Abstract

Practice provides the most effective environment for lecturers to consolidate, develop, and enhance their professional competence in teaching Marxist–Leninist theory. In the context of the fundamental and comprehensive reform of higher education, pedagogical innovation grounded in a thorough understanding of the decisive role of practice in cognition is regarded as a key solution for improving teaching quality. Drawing on teaching-related research and a creative application of the spirit of the 14th National Party Congress, this article examines the current incorporation of the role of practice into the teaching of Marxist–Leninist theory.

Keywords: Dogmatism, Marxism–Leninism, methods, practice, theory.