Zhang Leisheng and Long Xiaofei: Reflections on Promoting the Connotative Development of Ideological and Political Theory Courses
Since the start of the New Era, under our Party’s leadership over the construction of ideological and political theory courses (hereafter referred to as "ideological-political courses"), the socialist orientation of higher education has been clarified. Teachers of ideological-political courses have gained ample confidence and resolve to take pleasure in and excel at teaching, while dedicating themselves to cultivating students. College students’ "Four Confidences" have been significantly strengthened, and their mental outlook has become vigorous and high-spirited. Consequently, the development environment and overall ecosystem of ideological-political courses have undergone a comprehensive and fundamental transformation. How to use connotative development to make ideological-political courses "superior" and "strong," thereby driving an overall leap in the quality of their construction, remains a major task in the New Era. Xi Jinping pointed out that we must "uphold the fundamentals and break new ground to promote the connotative development of ideological-political course construction, and continuously improve the targeted nature and appeal of these courses." This assertion emphasizes the prerequisite and objective requirements for the connotative development of ideological-political course construction.
The construction of ideological-political courses is a systems engineering project involving many interconnected elements; it includes not only a series of issues such as the curriculum system, the textbook system, and the teaching system, but also the ideological education of students, the construction of campus culture, and the development of the teaching faculty. Specifically, the connotative development of ideological-political course construction involves the inherent essential requirements of these courses, touching upon aspects of their ideological, political, academic, and speculative nature. Based on the systems engineering of ideological-political course construction, this article explores the promotion of its connotative development from four aspects: the connotation of "upholding the fundamentals and breaking new ground," the improvement of the curriculum system, the successful implementation of "Grand Ideological-Political Courses," and the enhancement of the quality of the teaching faculty.
I. Promoting the Connotative Development of Ideological-Political Course Construction by "Upholding the Fundamentals and Breaking New Ground"
"Upholding the fundamentals and breaking new ground" represents the prerequisite and foundation for promoting the connotative development of ideological-political course construction. In this construction process, achievements and problems, as well as experiences and lessons, coexist. Only by "upholding the fundamentals" can achievements be sustained; only through "innovation" can breakthroughs be achieved. Together, "upholding the fundamentals" and "breaking new ground" regulate the direction of the connotative development of ideological-political course construction.
On the one hand, "upholding the fundamentals" is the prerequisite for "breaking new ground" and is the basic requirement for connotative development. Only by "upholding the fundamentals can we avoid losing our way or making subversive mistakes," and "only by upholding the fundamentals can we ensure that innovation always moves forward in the right direction." In the context of connotative development, "upholding the fundamentals" includes upholding theoretical, political, and ideological fundamentals, as well as upholding the fundamentals of curriculum construction.
Upholding theoretical fundamentals emphasizes that ideological-political courses are "surnamed Marx." Marxism is the fundamental guiding ideology upon which our Party and country are founded and thrive; it must never be abandoned. "Although the era we live in has undergone vast and profound changes compared to the era of Marx, from the broad perspective of the 500-year history of world socialism, we are still in the historical era delineated by Marxism. This is the scientific basis for our firm confidence in Marxism and our conviction in the inevitable victory of socialism." The immense achievements of over 40 years of Reform and Opening-up, the great accomplishments of the 70-plus years since the founding of New China, and the magnificent tapestry of more than 100 years of great social revolution under the leadership of the Communist Party of China (CPC) announce to the world: why the CPC "can," and why socialism with Chinese characteristics is "good," ultimately comes down to the fact that Marxism "works," and that Sinicized and modernized Marxism "works." As the "main channel" for teaching and disseminating Marxism, the ideological-political course is the site for a direct, regular, and formal encounter and exchange between students and Marxism. Therefore, upholding theoretical fundamentals lies not only in "maintaining" them but also in "teaching them accurately." This means accurately understating the Marxist standpoint, viewpoints, and methods; accurately grasping the theoretical, historical, and practical logic of Sinicized and modernized Marxism; accurately integrating the innovative theories of Sinicized Marxism; and accurately recognizing the organic links between the content of various ideological-political courses.
Upholding political fundamentals emphasizes that ideological-political courses are "surnamed Socialism." Establishing a communist society based on public ownership without exploitation or oppression is the sublime ideal of Marxism. Socialism with Chinese characteristics is the Sinicized practical interpretation of this sublime Marxist ideal; it is not capitalism, but a socialism with its own characteristics and advantages. "Adhering to the Party’s comprehensive leadership, adhering to Marxism, adhering to socialism with Chinese characteristics, and adhering to the people’s democratic dictatorship—taking the promotion of social fairness and justice and the improvement of the people’s well-being as the starting point and goal—these are fundamental, directional, and long-term matters. They reflect the nature and purpose of the Party, conform to our national conditions, and serve the fundamental interests of the people. They must not be wavered in the slightest at any time or under any circumstances." The key to upholding political fundamentals is to "stand firm" in one's position. This requires reinforcing the foundation through a firm political stance, a clear political attitude, and profound political literacy, while also solidifying the ability to resist corruption and prevent degeneration through high political sensitivity and discernment. This helps students recognize the essence of various social trends of thought [1] that grow in the cracks or appear "in disguise," thereby strengthening students' conviction in socialism.
Upholding ideological fundamentals emphasizes that ideological-political courses "cultivate people." As the key courses for "fostering virtue through education," ideological-political courses are crucial for cultivating "builders and successors of socialism." They inherit the cultural genes of the Chinese nation—such as "the world belongs to the public," "the people are the foundation of the state" [2], and "governing with virtue"—while adhering to the Marxist value goal of achieving the free and comprehensive development of every individual. They teach basic Marxist principles regarding human needs and human nature and disseminate Sinicized Marxist ideas such as "centering on the people." The people represent the original aspiration of Chinese Communists, the purpose of the CPC, and the source of strength for building socialism with Chinese characteristics. "Any theory that is divorced from the people is pale and weak, and any theory that does not benefit the people has no vitality." The core of upholding ideological fundamentals is fostering virtue through education. The "virtue" (dé) here is "Great Virtue" (dàdé), which encompasses not only individual morality, family virtues, professional ethics, and social morality, but also ideals, beliefs, the national spirit, and the spirit of the times. To establish such "Great Virtue," we must combine scientific theory with moral requirements, and integrate moral education with Marxist theoretical education, allowing ideological, theoretical, and political fundamentals to blend and interpenetrate.
Upholding the fundamentals of curriculum construction emphasizes that, in the final analysis, an ideological-political course is a "course." The curriculum is the vehicle for teaching. Whether teaching activities follow objective laws directly affects the implementation of the teaching process and the quality of the teaching results. The requirement for upholding these fundamentals is to "abide by the rules." First, abide by the laws of education and teaching; second, abide by the laws of students' psychological development and cognitive thinking; third, abide by the laws of knowledge dissemination and ideological propaganda; and fourth, abide by the principle of the holistic construction of ideological-political courses. That is, the laws of education and teaching are the basic followers for teachers' instructional activities; constructing teaching content and selecting appropriate methods based on the physiological and cognitive characteristics, personalities, and interests of students at different stages will directly affect the teaching effect. Grasping the laws of knowledge dissemination and ideological propaganda means shifting the focus from "what to say" to "how to say it"—changing from "I speak, you listen" to "speaking in a way you like." When students not only "hear" but "listen," believe it is "well said," and are even willing to "spread it," it signifies an improvement in teaching efficacy. Coordinating the elements and links of ideological-political course construction to form an educational synergy is an important approach to connotative development.
On the other hand, "innovation" is the goal of "upholding the fundamentals" and is the source of vitality for the connotative development of ideological-political courses. If we "uphold the fundamentals" without "breaking new ground," then "upholding the fundamentals" loses its vitality; if we "break new ground" without "upholding the fundamentals," then "innovation" has no roots. To achieve connotative development and improve quality and efficiency, ideological-political courses must "seek vitality from reform and innovation." Therefore, for connotative development, "innovation" is an attitude, a culture, an experience, and—above all—a mindset and method.
Regarding innovation as an attitude: as a "characteristic" educational course of socialism with Chinese characteristics, classical Marxist writers did not provide any ready-made ideas for the construction of ideological-political courses. The contingent of ideological-political course teachers under the leadership of the CPC are pioneers, explorers, and innovators. In their innovative stance, they promote connotative development, thereby demonstrating firm confidence in the socialist direction of education and the development of education with Chinese characteristics, as well as the resolute determination to cultivate "时代新人" (newcomers of the era) who are trusted by the Party, devoted to the country, and capable of shouldering the heavy responsibility of national rejuvenation.
Regarding innovation as a culture: the Chinese nation is a nation that "upholds the fundamentals and breaks new ground," and Chinese civilization is one that "discards the old to bring forth the new" and is "ever-renewing." The "continuity of Chinese civilization is not stagnation or ossification, but a process of historical progress supported by innovation." "The innovative nature of Chinese civilization fundamentally determines the enterprising spirit of the Chinese nation—upholding the fundamentals without being old-fashioned and respecting the past without returning to it—and determines the fearless character of the Chinese nation in facing new challenges and accepting new things." Innovation, as a cultural gene of the Chinese nation, flows in the blood of those constructing these courses and is engraved in the teaching content itself. Sinicized and modernized Marxism reflects the compatibility of Marxism with fine traditional Chinese culture and its adaptability to socialism with Chinese characteristics in the New Era, showcasing the Chinese nation's spiritual outlook of pursuing progress, daring to experiment, and constantly making breakthroughs.
Regarding innovation as experience: since the founding of New China, the Party and the state have promulgated several versions of implementation plans for ideological-political courses, nurturing, reforming, and developing them. The historical evolution of these implementation plans shows that innovation is a precious experience. In the early days of New China, the "52 System" advocated "drawing on the advanced experience of Soviet educational construction" to "eliminate feudal, comprador, and fascist ideologies," "develop the idea of serving the people," and promote "New Democratic Education." The "61 System" responded to changes in domestic and international situations, exploring a development path for ideological-political courses suited to China’s conditions through "de-Sovietization" and "Sinicization." The "85 Plan" promulgated after Reform and Opening-up adopted the policy of "straightening the tilted house" [3] to innovate the "Two Courses" [4] education model and construct a curriculum system for undergraduate, master's, and doctoral levels. This fundamentally changed prominent issues of the time, such as unsuitable textbooks, unstable curricula, lack of attention from leadership, teachers' reluctance to teach, and students' reluctance to learn. Based on this, the "98 Plan" sought innovation for the era, adjusting curriculum settings and increasing educational content in line with the times. The "05 Plan" persisted in a problem-oriented approach; targeting the fact that while China's economic development was generally positive, college students faced various levels of "confusion in political beliefs, ambiguity in ideals, distorted values, weak awareness of integrity, lack of social responsibility, fading spirit of arduous struggle, poor concepts of cooperation, and poor psychological quality." It comprehensively promoted course construction through disciplinary support, curriculum positioning, course settings, textbook standardization, faculty improvement, and organizational guarantees. Carrying forward the experience of innovation is an important magic weapon for the connotative development of ideological-political courses to continue opening new horizons.
Regarding innovation as mindset and method: innovation is a distinctive trait of the Marxist worldview and methodology. Worldview and methodology are internally identical; the worldview guides the methodology, and the methodology implements the worldview, together explaining the unity of knowledge and action from the perspectives of "knowing the Way" and "practicing the Way" respectively. Thinking is the hub linking worldview and methodology. It is in the process where modes of thinking are gradually established and imperceptibly influence behavior that a worldview is transformed into specific ideological and behavioral methods. Thus, innovation shines with the theoretical light of dialectical materialism, carries the practical character of emancipating the mind and seeking truth from facts, and bears the logical reason of critical and revolutionary thinking. It is an essential mindset and method for promoting connotative development.
In short, "upholding the fundamentals" and "breaking new ground" are dialectically unified. "Upholding the fundamentals" is not about being stuck in old ways or remaining unchanged, but about respecting objective laws and adhering to the right path. "Breaking new ground" is not like a tree without roots or water without a source; it is about breaking through the status quo and advancing with the times. "Upholding the fundamentals" is the foundation, reflecting a kind of persistence, confidence, and resolve; "breaking new ground" is the development, reflecting a kind of courage, responsibility, and commitment. The two complement each other and are inseparable, together constituting the basic requirements for the connotative development of ideological-political courses and permeating every link of their construction.
II. Promoting the Connotative Development of Ideological-Political Course Construction by Perfecting the Curriculum System
Connotative development is an inward-driven development based on internal perfection of the system, achieving optimal functionality through the optimization of elements and structure. In...
On the "factor-structure-function" developmental chain, the curriculum system, as the engine activating the development of ideological and political theory courses (hereafter "思政课" or "Ideological-Political Courses"), serves as the core element for promoting the connotative development of course construction. Currently, China has basically formed a curriculum system that runs through primary, secondary, and higher education, covering undergraduate, master's, and doctoral levels. This has initially realized the construction logic of full-process, full-coverage coverage during the critical periods of growth for young people. However, due to characteristics such as the large span, numerous academic stages, multiplicity of courses, and distinct differences among teaching targets in the integrated construction of the curriculum, many areas still require improvement. Summarizing experience, optimizing structures, refining levels, and strengthening coordination—thereby increasing differentiation on the basis of reducing repetition, enhancing cohesion on the basis of emphasizing independence, and strengthening the support of the curriculum system through integrated construction—is the key to promoting the connotative development of Ideological-Political Course construction at present.
In the integrated construction of Ideological-Political Courses across the six academic stages from primary school to doctoral level, the difficulty lies in how to "integrate" the numerous courses contained within each stage. The "integration" (一体, yitī) in "integrated construction" refers not only to the consistency of all courses in terms of worldview, methodology, guiding ideology, and political stance, but also to a holistic entity of Ideological-Political Courses formed based on the hierarchical, progressive, and collaborative nature of courses at each stage. Furthermore, it refers to the internal integrity of each individual course, centered on core elements such as the nature, goals, and content of the curriculum.
First, standardize curriculum content through the nature of the course to ensure the correct direction of Ideological-Political Course construction. As the "soul course" for cultivating "new era youth who are trusted by the Party, patriotically dedicated, and capable of shouldering the heavy responsibility of national rejuvenation," Ideological-Political Courses must "persist in the guiding position of Marxism, persist in the development path of socialist education with Chinese characteristics, and persist in the socialist orientation of school management." This is both a requirement for the construction of such courses and a summation of China's experience since the founding of the People's Republic. In 1951, China opened three courses: "Dialectical Materialism and Historical Materialism," "Theory of New Democracy," and "Political Economy," fully reflecting the construction logic of setting the curriculum with Marxist theory at its core. Although the Scientific Socialism component was manifested as the "Theory of New Democracy," this was adapted to the objective fact that China was then in transition from a New Democratic society to a socialist society. Since then, "taking Marxist theory as the core" and "proceeding from reality and advancing with the times in education" have served as two basic principles throughout the history of China's Ideological-Political curriculum. With the deep application and innovative development of Marxism in China, the scientific, theoretical, and systematic nature of Sinicized and modernized Marxism has become increasingly prominent. The requirement to synchronize Ideological-Political Course construction with the Party’s innovation in theory has become increasingly urgent and has become an important principle for adjusting the curriculum. Examples include the establishment of "Foundations of Marxism-Leninism" and "History of the Chinese Revolution" (1956), "Introduction to Mao Zedong Thought" (1998), "Introduction to Deng Xiaoping Theory" (1998), "Introduction to Deng Xiaoping Theory and the 'Three Represents' [5]" (2003), "Introduction to Mao Zedong Thought, Deng Xiaoping Theory, and the 'Three Represents'" (2005), "Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics" (2008), and "Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era" (2019). Similarly, centered on Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era and keeping pace with social development, the organic integration of the Party’s theoretical innovations into courses, textbooks, and teaching has become an inevitable requirement for promoting the connotative development of Ideological-Political Course construction.
Second, use curriculum standards as a lever to plan curriculum goals by combining stage-specific characteristics with overall integrity. The curriculum goal is the primary element of course construction. Within the logic of integrated construction across all levels from primary to doctoral studies, curriculum goals are actually manifested at three levels: (1) The overall goal, which is to "strive to cultivate more new era youth who are trusted by the Party, patriotically dedicated, and capable of shouldering the heavy responsibility of national rejuvenation." (2) Stage goals, being the construction goals for each of the six academic stages. For example, the primary school stage aims at enlightening moral sentiments; the junior high stage emphasizes laying a solid ideological foundation; the senior high stage advocates for enhancing political literacy; the undergraduate stage encourages strengthening mission and responsibility; the master’s stage requires applying knowledge to practice; and the doctoral stage reinforces theoretical research. (3) Individual goals, namely the specific objectives of each course within each stage. These three levels of goals are refined step-by-step and advanced layer-by-layer, outlining an integrated development trend for Ideological-Political Courses that is progressive and "spiraling upward" [6]. Persisting in the combination of stage-specific and overall goals is, in essence, the use of systems theory to conduct the top-level design of curriculum integration. In practice, we can draw on the experience of building Ideological-Political Courses in primary and secondary schools, using "curriculum standards" to strengthen the standardization of course construction, ensure the consistency of educational nature and goals, and bring the curriculum system into a standardized and scientific developmental track. Curriculum standards are normative documents formulated by educational institutions or government departments to clarify teaching objectives, content standards, implementation suggestions, and academic quality standards for a specific course or stage; they serve as the core basis for textbook compilation, teaching practice, and academic evaluation. Given the hierarchical nature of curriculum goals, the formulation of curriculum standards must also achieve subdivided levels: first, adhere to the principle of "one standard for each segment" to regulate the relationship between the whole Ideological-Political curriculum and each academic stage—that is, decomposing the overall standards into the six stage-specific standards; second, adhere to the principle of "one standard for each textbook" to clarify the relationship between all Ideological-Political courses within a stage—that is, refining the stage standards into the standards for each specific course contained within that stage. This forms a blueprint for the integrated construction of Ideological-Political Courses based on a "general-to-specific" logical relationship.
Finally, "guard against the minute and consider the distant" (fangwei lüyuan [7]), coordinating curriculum content by combining unity with diversity. Imbuing the curriculum content with the theoretical, political, and ideological integrity (zheng) of Ideological-Political Courses is a basic requirement of the courses' nature and overall goals. However, the stage goals and individual goals require that different courses possess a certain degree of "difference." This "difference" is a difference within a progressive, spiraling development—it is a difference of advancement, sublimation, and transcendence of the preceding content. To this end, academic barriers must be broken down to thoroughly resolve practical issues such as repetition, disconnection or gaps, and "inversion" in curriculum content. Repetition is a typical problem, referring to identical content appearing repeatedly in different courses, primarily between different stages or different courses within the same stage. For repetition between different courses in the same stage, we can explain the content through different perspectives to achieve the effect of "viewing the same mountain range from the side versus the front" [8]. For repetition across different stages, we can use the principle of differentiated construction to break the "treading water" style of horizontal repetition through the developmental and transcendent nature of the content. Disconnection or gaps are symptomatic of problems in content transition. Disconnection refers to a horizontal lack of logical links, while a gap refers to vertical poor coordination. For example, the four compulsory courses in senior high school explain socialism with Chinese characteristics from political, economic, cultural, and social perspectives, with ecological civilization construction integrated into these four courses. If the courses were set according to the logic of the overall layout of socialism with Chinese characteristics, then from the perspective of the current "Five-Sphere Integrated Plan," a disconnection exists. Furthermore, in the arrangement of moral education content, both primary and junior high courses cover it and connect with each other, and universities have specialized courses, but there is no separate arrangement at the senior high stage; this is a "gap" in the integrated construction of moral education. Inversion refers to the phenomenon where content order is reversed between higher and lower stages, violating the logic of intellectual and value education. This mainly occurs in three situations: first, in the order of course offerings. For example, among the four compulsory undergraduate courses, "Basic Principles of Marxism" is the premise and foundation; following intellectual logic, it should be offered first, but for various reasons, many universities arrange it after other courses. Second, in the sequence of content introduction. For example, in senior high school textbooks, concepts such as productive forces, relations of production, and basic laws of human society are first used in the first lesson of Compulsory 1, Socialism with Chinese Characteristics, but their formal theoretical presentation occurs in Compulsory 4, Philosophy and Culture. Third, in the analysis of specific content, where higher stages fail to develop and transcend the analysis of lower stages according to the "spiraling upward" principle.
In short, the integrated construction of Ideological-Political Courses from primary school through to the doctoral level is a key issue in promoting the connotative development of such courses. This integrated construction must be grasped as a major project. We must strengthen holistic construction—carrying out overall planning, coordinated arrangement, and systematic promotion for different stages—while also manifesting the progressive and developmental nature of the courses and their content.
III. Promoting Connotative Development through the "Grand Ideological-Political Course"
Life is education; society is a school. The connotative development of Ideological-Political Course construction requires driving internal motivation while skillfully utilizing external assistance. In the New Era, "Ideological-Political Courses should not only be taught in the classroom but also in social life." The "Grand Ideological-Political Course" (da sizhengke) expands the subjects, settings, materials, and resources of teaching to the wider society. It transforms Ideological-Political teaching from a single-line operation centered on traditional classrooms into a multi-threaded effort involving family, school, government, and society. By forming a nurturing pattern of "grand classrooms," "grand platforms," and "grand faculty," it creates an ecosystem of "all-employee, full-process, and all-dimensional" education (sanquan yuren), enhancing national quality and harmonizing social relations through the interaction between people and their environment. The "Grand Ideological-Political Course" has become an important form for linking and integrating social resources and promoting the connotative development of Ideological-Political Course construction.
To run the "Grand Ideological-Political Course" well and promote connotative development, one must understand it within the framework of integrated course construction. This is because the integrated construction of Ideological-Political Courses reflects the requirements of the integrity of Marxist theory and embodies the specific application of holistic, systemic, and dialectical thinking. This allows our understanding of Marxist "integrity" to extend from theoretical integrity to the integrity of internal and mutual relationships between various construction elements of Ideological-Political Courses based on Marxist theory. It unfolds logically along both vertical and horizontal dimensions, ultimately forming a "capital-I" Integrity regarding Ideological-Political Course construction centered on the integrity of Marxist theory.
Vertically, integrated construction is manifested as the in-depth development from primary school to doctoral level, with the students as the core. Currently, China's research on Ideological-Political Course construction is still in a "two-segment" phase (integration of primary/secondary and integration of undergraduate/graduate). Harmonizing these two parts to achieve a full-process, interconnected development across all stages should be the direction of effort for connotative development. Horizontally, integrated construction can be divided into three levels: micro, meso, and macro. At the micro level, it takes the academic stage as a unit to implement integrated construction of courses within that stage. For example, the five compulsory courses at the undergraduate level are centered on "Basic Principles of Marxism"; based on China's social reality, they explain the historical process by which the Communist Party of China chose and developed Marxism...
Modern Chinese History (the "Introduction to Modern and Contemporary Chinese History" course) and theoretical outcomes (the "Introduction to Mao Zedong Thought and the Theoretical System of Socialism with Chinese Characteristics" course and the "Introduction to Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era" course), and finally cultivate the Marxist faith of university students from the perspective of worldview and methodology, training successors to promote the development of the cause of socialism with Chinese characteristics and the development of Marxist theory (the "Ideological and Moral Character and the Rule of Law" course). These five courses not only demonstrate the overall logic of theoretical principles, their application, and their development, but also contain the theoretical formation and evolution process where theory and practice reflect one another and history and reality connect sequentially. At the meso-level, it advocates a construction logic of the synergistic promotion of disciplines, scholarship, and curriculum. Ideological-political courses are a cluster of courses that teach scientific theoretical knowledge. Like any other course, they require the support of a discipline and the nourishment of scholarship. The first-level discipline of Marxist Theory and its six subordinate second-level disciplines provide strong support for their development. Scholarship is an important element for developing course content and enhancing the appeal of the curriculum; in the teaching process of "explaining logic, explaining techniques, and explaining doubts," teachers must inspire students with the power of truth and win them over with profound theoretical foundations. To teach ideological-political courses "deeply, thoroughly, and vividly" [9] is inseparable from the solid knowledge and deep academic cultivation of teachers. Disciplines and scholarship work together to create a "micro-environment" for promoting curricular development, echoing the content construction of the course itself, and bolstering the development of the curriculum from both internal and external aspects. At the macro-level, it requires that society, academies, and disciplines develop hand-in-hand. Curricular construction needs disciplines, and disciplinary construction relies on academies [Marxist graduation schools]. Academies are the promoters of disciplinary construction, the organizers of scientific research activities, the builders of talent cultivation, and the parties responsible for resource integration. The development of an academy is also inseparable from society; by gradually improving and developing the "micro-environment" of ideological-political course construction, it interfaces with the broader social environment, forming the educational concept and construction path of "Great Ideological-Political Courses" [10]. Clearly, in the integrated construction plan of ideological-political courses centered on the "two dimensions," "three levels," and "six academic stages," the "Great Ideological-Political Course" is of vital importance.
By placing "Great Ideological-Political Courses" within the integrated construction of ideological-political courses, it is not difficult to see that the key to promoting high-quality development of ideological-political course construction through "social-wide" approaches lies in combining theory with practice, unifying the classroom with the extracurricular, joining hands between schools and society, and adhering to the principle of integrated construction. In this regard, special attention must be paid to three aspects: First, ideological integration rooted in "upholding the fundamentals that must be kept." In terms of guiding ideology, political stance, theoretical viewpoints, and value pursuits, "Great Ideological-Political Courses" must maintain high consistency with the standard curriculum. Ultimately, "Great Ideological-Political Courses" are still ideological-political courses; the two differ only in form of presentation, not in ideological content. They share the same root and lineage, and must adhere to the "fundamentals that must be kept" in ideological-political course construction. This is the basic prerequisite for selecting resources for "Great Ideological-Political Courses." Second, curricular integration rooted in internal construction. As a component of ideological-political education, the "Great Ideological-Political Course" is intrinsically integrated with the standard curriculum. The "05 Plan" [11] proposed the construction requirement that "all courses must strengthen practical components." Since the implementation of the "05 Plan," universities have explored forms of social practice intrinsically fused with ideological-political courses, achieving gratifying results and clarifying the direction for further development—namely, strictly following the content of the corresponding ideological-political courses to highlight their distinctiveness; effectively avoiding various risks in form to ensure student safety; and overcoming the coordination difficulties brought by large numbers of students and multiple courses in teaching arrangements to ensure rationality. Third, integration focusing on external cooperation. An integrated development model where society and schools act as independent responsible subjects yet cooperate is the main form of "Great Ideological-Political Course" construction. For example, cooperation between schools and communities, museums, exhibition halls, and enterprises in publicity, social services, and project implementation. This clarifies rights and responsibilities to guarantee the quality of resources, revitalizes social resources by tapping into their ideological-political functions, and popularizes ideological-political education by integrating social resources, thereby helping to create a healthy political ecosystem for education.
To run "Great Ideological-Political Courses" well and promote high-quality development of ideological-political course construction, we must grasp "software," value synergy, and strengthen leadership. First, strengthen the "software" construction of "Great Ideological-Political Course" resources. Most resources for "Great Ideological-Political Courses" are heavily supported and funded by the state, with rich hardware facilities; currently, the focus of construction is to improve quality and efficiency starting from the "software." For example, regarding practical teaching bases for study tours, improving the quality of commentary services is vital. In terms of content, different scripts can be set according to the differences in target audiences to meet the needs of different age groups. In terms of form, students from local primary, secondary, and higher schools can be recruited and trained as volunteer commentators; students can also rent digital audio guides for free with their IDs; and artificial intelligence can be used to bring commentary methods to life. Second, give full play to the "linkage" and "creativity" of Marxist Academies to synergetically promote the construction of "Great Ideological-Political Courses." The Marxist Academy is the main department for implementing ideological-political course construction in universities and the main body for linking various functional departments inside and outside the school. Whether it is determining and seeking the necessary resources starting from the goals and content of the courses, researching how to effectively integrate local resources, or creatively developing practical teaching themes based on course content, all require the active leadership and proactive promotion of the Marxist Academy. Third, eliminate tendencies toward "entertainmentization," "formalism," and "superficiality" in "Great Ideological-Political Courses," and strengthen their political leadership and theoretical appeal. To this end, specific tasks should be refined, assessment methods improved, the correspondence between practice and theory strengthened, and the targeted nature of teaching enhanced.
IV. Promoting High-Quality Development of Ideological-Political Course Construction by Improving the Quality of the Teaching Force
"The key to running ideological-political theory courses well lies in the teachers." In the process of promoting the high-quality development of ideological-political course construction, if improving the curriculum system is stimulating endogenous dynamics, and running "Great Ideological-Political Courses" is gathering exogenous assistance, then ideological-political course teachers are the vital force that links these dynamics and assistance to realize development. Therefore, it is crucial to forge a high-quality, stable, and sustainable teaching force.
On the one hand, the core competitiveness of ideological-political course teachers must be comprehensively improved. "To be a teacher, one must first rectify oneself before one can rectify others." The teacher is the student's mirror, and the student is the teacher's shadow. For teachers, what kind of person they want their students to become is the kind of person they must first become themselves. "Strong in politics, deep in sentiment, innovative in thinking, broad in vision, strict in self-discipline, and upright in personality" is Xi Jinping’s summary, expectation, and requirement for the core literacy that ideological-political course teachers should possess; it is also their core competitiveness for establishing themselves in their positions. These six elements are interlinked and complementary, clearly pointing out the basic standards for teachers to pass the "three gates" and fulfill the "six requirements."
First is the "Politics Gate." Teachers must be politically minded and possess deep sentiment, using the power of truth to inspire students. Political steadfastness stems from theoretical clarity. The core of the "Politics Gate" is to solidify Marxist faith and clarify the question of "for whom we are cultivating people." Only by letting those with faith talk about faith, and those who are politically minded talk about politics, can we help students form a firm political stance, clear political awareness, a strong sense of political responsibility, keen political insight, and a serious concept of political discipline through teaching by word and example. "Only true belief produces true emotion, and only true emotion can move people." Having faith is the basis of sentiment; sentiment is the emotional extension and guarantee of faith. Ideological-political course teachers shoulder the historical mission of educating people for the Party and cultivating talent for the country. Deep feelings for the country, for the mission of "preaching the Way," and for benevolence all contain a firm Marxist faith and convey a political attitude of high identification with the cause of the Party and the state. Holding high the great banner of Marxism, guarding the "Politics Gate," teaching Marxist theory deeply, thoroughly, and vividly, and attracting and inspiring students with the power of Marxist truth—these are the most basic requirements.
Second is the "Professional Gate." Teachers must be knowledgeable and capable of innovation, winning over students with profound theoretical foundations. "The political, ideological, academic, and professional nature of ideological-political courses are closely linked, and their academic depth, breadth, and value are no less than any other discipline in the philosophy and social sciences!" Theoretical literacy is an important condition for teachers to stand firm at the lectern. Teachers must cultivate theoretical knowledge deeply, responding to students' "cup of water" needs with the standard of "a pool of water" or "a constant stream," convincing students with solid professional foundations. They must broaden their intellectual horizons, constructing a three-dimensional knowledge system through the breadth of knowledge, the height of international perspective, and the depth of historical perspective. Through vivid and concrete horizontal and vertical comparisons, they should clarify logic, explain reality, and look to the future, making students admire them for their profound knowledge structure. They must transform thinking habits and break out of cognitive dilemmas, internalizing Marxist basic principles into thought and transforming them into methods, impressing students with superior dialectical, bottom-line, historical, strategic, and innovative thinking. They must dare to step into the era—being good at using modern information technologies like AI to empower teaching, while skillfully preventing the alienation caused by digital technology—to lead the entire teaching process and make students happily accept the lessons through innovative methods.
第三 is the "Ethics Gate." Teachers must possess personality and value self-discipline, infecting students with noble character. "Talent is the resource of virtue; virtue is the commander of talent." An excellent teacher is defined by "talent" but even more so by "virtue." Teachers must cultivate themselves, establish their scholarship, and teach students through virtue, using themselves as a mirror for students' moral cultivation. They should lead by example to help students navigate their direction in life and "button the first button of life" [12] correctly, attracting and guiding students with noble charismatic personality. To this end, teachers must "be cautious when alone" (shendu), adhere to self-discipline and self-reflection, and maintain the stability of their personality in complex social relations. Only by being good at disciplining the mind, speech, and conduct—ensuring consistency between what is said in and out of class, online and offline, consciously promoting the "main theme" [13] and resolutely conveying "positive energy"—can they be worthy of being "Great Teachers" (Da Xiansheng) [14] for scholarship, affairs, and personhood.
On the other hand, the "talent output" of the ideological-political course teaching force must be stabilized. "Teaching ideological-political courses well is not easy because the requirements are high." While emphasizing the difficulty, Xi Jinping also stressed the necessity of building a stable, high-quality teaching force. The continuous and stable cultivation and output of such teachers are inseparable from a complete, systematic cultivation mechanism. Since Xi Jinping's important speech at the Symposium for Teachers of School Ideological-Political Theory Courses, and especially with the implementation of the Several Opinions on Deepening the Reform and Innovation of School Ideological-Political Theory Courses in the New Era, the construction logic of China's ideological-political teacher cultivation system has become clearer. High-quality development must select teachers based on the "six requirements" as core literacy; furthermore, it is necessary to strengthen institutional mechanisms for "training teachers," "tempering teachers," "evaluating teachers," and "incentivizing teachers," so that the construction of these courses has people to rely on.
In terms of "training teachers," we should give full play to the advanced and leading nature of national key Marxist Academies, formulating scientific and systematic integrated undergraduate-master-doctoral cultivation plans for the Marxist Theory discipline to form a comprehensive design for the cultivation of reserve talent. After years of refinement and accumulation, many universities have begun to recruit undergraduates in Marxist Theory, enriching the sources of teachers. With the enrichment of professional construction experience and a comprehensive grasp of employment and further education data, we should scientifically formulate integrated cultivation plans based on demand. We should gradually weaken the dependence of the Marxist Theory major on other disciplines, increasing its independence and highlighting its distinctiveness. By enhancing the hierarchy, progression, and continuity of undergraduate, master's, and doctoral training, we can open up the growth and education channels for reserve talent. Coordinating the integrated cultivation of talent in Marxist Theory will certainly become an important part of the high-quality development of ideological-political course construction.
In terms of "tempering teachers," we must strengthen top-level design and construct a re-cultivation mechanism for lifelong learning, laying the foundation for the developmental and scientific nature of ideological-political courses through the advanced nature of the teachers.
To tangibly improve the comprehensive quality of the Ideological and Political Theory Course (IPTC) teaching faculty, the Ministry of Education has formulated a series of cultivation and training programs. From the central to the local levels, and from theory to practice, various tiers of theoretical workshops and research-study bases have been established sequentially, aiming to comprehensively enhance the knowledge literacy and theoretical grounding of IPTC teachers. How to effectively utilize these facilities and conditions—to improve efficiency and reduce waste—is a vital issue to be resolved in the current connotative development [15] of IPTC construction. We must strengthen top-level design, formulate re-training programs for IPTC teachers in each school according to local conditions, reasonably utilize existing cultivation resources, and moderately develop local educational resources. Guided by the principles of "combining the strong with the strong" and "the strong assisting the weak," we should strengthen exchanges and cooperation between institutions, enhance coordination to avoid blindness in resource construction, and perfect planning to increase the targeted nature of faculty re-training.
Regarding "evaluating teachers," we must persist in a problem-oriented approach and tangibly reform the evaluation mechanism for IPTC teachers. Teaching and scientific research have always been the two yardsticks for assessing and evaluating teachers. How to effectively use these two yardsticks to assess, evaluate, and stimulate the initiative, proactivity, and creativity of IPTC teachers is a key focus of the connotative development of IPTC construction. The currently controversial evaluation standard of "valuing research over teaching" indeed necessitates adjustment. Compared to specialized subject teachers, IPTC teachers have heavy teaching tasks and invest more time in instruction. If assessment prioritizes research over teaching, it is equivalent to ignoring or negating the labor achievements into which teachers have poured their greatest effort. To complete research tasks, teachers will inevitably take the initiative to reduce the time and energy invested in teaching, or even treat teaching perfunctorily. Over the long term, this creates a "strange phenomenon" of vertical disconnection: while the requirement to "improve the practical effectiveness of IPTC teaching" is transmitted from the top down, the existing assessment standards present a bottom-up reality where "research hits close to the bone, while teaching is of no use to oneself." In fact, both research and teaching have distinctions in quality and quantity. Research assessment can measure quality through the level of projects and academic outputs, but teaching assessment primarily uses teaching hours as a quantitative indicator. The resulting evaluative appearance of "prioritizing teaching hours while neglecting teaching quality" has become a sharp blade stabbing the effectiveness of IPTC teaching in the back. It is evident that to form a cohesive force between upper and lower levels to improve the effectiveness of IPTC construction and promote its connotative development, we must formulate a compliant and reasonable evaluation system for IPTC teachers to enhance their sense of professional identity, honor, and responsibility.
Regarding "incentivizing teachers," we must listen to the voices of teachers and increase the intensity of incentives for the IPTC faculty. Running the IPTC well "hinges on leveraging the initiative, proactivity, and creativity of teachers," and the key to stimulating this is to awaken their sense of professional identity, honor, and responsibility. We must base our efforts on the immediate interests of IPTC teachers, taking multiple measures to raise their social status, improve their welfare and benefits, clear their paths for professional development, and enhance the attractiveness of IPTC positions. Concern, care, and assistance for IPTC teachers should permeate the entire process of their growth and development. In short, on the basis of "retaining people through mission," we must strengthen the construction of mechanisms for "retaining people through emotion," "retaining people through career," and "retaining people through benefits" to guarantee the stable cultivation and output of the IPTC teaching faculty.
(Unit of the authors: School of Marxism, Renmin University of China) Source: Journal of Ideological and Theoretical Education Guide, Issue 5, 2025. Web Editor: Jingmu