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以鑄牢中華民族共同體意識為牽引 推動民族教育高質量發展

教育部(bu)民族教育司黨支部(bu)書記(ji)、司長 荊德剛(gang)

　　習(xi)(xi)近平總書記在全(quan)(quan)(quan)國(guo)教(jiao)(jiao)育(yu)(yu)(yu)(yu)大(da)(da)會上的重(zhong)要(yao)講話向全(quan)(quan)(quan)黨全(quan)(quan)(quan)國(guo)發出了(le)建成(cheng)教(jiao)(jiao)育(yu)(yu)(yu)(yu)強(qiang)國(guo)的動(dong)員令(ling)，標志(zhi)著2035年(nian)建成(cheng)教(jiao)(jiao)育(yu)(yu)(yu)(yu)強(qiang)國(guo)的方向已(yi)(yi)定、目標已(yi)(yi)明、路(lu)徑已(yi)(yi)清(qing)。民(min)族教(jiao)(jiao)育(yu)(yu)(yu)(yu)司深入學習(xi)(xi)領會習(xi)(xi)近平總書記重(zhong)要(yao)講話精神，結(jie)合全(quan)(quan)(quan)國(guo)教(jiao)(jiao)育(yu)(yu)(yu)(yu)大(da)(da)會、全(quan)(quan)(quan)國(guo)民(min)族團(tuan)結(jie)進步表彰大(da)(da)會重(zhong)要(yao)部(bu)署和教(jiao)(jiao)育(yu)(yu)(yu)(yu)部(bu)黨組系列要(yao)求(qiu)，緊緊圍繞教(jiao)(jiao)育(yu)(yu)(yu)(yu)的“三大(da)(da)屬性”和教(jiao)(jiao)育(yu)(yu)(yu)(yu)強(qiang)國(guo)建設(she)的“六個特質”“五(wu)個重(zhong)大(da)(da)關(guan)系”“五(wu)項(xiang)重(zhong)點任(ren)務”，找差(cha)距(ju)、補短板(ban)、強(qiang)弱(ruo)項(xiang)，細化政策(ce)措施(shi)，踏實邁好第一(yi)步，以“推(tui)改革、抓落(luo)實、求(qiu)實效、保安全(quan)(quan)(quan)”的總體(ti)思路(lu)推(tui)動(dong)民(min)族教(jiao)(jiao)育(yu)(yu)(yu)(yu)高質量(liang)發展。

　　一、有形有感有效推進鑄牢中華民族共同體意識教育走深走實。

　　今(jin)年(nian)以(yi)來，習近(jin)平總書記多次強調鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)，在(zai)(zai)全國(guo)教(jiao)(jiao)(jiao)育(yu)(yu)大會(hui)上明確要(yao)(yao)(yao)求“促(cu)(cu)進(jin)(jin)(jin)(jin)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)”，在(zai)(zai)剛剛閉幕的(de)(de)(de)(de)全國(guo)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)團結進(jin)(jin)(jin)(jin)步表彰大會(hui)上強調“鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)是(shi)全黨全國(guo)各(ge)(ge)族(zu)(zu)(zu)(zu)(zu)(zu)人(ren)(ren)民(min)(min)(min)(min)(min)的(de)(de)(de)(de)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)任(ren)務”。民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)教(jiao)(jiao)(jiao)育(yu)(yu)司始終把(ba)加(jia)(jia)(jia)(jia)強學校(xiao)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)作為首要(yao)(yao)(yao)政治任(ren)務，堅持不懈(xie)用(yong)(yong)習近(jin)平新時代中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)國(guo)特色社會(hui)主義思想(xiang)鑄(zhu)魂育(yu)(yu)人(ren)(ren)，體(ti)(ti)(ti)(ti)(ti)系化(hua)(hua)、機(ji)(ji)制(zhi)化(hua)(hua)推進(jin)(jin)(jin)(jin)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)。一(yi)(yi)是(shi)加(jia)(jia)(jia)(jia)強系列教(jiao)(jiao)(jiao)材(cai)(cai)建設(she)(she)。把(ba)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)作為一(yi)(yi)個(ge)重(zhong)點納入(ru)思政課(ke)，在(zai)(zai)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)學版(ban)(ban)《中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)大團結》和(he)(he)(he)(he)大學版(ban)(ban)《中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)概論》基礎上，加(jia)(jia)(jia)(jia)快出版(ban)(ban)幼兒(er)童謠繪(hui)本《中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)一(yi)(yi)家(jia)(jia)親》和(he)(he)(he)(he)小(xiao)學版(ban)(ban)《中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)大家(jia)(jia)庭》，建成大中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)小(xiao)幼一(yi)(yi)體(ti)(ti)(ti)(ti)(ti)化(hua)(hua)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)專(zhuan)題教(jiao)(jiao)(jiao)材(cai)(cai)，并定(ding)期修訂，構建起專(zhuan)題教(jiao)(jiao)(jiao)材(cai)(cai)和(he)(he)(he)(he)其他學科(ke)教(jiao)(jiao)(jiao)材(cai)(cai)協同(tong)(tong)(tong)(tong)(tong)育(yu)(yu)人(ren)(ren)的(de)(de)(de)(de)課(ke)程教(jiao)(jiao)(jiao)材(cai)(cai)體(ti)(ti)(ti)(ti)(ti)系。二是(shi)提高教(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)學能力。打(da)造(zao)精品課(ke)程示范(fan)課(ke)，開(kai)(kai)展(zhan)(zhan)教(jiao)(jiao)(jiao)師教(jiao)(jiao)(jiao)學展(zhan)(zhan)示活動。建立(li)(li)教(jiao)(jiao)(jiao)師常(chang)態(tai)化(hua)(hua)培(pei)訓(xun)機(ji)(ji)制(zhi)，編寫(xie)培(pei)訓(xun)大綱，優化(hua)(hua)內容設(she)(she)計，推動在(zai)(zai)師范(fan)生(sheng)(sheng)培(pei)養(yang)方案和(he)(he)(he)(he)各(ge)(ge)類(lei)教(jiao)(jiao)(jiao)師培(pei)訓(xun)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)增加(jia)(jia)(jia)(jia)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)內容，培(pei)養(yang)教(jiao)(jiao)(jiao)師“能講、會(hui)講、講好(hao)”的(de)(de)(de)(de)能力，打(da)造(zao)一(yi)(yi)批“骨干(gan)名師”。三是(shi)狠抓數字(zi)賦能。立(li)(li)足(zu)“好(hao)用(yong)(yong)、有(you)用(yong)(yong)、管用(yong)(yong)”，建好(hao)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)在(zai)(zai)線(xian)教(jiao)(jiao)(jiao)育(yu)(yu)資源庫。加(jia)(jia)(jia)(jia)大優質(zhi)資源開(kai)(kai)發征集(ji)力度，以(yi)應用(yong)(yong)為突破，強化(hua)(hua)數字(zi)賦能和(he)(he)(he)(he)沉浸式體(ti)(ti)(ti)(ti)(ti)驗感受(shou)，使鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)既有(you)有(you)形有(you)感的(de)(de)(de)(de)聲勢，更有(you)潤物無聲的(de)(de)(de)(de)效(xiao)果。四是(shi)加(jia)(jia)(jia)(jia)快評價指標(biao)體(ti)(ti)(ti)(ti)(ti)系研制(zhi)。堅持定(ding)性與(yu)定(ding)量相結合，研制(zhi)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)小(xiao)學鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)自評指標(biao)體(ti)(ti)(ti)(ti)(ti)系，通過(guo)建立(li)(li)學校(xiao)可(ke)對(dui)照可(ke)檢查的(de)(de)(de)(de)科(ke)學指標(biao)，引(yin)導學校(xiao)查缺(que)補漏、注重(zhong)實效(xiao)，循序漸進(jin)(jin)(jin)(jin)、螺旋上升(sheng)地開(kai)(kai)展(zhan)(zhan)鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)。五是(shi)促(cu)(cu)進(jin)(jin)(jin)(jin)交往(wang)交流(liu)交融。廣泛交往(wang)交流(liu)交融是(shi)推進(jin)(jin)(jin)(jin)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)建設(she)(she)的(de)(de)(de)(de)重(zhong)要(yao)(yao)(yao)途徑，要(yao)(yao)(yao)創造(zao)條件(jian)，鼓(gu)勵(li)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)地區和(he)(he)(he)(he)其他地區學校(xiao)、師生(sheng)(sheng)“結對(dui)子”“手拉手”；充分利用(yong)(yong)對(dui)口支(zhi)援機(ji)(ji)制(zhi)和(he)(he)(he)(he)“石榴籽一(yi)(yi)家(jia)(jia)親”“祖國(guo)情(qing)·中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)行”等交流(liu)項(xiang)目，支(zhi)持鼓(gu)勵(li)邊(bian)疆青少年(nian)學生(sheng)(sheng)到中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)東部地區參加(jia)(jia)(jia)(jia)研學實踐(jian)；積極推進(jin)(jin)(jin)(jin)各(ge)(ge)級各(ge)(ge)類(lei)學校(xiao)各(ge)(ge)族(zu)(zu)(zu)(zu)(zu)(zu)學生(sheng)(sheng)合校(xiao)混班、同(tong)(tong)(tong)(tong)(tong)學共(gong)(gong)(gong)進(jin)(jin)(jin)(jin)，促(cu)(cu)進(jin)(jin)(jin)(jin)各(ge)(ge)族(zu)(zu)(zu)(zu)(zu)(zu)師生(sheng)(sheng)廣泛交往(wang)、全面交流(liu)、深度交融，到2027年(nian)培(pei)育(yu)(yu)一(yi)(yi)批鑄(zhu)牢(lao)(lao)中(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)(zhong)華(hua)(hua)(hua)民(min)(min)(min)(min)(min)族(zu)(zu)(zu)(zu)(zu)(zu)共(gong)(gong)(gong)同(tong)(tong)(tong)(tong)(tong)體(ti)(ti)(ti)(ti)(ti)意(yi)(yi)(yi)(yi)識(shi)教(jiao)(jiao)(jiao)育(yu)(yu)特色品牌。

　　二、改革與規范并重推動民族教育高質量發展。

　　按照習近平總書記提(ti)(ti)(ti)(ti)出的“深化(hua)教育(yu)(yu)綜(zong)合改革(ge)”“加(jia)大國家(jia)通(tong)(tong)(tong)用(yong)(yong)(yong)語言文字(zi)(zi)推(tui)廣力度”“逐步(bu)縮小城鄉(xiang)、區(qu)(qu)(qu)域(yu)、校際、群體(ti)差(cha)距”“深入實施(shi)國家(jia)教育(yu)(yu)數字(zi)(zi)化(hua)戰略”等要求(qiu)，堅持問題導向(xiang)(xiang)、目標導向(xiang)(xiang)和結(jie)果導向(xiang)(xiang)相統(tong)(tong)一，在(zai)推(tui)進(jin)(jin)民(min)(min)族(zu)(zu)教育(yu)(yu)高(gao)質(zhi)量發展(zhan)(zhan)方(fang)面(mian)(mian)取(qu)得實實在(zai)在(zai)的成(cheng)效(xiao)。一是(shi)(shi)堅定不移推(tui)進(jin)(jin)“兩個(ge)全(quan)面(mian)(mian)”。“兩個(ge)全(quan)面(mian)(mian)”是(shi)(shi)黨(dang)中央作出的重大決策部署，在(zai)“全(quan)面(mian)(mian)推(tui)廣普及(ji)國家(jia)通(tong)(tong)(tong)用(yong)(yong)(yong)語言文字(zi)(zi)教育(yu)(yu)教學(xue)”方(fang)面(mian)(mian)，要深入實施(shi)國家(jia)通(tong)(tong)(tong)用(yong)(yong)(yong)語言文字(zi)(zi)普及(ji)和質(zhi)量提(ti)(ti)(ti)(ti)升行動(dong)，加(jia)強(qiang)教學(xue)監測(ce)，采(cai)取(qu)針對(dui)性舉措(cuo)，提(ti)(ti)(ti)(ti)高(gao)課(ke)堂教學(xue)質(zhi)量。在(zai)“全(quan)面(mian)(mian)推(tui)行使用(yong)(yong)(yong)國家(jia)統(tong)(tong)編教材”方(fang)面(mian)(mian)，因(yin)地(di)(di)制(zhi)宜、統(tong)(tong)籌推(tui)進(jin)(jin)，以(yi)語言相通(tong)(tong)(tong)促進(jin)(jin)心靈相通(tong)(tong)(tong)、命運相通(tong)(tong)(tong)。二是(shi)(shi)深入實施(shi)國家(jia)教育(yu)(yu)數字(zi)(zi)化(hua)戰略。全(quan)面(mian)(mian)推(tui)進(jin)(jin)西藏(zang)、內蒙古、青海、寧夏、新疆五省區(qu)(qu)(qu)和兵團實施(shi)國家(jia)中小學(xue)智慧教育(yu)(yu)平臺全(quan)域(yu)應(ying)用(yong)(yong)(yong)試點(dian)，抓住應(ying)用(yong)(yong)(yong)這個(ge)“牛鼻子”，多措(cuo)并舉提(ti)(ti)(ti)(ti)高(gao)師(shi)生數字(zi)(zi)素養(yang)(yang)和能力，推(tui)動(dong)民(min)(min)族(zu)(zu)地(di)(di)區(qu)(qu)(qu)數字(zi)(zi)教育(yu)(yu)創優提(ti)(ti)(ti)(ti)質(zhi)。結(jie)合每個(ge)省區(qu)(qu)(qu)的不同特點(dian)和工作實際，重點(dian)在(zai)綜(zong)合應(ying)用(yong)(yong)(yong)、資源共享、數字(zi)(zi)賦能、整體(ti)提(ti)(ti)(ti)(ti)升上(shang)發力，進(jin)(jin)一步(bu)豐富拓展(zhan)(zhan)應(ying)用(yong)(yong)(yong)場景功能，推(tui)動(dong)民(min)(min)族(zu)(zu)地(di)(di)區(qu)(qu)(qu)教育(yu)(yu)數字(zi)(zi)化(hua)向(xiang)(xiang)監測(ce)、評價(jia)、管(guan)理等領域(yu)延(yan)伸，形成(cheng)鮮明的“應(ying)用(yong)(yong)(yong)+特色”新格局(ju)。三是(shi)(shi)規范有(you)序做好(hao)民(min)(min)族(zu)(zu)班招生。立足經(jing)濟社會(hui)(hui)發展(zhan)(zhan)急(ji)(ji)需和人(ren)民(min)(min)群眾新期(qi)待，加(jia)快改革(ge)步(bu)伐(fa)，破除體(ti)制(zhi)機(ji)制(zhi)性障礙(ai)，優化(hua)民(min)(min)族(zu)(zu)班布局(ju)結(jie)構(gou)，進(jin)(jin)一步(bu)向(xiang)(xiang)邊境地(di)(di)區(qu)(qu)(qu)和農(nong)牧民(min)(min)子女傾斜。以(yi)就業和需求(qiu)為(wei)導向(xiang)(xiang)，拓寬學(xue)生成(cheng)長成(cheng)才(cai)通(tong)(tong)(tong)道，建立少數民(min)(min)族(zu)(zu)和民(min)(min)族(zu)(zu)地(di)(di)區(qu)(qu)(qu)人(ren)才(cai)培養(yang)(yang)與(yu)經(jing)濟社會(hui)(hui)發展(zhan)(zhan)需要適(shi)配機(ji)制(zhi)。完善民(min)(min)族(zu)(zu)專項招生結(jie)構(gou)，穩步(bu)提(ti)(ti)(ti)(ti)高(gao)理工農(nong)醫類比(bi)例，努力培養(yang)(yang)一大批扎根服務民(min)(min)族(zu)(zu)地(di)(di)區(qu)(qu)(qu)經(jing)濟社會(hui)(hui)高(gao)質(zhi)量發展(zhan)(zhan)的急(ji)(ji)需緊缺專門人(ren)才(cai)。

　　三、以安全為要全力防范化解民族教育領域風險隱患。

　　沒有高(gao)水平安全(quan)，就沒有高(gao)質量發展(zhan)(zhan)。當前(qian)，民(min)族(zu)(zu)教(jiao)育正(zheng)處于高(gao)質量發展(zhan)(zhan)的關鍵(jian)期(qi)(qi)攻(gong)堅期(qi)(qi)，潛在(zai)風險多、困難挑戰大(da)。我們要時(shi)刻保(bao)持清醒頭腦，堅持防范在(zai)先、發現在(zai)早、處置在(zai)小，積極宣傳民(min)族(zu)(zu)地區教(jiao)育發展(zhan)(zhan)的歷(li)史(shi)性成就和格局(ju)性變化，用好(hao)各民(min)族(zu)(zu)交往交流交融史(shi)實、紅色文化資源和新(xin)時(shi)代(dai)偉(wei)大(da)變革(ge)成功(gong)案(an)例，講好(hao)中(zhong)(zhong)國共產(chan)黨和中(zhong)(zhong)國特色社會主義的故事(shi)，講好(hao)新(xin)時(shi)代(dai)以(yi)中(zhong)(zhong)國式(shi)現代(dai)化全(quan)面(mian)推進強(qiang)國建(jian)設(she)、民(min)族(zu)(zu)復興偉(wei)業的故事(shi)，講好(hao)中(zhong)(zhong)華民(min)族(zu)(zu)共同(tong)體和民(min)族(zu)(zu)團(tuan)結進步的故事(shi)，引(yin)導各族(zu)(zu)師生(sheng)牢固樹立(li)正(zheng)確的國家觀、歷(li)史(shi)觀、民(min)族(zu)(zu)觀、文化觀，提升對錯(cuo)誤思想(xiang)觀點的免疫力辨(bian)別力，推進防范化解民(min)族(zu)(zu)教(jiao)育領域風險隱患體制機制建(jian)設(she)，切實維護安全(quan)穩定大(da)局(ju)，為(wei)教(jiao)育強(qiang)國建(jian)設(she)創造好(hao)環(huan)境(jing)、作出新(xin)貢獻。本文來源|中(zhong)(zhong)國教(jiao)育報