初高中思政课一体化建设从德育和人才培育的核心出发，整合初高中阶段的教材设计、课堂实施、师资配备和评价机制，以确保各阶段教学目标的协同、教学流程的连贯和教学内容的递进。在这个框架下，融入红色文化应当以一体化的视角，整合各学段的关键元素，构建一个完整的红色文化应用体系，以期使红色文化能在初高中思政课一体化中形成递进式的、有针对性且贯通性的应用。目前有关红色文化融入初高中思政课一体化的实践所面临的问题包括：红色文化在各阶段的融入度不高，缺乏针对性和连续性；不同阶段之间的教学过渡不顺畅；以及教师在红色文化应用上的整体性和连贯性不足。这些问题的主要根源在于未能充分理解各阶段的教学规律，各阶段之间缺乏有效的沟通，以及教师在一体化应用红色文化方面的技能有待提升。针对上述问题，提出以下解决方案：首先，尊重并遵循各阶段的教学特点，提升红色文化融入其中的针对性；其次，促进各阶段之间的交流与衔接，采用逐级递进的方式融入红色文化；最后，加强教师团队的培养，提高他们在红色文化实践中的专业素养。研究的最终目的是能够探索出一套教学模板应用于一线教学中，在一体化构建的框架下提升红色文化的实际应用效果。这就需要在具体实践教学中整合初高中思政课内容，从针对性、衔接性、贯通性的角度挖掘红色文化融入其中的方式，从而深入传承红色精神，为德育和人才培养提供创新性的实践路径。

From the core of moral education and talent cultivation, the integrated construction of junior and senior high school civics and politics courses integrates the design of teaching materials, classroom implementation, teacher staffing and evaluation mechanisms at the junior and senior high school levels, in order to ensure synergy in the teaching goals, coherence in the teaching process and progression in the content of the teaching at each stage. Under this framework, the integration of red culture should be based on the perspective of integration, integrating the key elements of each stage, and constructing a complete system of red culture application, so that red culture can be applied progressively, purposefully and coherently in the integration of junior and senior high school Civics courses. Problems faced by the current practice of integrating red culture into the Civics and Political Science classes of junior and senior high schools include: the low degree of integration of red culture in each stage, the lack of relevance and continuity; the lack of smooth transition between different stages of teaching and learning; and the lack of wholeness and consistency in the application of red culture by teachers. The main root causes of these problems lie in the failure to fully understand the teaching rules of each stage, the lack of effective communication between stages, and the need to improve teachers' skills in integrative application of red culture. To address these problems, the following solutions are proposed: first, respect and follow the teaching characteristics of each stage to enhance the relevance of red culture integration; second, promote communication and articulation between stages and adopt a step-by-step approach to integrating red culture; and lastly, strengthen the cultivation of the teacher team to improve their professionalism in red culture practice. The ultimate goal of the research is to be able to explore a set of teaching templates to be applied in front-line teaching, and to enhance the practical application of red culture under the framework of integrated construction. This requires the integration of the content of junior and senior high school civics and political science classes in specific practical teaching, and the exploration of the way in which red culture is integrated from the perspective of relevance, articulation, and coherence, so as to deeply inherit the red spirit and provide innovative practical paths for moral education and talent cultivation.