Practicing Red Finance and Inheriting Spiritual Wealth
1. Basic Situation
I deeply understand the importance of ideological and political education in cultivating talents for the new era. In recent years, the disconnection between students’ professional studies and ideological education has become increasingly prominent, especially in understanding red finance. Therefore, we urgently need to innovate educational methods, combining theory and practice, to cultivate students’ historical awareness and social responsibility with red finance as the theme.
In this context, I decided to use the Party branch and the 2024 master’s class as a pilot to launch the “Red Finance Practice Group” project. The aim is to help students deeply understand the importance of red finance and its positive impact on social development through a series of vivid practical activities. At the same time, we will fully leverage the role of the Party group class and the influence of senior graduate students to cultivate students’ spirit of collectivism and sense of responsibility.
2. Main Practices
(1) Diverse Practical Activities
We have cleverly designed a series of practical activities, striving to allow students to perceive the profound connotation of red finance in a “walking classroom”. On one hand, we organize regular visits to the currency museum, allowing students to directly engage with historical financial relics, stimulating their strong interest in red culture and financial history, and helping them understand the political and economic stories behind currency. On the other hand, we encourage students to independently plan research routes, conduct field interviews, and collect data in conjunction with historical backgrounds, enhancing their thinking ability and comprehensive quality in practice, allowing them to grow through exploration.
(2) Innovative Forms of Ideological Education
We focus on exploring new models for ideological courses, striving to give the courses higher appeal and teaching effectiveness. Through guided discussions, group discussions, and debates, we lead students to connect red finance with current social and economic phenomena, cultivating their logical analysis skills and critical thinking, achieving an organic transformation from theory to practice. At the same time, we incorporate film education, using classic red films to help students understand the historical background and practical significance of red finance in vivid plots, enhancing the fun and engagement of learning.
(3) The Role of the Party Group Class
We fully leverage the leading role of the Party group class to enhance collective cohesion. Emphasizing unity, the Party group class regularly organizes study meetings and themed activities to strengthen students’ understanding of red finance and national policies, cultivating students’ team awareness and sense of responsibility. We emphasize volunteer service, encouraging Party group class members to participate in volunteer activities, motivating more classmates to join in, reinforcing the spirit of collectivism in practice, and enhancing ideological and political literacy.
(4) Inheritance Mechanism of Graduate Students Leading Undergraduates
We value the leading role of senior graduate students in ideological and political education, aiming to form a good mechanism for knowledge inheritance and experience sharing. In terms of academic support, senior graduate students actively participate in guiding undergraduates in course tutoring, helping them master academic writing norms, research methods, and the writing and revision of papers, making them more mature academically. In terms of practical guidance, we encourage graduate students to lead undergraduates in research and practice, sharing their research experiences, guiding undergraduates to enhance their research interest and ability, and strengthening practical skills and teamwork spirit.
(5) Interactive Mechanism Co-created by Teachers and Students
To further promote good interaction between teachers and students, we have established effective communication mechanisms. We regularly hold exchange seminars, encouraging students to provide feedback and suggestions, timely adjusting teaching methods to improve teaching quality. We have established a student feedback mechanism to regularly collect students’ feedback on ideological education and practical activities, ensuring the effectiveness and relevance of the activities.
3. Actual Results
Through this series of innovative practices, we are pleased to observe positive changes in students in multiple aspects:
Significant improvement in participation awareness: Students actively speak up during research and activities, showing strong initiative, deepening their understanding and recognition of red finance.
Comprehensive enhancement of ideological quality: Through participation in discussions and practices, students have a deeper understanding of their historical responsibilities and enhanced awareness of social responsibility.
Improvement in academic ability: Undergraduates, guided by graduate students, have significantly enhanced their academic abilities, expressing that the courses are easier to understand, and the sense of participation in practical activities has increased, forming a good academic atmosphere.
Enhanced collective cohesion: With the joint efforts of the Party group class, students have established deeper trust and cooperation relationships, forming a strong team spirit and enhancing the class’s centripetal force.
Through the above, not only has it greatly enriched students’ learning experiences, but it has also injected new vitality into ideological and political education, helping them grow into high-quality talents with strategic thinking and social responsibility. In the future, we look forward to promoting this practice model on a broader scale, continuously exploring new paths for ideological work, allowing the spirit of red finance to take root, develop, and be passed on among the youth of the new era.
Author: School of Economics, Beijing Wuzi University