and teaching content requirements for the Introduction to Deng Xiaoping Theory course. The 16th National Congress of the CPC established the important thought of the “Three Represents” as a guiding ideology that our Party must uphold for a long time. [9]9 The “Three Represents” (三个代表) holds that the Party must always represent the development trend of China’s advanced productive forces, the orientation of China’s advanced culture, and the fundamental interests of the broadest majority of the Chinese people. In 2003, the “Notice of the Ministry of Education on Further Deepening the Work of ‘Three Entries’ for the Important Thought of the ‘Three Represents’” proposed “adjusting the ‘Introduction to Deng Xiaoping Theory’ course to the ‘Introduction to Deng Xiaoping Theory and the Important Thought of the Three Represents’ course,” requiring higher education institutions to generally offer this course starting from the autumn semester of 2003, and at the same time “support and encourage higher education institutions with good conditions and foundations for ‘Two Courses’ education and teaching to conduct pilot projects for offering a separate ‘Introduction to the Important Thought of the Three Represents’ course.” [10]10 Ministry of Education, “Notice on Further Deepening the Work of ‘Three Entries’ for the Important Thought of the ‘Three Represents’” (February 2003). “Three Entries” (三进) refers to the entry of the important thought into teaching materials, classrooms, and students’ minds. In 2005, the Central Propaganda Department and the Ministry of Education issued the “Implementation Plan for the ‘Opinions of the Central Propaganda Department and the Ministry of Education on Further Strengthening and Improving the Teaching of Ideological and Political Theory Courses in Higher Education Institutions,’” also known as the “05 Plan” for university ideological and political theory courses, which coordinated the offering of a course on the Introduction to Mao Zedong Thought, Deng Xiaoping Theory, and the Important Thought of the Three Represents, “focusing on teaching the historical process of the Communist Party of China integrating the basic principles of Marxism with China’s actual conditions, fully reflecting the three major theoretical achievements of adapting Marxism to the Chinese context.” [11]11 Central Propaganda Department and Ministry of Education, “Implementation Plan for the ‘Opinions on Further Strengthening and Improving the Teaching of Ideological and Political Theory Courses in Higher Education Institutions’” (March 2005). In 2008, the name of this course was “adjusted to ‘Introduction to Mao Zedong Thought and the System of Theories of Socialism with Chinese Characteristics.’” [12]12 Central Propaganda Department and Ministry of Education, “Notice on Further Strengthening and Improving the Teaching of Ideological and Political Theory Courses in Higher Education Institutions in the New Situation” (July 2008). In 2009, the Ministry of Education specifically deployed thematic education activities on the Scientific Outlook on Development in university ideological and political theory courses, requiring that in the Introduction to Mao Zedong Thought and the System of Theories of Socialism with Chinese Characteristics course, “theoretical education on the Scientific Outlook on Development be strengthened.” [13]13 Ministry of Education, “Notice on Conducting Thematic Education Activities on the Scientific Outlook on Development in University Ideological and Political Theory Courses” (April 2009). Since the 18th National Congress of the CPC, school ideological and political theory courses have adhered to forging souls and educating people with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. In 2019, after the symposium for teachers of ideological and political theory courses in schools was held, the General Office of the Central Committee and the General Office of the State Council issued the “Several Opinions on Deepening the Reform and Innovation of School Ideological and Political Theory Courses in the New Era,” proposing to adjust and innovate the ideological and political theory course curriculum system, “strengthening the construction of a curriculum cluster for ideological and political theory courses with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era as the core content,” and requiring that “national key schools of Marxism take the lead in fully offering the course ‘Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era.’” [14]14 General Office of the Central Committee of the Communist Party of China and General Office of the State Council, “Several Opinions on Deepening the Reform and Innovation of School Ideological and Political Theory Courses in the New Era” (August 2019). Currently, higher education institutions nationwide have generally offered this course.

新中国成立伊始开设学校思政课，就十分注重毛泽东思想的教学。1951年，教育部对各大行政区分别召开暑期高等学校政治课讨论会的指示强调，讲授社会发展史可酌加辩证唯物主义的内容，把“毛主席著‘实践论’”作为主要教材之一，同时要求政治课教师“努力钻研马克思、列宁主义、毛泽东思想”。1952年，教育部专门就全国高等学校马克思列宁主义、毛泽东思想课程提出要求，强调要单独开设新民主主义论这一毛泽东思想课程。1998年，中央宣传部、教育部出台《关于普通高等学校“两课”课程设置的规定及其实施工作的意见》，也就是高校思政课“98方案”，要求三年制专科及本科开设毛泽东思想概论课，“主要是进行毛泽东思想基本原理的教育，帮助学生理解毛泽东思想是马列主义同中国实际相结合的第一次历史性飞跃的伟大成果，掌握毛泽东思想的主要内容和活的灵魂”。改革开放以来，随着我们党理论创新和实践创新的不断深化，中国特色社会主义理论体系成为思政课教学的又一重点内容。1994年印发的《中共中央关于进一步加强和改进学校德育工作的若干意见》提出：“以邓小平同志建设有中国特色社会主义理论作为学校马克思主义理论教育的中心内容。”1995年，国家教委颁发的《中国普通高等学校德育大纲（试行）》提出，本科要设置有中国特色社会主义建设课程。党的十五大把邓小平理论确立为党的指导思想。中央宣传部、教育部于1998年4月专门就普通高等学校开设邓小平理论概论课发出通知：“从1998年秋季开始，普通高校都要以《中国社会主义建设》课程为基础，开设邓小平理论课。”接下来制定的高校思政课“98方案”进一步明确了邓小平理论概论课的学时设置及教学内容要求。党的十六大把“三个代表”重要思想确立为我们党必须长期坚持的指导思想。2003年，《教育部关于进一步深化“三个代表”重要思想“三进”工作的通知》提出，“将《邓小平理论概论》课调整为《邓小平理论和‘三个代表’重要思想概论》课”，要求高校从2003年秋季开学开始普遍开设这门课程，同时“支持、鼓励‘两课’教育教学条件和基础较好的高校，进行单独形态开设《‘三个代表’重要思想概论》课试点”。2005年，中央宣传部、教育部印发《〈中共中央宣传部、教育部关于进一步加强和改进高等学校思想政治理论课的意见〉实施方案》，也就是高校思政课“05方案”，统筹开设毛泽东思想、邓小平理论和“三个代表”重要思想概论课，“着重讲授中国共产党把马克思主义基本原理与中国实际相结合的历史进程，充分反映马克思主义中国化的三大理论成果”。2008年，这门课程的名称被“调整为‘毛泽东思想和中国特色社会主义理论体系概论’”。2009年，教育部专门部署在高校思政课中开展科学发展观专题教育活动，要求在毛泽东思想和中国特色社会主义理论体系概论课中“强化科学发展观理论教育”。党的十八大以来，学校思政课坚持用习近平新时代中国特色社会主义思想铸魂育人。2019年，学校思想政治理论课教师座谈会召开以后，中央办公厅、国务院办公厅印发《关于深化新时代学校思想政治理论课改革创新的若干意见》，提出调整创新思政课课程体系，“加强以习近平新时代中国特色社会主义思想为核心内容的思政课课程群建设”，要求“全国重点马克思主义学院率先全面开设‘习近平新时代中国特色社会主义思想概论’课”。目前，全国高校已经普遍开设了这门课程。

Reviewing this process, we can clearly feel that ideological and political theory courses are meant to systematically teach Marxism and its achievements in adapting to the Chinese context and the needs of the times, highlighting the forging of souls and educating people with the latest achievements of adapting Marxism to the Chinese context and the needs of the times. In 2024, Xi Jinping issued important instructions on the construction of school ideological and political theory courses, emphasizing “adhering to the synchronous advancement of ideological and political theory course construction and the arming of the Party’s innovative theory.” [15]15 Xi Jinping, “Important Instructions on the Construction of School Ideological and Political Theory Courses” (May 2024). This clearly requires that the latest achievements of the Party’s theoretical innovation be brought into ideological and political theory courses at the earliest opportunity, convincing and educating students with the ideological power manifested by the Party’s innovative theory in practice.

回顾这一历程，我们能够清晰地感受到，思政课就是要系统讲授马克思主义及其中国化时代化成果，突出以马克思主义中国化时代化最新成果铸魂育人。习近平在2024年对学校思政课建设作出重要指示，强调“坚持思政课建设与党的创新理论武装同步推进”。这就明确要求第一时间推动党的理论创新的最新成果进思政课，以党的创新理论在实践中彰显出的思想伟力说服学生、教育学生。

(2) From the internal logic of course construction, ideological and political theory courses teach Marxist theory in the form of a curriculum cluster, aiming to explain and thoroughly elucidate scientific truth from multiple dimensions in parallel

（二）从课程建设的内在逻辑来看，思政课是以课程群的方式讲授马克思主义理论，意在多维并进讲清讲透科学真理

Whether viewed from different stages of primary, secondary, and higher education, or from different courses within each stage, ideological and political theory courses constitute a complete curriculum system. The internal logic of their top-level design is that ideological and political theory courses in primary, secondary, and higher education are vertically connected, horizontally integrated, and spiraling upward. Overall, the purpose of setting up ideological and political theory courses is to systematically teach Marxist theory, guiding students to establish a correct worldview, outlook on life, and value system.

无论是从大中小学不同学段来看，还是从每一学段的不同课程来看，思政课都是一个完整的课程体系，其顶层设计的内在逻辑是大中小学思政课纵向衔接、横向贯通、螺旋上升。从整体来看，设置思政课的目的就是体系化地讲授马克思主义理论，引导学生树立正确的世界观、人生观、价值观。

Each course within the ideological and political education course cluster focuses on a corresponding content area and assumes a specific teaching function. Among them, the basic principles area focuses on teaching basic theories including Marxist philosophy, political economy, and scientific socialism, enabling students to master the standpoints, viewpoints, and methods of Marxism, thereby laying a theoretical foundation and providing methodological tools for a profound understanding and grasp of the latest achievements of the Party’s theoretical innovation. The historical retrospective area focuses on teaching the history of the Party, the history of New China, the history of reform and opening up, and the history of socialist development, enabling students to understand the historical thread of theoretical and practical innovation running through them, and to comprehend that adapting Marxism to the Chinese context and the needs of the times is a continuous historical process. The individual cultivation area focuses on teaching the essential qualities needed for student growth and success, primarily including ideological and moral cultivation and the cultivation of fine traditional Chinese culture, helping students cultivate and practice the core socialist values. The area of the Party’s innovative theories for the New Era focuses on teaching the latest achievements in adapting Marxism to the Chinese context and the needs of the times. At each stage of the Party’s theoretical innovation, the latest achievements must be promptly incorporated into textbooks, into classrooms, and into students’ minds. Overall, no matter how the curriculum for ideological and political education courses is adjusted and optimized, its internal logic remains consistent: it revolves around the teaching of Marxist theory, and its ultimate goal is to strengthen the arming of the mind with the Party’s innovative theories, using scientific truth to forge souls and educate people.

思政课课程群中的每门课程都聚焦相应的内容板块，承担着特定的教学功能。其中，基本原理板块重点讲授包括马克思主义哲学、政治经济学、科学社会主义在内的基本理论，使学生掌握马克思主义的立场、观点、方法，为深刻理解把握党的理论创新的最新成果奠定理论基础、提供方法工具。历史回溯板块重点讲授党史、新中国史、改革开放史、社会主义发展史，使学生了解贯穿其中的理论创新和实践创新的历史脉络，懂得马克思主义中国化时代化是一个一脉相承的历史过程。个体素养板块重点讲授以思想道德修养、中华优秀传统文化修养为主要内容的学生成长成才所需的必备素养，帮助学生培育和践行社会主义核心价值观。新时代党的创新理论板块重点讲授马克思主义中国化时代化的最新成果。在党的理论创新的每一阶段，都要适时推动最新成果进教材、进课堂、进头脑。总体来看，思政课课程设置无论怎样调整优化，其内在逻辑都是一以贯之的，都是围绕马克思主义理论教学展开，落脚点也都是加强党的创新理论武装，用科学真理铸魂育人。

(3) From the perspective of the ultimate goal of curriculum construction, ideological and political education courses focus on cultivating students’ ability to internalize what they have learned into firm ideals and convictions, and to externalize it into concrete actions serving national construction, embodying the value orientation of practicing truth.

（三）从课程建设的最终目标来看，思政课重在培养学生将所学内容内化为坚定的理想信念、外化为服务国家建设的实际行动，体现着践行真理的价值取向

As a special type of course within the school education system, the ultimate goal of ideological and political education courses is not only to impart knowledge and explain theories, but also to guide students to believe in Marxism and to believe in Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era. For students, ideological and political education teaching must enable them to truly learn and think, learn and believe, and learn and act; if one discusses ideological and political education teaching divorced from belief, it is to attend to the trifles and neglect the essentials. It is necessary to guide students to listen to the Party and follow the Party, persistently “strengthen confidence in the path, theory, system, and culture of socialism with Chinese characteristics, cultivate deep patriotic feelings, and consciously integrate the love for the country, the aspiration to strengthen the nation, and the action to serve the country into the struggle to uphold and develop the cause of socialism with Chinese characteristics, build a modern socialist country, and realize the great rejuvenation of the Chinese nation.” [16]16 This quotation is from a speech by Xi Jinping at a symposium for teachers of ideological and political theory courses in schools, March 18, 2019. The full text is available in *Qiushi* journal, 2019, issue 17. On the basis of mastering corresponding theoretical knowledge and establishing corresponding ideals and convictions, students must use the theories they have learned to analyze practical problems, and practice their ideals and convictions in the process of solving practical problems. That is to say, ideological and political education teaching must ultimately stimulate more conscious action by having the educational objects establish belief in the content they have learned, which naturally contains a practical requirement.

思政课作为学校教育体系中的一类特殊课程，其最终目标不仅在于传授知识、讲解理论，而且要引导学生信仰马克思主义、信仰习近平新时代中国特色社会主义思想。思政课教学之于学生而言，要使其切实做到学而思、学而信、学而行；如果脱离信仰而谈思政课教学，那就是舍本逐末了。要引导学生听党话、跟党走，持之以恒“增强中国特色社会主义道路自信、理论自信、制度自信、文化自信，厚植爱国主义情怀，把爱国情、强国志、报国行自觉融入坚持和发展中国特色社会主义事业、建设社会主义现代化强国、实现中华民族伟大复兴的奋斗之中”。学生在掌握相应的理论知识、树立相应的理想信念的基础上，要运用所学理论去分析实际问题，并在解决实际问题的过程中践行理想信念。也就是说，思政课教学最终要通过教育对象树立对所学内容的信仰而激发更加自觉的行动，这自然蕴含着实践性的要求。

In summary, from the perspective of teaching truth, ideological and political education teaching must be able to withstand the test of practice. “Marxism has always been the guiding ideology of our Party and our country, and it is a powerful ideological weapon for us to understand the world, grasp the laws, pursue truth, and transform the world.” The main content of ideological and political education teaching is the basic principles of Marxism and the theoretical achievements of adapting Marxism to the Chinese context and the needs of the times; ideological and political education teaching itself is the dissemination of truth. Practice is the sole criterion for testing truth. The truth taught in ideological and political education courses must be able to withstand the test of practice, and once the truth taught withstands the test of practice, it will greatly enhance its persuasiveness. Through ideological and political education courses, students should be made to feel the practical power of the latest achievements in adapting Marxism to the Chinese context and the needs of the times, thereby better highlighting the brilliance of Marxist truth.

总之，从真理教学的意义上看，思政课教学必须能够经受实践检验。“马克思主义始终是我们党和国家的指导思想，是我们认识世界、把握规律、追求真理、改造世界的强大思想武器。”思政课教学的主要内容是马克思主义基本原理和马克思主义中国化时代化的理论成果，思政课教学本身就是在传播真理。实践是检验真理的唯一标准。思政课教学所讲真理要能够经受实践检验，而所讲真理一旦经受实践检验，便会极大增强说服力。要通过思政课让学生感受马克思主义中国化时代化最新成果的实践伟力，从而更好彰显马克思主义的真理光芒。

II. Practical Teaching: A Multi-Angle Examination Based on the Content of Ideological and Political Education Courses

二、实践教学：基于思政课 教学内容的多角度审视

Marxism originates from practice and continuously innovates and develops in practice. Disseminating Marxism requires not only clearly explaining theory, but also teaching it in conjunction with the practice from which the theory emerged. The practical teaching discussed here refers to teaching about practical content, and it is an important component of ideological and political education teaching.

马克思主义来源于实践，并在实践中不断创新发展。传播马克思主义不仅要讲清楚理论，更要结合产生理论的实践来讲授。这里探讨的实践教学，就是关于实践内容的教学，是思政课教学的重要组成部分。

(1) Practice as Content in First-Classroom Teaching

（一）作为第一课堂教学内容的实践

First, practical content must be reflected in textbooks. Traditional ideological and political education textbooks focus on theoretical exposition; even when they involve practical content, it is mainly as auxiliary cases. Textbooks for ideological and political education courses in the New Era should be based on the successful practice of socialism with Chinese characteristics, deeply expound the Party’s innovative theories, and clearly explain that the great achievements in practice are the result of guidance by great thought, while the foundation for the continuous innovation and development of great thought lies in the continuous innovative exploration of practice and the continuous achievement of new successes. Therefore, compiling textbooks for ideological and political education courses must emphasize practical logic. Second, practical content must be reflected in lesson plans. Lesson plans further enrich the content of textbooks and are the direct script for teaching. To better tell the story of practice in conjunction with the practical narrative of the textbook, it is necessary to accurately and fully present in the lesson plans a series of successful cases that can prove the correctness of the theory. These cases should be typical, persuasive, and compelling, helping the teaching objects deepen their understanding of the theory. Third, practical content must be reflected in assignments. Assignments for ideological and political education courses cannot merely be reviews of knowledge; they must also focus on inspiring educational objects to think about practice. If necessary, some practical assignments should also be arranged to help educational objects deepen their understanding of theory through practice. Fourth, practical content must be reflected in assessment. The assessment of the outcomes of ideological and political education teaching must not only be based on the mastery of theory, but also on the application of theory. It is necessary to assess the situation of internalizing theory in the mind and externalizing it in action, the situation of using theory to analyze and study practical problems, and the situation of practicing the values one has mastered. This is the fundamental purpose of ideological and political education teaching.

第一，要在教材中体现实践内容。传统的思政课教材重点在理论叙述，即便涉及实践内容，也主要是作为辅助的案例。新时代的思政课教材，应立足中国特色社会主义的成功实践，深入阐述党的创新理论，讲清楚实践取得的伟大成就是伟大思想指导的结果，而伟大思想不断创新发展的根基在于实践不断创新探索，不断取得新的成功。因此，编写思政课教材要重视实践逻辑。第二，要在教案中体现实践内容。教案是对教材内容的进一步丰富，是教学的直接脚本。要结合教材的实践叙事，进一步讲好实践故事，就要在教案中精准充分地展示一系列能够证明理论正确的成功案例。这些案例应该具有典型意义，富有说服力和感染力，有助于教学对象深化对理论的认识。第三，要在作业中体现实践内容。思政课的作业不能只是知识的温习，更要注重启发教育对象对实践的思考。如有必要，也应该布置一些实践作业，帮助教育对象在实践中加深对理论的体悟。第四，要在考核中体现实践内容。思政课教学成果的考核，不仅要落实到对理论的掌握上，而且要落实到对理论的运用上。要考核将理论内化于心、外化于行的情况，考核运用理论分析现实问题、研究现实问题的情况，考核对所掌握的价值观的践行情况，这是思政课教学的根本目的所在。

(2) Practice as Content in Second-Classroom Teaching

（二）作为第二课堂教学内容的实践

The teaching of ideological and political courses in the second classroom is itself practical in nature. The main problem in the past was that the teaching content was not closely integrated with the teaching content of the first classroom; some even detached themselves from the first classroom’s teaching content and operated independently. It is necessary to systematically and normatively plan the practical teaching of the second classroom, forming a teaching pattern for ideological and political courses that links content with the first classroom, complements functions, and mutually reinforces effects. First, the second classroom is an expansion of the teaching field of ideological and political courses. The practical teaching of the second classroom is newly opened on the basis of traditional ideological and political course teaching, extending from the small classroom of ideological and political education to the large classroom of society. It requires the establishment of stable and diverse practical teaching bases. These bases should be successful practical models guided by the Party’s innovative theory, capable of correctly reflecting the teaching content of the first classroom, and able to reflect it from different angles, rather than simply repeating it. In addition, bases should be selected according to local conditions, making them convenient and accessible; otherwise, the full implementation of practical teaching cannot be guaranteed. Second, practical teaching in the second classroom reflects an adjustment in the teaching logic of ideological and political courses. As the content of second classroom teaching, practice should trace back to the source of theory in successful practice, perceive the power of theory in the logic of practical success, and on this basis, look forward to future practice guided by theory. The adjustment of teaching logic from practice to theory and then from theory to practice conforms to Mao Zedong’s emphasis that “a correct understanding often requires going through the repeated process from matter to spirit and from spirit to matter, that is, from practice to understanding and from understanding to practice, before it can be completed.” This represents a profound change compared with the teaching logic that relies solely on the first classroom. At the same time, this also requires that the design of teaching content be closely linked to the first classroom, focusing on solving the problem of further deepening and concretizing the teaching content of the first classroom, thereby strengthening the effectiveness of ideological and political course teaching. Third, practical teaching in the second classroom brings about changes in the teaching personnel of ideological and political courses. In addition to the continued participation of ideological and political course teachers from the first classroom, the second classroom’s ideological and political course teaching should also incorporate personnel on the front line of practice, enabling them to jointly assume the role of ideological and political course teachers in the second classroom. Their responsibilities cannot be limited to work-introduction-style lectures; they must clearly explain the guiding ideology, higher-level deployment, and policy basis behind the practice, and clarify the relationship between practice and the Party’s innovative theory. Of course, this does not mean that the practical teaching of the second classroom is completely detached from theory; it also requires real-time guidance from ideological and political course teachers in the first classroom, so that teachers of both theory and practice cooperate with each other, forming a teaching synergy.

思政课第二课堂的教学本身就是实践性的，以往的主要问题是教学内容与第一堂课的教学内容结合得不够紧密，有的甚至脱离第一课堂的教学内容而单搞一套。要系统规范地谋划第二课堂的实践教学，形成与第一课堂内容联动、功能互补、效果相促的思政课教学格局。首先，第二课堂是思政课教学场域的拓展。第二课堂的实践教学是在传统思政课教学的基础上新开辟的，是从思政小课堂延伸到社会大课堂，需要建立稳定多样的实践教学基地。这些基地应该是在党的创新理论指导下的成功实践典型，能够正确反映第一课堂的教学内容，而且能够从不同角度加以反映，而不是简单重复。此外，还要因地制宜选取基地，做到就近就便，否则也无法充分保障实践教学的开展。其次，第二课堂实践教学反映了思政课教学逻辑的调整。作为第二课堂教学内容的实践，要在成功的实践中回溯理论的源头，在实践成功的逻辑中感悟理论的力量，并在此基础上展望理论指导下的未来实践。从实践到理论、再从理论到实践的教学逻辑的调整，符合毛泽东强调的“一个正确的认识，往往需要经过由物质到精神，由精神到物质，即由实践到认识，由认识到实践这样多次的反复，才能够完成”。这与仅依靠第一课堂的教学逻辑相比发生了深刻变化。同时，这也要求在教学内容的设计上紧密联系第一课堂，重点解决第一课堂教学内容的进一步深化、具体化的问题，以此强化思政课教学的效果。再次，第二课堂实践教学使思政课教学人员发生变化。第二课堂的思政课教学除了需要第一课堂的思政课教师继续参与外，还应吸纳身处实践一线的人员，使他们共同承担第二课堂思政课教师的角色。他们的职责不能仅限于工作介绍式的讲授，而要讲清楚实践背后所遵循的指导思想、上位部署、政策依据，讲清楚实践与党的创新理论的关系。当然，也不是说第二课堂的实践教学是完全脱离理论的，它同样需要第一课堂的思政课教师实时指导，使理论与实践两方面教师相互配合，形成教学合力。

(3) Practical Teaching Is the “Muscle” of Ideological and Political Course Teaching

（三）实践教学是思政课教学的“肌肉”

Here, we need to explore the functional positioning and mutual relationship between theoretical teaching and practical teaching. Theoretical teaching is the skeleton that shapes form and casts the soul. In the New Era, school ideological and political course teaching is to arm students’ minds with Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, helping them grow into new-era talents capable of shouldering the heavy task of national rejuvenation. Once young students master correct theory, they grasp a powerful ideological weapon for understanding and transforming the world, and can form correct worldviews, outlooks on life, and values in the process of growth. It can be said that when theoretical teaching is implemented properly, it builds a solid skeleton for the development of young students’ thinking and the establishment of their beliefs. Practical teaching, on the other hand, can make theory more substantial. Theory itself is abstract, and theoretical teaching itself is difficult to make very vivid and concrete. Practical teaching, especially practical teaching that echoes theoretical teaching, makes the theoretical content in ideological and political course teaching more intuitive and substantial, thereby helping the educational object understand theory from multiple dimensions. It can be said that practical teaching builds a bridge for theory from the abstract to the concrete.

在这里，我们需要探讨一下理论教学与实践教学的功能定位及相互关系。理论教学是塑形铸魂的骨架。新时代学校思政课教学就是要用习近平新时代中国特色社会主义思想武装学生头脑，帮助学生成长为担当民族复兴重任的时代新人。青年学生掌握了正确的理论，就掌握了认识世界、改造世界的强大思想武器，就能在成长过程中形成正确的世界观、人生观、价值观。可以说，理论教学实施到位，就为青年学生思想的发展、信仰的确立搭起了扎实的骨架。而实践教学能够让理论更加丰满。理论本身是抽象的，理论教学本身也难以做到十分生动形象。而实践教学，特别是与理论教学相呼应的实践教学，则使思政课教学中的理论内容更加直观、丰满，从而帮助教育对象从多个维度来认识理论。可以说，实践教学架起了理论从抽象到具体的桥梁。

3. Combining Theory with Practice: A Comprehensive Examination Based on Ideological and Political Course Teaching Methods

三、理论与实践相结合：基于思政课 教学方法的全方位审视

As early as the beginning of the founding of New China, the issue that ideological and political course teaching should be linked to concrete reality was raised as a prominent problem. In 1950, the Ministry of Education’s circular on the National Summer Political Course Teaching Discussion Meeting for Higher Education Institutions and Matters Needing Attention in Political Courses for the Next Semester criticized phenomena such as: “a lack of clear understanding of the true meaning of the unity of theory and reality,” “not knowing or being unable to use the systematic theoretical knowledge of Marxism-Leninism and Mao Zedong Thought to connect with the ideological reality of students, and even advocating that in backward schools, political courses must be taught by copying from the blackboard and reciting original sentences.” From the perspective of ideological and political course teaching methods, combining theory with practice should be taken as the basic method.

早在新中国成立之初，思政课教学应联系具体实际就作为一个突出的问题被提出来了。1950年，教育部关于全国高等学校暑期政治课教学讨论会情况及下学期政治课应注意事项的通报中就批评了这样一些现象：“对理论与实际一致的真实意义不清楚”，“不懂得或不会用马列主义、毛泽东思想的系统理论知识，去联系同学的思想实际，甚至主张在落后学校讲政治课，必须抄黑板、背诵原句”。从思政课教学方法来看，要把理论与实践相结合作为基本方法。

(1) The Necessary Methodology of Ideological and Political Course Teaching

（一）思政课教学的必需方法论

The method of combining theory with practice is an effective method for ideological and political course teaching that has been proven by practice. At the very beginning of the standardized establishment of ideological and political courses in schools, we particularly emphasized: “Political and ideological education should, based on the teaching method of the unity of theory and reality, inspire students to analyze their own thoughts, collect, organize, and study various problems, and then, targeting the main problems, systematically use theoretical knowledge in a targeted manner to solve them.” Theory derived from practice reveals its true face of truth more clearly in practice; and the verification of whether students have mastered theory, thereby establishing ideals and beliefs and forming correct worldviews, outlooks on life, and values, must also be judged by the actual actions of the educational objects. “Theoretical study should, where possible, be appropriately matched with practical actions (not too many), such as participating in labor production, mass struggles, and social activities, so that perceptual knowledge and theoretical knowledge corroborate each other, achieving the effect of consolidation and improvement.” That is to say, the teaching effect of ideological and political courses can be better consolidated in the unity of knowledge and action, and the ideals and beliefs that students establish through studying ideological and political courses can also be strengthened. On this point, our Party has consistently emphasized it throughout the process of strengthening the construction of ideological and political courses. For example, in 1951, the Ministry of Education’s directive on the teaching work of courses such as Dialectical Materialism and Historical Materialism in higher education institutions in the North China region for the first semester of the 1951 academic year emphasized that “it should, as much as possible, be linked to China’s revolutionary reality, construction reality, and students’ ideological reality, preventing the deviation of dogmatism.”

理论与实践相结合的方法，是被实践证明行之有效的思政课教学方法。在规范开设学校思政课之初，我们就特别强调：“政治、思想教育应根据理论与实际一致的教学方法，启发学生分析自己的思想，搜集、整理、研究各种问题，然后针对主要问题，有的放矢地以系统理论知识有重点的加以解决。”来源于实践的理论，在实践中更能显示其真理真容；而对掌握理论，进而树立理想信念，形成正确世界观、人生观、价值观情况的验证，也要看教育对象的实际行动。“理论学习还在可能的情形下，酌量配合实际行动（不宜太多），如参加劳动生产、群众斗争及社会活动等，使感性认识与理论知识相印证，取得巩固提高的效果。”这就是说，在知行统一中更能巩固思政课教学效果，也更能强化学生通过思政课学习而树立的理想信念。对于这一点，我们党在抓紧思政课建设的过程中始终如一地予以强调。比如，1951年，教育部关于华北区各高等学校1951年度上学期进行辩证唯物论与历史唯物论等课教学工作的指示就强调，“应尽可能地联系中国的革命实际、建设实际和学生的思想实际，防止教条主义的偏向”。

(2) The Essential Quality of Ideological and Political Course Teachers

（二）思政课教师的必备素养

Conducting ideological and political education teaching in connection with practice is a basic skill for teachers of this subject and an essential quality for them to be competent in their posts. Judging from the actual situation of the current team of ideological and political education teachers, some of them lack practical teaching competence to a certain extent. On the one hand, most ideological and political education teachers have gone straight from school gate to school gate, lacking rich social experience in their personal backgrounds and being unfamiliar with how society operates, so they often feel at a loss when it comes to teaching in connection with practice. On the other hand, some ideological and political education teachers lack the initiative to obtain practical teaching materials, contenting themselves with teaching theory as theory. As ideological and political education teachers in the New Era, they must quickly make up for the shortfall in practical teaching competence. First, fully recognize that practical investigation and research can enrich teaching materials. They must go deep into the front line of economic and social development and master a wealth of cases and stories. These materials will provide strong corroboration for theoretical teaching in the classroom, effectively enhancing the appeal and感染力 of theoretical teaching. If ideological and political education teachers can systematize and institutionalize their practical investigation and research, their practical teaching competence will be greatly enhanced, classroom teaching of ideological and political education will become immensely vivid and lively, and the foundation for teaching this subject well will be more solid. Second, fully recognize that practical experience can enhance teaching emotions. When ideological and political education teachers enter practice, they themselves are also educated by practice, strengthening their emotions toward the content they teach. This is different from the emotions generated when obtaining materials indirectly in the past, and will surely stimulate a better teaching state. At the same time, this emotion will also help ideological and political education teachers demonstrate their own faith in theory during the teaching process, naturally revealing genuine feelings for the cause of Marxist theoretical education. As Xi Jinping emphasized: “The feelings teachers display in the classroom are the most moving, and can even affect students for their entire lives.” [19] Third, fully recognize that practical verification can enhance teaching confidence. Through social practice, ideological and political education teachers perceive the practical results achieved under the guidance of theory; the content they teach has undergone a certain degree of verification, which will enhance their confidence in the teaching process. With their own firmer confidence, they can influence and lead students to form a belief in Marxism, faith in socialism and communism, and confidence in comprehensively advancing the building of a strong country and the great rejuvenation of the Chinese nation through Chinese-path modernization under the leadership of the Communist Party of China. Fourth, fully recognize that practical teaching can expand the teaching framework. Ideological and political education teachers can expand the dimension of practical teaching in classroom instruction, forming a teaching framework in which theoretical teaching and practical teaching are closely integrated and complement each other. This makes the teaching content of ideological and political education include both abstract theory and concrete practice, helping students engage in rational thinking while also enhancing their perceptual understanding. It makes the classroom teaching ecology more complete, enabling the improvement of teaching quality within a richer teaching framework.

联系实践开展思政课教学，是思政课教师的基本功，是其胜任自身岗位的必备素养。从目前思政课教师队伍的实际状况来看，部分思政课教师在一定程度上还缺乏实践教学素养。一方面，多数思政课教师都是从学校门到学校门，个人经历中缺少丰富的社会锻炼，对社会运行状况不熟悉，对于联系实践开展教学时常感到无从下手。另一方面，一些思政课教师缺少获取实践教学素材的主动性，满足于就理论讲理论。作为新时代的思政课教师，要尽快补齐实践教学素养的短板。一是充分认识到实践调研可以丰富教学素材。要深入经济社会发展第一线，掌握丰富的案例、故事。这些素材将会对课堂上的理论教学形成有力的佐证，切实增强理论教学的吸引力和感染力。如果思政课教师的实践调研能够实现系统化、制度化，那么其实践教学素养将得到强有力的提升，思政课的课堂教学将极大地生动鲜活起来，讲好思政课将更具基础。二是充分认识到实践体验可以增进教学情感。思政课教师走进实践，自身也会受到实践的教育，增强对所讲授内容的情感。这与以往间接获得素材时产生的情感不同，必将激发更好的教学状态。同时，这种情感也将有助于思政课教师在教学过程中展现自身对理论的信仰，自然流露出对马克思主义理论教育事业的真情实感。正如习近平所强调的：“教师在课堂上展现的情怀最能打动人，甚至会影响学生一生。”三是充分认识到实践印证可以增强教学底气。思政课教师通过社会实践感知理论指导下的实践成效，其所讲授的内容经受了一定的印证，在教学过程中会增强底气，以自身更加坚定的自信影响带动学生形成对马克思主义的信仰、对社会主义和共产主义的信念，增强对在中国共产党领导下以中国式现代化全面推进强国建设、民族复兴伟业的信心。四是充分认识到实践讲授可以拓展教学格局。思政课教师在课堂教学中能够拓展实践讲授的维度，形成理论教学与实践教学紧密结合、相得益彰的教学格局，使得思政课的教学内容既有抽象的理论，也有具体的实践，既能帮助学生进行理性思考，也能增强学生的感性认识，使得课堂教学的生态更加完善，能够在更丰富的讲授格局中提升教学质量。

(3) The Necessary Perspective of Ideological and Political Education Teaching Organization

（三）思政课教学组织的必然视角

Emphasizing practical teaching should become a conceptual change in the organization of ideological and political education teaching. The organization of traditional ideological and political education teaching is mainly based on the logic of theoretical teaching, treating ideological and political education courses as homogeneous with other professional courses in philosophy and social sciences, focusing on teaching organization based on small classrooms and completing the tasks of the first classroom. [20] Starting from the necessary requirements of ideological and political education teaching methods, it is necessary to emphasize practical teaching in teaching organization. In this regard, the teaching organization methods of engineering courses can be used as a reference. We should insist on grasping both theoretical teaching and practical teaching, and grasping both firmly. Ideological and political education teachers should be organized to fully integrate practical teaching content into the lesson plans of the first classroom, and to organize centralized lesson preparation and discussion on the practical teaching of the first classroom, ensuring that practical cases are selected accurately and precisely to achieve the best results. We should make full use of local typical examples of implementing the major decisions and deployments of the Party Central Committee and upholding the Two Upholds, actively expand practical teaching resources, establish stable practical teaching bases, and systematically plan and design off-campus practical teaching arrangements for all educational targets. At the same time, the social practice during winter and summer vacations arranged by the original student work system should be coordinated and incorporated into the scope of practical teaching, and attention should be paid to organizing ideological and political education teachers to participate in guidance throughout the entire process, so as to enhance the educational function of social practice and consolidate the teaching effect of ideological and political education courses.

重视实践教学，应该成为思政课教学组织的理念之变。传统思政课教学的组织主要是基于理论教学的逻辑，将思政课与其他哲学社会科学专业课程作为同质性的课程对待，侧重基于小课堂的教学组织，完成第一课堂教学任务。从思政课教学方法的必然要求出发，需要在教学组织上重视实践教学，在这一点上可以参照工科课程的教学组织方式。应当坚持理论教学与实践教学两手都要抓、两手都要硬。要组织思政课教师在第一课堂的教案中充分融入实践教学的内容，组织他们针对第一课堂的实践教学开展集中备课和研讨，确保选准、选精实践案例，达到最优效果。要充分运用本地贯彻落实党中央重大决策部署、践行“两个维护”方面的好的典型，积极拓展实践教学资源，建立稳定的实践教学基地，系统规划设计面向所有教育对象的校外实践教学安排。同时，要统筹原有学生工作系统安排的学生寒暑假社会实践，将其纳入实践教学的范畴，并注意组织思政课教师全过程参与指导，提升社会实践的育人功能，巩固思政课的教学效果。

(4) The Necessary Dimension of Ideological and Political Education Course Assessment

（四）思政课考核的必要维度

From the perspective of running ideological and political education courses well, the assessment of the practical link should be strengthened. Teachers, teaching materials, and teaching are the three elements of a general course. When assessing the construction of ideological and political education courses, the element of practice should be added. The practical link of ideological and political education courses should be assessed just like the assessment of the construction of the teacher team, the use of unified textbooks, and the state of classroom teaching. Institutional design should be strengthened, rigid requirements should be intensified, and the practical link should be included as a necessary link in running ideological and political education courses well into the curriculum construction standards, deployed and assessed together with teachers, teaching materials, and teaching, so as to effectively enhance the attention of all parties to the practical link of ideological and political education courses and give full play to the baton role of the system. From the perspective of teaching ideological and political education courses well, the assessment of practical teaching should be strengthened. When assessing teachers’ teaching, it is necessary to assess both their theoretical teaching, that is, whether they have clearly and thoroughly explained the basic principles of Marxism and the achievements in adapting Marxism to the Chinese context and the needs of the times; and their practical teaching, that is, whether they have fully integrated practical teaching content into classroom teaching, and whether they have effectively expanded the small ideological and political education classroom into the big classroom of society; in addition, the mutual promotion of theoretical teaching and practical teaching should also be assessed. From the perspective of learning ideological and political education courses well, the assessment of students’ concrete practice should be strengthened. When assessing students’ learning of ideological and political education courses, we cannot only look at their exam scores, but also look at students’ practice based on the learning content of ideological and political education courses and the ideological and political literacy reflected thereby. That is, the situation of students mastering theory should be combined with their practical cognition and the practice of values for assessment.

从办好思政课来看，要加强对实践环节的考核。教师、教材、教学是一般课程的三要素，而考核思政课建设情况，应该加入实践的要素。要像考核教师队伍建设、统编教材使用、课堂教学状况那样考核思政课的实践环节。要加强制度设计，强化刚性要求，将实践环节作为办好思政课的必要环节纳入课程建设标准，与教师、教材、教学一并部署、一并考核，切实增强各方面对思政课实践环节的重视，发挥好制度的指挥棒作用。从讲好思政课来看，要加强对实践教学的考核。考核教师的教学情况，既要考核其理论教学的情况，即是否把马克思主义基本原理和马克思主义中国化时代化成果讲清楚、讲透彻了；又要考核其实践教学的情况，即是否在课堂教学中充分融入实践教学的内容，是否将思政小课堂有效地拓展到社会大课堂；此外还要考核理论教学与实践教学相互促进的情况。从学好思政课来看，要加强对学生具体实践的考核。考核学生学习思政课的情况，不能只看卷面分，还要看学生基于思政课学习内容的实践情况以及由此反映出的思想政治素养，也就是要把学生掌握理论的情况与实践认知、价值观践行的情况结合起来进行考核。

Conclusion

结语

Traditional ideological and political education teaching focuses on the teaching of theoretical knowledge, using this as the logic to compile course textbooks, form teaching plans, and organize classroom teaching, with practice serving only as a supplement and support. Placing ideological and political education teaching against the backdrop of the great practice of socialism with Chinese characteristics in the New Era and the great practice of Chinese-path modernization, the practical logic of ideological and political education teaching is a real issue. The 15th Five-Year Plan [21] has already begun. At this critical juncture, teaching the great ideological and political education course based on practice is very important for the Party Central Committee’s governance of the country. Theoretical teaching starts from major practical problems, comprehensively uses the theoretical knowledge of ideological and political education courses to analyze major practical problems, and thereby promotes educational targets to better enhance their ideological and political literacy on the basis of mastering theory. This is a necessary move in exploring the reform of ideological and political education teaching based on a problem-oriented approach, and it needs to be taken seriously. At the same time, ideological and political education teaching should be placed against the backdrop of building a curriculum system for ideological and political education

传统思政课教学注重理论知识讲授，以此为逻辑编写课程教材、形成教学方案、组织课堂教学，实践只是作为一种补充和支撑。将思政课教学置于新时代中国特色社会主义伟大实践、中国式现代化伟大实践的大背景下思考，思政课教学的实践逻辑是一个真问题。“十五五”已然开局，在关键时刻讲好基于实践的大思政课，对于党中央治国理政十分重要。理论教学从重大实践问题切入，综合运用思政课的理论知识来分析重大实践问题，进而促进教育对象在掌握理论的基础上更好地增强思想政治素养，是基于问题导向探索思政课教学改革的应然之举，需要认真对待。与此同时，要将思政课教学置于以习近平新时代中国特色社会主义思想为核心内容的思政课课程体系建设的大背景下思考。习近平新时代中国特色社会主义思想是在实践中形成并在实践中不断发展的，用这一科学理论武装学生头脑、实现铸魂育人目标，亦应该重视思政课教学的实践逻辑。掌握理论与真信理论都离不开实践。正如行万里路之于读万卷书，实践对于思政课教学而言，是帮助学生检验真理、相信真理、进而践行真理的环节，必不可少、至关重要。因此，应积极探索推进以实践为逻辑组织思政课教学。