中文摘要：党内教育是党的建设的一项重要内容，是不断加强党的思想政治建设，提高党员能力素质的强有力抓手。党内教育就其方式而言，主要包括党内经常性教育和党内集中教育活动两种，党内集中教育活动由于涉及面广、影响力强，一直是中国共产党加强党的建设的有效手段。改革开放以来，中国社会发生了深刻的变化，作为国家建设和社会发展的核心领导力量，中国共产党的执政逻辑也进行了及时的调整，为了协调党群关系，提高自身的执政能力与执政水平，在改革开放不同发展阶段都及时地开展了党内集中教育活动，对凝聚全党共识、增强党的拒腐防变能力，发挥了重要作用。 当前，学术界关于改革开放以来党内集中教育活动的研究日趋成熟并逐渐完善，取得了比较丰硕的理论成果。但从总体上来看，大多是聚焦于历史进程、基本特征、基本经验、主要功能、长效机制等方面，从整体视角对改革开放以来党内集中教育活动的系统性研究明显滞后，对进一步优化党内集中教育活动的路径思考尚存空缺。为此，本文以宏观整体性为视角，对改革开放以来党内集中教育活动的演进过程进行系统梳理，并在此基础上，对不断完善党内集中教育活动的优化路径进行了必要探索，旨在推进新时期党内集中教育活动的持续健康发展。具体而言，本论文研究的主要内容包括以下几个方面： 第一，党内集中教育活动的核心概念、理论基础与历史传承研究。核心概念界定部分主要对党内教育、党内经常性教育活动、党内集中教育活动的基本内涵进行了阐释；理论基础部分选取马克思、恩格斯、列宁的政党理论、中国化马克思主义党建理论作为本论文研究的理论基石，并将这些思想理论与党内集中教育活动的有机联系与内在契合性进行阐述；同时，在归纳总结、吸收借鉴已有研究成果的基础上，对党内集中教育活动的功能定位与要素构成进行了深入剖析；历史传承部分主要对改革开放以前党内集中教育活动的开展情况进行了回顾，为改革开放以后党内集中教育活动的研究提供了重要的历史支撑。 第二，改革开放以来党内集中教育活动的演进过程研究。本部分内容以时间节点为主线，按照历史背景、主要任务、步骤与方法的逻辑顺序，对改革开放以来不同历史阶段所开展的党内集中教育活动进行了系统梳理。总体而言，十一届三中全会到十四大期间，改革开放正处于起步和发展阶段，随着党内拨乱反正任务的完成，为了彻底肃清文革遗毒，解放全党思想，中国共产党开展了全面整党，为推进改革开放发展注入了思想动力；十四大到十六大期间，随着社会主义市场经济体制的建立与完善，对广大党员的能力素质提出了更高要求，先后开展了 “三讲”教育、“三个代表”重要思想学习教育等党内集中教育活动，有效提升了党员的理论水平和政治素养；十六大至十八大期间，随着中国经济、政治、文化和社会的持续深入发展，党内形势也发生了深刻的变化，为了进一步增强党的执政能力，提升党员的党性意识，开展了“保持共产党员先进性教育”、“学习实践科学发展观”、“创先争优”等三次党内集中教育活动，取得了良好效果；党的十八大以来，随着国际国内形势的日益复杂化，导致中国共产党党内情势也发生了深刻的变化。如何在新情况、新问题层出不穷的客观环境下，有效化解国际矛盾与国内社会矛盾，增进人民福祉，提高党拒腐防变与治国理政的能力，是摆在中国共产党人面前必须解决的时代课题。为此，在习近平总书记的带领下，中国共产党顺应社会发展的客观需求，在全党范围内先后开展了党的群众路线教育实践活动、“三严三实”专题教育、“两学一做”学习教育等三次影响深远的党内集中教育活动，由于历史跨度较小，十八大以来党内集中教育活动依然在时空维度持续运行，对十八大以来已经开展和正在开展的党内集中教育活动经验加以总结，上升到方向性指引的理论维度和政策维度，对未来党内集中教育活动的顺利推进，具有重要的现实意义。 第三，改革开放以来党内集中教育活动的主要特征与基本经验研究。对改革开放以来党内集中教育活动的研究，应该遵循历史发展的连续性与特殊性的辩证关系原理进行整体考察。本部分主要包括两个方面的内容：第一，对改革开放以来党内集中教育活动的主要特征进行了总结归纳，认为问题导向性、集中统一性、有序性与层次性、继承性与创新性等是改革开放以来党内集中教育活动开展过程中所体现出来的最主要特征；第二，通过历史文献梳理，对改革开放以来党内集中教育活动的基本经验进行了总结，认为坚持正确的政治方向、坚持连续性与阶段性的有机统一、坚持科学理论指导、坚持组织领导和强化纪律观念、坚持以上率下的重要方法、坚持群众路线的基本原则与基本方法、坚持制度建设是改革开放以来党内集中教育活动取得实效性的基本经验。 第四，改革开放以来党内集中教育活动的主要成效与不足研究。本部分内容是在系统考察改革开放以来所开展的历次党内集中教育活动的基础上，参考借鉴已有的理论研究成果，按照“主要成效—存在的不足—存在不足的原因”的内在逻辑顺序，对改革开放以来党内集中教育活动开展过程中取得的主要成效和存在的不足进行了详细阐释。首先，对改革开放以来党内集中教育活动所取得的主要成效进行了概括，改革开放以来党内集中教育活动所取得的成效是多方面的，本部分以整体性为视角，对所取得的主要成效进行了概括，认为改革开放以来党内集中教育活动取得的主要成效包括持续推进了党的建设、有效提升了党员队伍能力素质、促进了党内教育管理制度的不断完善、拓展了教育方式方法的创新等；其次，在分析改革开放以来党内集中教育活动取得的主要成效基础上，对改革开放以来党内集中教育活动所存在的不足进行了系统考察，指出改革开放以来党内集中教育活动存在着基层党组织和党员重视度不够、教育方法缺乏针对性、教育活动存在形式化现象、教育体制机制不健全等方面的不足；再次，对改革开放以来党内集中教育活动存在不足的原因进行了分析，认为由于受到基层党组织和党员自身因素的影响、社会环境因素的影响、制度因素的影响、教育因素的影响等，一定程度上弱化了党内集中教育活动实效性的取得。 第五，党内集中教育活动的优化路径研究。本部分内容既是对论文整体研究的总结，又是对推进党内集中教育活动有效开展的持续探索。首先，提出采取可行性的保障举措，确保党内集中教育活动的正常运转；其次，对党内集中教育活动的制度建设进行深入思考，提出完善教育引导机制、培育理论创新机制、优化评估反馈机制、健全监督管理机制、改进考核激励机制等五个方面的制度建设方案。制度建设更具稳定性、长久性、可靠性，是党内集中教育活动取得实效的关键，也是提高党的执政本领、增强党员能力素质的重要保障。 本论文的创新之处在于对改革开放以来党内集中教育活动的研究进行了整体的理论建构，并从优化路径视角开创了党内集中教育活动研究的新视野。由于党内集中教育活动历史跨度较大、活动众多，增加了本论文研究的难度。另外，党内集中教育活动的优化路径是一个动态发展的过程，势必会随着客观环境的变化而变化，其普适性程度仍然需要实践来进一步检验。未来，有必要进一步细化对党内集中教育活动的研究，重视信息化时代开展党内集中教育活动的新变化，探索具有时代性、实践性、科学性的党内集中教育活动开展新方式。 关键词：党内集中教育 演进过程 优化路径 制度建设

 Intra-Party education is an important part of the Party's construction, and it is a powerful grasp to constantly strengthen the Party's ideological and political construction and improve the ability and quality of Party members. As far as the mode of inner-party education is concerned, it mainly includes two kinds: regular education within the Party and centralized education within the Party. Because of its wide coverage and strong influence, the inner-party centralized education has always been an effective means for the Communist Party of China to strengthen Party building. Since the reform and opening up, China's society has undergone profound changes. As the core leading force in national construction and social development, the Ruling Logic of the Communist Party of China has been adjusted in time. In order to coordinate the relationship between the Party and the masses, improve its ruling ability and ruling level, it has been carried out in time at different stages of reform and opening up. It has played an important role in gathering the consensus of the whole Party and strengthening the Party's ability to resist corruption and prevent change. At present, the academic research on the centralized education activities within the Party has become increasingly mature and perfect since the reform and opening up, and has achieved relatively fruitful theoretical results. But on the whole, most of them focus on the historical process, basic characteristics, basic experience, main functions, long-term mechanism and so on. From the overall perspective, the systematic research on the centralized education activities within the Party has lagged behind, and there is still a vacancy in the way of further optimizing the centralized education activities within the Party. Therefore, from the perspective of macro-wholeness, this paper systematically combs the evolution process of the centralized education activities within the Party since the reform and opening up, and on this basis, explores the necessary ways to continuously improve the centralized education activities within the Party, aiming at promoting the sustained and healthy development of the centralized education activities within the Party in the new period. Specifically, the main contents of this thesis include the following aspects: First, the core concept, theoretical basis and historical inheritance of centralization of educational activities within the party. The definition of core concepts mainly explains the basic connotation of inner-party education, intra-party regular education activities and intra-party centralized education activities; the theoretical basis part selects Marx, Engels, Lenin's theory of political parties, Chinese Marxist theory of Party building as the theoretical cornerstone of this paper, and these thoughts. I want to elaborate on the organic connection and internal consistency between the theory and the inner-party centralized education activities; at the same time, on the basis of summarizing and absorbing the existing research results, I have made a thorough analysis of the function orientation and elements of the inner-party centralized education activities; the historical inheritance part mainly focuses on the inner-party centralized education before the reform and opening-up. The development of educational activities is reviewed, which provides important historical support for the study of the centralized educational activities within the Party after the reform and opening-up. Second, the evolution process of centralization of educational activities within the party since the reform and opening-up. This part takes the time node as the main line, according to the historical background, the main task, the step and the method logical order, has carried on the system combing to the inner-party centralized education activity which has carried on since the reform and opening-up different historical stages. Generally speaking, from the Third Plenary Session of the Eleventh Central Committee to the Fourteenth Congress, the reform and opening-up is in its infancy and development stage. With the accomplishment of the task of putting chaos out of order within the Party, the Communist Party of China has carried out comprehensive Party consolidation in order to thoroughly eliminate the legacy of the Cultural Revolution and emancipate the ideology of the whole Party. During the 16th National Congress, with the establishment and improvement of the socialist market economic system, higher requirements were put forward for the abilities and qualities of the Party members. Centralized education activities were carried out successively, such as "Three Stresses" education and "Three Represents" important ideological education, which effectively improved the theoretical level and political accomplishment of Party members. During the period of the Sixth and Eighteenth National Congresses, with the sustained and in-depth development of China's economy, politics, culture and society, profound changes have taken place in the situation within the Party. In order to further enhance the Party's governing ability and enhance the Party members'awareness of the Party spirit, the Party has carried out the education of maintaining the advanced nature of the Party members, learning and practicing the scientific outlook on development. Since the 18th National Congress of the Communist Party of China, with the increasing complexity of the international and domestic situation, the situation within the Communist Party of China has also undergone profound changes. How to effectively resolve international contradictions and domestic social contradictions, enhance people's welfare, and improve the Party's ability to resist corruption, prevent change and govern the country and government under the objective environment of endless emergence of new situations and problems is an issue of the times that must be solved by the Chinese Communists. To this end, under the leadership of General Secretary Xi Jinping, the Communist Party of China, in conformity with the objective needs of social development, has carried out three far-reaching centralized intra-Party education activities, namely, the Party's mass line education practice, the "three strict and three solid" special subject education, and the "two studies and one practice" study education within the scope of the whole Party. Since the 18th National Congress of the CPC, the centralized education activities within the Party have continued to operate in the space-time dimension. The experience of the centralized education activities within the Party which have been carried out and are being carried out since the 18th National Congress has been summarized, and has been raised to the theoretical dimension and policy dimension of the directional guidance, which is of great significance for the smooth promotion of the future centralized education activities within the Party. Practical significance. Third, the main characteristics and basic experience of the centralization of educational activities within the party since the reform and opening-up. Since the reform and opening-up, the study of centralized educational activities within the Party should follow the principle of dialectical relationship between the continuity and particularity of historical development. This part mainly includes two aspects: First, it summarizes the main characteristics of the centralized education activities within the Party since the reform and opening-up, and holds that the problemsoriented, centralized unity, orderliness and hierarchy, inheritance and innovation are embodied in the process of carrying out the centralized education activities within the Party since the reform and opening-up. Secondly, the paper summarizes the basic experience of the centralized education activities in the Party since the reform and opening-up by sorting out the historical documents, and holds that we should adhere to the correct political direction, the organic unity of continuity and stages, the guidance of scientific theories, the organizational leadership and the strengthening of the concept of discipline, and the adherence to it. Important methods under the above rates, adherence to the basic principles and methods of the mass line, and adherence to system building are the basic experiences of the effectiveness of the centralized education activities within the Party since the reform and opening-up. Fourth, since the reform and opening-up, the main achievements and shortcomings of the centralization of educational activities within the party have been studied. On the basis of systematically investigating the centralized education activities within the Party since the reform and opening-up, this part refers to the existing theoretical research results and carries out the process of the centralized education activities within the Party since the reform and opening-up in accordance with the internal logical order of "the main results-the shortcomings-the reasons for the shortcomings". The main achievements and shortcomings are explained in detail. Firstly, it summarizes the main achievements of the inner-party centralized education since the reform and opening-up, and the achievements of the inner-party centralized education since the reform and opening-up are various. This part summarizes the main achievements from the perspective of integrity, and holds that the inner-party centralized education activities have been carried out since the reform and opening-up. The main achievements include the continuous promotion of the Party building, the effective promotion of the quality of Party members, the continuous improvement of the education and management system within the Party, and the expansion of the innovation of education methods; secondly, on the basis of the analysis of the main achievements of the centralized education activities within the Party since the reform and opening-up, the reform This paper makes a systematic study of the shortcomings of the centralized education activities within the Party since the opening-up, and points out that the centralized education activities within the Party have some problems, such as the insufficient attention paid by the grass-roots Party organizations and Party members, the lack of pertinence in educational methods and contents, the formalization of educational activities, the imperfection of educational system and mechanism, etc. Thirdly, it analyzes the reasons for the inadequacy of inner-party centralized education activities since the reform and opening-up, and holds that the inner-party centralized education activities have been weakened to a certain extent because of the influence of grass-roots party organizations and members'own factors, social environment factors, institutional factors and educational factors. The acquisition of effectiveness. Fifth, the optimization path of Inner Party concentrated educational activities. This part is not only a summary of the overall study of the paper, but also a continuous exploration to promote the effective development of centralized education activities within the Party. Firstly, it puts forward feasible safeguard measures to ensure the normal operation of the centralized education activities within the Party; secondly, it deeply considers the system construction of the centralized education activities within the Party, and proposes to perfect the education guidance mechanism, cultivate the theoretical innovation mechanism, optimize the evaluation and feedback mechanism, perfect the supervision and management mechanism, and improve the evaluation and stimulation. Incentive mechanism and so on five aspects of system construction plan. Institutional construction is more stable, long-term, reliable, is the key to achieve effective centralized education activities within the party, but also to improve the party's ability to govern and enhance the ability of Party members an important guarantee for quality. The innovation of this paper lies in the overall theoretical construction of the research on the centralized education activities within the Party since the reform and opening-up, and opens up a new vision of the research on the centralized education activities within the Party from the perspective of optimizing the path. Because of the large historical span and numerous activities of the centralized education within the Party, the difficulty of this paper is increased. In addition, the optimal path of centralized education activities within the Party is a dynamic development process, which is bound to change with the changes of the objective environment, and its universality still needs to be further tested by practice. In the future, it is necessary to further refine the study of centralized education activities within the Party, attach importance to the new changes in the development of centralized education activities within the Party in the information age, and explore new ways of carrying out centralized education activities within the Party with the characteristics of the times, practice and science. Key Words: Concentrated education within the party; Evolution process; Optimization path; System construction