Heroic City·Red Heritage Shangzhi: Practical Report on Integrating Red Study Tours with Rural Agricultural Economy for Educating People ——An In-Depth Local Exploration Based on Red Labor Study Tours of Key Senior High Schools in Shangzhi City

Shangzhi City, named after the anti-Japanese hero Zhao Shangzhi, is the birthplace of the Third Army of the Northeast Anti-Japanese United Army and carries a profound legacy of revolutionary history and culture. Located in the 45°N cold-region agricultural belt, the city is rich in distinctive agricultural resources, such as black fungus and red raspberries, as well as diverse local folk traditions. At present, county-level high schools commonly face several challenges in educational practice, including an emphasis on the dissemination of knowledge rather than experiential learning in red-themed ideological and political education, insufficient integration of labor education with local specialty industries, a lack of higher-order inquiry in educational study tours, and weak students’ sense of responsibility toward their hometown. Based on the educational mission of a provincial key high school and drawing on Shangzhi’s heroic city spirit and rural agricultural resources, this study develops an educational study-tour model entitled “Forging the Spirit through Revolutionary Heritage and Nurturing the Heart through Agricultural Labor”, which promotes the integration of revolutionary culture, agricultural practice, and local education. The school has established a three-dimensional curriculum system consisting of three major components: revolutionary heritage site study tours, modern agricultural practice, and local cultural and humanistic experiences. Through these activities, students are guided to explore the history of the Northeast Anti-Japanese United Army, conduct agricultural industry research and hands-on farming activities, and experience local folk customs, thereby implementing the national educational requirement of “closely integrating classroom learning with rural practice.” Practice has demonstrated that this model effectively meets the educational needs of provincial key high schools and promotes the coordinated development of students’ revolutionary heritage, labor innovation, local identity, and inquiry abilities. It therefore provides a replicable practical model for integrated educational development in provincial-level secondary schools.