“In the new journey of advancing Chinese modernization, accelerating the development of an independent knowledge system for Chinese economics is both a contemporary proposition for theoretical innovation and a practical issue in restructuring the talent cultivation system,” said Yu Miaojie, a NPC deputy and President of Liaoning University. “As an essential foundation for knowledge inheritance and theoretical reproduction, the optimization of the economics curriculum at universities holds fundamental and pioneering significance.”
During the 2026 NPC and CPPCC sessions, Yu Miaojie proposed optimizing the economics curriculum system at universities to accelerate the development of an independent knowledge system for Chinese economics. The specific measures include four aspects:
Strengthening the guiding role of theory to build a solid ideological foundation for the curriculum system
Yu Miaojie stated that it is important to adhere to Marxist political economy as the theoretical foundation and follow the economic thought of Xi Jinping as the fundamental guide, firmly upholding the political direction and theoretical stance in curriculum system development. Curriculum objective design should highlight political leadership, integrating Marxist positions, viewpoints, and methods throughout the entire process of economics talent cultivation.
It is essential to continuously advance the theorization and systematization of Xi Jinping economic thought, systematically transforming signature concepts such as the “new development stage,” “new development pattern,” and “Chinese-style modernization” into core curriculum categories and teaching themes.
“Through theoretical innovation and concept refinement grounded in China’s practices, we must explain new phenomena and laws in China’s economic development, constructing an economic theoretical framework and discourse system with Chinese characteristics, style, and ethos. This ensures that the curriculum system consistently serves the nation’s strategic development needs,” Yu emphasized.
Optimizing the teaching system to build the content framework of an independent knowledge system
Yu Miaojie believes that in recent years, China’s economics textbook system has been continuously improved, and relevant theoretical achievements have gradually enriched. The current issue lies not in the absence of textbooks, but in the relatively singular teaching methods and curriculum operation mechanisms. In some courses, Chinese theoretical achievements remain at the level of chapter supplements and have not yet formed a systematic teaching integration mechanism. Therefore, optimizing the teaching system should be a crucial breakthrough in curriculum reform.
Firstly, we should promote the transformation of Chinese theoretical content from “knowledge supplement” to “structural integration.” In the teaching of core courses such as microeconomics and macroeconomics, strengthen the systematic interpretation of China’s institutional practices and development experiences. When teaching general theoretical frameworks, simultaneously conduct analyses in conjunction with China’s practical issues, enabling students to understand the internal logic of China’s economic operation while mastering analytical tools, thereby enhancing the interaction between theory and reality.
Secondly, we should build a practical teaching platform supported by liberal arts laboratories. Rely on economics liberal arts laboratories, case databases, and data analysis platforms to construct a practical teaching system integrating data collection, policy simulation, and scenario deduction. By introducing China’s macroeconomic regulation cases, regional development practices, and industrial upgrading cases, conduct thematic discussions and situational analyses to transform classroom teaching from one-way lecturing to interactive and problem-based learning, improving students’ ability to apply theory to analyze practical problems.
Thirdly, we should improve curriculum evaluation methods and teaching organization forms. Explore process-oriented assessment mechanisms based on research reports, case analyses, and policy evaluations, guiding students to conduct research on Chinese issues within theoretical frameworks. Promote the organic connection between classroom teaching and research training, ensuring that the theory of Chinese economics can truly be “thoroughly taught and effectively applied.”
Reconstruction of tiered curriculum system to improve the cultivation mechanism for theoretical innovation ability
“Optimizing the curriculum system should be advanced under the premise of maintaining the overall stability of the main structure, following the basic law of economics talent cultivation, which progresses from tool training to theoretical upgradation,” stated Yu Miaojie.
Specifically, firstly, the course sequence should be scientifically arranged. The freshman and sophomore years should be based on core courses such as principles of Western economics, systematically training students’ abilities in model analysis, logical deduction, and the application of econometric tools, thereby solidifying the technical foundation for theoretical analysis. On this basis, the sophomore and junior years should further deepen the study of political economy and the economic theory of socialism with Chinese characteristics, enabling students to conduct theoretical comparisons and analyses after mastering analytical tools.
Secondly, the structural connection between courses should be strengthened. Establish a theoretical dialogue mechanism between Western economics and the political economy of socialism with Chinese characteristics to avoid a teaching pattern where “tool courses” and “value courses” are separated from each other. Enhance the ability for theoretical integration through comparative thematic studies and comprehensive seminars.
Thirdly, a progressive cultivation path should be constructed. Set up thematic seminar courses around major practical issues in the process of Chinese-style modernization, combining previously learned theoretical tools with China’s practices. Guide students to deepen their theoretical understanding within problem contexts, forming a cultivation system with clear logic and distinct levels.
Acceleration of the transformation and upgrading of curriculum functions to Enhance the Capacity for Theoretical Innovation and Response to the Times
Yu Miaojie believes that a systematic push should be made to transform the economics curriculum system in universities from a “knowledge-imparting” model to an “ability-shaping” model, placing greater emphasis on cultivating students’ theoretical reasoning skills, problem-analysis abilities, and capacity for conceptual construction.
Curriculum design should shift from merely teaching existing theories to guiding students to apply, reflect on, and develop theories within the context of real-world problems, making the classroom a crucial field for theory generation and ability development.
Against the backdrop of rapid digital technology development, tools such as artificial intelligence should be used rationally to optimize teaching support and learning methods, thereby improving teaching efficiency. However, the core position of theoretical training must be maintained to prevent the curriculum from prioritizing technology over critical thinking.
“By constructing a curriculum function structure oriented towards ability enhancement and aimed at theoretical innovation, we can promote the formation of an education model characterized by ‘human-machine collaboration and people-orientation.’ This will enable economics classrooms to not only respond to the changes of the times but also continuously cultivate high-level talents with independent thinking skills and the capacity for theoretical creation, thereby providing solid talent support for the construction of an independent knowledge system for Chinese economics,” as Yu stated.
