Innovative Research on the Path and Mode of Classroom Teaching in Higher Vocational Colleges and Universities by Integrating Local Cultural Elements into Classroom Teaching

In the history of human social development, the Chinese nation has formed a profound and unique Chinese culture, and Chinese traditional culture and regional culture have continued to become a research hot spot in education and teaching. And the Jiangmen Wuyi area, as the first overseas Chinese hometown, has abundant cultural resources of Chinese culture. Therefore, this study takes materials from life, actively develops and applies local resources, and selects overseas Chinese culture to analyze its connotations in depth. It also analyzes the teaching value of integrating overseas Chinese culture into teaching from five aspects: local cultural charm, teaching innovation, teaching resources, teaching characteristics, and cultural development. Through research and analysis of overseas Chinese culture, we can address the development of higher vocational curriculum teaching predicaments and regression analysis of factors affecting the effect of cultural integration. The overall average scores of the teaching situation of overseas Chinese culture integration in higher vocational classes and the teaching effect of culture integration are 3.39 and 3.14, among which the average scores of the dimensions of textbook integration and culture integration are relatively low, 3.02 and 3.16 respectively, and the average scores of teaching satisfaction and learning interest cultivation are lower than 3, which indicates that there are still many problems in the teaching process of overseas Chinese culture integration. On the other hand, there is a significant positive correlation between the integration content, integration mode, integration support and integration teaching effect of overseas Chinese culture, with p less than 0.005. The unstandardized coefficients of the integration content, integration mode and integration support are 0.285, 0.312 and 0.223, respectively, which indicate that these variables have a significant positive predictive effect on the integration teaching effect. Thus, this paper proposes an innovative and optimized teaching model of “five lines and three dimensions” to promote the application of overseas Chinese cultural resources in classroom teaching in higher vocational colleges and universities, and to enhance the charm and effectiveness of teaching.