Continuously deepening the reform and innovation of ideological and political theory courses in the new era, over the past five years, ideological and political teachers at East China Normal University, represented by Chen Hongjuan, have always remembered the mission of "educating people for the Party and talents for the country". Leveraging the advantages of East China Normal University as the leading university in the construction of an integrated community of ideological and political courses in primary, secondary, and tertiary schools under the Ministry of Education in Shanghai, they have devoted themselves to researching how to "explain the truth deeply, thoroughly, and vividly", helping students have interest, gain, and grow, and guiding them to buckle the first button in life. Literature reading helps to "deepen the reasoning" and adhere to the ideological and political course podium for 14 years. In the first lesson of each semester, Chen Hongjuan focuses on students' existing knowledge, organizes online surveys and research, grasps students' understanding of textbook theoretical knowledge in middle school, their teaching expectations, theoretical confusions, etc., so as to connect middle school knowledge and carry out teaching in a targeted manner. Chen Hongjuan responds to students with thorough theoretical analysis, persuades them with thorough ideological theories, and guides them with the powerful power of truth. In her teaching, she follows the growth laws of students and is based on the publication of the first national series of audiovisual products on the integration of ideological and political courses in primary, secondary, and tertiary schools, such as "Integrated Construction of Ideological and Political Courses in Primary, Secondary, and Primary Schools in the New Era". She has carried out multiple teaching observation activities for the same ideological and political course in primary, secondary, and tertiary schools, and implemented the "full chain" teaching model of "enlightenment experience common knowledge theory" in schools, including primary, secondary, high, and tertiary schools. Chen Hongjuan also conducted research on 10 universities in Shanghai based on her own research project, exploring teaching cases, teaching methods, teaching design, and other aspects. She wrote articles such as "Exploration of Effective Paths to Enhance the Discourse Power of Ideological and Political Education in Universities through Classic Works". In response to the situation where humanities students at East China Normal University are unable to eat enough in their textbooks, she adopts methods such as literature reading, sharing, and discussion to continuously deepen classroom knowledge. For example, students are required to preview classic literature in advance, review character stories and literature materials, and then share them in class to prepare for classroom discussions. In the classroom, the focus is on connecting classic literature with textbook content, deepening the reasoning to enhance students' theoretical abilities and enhance their sense of gain. She is the head of teaching and research. In recent years, she has published three monographs, led one major project funded by the National Social Science Foundation, one national level project, one general project funded by the Ministry of Education, and three projects at or above the provincial and ministerial levels. She has published more than 30 papers as the first author in CSSCI source journals. She has also won the Shanghai Excellent Teaching Achievement Award, the "Gold Course" of ideological and political theory courses in Shanghai universities, the "Chen Hongjuan Studio" of the Shanghai University Ideological and Political Theory Course Famous Teacher Studio, and the first prize in the 3rd Shanghai University Ideological and Political Theory Course Teaching Competition. The "problem chain" teaching method helps to "explain the truth thoroughly". Based on the characteristics of students at different stages and majors, Chen Hongjuan combines the "problems that students are concerned about" with the "difficult and key issues of the textbook system" to form a thematic teaching with a problem chain running through. Each topic revolves around a problem, based on basic theories, guided by problems, closely related to the theme of the times, combined with students' learning interests and cognitive laws, and analyzes the core problem in a progressive manner, ultimately elevating it to the ideological level and deepening it