Research on Methodological Innovation and Effectiveness Evaluation of "Three Entrances" in the "15th Five-Year Plan" for the "Economics" Course

Abstract

Promoting the integration of the Party's innovative theories and national major strategies into textbooks, classrooms, and minds is a key aspect of universities fulfilling the fundamental task of cultivating students' moral character. However, the current integration of "Economics" courses into national medium- and long term plans generally faces structural challenges such as the disconnection between teaching content and value guidance, the "two skins" phenomenon of professional knowledge and ideological and political elements, and vague effectiveness evaluation. This paper takes the integration of the spirit of the 14th Five-Year Plan into "Economics" teaching as the starting point, proposes a teaching reform logic of "theory integration-situational construction-value internalization", and explains the innovative scheme from three dimensions: content integration, methodological approach, and evaluation system. It constructs a modular embedded teaching content system, a core teaching aid of macroeconomic decision-making simulation sandbox, and a "four-dimensional integrated" comprehensive evaluation model. The study believes that the key to achieving the paradigm shift from external embedding to endogenous integration lies in transforming planning concepts into analytical perspectives for economic theory teaching rather than supplementary cases. Through immersive situational teaching, students' embodied cognition and value recognition are facilitated, and process data and qualitative evidence are used to solve the observability problem of "entering minds".