Cultivating a New Generation for the New Era through the Flood-Fighting Spirit: From the Perspective of Integrated Ideological and Political Education across Universities, Secondary Schools, and Primary Schools
抗洪精神涵育时代新人研究：基于大中小学思政教育一体化视角

摘要

推动中国共产党人精神谱系有机融入大中小学思政教育一体化建设，是新时代立德树人的关键议题。抗洪 精神作为重要组成部分，其特有的精神内涵，为破解当前学生理想信念弱化、奋斗精神不足等育人困境提供了宝贵 资源。然而，现有实践中普遍存在学段衔接不畅、内容同质重复、实践教学薄弱及评价体系缺位等系统性难题。本 研究以九江地域抗洪资源为依托，以南昌航空大学科技学院为实践枢纽，通过行动研究与实证调研，构建了“理论 内容-方法-机制-评价”五位一体的融合框架。研究创新性地提出了 “分学段螺旋上升”的内容体系，设计了“本 土叙事与数字技术”双轮驱动的沉浸式教学模式，并建立了以高校为引领的“协同教研共同体”及“评价-反馈 改进”闭环管理机制。实践表明，该一体化路径有效促进了各学段教育的纵向衔接与横向协同，显著提升了学生对“抗 洪精神”的认知认同与践行意愿，为红色精神资源转化为系统化育人方案提供了具有可操作性与可推广性的区域实 践样本，对深化思政教育一体化改革具有重要的理论与现实意义。

Abstract

 Promoting the organic integration of the spiritual lineage of Chinese Communists into the construction of integrated ideological and political education across universities, secondary schools, and primary schools is a key issue in fostering virtue through education in the new era. As an important component of this spiritual lineage, the flood-fighting spirit, with its distinctive connotations, provides valuable educational resources for addressing current challenges such as the weakening of students’ ideals and beliefs and the insufficiency of their striving spirit. However, existing practices commonly face systematic difficulties, including poor articulation among different educational stages, homogeneous and repetitive content, weak practical teaching, and the absence of an evaluation system. Based on local flood-fighting resources in Jiujiang and with Science and Technology College, Nanchang Hangkong University as the practical hub, this study adopts action research and empirical investigation to construct a five-in-one integration framework covering theory, content, methods, mechanisms, and evaluation. The study innovatively proposes a “spiral progression by educational stage” content system, designs an immersive teaching model driven by both local narratives and digital technology, and establishes a university-led collaborative teaching and research community as well as a closed-loop management mechanism of “evaluation, feedback, and improvement.” Practice shows that this integrated pathway effectively promotes vertical articulation and horizontal coordination among different educational stages, significantly enhances students’ cognitive recognition of and willingness to practice the flood fighting spirit, and provides an operable and replicable regional practice model for transforming red spiritual resources into a systematic educational program. It is of important theoretical and practical significance for deepening the reform of integrated ideological and political education.