





































Education, Language and Sociology Research 

ISSN 2690-3644 (Print) ISSN 2690-3652 (Online) 

Vol. 6, No. 3, 2025 

www.scholink.org/ojs/index.php/elsr 

140 
 

Original Paper 

Research on the Practical Path of Integrating Ganzi Red Culture 

into Ideological and Political Theory Courses in Sichuan Minzu 

College 

Xiaojun Su1 

1 Sichuan Minzu College, Kangding, Sichuan, China 

 

Received: July 25, 2025        Accepted: August 4, 2025       Online Published: August 29, 2025 

doi:10.22158/elsr.v6n3p140    URL: http://dx.doi.org/10.22158/elsr.v6n3p140 

 

Abstract 

Ganzi red culture, embodying firm ideals and beliefs, profound genes of ethnic unity, and a pragmatic 

spirit of struggle, highly aligns with the educational goals of ideological and political theory courses 

(hereinafter referred to as “ideological and political courses”) in colleges and universities in ethnic 

regions. As an important university in the Ganzi area, Sichuan Minzu College shoulders the mission of 

forging a strong sense of community among the Chinese nation. Based on the actual teaching situation 

of ideological and political courses in the college, this paper analyzes the connotation and educational 

value of Ganzi red culture, explores the current situation and challenges of its integration into ideological 

and political courses, and proposes specific practical paths from four aspects: constructing a content-

adapted curriculum system, innovating interactive and experiential teaching methods, building an 

internal-external linkage practice system, and developing a teaching team combining full-time and part-

time teachers. It also clarifies guarantee measures such as systems, resources, and evaluation, aiming to 

provide reference for the reform and innovation of ideological and political courses in colleges and 

universities in ethnic regions. 

Keywords 

Ganzi red culture, Sichuan Minzu College, ideological and political theory courses, practical path 

 

Red culture is a precious spiritual wealth leading the people in the process of revolution, construction, 

and reform, carrying the Party’s original aspiration and mission, ideals and beliefs, and value pursuits. 

As an important ethnic region in Sichuan, Ganzi T. Autonomous Prefecture boasts rich red cultural 

resources, whose inherent revolutionary spirit and genes of ethnic unity are highly consistent with the 

goals of ideological and political education in the new era. As the only undergraduate institution in the 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 3, 2025 

141 
Published by SCHOLINK INC. 

Ganzi area, Sichuan Minzu College undertakes the important mission of cultivating high-quality talents 

for ethnic regions and forging a strong sense of community among the Chinese nation. Integrating Ganzi 

red culture into ideological and political theory courses is not only an inevitable requirement for 

inheriting red genes and continuing the red bloodline but also an important path to enhance the pertinence 

and effectiveness of ideological and political courses in colleges and universities in ethnic regions. 

Currently, ideological and political courses in colleges and universities in ethnic regions face challenges 

such as how to organically integrate local characteristic culture with curriculum content and how to 

enhance students’ sense of identity and participation. Ganzi red culture, with its distinctive regional 

characteristics, profound ethnic friendship, and strong contemporary value, provides unique resources to 

address these difficulties. Based on the actual teaching situation of ideological and political courses in 

Sichuan Minzu College, combined with the connotation and value of Ganzi red culture, this paper 

explores the specific practical paths for its integration into ideological and political courses, aiming to 

offer reference for the reform and innovation of ideological and political courses in colleges and 

universities in ethnic regions. 

 

1. Connotation and Educational Value of Ganzi Red Culture 

1.1 Core Connotation of Ganzi Red Culture 

Ganzi red culture, born in a special historical context, is the spiritual condensation of the CPC’s 

leadership in revolutionary, construction, and reform practices in the Ganzi area, with rich connotations: 

First, firm ideals and beliefs. From the spirit of “revolutionary ideals are higher than heaven” left by the 

Red Army during the Long March in Ganzi to the struggle process of the people of Ganzi in building 

their homeland, all embody faith in Marxism and pursuit of communism. For example, when the Red 

Army passed Luding Bridge during the Long March in 1935, the warriors broke through the natural 

barrier with the spirit of “fearlessness of sacrifice and courage to win,” becoming a typical symbol of 

ideals and beliefs in Ganzi red culture. 

Second, profound genes of ethnic unity. Ganzi is a multi-ethnic region, and the formation of red culture 

has always been accompanied by the concerted efforts of all ethnic groups. During the Long March, T. 

compatriots provided food and served as guides for the Red Army, forming a profound friendship with 

them; then, a vivid situation of “all ethnic groups holding together like pomegranate seeds” has taken 

shape. The deeds of people of all ethnic groups supporting the Red Army and sacrificing for the 

revolution are vivid manifestations of the spirit of ethnic unity in Ganzi red culture. 

Third, a pragmatic spirit of struggle. Ganzi has harsh natural conditions, and its red culture contains the 

spirit of struggle characterized by fearlessness of difficulties and down-to-earth hard work. From the 

arduous entrepreneurship during the Third Front construction to poverty alleviation after reform and 

opening-up, the people of Ganzi have changed their hometown’s appearance with their own hands under 

the leadership of the Party, interpreting the profound connotation that “happiness is achieved through 

struggle.” 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 3, 2025 

142 
Published by SCHOLINK INC. 

1.2 Educational Value of Integrating Ganzi Red Culture into Ideological and Political Courses 

An important carrier for forging a strong sense of community among the Chinese nation: The history of 

joint struggle of all ethnic groups in Ganzi red culture is a vivid textbook for “all ethnic groups of the 

Chinese nation being a big family.” Integrating it into ideological and political courses can help students 

understand the formation process of the Chinese nation community from a historical perspective and 

enhance their emotional and rational recognition of “the five identifications.” 

An effective path to enhance the pertinence and affinity of ideological and political courses: Students in 

ethnic regions have a natural affinity for local history and culture. Ganzi red culture is close to students’ 

real life; integrating it into ideological and political courses can break the traditional mode of “abstract 

theories + universal cases” and explain theories with characters and stories familiar to students, making 

the courses more down-to-earth and attractive. 

A practical need for cultivating talents committed to the development of ethnic regions. 

Most students of Sichuan Minzu College come from ethnic regions and serve local areas after graduation. 

The spirit of struggle and dedication contained in Ganzi red culture can inspire students to establish the 

ideal of “taking root in ethnic regions and serving the development of their hometown,” combining 

personal growth with the revitalization of ethnic regions and national development. 

 

2. Current Situation and Challenges of Integrating Ganzi Red Culture into Ideological and Political 

Courses in Sichuan Minzu College 

2.1 Current Situation of Integration 

In recent years, Sichuan Minzu College has begun to attempt integrating local red culture into ideological 

and political courses, achieving certain results: In the course “Outline of Modern and Contemporary 

Chinese History,” some teachers supplement historical fragments of the Red Army’s Long March in 

Ganzi; the college has organized practical activities such as “rewalking the Long March route” and 

“visiting Luding Bridge Memorial Hall”; a few ideological and political course teachers have participated 

in research on Ganzi red culture and formed relevant teaching cases. 

However, on the whole, the integration is still in a “fragmented and superficial” stage, and a systematic 

teaching system has not yet been formed. 

2.2 Main Challenges 

2.2.1 Lack of Systematic Integration of Curriculum Content 

The existing integration is mostly a spontaneous behavior of individual teachers, lacking precise 

alignment between Ganzi red culture and various curriculum modules of ideological and political courses. 

For example, there is no clear teaching plan on how the course “Ideology and Morality and the Rule of 

Law” combines moral model cases in Ganzi red culture. 

2.2.2 Insufficient Innovation in Teaching Methods 

Most classrooms still focus on “teacher’s lecture + picture display,” resulting in low student participation. 

Although there are practical activities, they are mostly “visit-style” or “check-in-style,” lacking in-depth 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 3, 2025 

143 
Published by SCHOLINK INC. 

interpretation and experience of red culture, making it difficult to achieve the transformation from 

“cognition” to “identification.” 

2.2.3 The Red Culture Literacy of the Teaching Team Needs to Be Improved 

A low proportion of ideological and political course teachers are familiar with Ganzi red culture; some 

teachers have a shallow grasp of the historical background and spiritual connotation of local red resources, 

making it difficult to organically integrate them with theoretical teaching. At the same time, there is a 

lack of a regular cooperation mechanism with local Party history research departments and red memorial 

halls, and the channels for teacher training are single. 

2.2.4 Inadequate Development of Practical Teaching Resources 

Although Ganzi is rich in red cultural resources, a systematic teaching resource database has not been 

formed. Practical teaching mostly relies on off-campus venues, and the construction of on-campus red 

culture carriers (such as theme exhibition halls and online resource platforms) lags behind, making it 

difficult to meet the needs of regular teaching. 

 

3. Practical Paths for Integrating Ganzi Red Culture into Ideological and Political Courses in 

Sichuan Minzu College 

3.1 Constructing a “Content-Adapted” Curriculum System: Achieving Precise Alignment between Red 

Culture and Ideological and Political Course Modules 

3.1.1 Designing Integration Points by Course Module 

According to the core goals of each ideological and political course, clarify the key points of integrating 

Ganzi red culture: In the course “Ideology and Morality and the Rule of Law,” combine the disciplinary 

awareness of Red Army soldiers to explain contents such as “patriotism” and “professional ethics,” and 

interpret the fish-and-water relationship between the military and civilians with local cases; in the course 

“Outline of Modern and Contemporary Chinese History,” take historical events such as the Red Army’s 

Long March in Ganzi and the construction of the Sichuan-T. Highway as clues to analyze the historical 

inevitability of the Party’s leadership in the development of ethnic regions, enhancing students’ 

identification with the Party’s history; combine Ganzi’s practices in poverty alleviation and ecological 

protection to interpret the development thought of “people-centered” and the concept that “lucid waters 

and lush mountains are invaluable assets”; focus on the genes of ethnic unity in Ganzi red culture to 

display the core essence of “forging a strong sense of community among the Chinese nation.” 

3.1.2 Developing School-based  

Organize ideological and political course teachers to cooperate with local Party history experts to compile 

school-based textbooks such as A Concise Course on Ganzi Red Culture and Collection of Ganzi Red 

Stories, including typical cases such as the Battle of Luding Bridge and the 18th Army’s entry into T., 

and supporting them with auxiliary materials such as teaching PPTs and short videos. Meanwhile, 

establish a “Ganzi Red Culture Case Database,” classified by themes such as “ideals and beliefs,” “ethnic 

unity,” and “spirit of struggle,” to facilitate teachers’ selection as needed. 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 3, 2025 

144 
Published by SCHOLINK INC. 

3.2 Innovating “Interactive and Experiential” Teaching Methods: Promoting Red Culture from 

“Cognition” to “Identification” 

Case teaching: Interpreting theories with red stories Change the one-way indoctrination mode of “theory 

+ case” and adopt the teaching logic of “story introduction - problem exploration - theoretical 

sublimation.” For example, when explaining “the sense of community among the Chinese nation,” first 

tell the story of “local people providing food to support the 18th Army when it entered the place,” guide 

students to think about “why all ethnic groups can unite and help each other,” then analyze its inevitability 

combined with Marxist ethnic theory, and finally connect it with the current situation of common 

development of all ethnic groups in Ganzi, enabling students to understand theories through stories. 

3.2.1 Situational Teaching: Letting Students “Enter” Red History 

Organize students to arrange red situational plays, such as Shouts by Luding Bridge and the Red Army, 

to reproduce historical scenes through role-playing, allowing students to feel the revolutionary spirit in 

the experience. Meanwhile, use VR technology to restore important events of the Red Army’s Long 

March in Ganzi, enabling students to enhance emotional resonance through immersive experience. 

3.2.2 Seminar-style Teaching: Stimulating Students’ Active Thinking 

Carry out group discussions on themes such as “Ganzi red culture and youth responsibility” and “how to 

inherit red genes in ethnic regions,” encouraging students to share their insights combined with their own 

experiences and changes in their hometowns. For example, students from Ganzi Prefecture can share 

local red stories, and other students can analyze their contemporary value combined with theories, 

forming a cognitive chain of “individual - local - national.” 

3.3 Building an “Internal-External Linkage” Practical Teaching System: Realizing “Unity of Knowledge 

and Action” in Red Culture 

Off-campus practice: Establishing red education bases Sign cooperation agreements with Luding Bridge 

Memorial Hall and other institutions, set up “ideological and political course practice teaching bases,” 

and regularly organize students to carry out “six one” practical activities: visiting a memorial hall once, 

listening to a red story report, singing a red song, writing an insight essay, participating in a volunteer 

service (such as explaining red history to tourists), and shooting a micro-video (recording the practice 

process and gains). 

3.3.1 On-campus Practice: Creating a Red Culture Atmosphere 

Build a “Ganzi Red Culture Corridor” on campus to display pictures of Ganzi’s red history and cultural 

relic replicas; establish a “Red Culture Study Society” to organize students to carry out activities such as 

red story lectures and red classic recitations; set up a “Ganzi Red Stories” column on campus radio and 

WeChat official accounts, integrating red culture into students’ daily lives. 

3.3.2 Social Practice: Transforming Red Spirit into Action 

Combine the summer “Three Goes to the Countryside” social practice to organize students to go deep 

into Ganzi villages, investigate the current situation of red culture inheritance, help villages sort out red 

stories and repair red sites; encourage students to participate in red culture publicity activities in their 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 3, 2025 

145 
Published by SCHOLINK INC. 

hometowns, such as serving as red culture narrators in primary and secondary schools, transforming 

classroom learning into practical actions to serve their hometowns. 

3.3.3 Developing a “Full-Time and Part-Time” Teaching Team: Enhancing the Ability to Integrate Red 

Culture Strengthening on-campus Teacher Training 

Implement the “Plan for Improving the Red Culture Literacy of Ideological and Political Course 

Teachers”: regularly organize teachers to participate in red culture special training held by the Party 

History Research Office of Ganzi Prefectural Committee; arrange teachers to take temporary posts in red 

memorial halls to participate in historical data sorting, lecture script writing, etc.; carry out “red 

classroom” teaching competitions to promote teaching through competition and improve teachers’ ability 

to integrate red culture into classrooms. 

3.3.4 Employing Off-campus Experts 

Invite Ganzi Prefecture’s Party history research scholars, red memorial hall narrators, old Party members, 

etc., to serve as part-time teachers, offering special lectures to students or participating in practical 

teaching guidance, making up for the lack of on-campus teachers’ knowledge of local red culture. 

3.3.5 Forming Teaching and Research Teams 

Establish a teaching and research team on “Integration of Ganzi Red Culture and Ideological and Political 

Courses,” regularly carry out collective lesson preparation, teaching discussions, research projects, etc., 

and feed research results back to teaching to improve the scientificity and systematicness of integration. 

 

4. Guarantee Measures: Ensuring the Effective Integration of Ganzi Red Culture into Ideological 

and Political Courses 

4.1 Institutional Guarantee 

The college should incorporate the integration of Ganzi red culture into ideological and political courses 

into the overall plan of teaching reform, issue Implementation Opinions on Promoting the Integration of 

Ganzi Red Culture into Ideological and Political Theory Courses, clarify integration goals, division of 

responsibilities (e.g., the Academic Affairs Office is responsible for curriculum setting, the School of 

Marxism is responsible for specific implementation, and the Publicity Department is responsible for 

atmosphere creation), and assessment and evaluation methods to ensure the implementation of various 

measures. 

4.2 Resource Guarantee 

Increase funding input for the development of red culture teaching resources (such as compiling school-

based textbooks, purchasing VR teaching equipment), construction of practice bases, teacher training, 

etc.; establish a cooperation mechanism with local governments and cultural and tourism departments to 

share red culture resources, such as jointly carrying out red culture research and developing study tours. 

4.3 Evaluation Guarantee 

Establish a “process + result” evaluation system: in teacher teaching evaluation, take the integration of 

red culture as an important indicator; in student assessment, increase the proportion of practical links 



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 3, 2025 

146 
Published by SCHOLINK INC. 

(such as practice reports, performance in red story lectures, etc.) to guide students to actively participate 

in red culture learning. Meanwhile, regularly conduct teaching effect surveys, collect feedback through 

student questionnaires and forums, and timely adjust and optimize the integration path. 

Integrating Ganzi red culture into ideological and political courses in Sichuan Minzu College is an 

innovative measure for colleges and universities in ethnic regions to implement the fundamental task of 

fostering virtue through education in the new era. By constructing a content-adapted curriculum system, 

innovating interactive and experiential teaching methods, building an internal-external linkage practice 

system, developing a full-time and part-time teaching team, and supplemented by sound guarantee 

measures, ideological and political courses can be made more regionally distinctive and appealing, 

thereby guiding students to firm their ideals and beliefs, forge a strong sense of community among the 

Chinese nation in the infiltration of red culture, and grow into new-era talents committed to the 

development of ethnic regions. 

 

5. Conclusion 

In the future, it is necessary to further strengthen theoretical research on the integration of red culture and 

ideological and political courses, track practical effects, and continuously optimize the path, so that red 

genes can be passed down from generation to generation in colleges and universities in ethnic regions, 

providing strong support for cultivating socialist builders and successors with all-round development of 

morality, intelligence, physical fitness, aesthetics, and labor. 

 

Fund Project 

This paper is a phased achievement of the Teaching Reform Project of Sichuan Minzu College entitled 

“Research on the Practical Path of Integrating Ganzi Red Culture into Ideological and Political Theory 

Courses in Sichuan Minzu College” (No.: X-JG202346). 

 

References 

Ji, J. P. (2025). Research on the Path of Integrating Local Red Culture Resources into the Construction 

of “Great Ideological and Political Course” in Colleges and Universities. The Science Education 

Article Collects, 2025(14), 32-35.  

Jiang, F. (2025). Research on the Path of Integrating Local Red Culture Resources into Ideological and 

Political Education in Colleges and Universities from the Perspective of “Great Ideological and 

Political Course”. Public Relations World, 2025(15), 166-168. 

Mao, Z. Y., & Guo, Y. Q. (2025). Analysis on the Integration Path of Red Culture in College Ideological 

and Political Course Teaching. Jiangsu Economic News, 2025-07-18(T09). 

Wang, W. C., & Gao, L. (2025). Value Implication and Practical Path of Integrating Red Culture 

Resources into College Ideological and Political Courses. Journal of Bengbu University, 14(4), 7-

11.  



www.scholink.org/ojs/index.php/elsr              Education, Language and Sociology Research              Vol. 6, No. 3, 2025 

147 
Published by SCHOLINK INC. 

Wen, X. C., & Luo, W. (2025). Research on the Path of Integrating Red Culture into College Ideological 

and Political Courses. Water Culture, 7, 78-80. 

 


