JOURNAL OF ETHNOLOGY，VOL. 15， NO.02， 28-35， 2024 （CN51-1731/C， in Chinese）

DOI：10.3969/j.issn.1674-9391.2024.02.004

Abstract：

Based on a scientific overview of a century of Communist Party of China，s ethnic work， President Xi Jinping has creatively put forward the concept of “a community for the Chinese nation.” This notion represents the latest achievement of the adaptation of Marxism to the Chinese context and the needs of our times， and is considered as fundamental for ethnic work in China，s new era. Consequently， all ethnic work should focus on the tasks of forging a sense of community for the Chinese nation. Moreover， as a pivotal part of ideological and political instruction， the course Introduction to the Chinese National Community is seen as a necessary starting point for comprehensively promoting the education of fostering a strong sense of community for the Chinese nation within institutions of higher education. Improving the quality of this curriculum construction has thus become a critical mission for universities.

This curriculum development of Introduction to the Chinese National Community is meant to be a systematic project， encompassing top-level design， organizational planning， middle-level organization promotion， bottom-level innovation implementation， and societal coordination and engagement. This would be consistent with governance theory that emphasizes the cooperation and participation of diverse subjects. Therefore， adapting to an increasingly open and interactive educational landscape and enhancing the education of strengthening the consciousness of the Chinese national community， would require a governance-oriented mindset to effectively promote the course construction of Introduction to the Chinese National Community. In line with governance reform principles， the curriculum should integrate three aspects of governance logic： Values， theory， and practical applications （such as goal-oriented educational integration， outcome-driven synergistic construction， and problem-solving exploration of construction schemes）. Meanwhile， the construction of this course should emphasize the value of “fostering virtue through education”， build a diverse and collaborative construction team， and focus on solving current problems in course design， thereby creating a “comprehensive ideological and political course” that focuses on forging a strong sense of community for the Chinese nation.

This study has conducted an analysis of the governance elements such as resources， subjects， and operational mechanisms in constructing the Introduction to the Chinese National Community course， which reveals a “l(fā)ayered co-construction” governance characteristic. This approach follows the principles of holistic governance， establishing a “l(fā)ayered co-construction” model for course construction. Furthermore， this model aims to leverage autonomous contributions from schools， coordinated efforts from society， foundational construction by governmental departments， and interactive construction across hierarchical levels. This template has shown to effectively achieve “cross-circle cooperation， cross-level linkage，” successfully transitioning from theory to practice， actively exploring and promoting a path selection of the course construction of Introduction to the Chinese National Community.

In light of this， it can be concluded that course construction should focus closely on resources， capabilities， and relationships among construction stakeholders. Through methods such as enhancing stakeholder capabilities， fostering collaborative resource sharing， and improving construction mechanisms， core positions of course construction will be effectively set up， resource allocation streamlined， and a new landscape for course construction created， thereby promoting a high-quality development of the course Introduction to the Chinese National Community.

Key Words：

Chinese national community awareness education; comprehensive ideological and political course; collaborative governance; collaborative community building