The Inherent Mechanism and Implementation Pathways of Collaborative Education between Curriculum-Based Ideological and Political Education and Ideological and Political Theory Courses

Abstract

In pursuit of efficiency in spreading knowledge, modern education has often been organised in a manner that separates it from the cultivation of values and thus fails to achieve all the aims of education. In order to better understand the all-encompassing nature of education, this paper will investigate the reasons for and system development paths of cooperation between subject-based curricula and specialised value education courses. First, from the perspective of theory, this paper studies the ontological connection of the two and puts forward the idea that knowledge systems are inherently value-laden; thus, it provides a theoretical basis for collaboration. The three general modes of operation for the mechanism of cooperative education are value agreement, knowledge construction and field integration. It can be seen that the main ways are isomorphic and complementary goal-setting, the mutual embedding of knowledge and values, and the coupling of micro-contexts with macro-ecosystems. Based on the above analysis, the following three ways will be used to achieve synergy: reconstruct content in line with the genealogy of knowledge, develop cross-learning methods that promote dialogue among teaching paradigms, and establish joint evaluation of all aspects of education. The general direction of this paper is to provide theoretical support and explore the mechanism and Design path. It can provide theoretical support and practical reference materials to go beyond the simple addition of courses and achieve deep integration of knowledge inheritance and value education.