如何有效推进高校马克思主义理论教育工作？如何提升青年学生的马克思主义理论素养？如何实现铸魂育人，培养中国特色社会主义事业的建设者和接班人？随着中国特色社会主义进入新时代，高校马克思主义理论教育的重要性更加凸显。对于这些问题，以习近平同志为核心的党中央格外重视，学界也密切关注并展开广泛讨论。不过，相对而言，高校马克思主义理论教育历史过程的梳理多流于粗线条，缺乏细致爬梳的典型高校研究。1949—1966年，清华大学在马克思主义理论教育方面发挥了典型示范作用。依托第一手资料，以理论、历史、现实相结合的视角对1949—1966年清华大学马克思主义理论教育开展专题研究，通过“新清华”反映“新中国”，将微观与宏观结合起来，探究思想渊源，梳理发展过程，提炼鲜明特色，总结历史经验，对于理解历史、把握理论、思考现实皆具重要价值，可以为新时代高校马克思主义理论教育工作提供有益的借鉴和启迪。首先，明确清华大学马克思主义理论教育具有深刻的思想渊源。一方面，经典作家的马克思主义理论教育思想是最主要的理论基石。随着马克思主义在俄国和中国的实践，青年学生逐渐成为马克思主义理论教育的重要对象。另一方面，马克思主义在解放前的“老清华”已经过多年的广泛传播。其次，根据1949—1966年的国内外政治形势、党和国家的指导思想以及清华大学马克思主义理论教育发展历程呈现出来的阶段性特征，将其大致分为1949—1952年、1953—1956年、1957—1960年、1961—1966年四个阶段，具体研究每个阶段的课程、机构和师资、教材、教育教学方式、学生思想动态状况。再次，阐述清华大学马克思主义理论教育一脉相承的革命传统、走在前列的使命担当、人才培养的红色底蕴、广泛影响的思想阵地等鲜明特色。最后，总结1949—1966年清华大学马克思主义理论教育的经验与启示，提出在新的历史条件下必须始终坚持党对理论教育工作的全面领导；突出强调思想政治理论课培根铸魂的关键地位；努力打造一支优秀的师资队伍；充分发挥教材的基础作用；积极推动理论教育与其他思想政治工作紧密结合起来。

How to effectively carry out the work of the Education of Marxism in colleges and universities? How to improve young students' theoretical accomplishments in Marxism? How to do better in fostering builders and successors for the career of socialism with Chinese characteristics? As socialism with Chinese characteristics has moved into a new era, the importance of the Education of Marxism in colleges and universities is becoming more and more prominent. The Party Central Committee with Xi JinPing at the core has always been paying attention to these issues, on which academia also keeps an watchful eye and makes careful discussions. However, comparatively speaking, the current research on combing the historical process of the Education of Marxism in colleges and universities tends to be rough, and the study of a specific object is deficient. In 1949-1966, Tsinghua University had played the typical demonstration role in the perspective of the Education of Marxism. Relying on first-hand materials as well as combining theory with history and reality, it is not only helpful to explore the origin of thought, clarify the development process, extract distinctive characteristics and summarize historical experience, thus be of significant value in understanding history, grasping theory and thinking about reality, but also take the new Tsinghua University as a reflection to new China, which provides historical mirror for strengthening and improving current Education of Marxism in colleges and universities and has important theoretical and practical meaning. First of all, it is necessary to make clear that the Education of Marxism in Tsinghua University in 1949-1966 had a solid theoretical foundation. On the one hand, it had been primarily based on the educational thought of those Marxist classical writers. With the gradual practice of Marxism in Russia and China, young students had increasingly become the important object of the Education of Marxism. On the other hand, Marxism had been widely spread for many years before liberation in Tsinghua Campus.Secondly, on the basis of the domestic and foreign political situation, the guiding ideology of the party and the state, and the periodical characteristics in the development history of the Education of Marxism in Tsinghua University from 1949 to 1966 , it can be roughly divided into four stages including 1949-1952, 1953-1956, 1957-1960 and 1961-1966. For each stage mentioned above, the different curriculum, institutions and the faculty, teaching materials, teaching methods and ideological trends among young student are going to be analyzed. Thirdly, the paper also plans to state distinctive characteristics of the Education of Marxism in Tsinghua University in 1949-1966, such as a continuous revolutionary tradition, a sense of historical mission, the training objective called red and expert, an ideological field with broad influence. Finally, the experience and inspiration of Marxism in Tsinghua University from 1949 to 1966 need to be summarized. In the new historical era, the party's overall leadership in the Education of Marxism must be always persisted; the status of political theory course in systematic theoretical education must be emphasized; the excellent Marxism education faculty must be built; the basic role of Marxism education materials must be fully played; a combination of Marxism education and other political and ideological work must be actively promoted.