On November 30, the Ministry of Education issued the Notice on the Publication of the Results of the First Batch of State-level First-class Undergraduate Courses. In accordance with the Opinions of the Ministry of Education on Implementing the Construction of First-class Undergraduate Courses (JG  No. 8) and relevant notices, and upon the recommendation by provincial administrative departments of education, relevant education departments (bureaus), and institutions of higher learning affiliated to the Ministry of Education, expert appraisal and publicity, a total of 5,118 courses have been identified as the first batch of state-level first-class undergraduate courses (including 1,559 courses which are the original National Quality Online Open Courses and National Virtual Simulation Experiment Teaching Projects of 2017 and 2018 that have made great contributions to promoting in-depth integration of information technology and education, and particularly massive online teaching implemented to respond to COVID-19). Among them, there are 1,875 online first-class courses, 728 first-class courses for virtual simulation experiment teaching, 1,463 offline first-class courses, 868 mixed online-offline first-class courses, and 184 first-class social practice courses.
39 courses of NEU have been approved as the first batch of state-level first-class undergraduate courses. Among them, there are 29 online first-class courses (including 6 national quality online open courses of 2017, and 18 national quality online open courses of 2018), 3 first-class courses for virtual simulation experiment teaching (including 2 national virtual simulation experiment teaching projects of 2018), 5 offline first-class courses, 2 mixed online-offline first-class courses, and 0 first-class social practice courses.
In the future, NEU will continue to incorporate the construction of national and provincial first-class undergraduate courses into the “14th Five-year Plan” for the development of higher education in accordance with the relevant requirements. It will speed up the construction of teaching management policies and mechanisms that adapt to the needs of talent cultivation in the new era, integrate with new technologies, and match education reform in teaching methods. It will pay attention to the construction of first-class undergraduate courses and the promotion of excellent application cases, drive “quality reform” to further develop with learning revolution, and actively encourage teachers and students to devote themselves to the practice of teaching and learning reform in the new era.