In the practice of national defense education in colleges and universities, summing up experience and thinking about lessons can broaden our horizons, enlighten our thinking, provide reference and external activities for putting forward new reform and innovation ideas, share the achievements of national defense education reform, expand the influence of national defense education in colleges and universities, and promote the reform ideas of national defense education and produce greater social benefits. The theoretical research of national defense education in colleges and universities should become the concern of the whole society. We should deeply understand the significance of national defense education in colleges and universities, focus on the future, base ourselves on the present, carry out necessary theoretical research, and cultivate innovative talents facing the society, the future and modernization. In particular, teachers engaged in the practice of national defense education in colleges and universities should sum up their past teaching work, think about new situations and new problems, and promote their deduction, induction and reasoning on the basis of practice, so as to make them theoretical and become the guiding ideology of national defense education in schools, so as to reduce the blindness of teaching work and shorten the cycle of quality transformation of teaching reform. Integrate theory with practice, build a leap-forward platform, promote the virtuous cycle and development of national defense education in colleges and universities, and make due contributions to the improvement of the national defense capability of the Chinese nation.

(A) Top-level design, forming a clear theoretical system between "whole and module"

When designing the national defense education curriculum, the school should first have a clear overall framework for the national defense education curriculum in theory. The national defense education curriculum should not be simplified as military training, but military training for military training. On the whole, the theoretical system of national defense education curriculum can be divided into four modules for differentiated design, namely, two basic modules of military theory and military skills and two development modules of consolidation, training and deepening.

In the past national defense education and teaching, we have accumulated a lot of experience in military theory and skills, mainly in adjusting in time to adapt to the new situation, and consolidating and developing two development modules are two important aspects that are often ignored by schools. The purpose of consolidating the training module is to make the achievements of early military theory and military skills study run through all aspects of students' study and life. Schools can be guided in many ways, for example, some rules and regulations in military course learning can be applied to school management to urge students to strengthen their study and cultivation; You can also make a simple review of the learning content of military courses on a regular basis, so that students can realize the necessity of studying military courses in the whole life stage of college students. Deepening the expansion module is an important means to improve students' comprehensive quality. Through the training of military courses that run through college students' life, we can deepen and expand students' initial military courses and improve their overall quality.

(2) Utilize resources and rely on external forces to jointly carry out theoretical innovation in military courses.

In the theoretical innovation of college students' national defense education curriculum, we should make full use of various resources, rely on local troops to establish a national defense education curriculum base, and work with the troops to improve the national defense education curriculum theory in practice. The ultimate goal of national defense education is to improve students' quality in an all-round way. With the increase of only children and the improvement of living conditions, they generally lack the ability to live independently, have self-centered thoughts and are not good at collective life. Because the overall atmosphere of college students is relatively relaxed and free, the effect of cultivating students' perseverance, self-care ability, collective consciousness and team spirit is often not obvious. Making full use of military resources and arranging military training for students in the army can not only help them learn basic military theoretical knowledge and basic military skills, but more importantly, let them taste how to live independently, how to integrate into the collective, how to cooperate with others, and learn to understand, respect and trust. Therefore, it is an important way to improve the teaching effect of military courses for students to make use of the advantages of military resources, rely on and actively create conditions to cooperate with the military to complete the teaching of military courses and practice the theoretical overall design of national defense education courses in schools by the military.

(C) rational layout, building a "123" linkage mechanism of theoretical innovation

In the past, the theory and practice of national defense education curriculum was a linear layout of "students-schools-training troops". The one-way transmission of curriculum theory innovation and practice results information is easy to recognize that all links are out of touch and affect the overall effect. To complete the theoretical innovation of national defense education curriculum in the current environment, it is necessary to arrange students, schools and training troops reasonably. To sum up, it is the theoretical innovation of the "123" intermodal transport mechanism.

"One" means that the next subject, that is, the subject of national defense education curriculum is students. The information they fed back in their study is the best practical summary of the curriculum theory of national defense education. In teaching, we should put students first, formulate and improve curriculum theory according to students' actual situation, fully consider students' psychology, and choose teaching methods that meet the needs of the times. How to flexibly use online simulation teaching methods to teach, and try to use practical teaching and theme teaching methods to teach. Through these methods, we can not only arouse students' enthusiasm in learning and practicing military courses, but also collect students' information about new teaching methods in time and accumulate experience for theoretical innovation of national defense education courses.

"Second" refers to the formation of two main lines: students and schools, training troops and schools, and information feedback, so as to find out the weak links in the theoretical system of national defense education curriculum. While completing the information exchange and feedback with students who are the subjects of national defense education courses, schools should pay more attention to the information exchange with troops in order to collect more comprehensive practical results.

"Three" refers to the three-dimensional relationship, that is, through the confirmation of the subject and the main line, the three-dimensional relationship between the school, the army and the students is finally formed, and a good structure for curriculum implementation and effect feedback is completed. It is necessary to establish a more scientific and effective three-dimensional relationship, emphasize students' dominant position, and at the same time keep the information flowing among all links, and establish the best interaction mode between theory and practice.

(D) People-oriented, complete the theoretical innovation and reasonable practice of harmonious development.

In the past, the main problems in the teaching of national defense education curriculum were that the curriculum theory was divorced from reality, and the formulated curriculum learning requirements were inconsistent with the students' actual bearing capacity. For example, some study plans show a tendency of quick success and instant benefit, and want to "get it in one step", which leads to students' weariness and fear of learning, and even some serious problems; There are also some study plans that are too loose. After the completion of the study, students generally report that they don't know why and don't meet the real teaching requirements at all. In order to avoid these two situations, it is necessary for colleges and universities to take into account the characteristics of high requirements, strict management and short time. When forming the curriculum theory of national defense education and making the teaching plan, we should fully consider the students' knowledge structure and psychological characteristics, and combine the previous experience of military curriculum teaching to make a targeted learning plan that can be accepted by students and achieve the purpose of exercising and improving their overall quality. Of course, in the process of practical teaching, we should pay attention to cultivating students' innovative ability, take students as the main body and teachers as the leading factor, and fully mobilize the innovative enthusiasm of students and teachers. Only by letting students and tutors truly understand the significance of innovation practice and introducing incentive competition mechanism can they arouse their enthusiasm to the maximum extent, make them interested in the process of innovation practice and feel the endless fun of innovation personally, and innovation practice can be carried out happily and harmoniously.

In a word, in order to avoid the disconnection between theoretical innovation and practical development, we should adjust the planning in time according to various situations, and use Scientific Outlook on Development to lead the national defense education in colleges and universities. We should establish the concept of "people-oriented", carry out theoretical innovation and practice, re-examine and plan the theoretical system construction of national defense education courses from the needs of students' growth and all-round development of quality, and make national defense education play an important role in cultivating qualified socialist builders and reliable successors.