Abstract: “Bringing out the full potential” represents a new trend and a new stage in the construction of ideological and political courses in higher education institutions. From the perspective of historical logic, the development of ideological and political courses in universities has undergone an evolutionary process: from laying the political foundation, through reconstructing the system, to consolidating the quality. This progression demonstrates the historical continuity of the curriculum system, the reflective and transcendent nature of its developmental approach, and the leadership in a time of mission and responsibility, thereby demonstrating that developing ideological and political education to its full potential is an inevitable response to the new conditions and tasks facing the discipline. From the perspective of systemic construction, the construction of ideological and political courses in higher education institutions has established a theoretical model for connotative development centered on three core dimensions: coordinated subject relationships, integrated key elements, and expanded educational spaces.This model clearly maps the structural evolution of ideological and political courses from lowlevel coordination to highlevel selfawareness, offering an analytical framework for practice and optimization. From the perspective of practical innovation, the development of ideological and political courses adheres to the “two integrations” to consolidate an independent knowledge system and drive its distinctive, highquality development. It advances precisionoriented education by accurately assessing students, addressing realworld challenges, and enabling a fully integrated “teachinglearningassessment” cycle. Furthermore, it achieves effective, holistic development by ensuring baseline guarantees with flexible resource allocation across all domains. These efforts clarify the direction and pathways for the highquality development of ideological and political courses. Together, these three dimensions form a dialectically unified and organic whole, jointly propelling the continuous improvement and enhanced efficacy of ideological and political courses by bringing out their full potential.

Key words: the construction of ideological and political courses in higher education institutions, bring out the full potential, historical logic, systemic construction, practical innovation

摘要： 内涵式发展是高校思政课建设的新态势新阶段。从历史逻辑来看，高校思政课建设经历了从政治奠基、体系重建到内涵升华的演进，呈现出课程体系的历史延展性、发展方式的反思超越性与使命担当的时代引领性，揭示了内涵式发展是高校思政课建设应对新形势新任务的必然选择。从系统建构来看，高校思政课建设构建了以“主体关系协同—要素整合—育人空间拓展”为核心的内涵式发展理论模型，清晰刻画了其从低阶协同到高阶自觉的结构系统，提供了诊断和优化的分析框架。从实践创新来看，高校思政课建设坚持以“两个结合”筑牢自主知识体系引领标识性发展，以精准研判教育对象、靶向回应现实问题、促进“教—学—评”全链条驱动精准性发展，以托底限增弹性统筹全域实现效能性发展，明确了高校思政课高质量发展的方向和路径。三个维度构成了辩证统一的有机整体，共同推动高校思政课建设在内涵式发展过程中提质增效。

关键词: 高校思政课建设, 内涵式发展, 历史逻辑, 系统构建, 实践创新