2024年7月27日，一个越洋消息让来自中国人民大学的一批学生记住了这一天。 那是北京中轴线等待12年的大日子。在印度新德里，联合国教科文组织第46届世界遗产大会通过决议， 将"北京中轴线——中国理想都城秩序的杰作"列入《世界遗产名录》。 中国人民大学"北京中轴线上的大思政课"项目于2023年3月启动，伴随着申遗成功开启新故事。该校经 济学院硕士研究生葛瑶记得，她统筹的"红船领航"先锋营志愿者，当时正在参与第四次全国文物普查志 愿服务，第一批志愿者正好出发，他们用走街串巷搜寻文物线索的方式，纪念了这件大事。 近日，随着"西夏陵"被列入《世界遗产名录》，中国世界遗产总数达到60项。北京中轴线上"大思政 课"的探索，则为各地推动地域文化资源融入思政课教学、实践提供了一份样本。 中国人民大学经 济学院硕士研究生葛瑶（左）在雨儿胡同调查院落保护情况。受访者供图 当北京中轴线在思政课堂伸出"触角" 先农坛（北京古代建筑博物馆）是北京中轴线15个遗产构成要素之一。在这里，4名年轻教师围绕古 建、农耕文化交出了不同的思政课教学答卷，他们还与各自的"帮手"——北京古代建筑博物馆的讲解 员、研究专家等，组成"双师"队伍，共建" ...

"这一组照片呈现的是日军攻占东北军驻地沈阳北大营的场景，这张照片展示的是日军炮火炸毁北大营 弹药库的画面……"近日，在中南财经政法大学中国近现代史纲要课堂，容纳120余人的教室座无虚席， 同学们与老师互动热烈。 这堂课的火爆，源于任课教师张莉的"特殊教案"——几年来，她走访了东北10余处红色场馆，将调研所 得凝练成教学案例。 这是中南财经政法大学马克思主义学院创新"五亲模式"激活思政课堂的一个缩影。3年来，该院探索出 亲身经历、亲手提炼、亲自感悟、亲切讲授、亲力奉献的"五亲模式"理念，创新开展"大思政课"教学案 例活动，主动将新时代伟大变革案例融入思政课教育，引导广大思政课教师和学生参与调研，撰写思政 课教学案例，建设具有学院自主知识产权的案例库，为思政课教学提供鲜活案例，让思政课 "活"起 来，让学生"动"起来。 该校党委书记侯振发表示，思政课教师将实践案例有针对性地融入思政课教学，更好地吸引学生积极参 与课堂。"五亲模式"创新性地把理论和实践教育相结合，有效推动了思政课质量的整体跃升。 "伟大变革案例融入思政课能起到事半功倍的效果" 曾经一段时间，高校思政课面临教学"理论过于抽象、不贴近学生实际、教和学分 ...

环境监测技术项目组里，导师杨鸿飞正带领学生一丝不苟地检测预制菜中的亚硝酸盐含量与河流富 营养化情况；而在另一边的无人机操控项目组，2023年毕业、曾在全国航空航天模型锦标赛上勇夺双冠 的"飞手"赵清源则重回母校训练场，正为更高级别的国赛厉兵秣马…… 这是中策职高最寻常不过的盛夏图景。作为首批国家级重点职业学校之一，中策职高被誉为"新型 劳动者的摇篮"、职业学校的"领头雁"，多年来收获的技能竞赛奖状不计其数，一批又一批学生在这里 追梦和圆梦。 暑期的霞湾巷蝉噪林逸，杭州市中策职业学校的实训室里却是一派争分夺秒的紧张氛围—— "全国文明校园的荣誉，不仅是对我们过往努力的肯定，更是我们前行的动力。"杭州市中策职业学 校党委书记杨琼飞表示，未来，学校将以更高标准、更实举措推动文明校园建设，以高水平文明校园建 设赋能学校内涵式高质量发展，持续攀登新时期职业教育发展改革新高峰，在杭州经济社会发展中展现 更多担当。 文明之魂，首在立德。学校以大思政教育为核心引擎，将社会主义核心价值观融入日常教学与生活 点滴。"国旗下的诵读"庄严肃穆，一字一句皆是精神的洗礼；匠心独具的"五育融合"实践，使"中策匠 星"培育工程硕果满枝。当环 ...

Core Concept - The article emphasizes the importance of the "Big Ideological and Political Course" as a primary channel for ideological education, focusing on integrating resources and optimizing structures to enhance ideological guidance and value shaping [1] Group 1: Expansion of Teaching Resources - The "Big Ideological and Political Course" aims to incorporate social educational resources, selecting materials that align with educational goals and adapting them for classroom use [2] - Students are encouraged to engage in social practices to deepen their understanding and commitment, utilizing platforms that connect educational institutions with societal experiences [2] Group 2: Utilization of Digital Technology - Digital technology is highlighted as a means to create a collaborative teaching platform for the "Big Ideological and Political Course," facilitating resource sharing and enhancing educational effectiveness [3][4] - The establishment of a resource-sharing platform is essential for aggregating high-quality educational materials, including videos, lesson plans, and case studies [4] Group 3: Strengthening Faculty Development - The article stresses the need for a strong teaching faculty, referred to as "master teachers," to drive the success of the "Big Ideological and Political Course" [5] - It advocates for the inclusion of diverse professionals as part-time instructors to enrich the teaching experience and provide real-world insights [6]

Group 1 - The core viewpoint emphasizes the need for new approaches and actions in the construction of ideological and political education in the context of the new era and new journey, guided by the goal of building a strong educational nation [1] - The integration of ideological and political education across different educational levels (primary, secondary, and higher education) is a systematic project that requires coordination of various stakeholders, core elements, key links, and important tasks [1][2] - The overall deployment and coordination of the integration system should strengthen ideological guidance and organizational leadership, ensuring that all participants share a unified vision and action plan [2] Group 2 - The vertical spiral connection should be designed based on educational and cognitive development principles, ensuring continuity and progressive development across different educational stages [3] - The educational goals and content should be systematically aligned, focusing on moral education in primary school, foundational ideology in middle school, political literacy in high school, and mission responsibility in university [3] - Different educational methods should be tailored to the age characteristics and cognitive levels of students at each stage, utilizing experiential learning in primary school and deep learning in higher education [3] Group 3 - The horizontal collaborative optimization involves integrating educational elements and resources at the stage level into specific implementation plans for educational processes [4] - The educational process should include the integration of goals, subjects, content, and methods, based on national and societal requirements for ideological education [4] - A collaborative educational ecosystem should be established by integrating various educational platforms and resources, promoting a comprehensive approach to ideological and political education [4]

Group 1 - The meeting emphasized the importance of implementing the "Guiding Principles" and the three-year action plan to build a high-quality education system in Shaanxi province, aiming to support the province's development and serve as a model for the western region [1] - The focus is on deepening the "Big Ideological and Political Course" reform and enhancing moral education effectiveness, aligning educational reforms with technological development and national strategies [1] - The meeting highlighted the need for optimizing university disciplines and professional settings to meet urgent talent demands, while also reforming the education and talent system to foster innovation and collaboration [1] Group 2 - The meeting called for measures to support employment for college graduates, including expanding job opportunities and providing assistance to vulnerable groups [2] - It stressed the importance of addressing issues in primary and secondary education, such as the "campus meal" initiative and systemic problems in higher education, to mitigate risks in the education sector [2] - The meeting also underscored the need for effective organization of the upcoming high school entrance examination and ensuring safety during the summer [2]

聚焦实践铸能，在提升航空科普服务力上下功夫。立足民航专业方向，将当代民航精神融入专业教育， 依托全国航空科普教育基地，常态化深入社区、中小学校开展航空科普知识宣讲，年均组织科普宣传活 动近百次，对接中小学航空研学300余次。创建机长大讲堂活动品牌，邀请民航领域知名专家、资深机 长、劳模工匠进校交流，开展红色航空史、航空报国精神专题教育达90余次。依托山东大高国际飞行学 校和民航航空器维修培训机构资质，实现飞行技术专业和交通运输专业学生理论学习、实践操作全链条 式职业化培养。学院先后为各航司航校培养飞行员2600余名，其中有600余人晋升为机长，向山航、南 航等公司输送机务维修人才近千人。 新征程呼唤新担当，新使命要求新作为。山东航空学院飞行学院始终以立德树人为根本，努力完善"铸 魂、铸基、铸能"三位一体的"大思政"实践育人链条，为社会培育更多基础实、能力强、素质高、适应 快的高质量民航专门人才，为谱写交通强国民航篇章作出新的更大贡献。（编辑：李佳洹 校对：陈虹 莹 审核：程凌） 《中国民航报》、中国民航网 记者许晓泓 通讯员张立强、苑志鹏 报道：近一个时期以来，山东航空学 院飞行学院聚焦立德树人根本任务，深入 ...

锚定时代新人"大目标" 坚持人民至上是我国教育事业创新发展的旨归，在人工智能2.0的时代语境下，推进"大思政课"建设要 回答好"培养什么人、怎样培养人、为谁培养人"，坚守"为党育人、为国育才"的初心使命，培养堪当民 族复兴大任的智能时代数字青年。一方面，在"大思政课"与生成式人工智能技术有机结合的基础上，充 分发挥思想政治教育的价值引领力，强调时代使命、社会责任和历史主动精神，引导学生在人机交互、 智能升级的数字文明时代中从容应对人工智能发展的新挑战。另一方面，秉持"以学生为中心"的教学理 念，利用生成式人工智能技术的海量数据（603138）库与高效演算能力，为学生量身定制专属课程资源 与互动教学体验，构建聚焦个性需求与能力培养的知识追踪、画像观测及学习干预动态网络，达成学生 全面成长与个性发展的协同共进。 坚持自信自立， □ 张晨晓韦庆昱 习近平总书记强调，"'大思政课'我们要善用之""教育数字化是我国开辟教育发展新赛道和塑造教育发展 新优势的重要突破口"。以ChatGPT、Deepseek为代表的生成式人工智能为高质量构建"大思政课"带来更 多可能性，其重要性及必要性已毋庸置疑。但问题的关键在于如何抓住这 ...

Group 1 - The article highlights the celebration of International Children's Day, with local government officials visiting schools to extend greetings and support to children and educators [1][2][3]. - Liu Fei emphasizes the importance of nurturing children's ideals, moral character, and overall development, aligning with the educational goals set by the government [2][3]. - The focus is on enhancing political education and integrating it into the curriculum, ensuring that children are prepared for future responsibilities as citizens [2][3]. Group 2 - The article discusses the importance of quality in school meals, with officials urging continuous improvement to meet the expectations of parents and children [3]. - There is a call for innovative educational methods and a balanced approach to children's physical and mental health, encouraging outdoor activities and curiosity [3][4]. - The need for a supportive environment from schools, families, and society is emphasized to help children develop good habits and character [3][4].

主题沙龙由秦淮区教师发展中心办公室主任蒋保华主持，南京航空航天大学马克思主义学院教师支部书记胡媛媛，南京中国科举博物馆党支部书记薛银， 南京师范大学附属中学秦淮科技高中副校长吴婕，南京市钟英中学副校长王强，南京市夫子庙小学党总支书记孙红，南京市石鼓路小学校长、书记周锋等 教育界代表，围绕"博物馆里的大思政课：为何？何为？"展开热烈讨论。嘉宾们一致认为，博物馆的沉浸式体验与学校课程体系结合，能让思政教育 从"说教"变为"体验"，尤其在培养学生文化自信、家国情怀方面具有独特优势。 活动最后，嘉宾们实地观摩了南京中国科举博物馆与南京市夫子庙小学合作的思政课程展示。从负一层到明远楼遗址保护区，《科博小先生》小讲解员的 生动讲解、《小状元探秘千年科举路》"以游代考"的创新模式、《探寻红色工运文脉》的革命历史教育，以及《完善科博微行动》学生作品展览，全方位 呈现了"博物馆+思政"的立体育人场景。其中，"以游代考"通过无纸化测试，让学生在参观中感悟诚信考试、艰苦奋斗等思政元素，成为观摩亮点。 作为此次活动的承办方，南京中国科举博物馆近年来深耕思政课程开发，形成了"中华优秀传统文化+革命文化+社会主义先进文化"的三维课程体系 ...