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Kuai, Z. M., & Cui, L. Y. (2024). The Historical Original Image of New Quality Productive Forces and Its Philosophical Interpretation: Based on a Re-Examination of the Marxist Concept of “Productive Forces”. Studies in Ideological Education, 5, 55-62. (In Chinese)
https://kns.cnki.net/kcms2/article/abstract?v=nTS8fe6ew4pvkF99HmzM9wZoNJLCQnohfl8QuYC31RJ73OtKzVdIIG4rZ8QrfcEx6UZH3wKMqREmHGnu19LCRPsr3N7Uao71LNB7qxh9ZElmkSS1R5P2FFJk9MkNFQCmFgZFpi1vz8DqTmLcga9msfQWjwcAh3y8StfYtFZCg-ppOWMnvNUOhg==&uniplatform=NZKPT&language=CHS

has been cited by the following article:

• TITLE: Practice of Curriculum Teaching Reform in Higher Education under the Background of New Quality Productive Forces

  AUTHORS: Zhiqiang Zhou, Li Guo, Chunxia Chen, Jinsong Peng, Ming Xu, Song Liu, Qiang Liu

  KEYWORDS: New Quality Productive Forces, Ke-Cheng Si-Zheng, Inquiry-Based Teaching and Learning, Curriculum Reform, Higher Education

  JOURNAL NAME: Creative Education, Vol.17 No.6, June 29, 2026

  ABSTRACT: The proposition of “new quality productive forces” pointed out direction for the reform and development of China’s higher education, and also put forward new and higher requirements for the cultivation of talents. Under this background, the authors conducted a practical exploration of curriculum teaching reform with the course of Physical Chemistry as an example. The reform involved two aspects: first, to promote ideological and political education through the reform of “Ke-Cheng Si-Zheng”; second, to enhance the cultivation of students’ autonomous learning ability, critical thinking and creativity through the inquiry-based teaching reform. The reform was expected to make curriculum teaching more helpful in cultivating students to be “both virtuous and talented”. The reform has achieved good results and has certain significance of promotion and reference.