论中国脱贫攻坚故事融入高校思想政治教育的价值意蕴与着力点  

ON THE VALUE IMPLICATION AND FOCUS OF INTEGRATING CHINA’S POVERTY ALLEVIATION STORIES INTO IDEOLOGICAL AND POLITICAL EDUCATION IN COLLEGES AND UNIVERSITIES

作　　者：杜鹏 DU Peng(School of Marxism,Henan University of Technology,Zhengzhou 450001,China)

机构地区：[1]河南工业大学马克思主义学院,河南郑州450001

出　　处：《河南工业大学学报(社会科学版)》2025年第1期80-86,105,共8页Journal of Henan University of Technology:Social Science Edition

基　　金：河南省教育厅人文社会科学研究项目(2022-ZZJH-339)。

摘　　要：习近平总书记强调,思想政治工作是学校各项工作的生命线。中国脱贫攻坚故事作为“中国故事”的精彩篇章,融入高校思想政治教育意义重大,其价值意蕴体现在增强思政教育的针对性与实效性、说服力与生动性以及凝聚现代化强国建设力量等方面。高校在脱贫攻坚中发挥了多方面职能,积累了丰富经验,师生具备一定优势,但融入工作存在体制机制不完善、路径不宽、故事道理彰显不足和叙事风格不辩证等问题。应构建保障机制,拓展融入路径,凸显故事道理,采用宏观与微观相结合叙事风格,助力思想政治教育,实现党的创新理论被大学生内化于心、外化于行的良好效果。General Secretary Xi Jinping emphasized that ideological and political work is the lifeline of all school work.As a wonderful chapter of the“China’s stories”,the“story of China’s poverty alleviation”is of great significance when being integrated into the ideological and political education in colleges and universities.Its value implications are reflected in enhancing the pertinence and effectiveness,persuasiveness and vividness of ideological and political education,as well as gathering the mighty force for building a modern and powerful country.Colleges and universities have played various functions in poverty alleviation and accumulated rich experience,and teachers and students have gained certain advantages in the integration work.However,there are problems such as imperfect institutional mechanisms,narrow paths,insufficient manifestation of the truth behind the story,and non-dialectical narrative styles in the integration process.We should construct a guarantee mechanism,expand the integration path,highlight the truth of the story,and adopt a narrative style that combines the macro and the micro,so as to assist ideological and political education and realize the internalization and externalization of the Party’s innovative theory by college students.

关 键 词：脱贫攻坚故事 思想政治教育 价值意蕴 着力点 

分 类 号：G641[文化科学—高等教育学]