Abstract: Grounded in the Marxist philosophy of praxis, this study examines the synchronized advancement of Ideological and Political Education (IPE) curriculum development and the dissemination of the Communist Party of China’s (CPC) innovative theories. It argues that this “synchronized advancement” is not merely an external policy requirement, but a concrete manifestation and intrinsic necessity of the dialectical relationship between theory and practice within the educational field. Oriented toward cultivating “real human beings”, this process is rooted in shared social practice and realizes a dialectical movement of “bidirectional objectification” between theory and reality through the unique practice of IPE courses. Its ideal form embodies a practice-based co-constitution between the “source” of the CPC’s innovative theories and the “stream” of IPE, a dialectical unity of truth-seeking and value-shaping in historical progression, and a continuous development tested by practice. However, there are numerous issues in the current process of “simultaneous advancement”: the disconnect between theoretical supply and pedagogical transformation, the gap between subject capacity and practical demands, and the deviation of evaluation mechanisms from practice-oriented guidance. To deepen this advancement, it is imperative to construct a teaching system centered on “practical pedagogy”, enhance teachers’ “practical theoretical literacy”, and establish evaluation standards aimed at “practical efficacy”.