Xuejiao Xu, Siqin Yang

Jiangsu Lishui Vocational School

Abstract：

This study addresses ongoing reforms to Ideological and Political (I&P) courses in secondary vocational schools and proposes actionable pathways for embedding the “craftsman spirit”—pursuit of excellence, professional integrity, and innovation—into course objectives, instructional content, and learning contexts. We construct a three- dimensional integration model linking “objectives–content–contexts.” Methodologically, drawing on a systematic literature review and school–enterprise consultations, we assemble a demonstrative dataset (N = 612) to evaluate scale reliability, validity, and regression paths, and we pilot task-oriented designs with evidence-chain assessment in mechatronics and finance classrooms. Results indicate robust reliability across the three dimensions (α = 0.84–0.89) and sampling adequacy (KMO = 0.86). Each dimension exerts significant positive effects along the pathway from course satisfaction to professional identity to job competence. Moreover, embodied practice, project-based learning, and dual- mentor collaboration significantly enhance key indicators (quality awareness, rule-of-law & integrity, technological innovation), while authentic enterprise problem contexts strengthen students’ professional identity and improvement motivation. We conclude that the coupled mechanism of “authentic tasks–techno-ethics–evidence-chain evaluation” is pivotal for integrating the craftsman spirit into I&P courses and provides a replicable framework for course redesign, instructional organization, and aligned evaluation.

Key Words：

“Craftsman Spirit”; secondary vocational education; ideological and political course; three-dimensional integration model; course redesign