Li Guosong

Zibo Polytechnic University

Abstract：

Guided by the philosophy of subjectivity education, higher vocational colleges are in urgent need of modular reform in their traditional culture curriculum to achieve an organic integration of knowledge transmission, professional identity formation, and cultural cultivation. In response to the prevailing problems in current traditional culture courses—namely, fragmented teaching content, insufficient practical orientation, and the weakening of student subjectivity—this study, grounded in the student-centred educational concept, proposes a path of modular restructuring of curriculum content. The aim is to enhance the effectiveness and contemporaneity of traditional culture courses, and to provide theoretical references and practical paradigms for the reform of cultural education models in higher vocational institutions.

Key Words：

subjectivity education; higher vocational colleges; traditional culture; teaching reform