构建全媒体时代思政教育话语新体系

Core Viewpoint - The arrival of the all-media era reshapes the information dissemination landscape and presents opportunities for innovation in the discourse system of ideological and political education at party schools. The article explores the paths for innovating this discourse system through narrative reconstruction, media integration, and situational construction, aiming to provide a reference for building a powerful, contemporary, and effective discourse system for ideological education at party schools [1]. Group 1: Narrative Reconstruction - Narrative reconstruction is essential for innovating the content of ideological education discourse by transforming abstract and grand expressions of the party's innovative theories into engaging, contemporary, and penetrating teaching content [2]. - The first dimension involves shifting the narrative perspective from "one-way communication" to "two-way dialogue," fostering an empathetic discourse relationship that connects theoretical propositions with individual experiences and social realities [2]. - The second dimension focuses on transforming narrative logic from "grand abstraction" to "concrete and perceptible," embedding theoretical discourse into specific scenes, characters, and event details to enhance memorability and persuasiveness [3]. - The third dimension emphasizes expanding narrative carriers from "static texts" to "multi-dimensional situations," utilizing audiovisual arts, real-space environments, and digital technologies to create immersive narrative fields [3]. Group 2: Media Integration - Media integration innovation in party school ideological education involves systematically integrating communication channels, technologies, and organizational forms to reconstruct the entire chain of discourse production, presentation, and reception [4]. - Channel integration aims to build a communication matrix that enhances effectiveness from "single coverage" to "full-domain reach," leveraging the authority of mainstream party publications and collaborating with multimedia platforms to transform theoretical courses into short video and audio formats [4]. - Technology integration empowers immersive communication, transitioning from "one-way transmission" to "two-way interaction" by incorporating cutting-edge technologies like AI, VR, AR, and big data analysis into course development and teaching processes [4][5]. Group 3: Situational Construction - Situational construction involves designing physical and digital realities to deeply integrate theoretical instruction, value guidance, and emotional experiences within concrete practice fields [6]. - The construction of "physical reality" spaces extends education from closed classrooms to real historical and contemporary sites, creating "walking ideological courses" that combine historical materials with real-world contexts [6]. - The construction of "digital virtual" spaces expands educational carriers from physical locations to virtual simulation environments, utilizing VR, AR, and metaverse technologies to create highly realistic historical scenarios and theoretical application contexts [6].