Innovative Research on the Path and Mode of Classroom Teaching in Higher Vocational Colleges and Universities by Integrating Local Cultural Elements into Classroom Teaching
Publié en ligne: 19 mars 2025
Reçu: 03 nov. 2024
Accepté: 20 févr. 2025
DOI: https://doi.org/10.2478/amns-2025-0362
Mots clés
© 2025 Haitao Yang et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
With the rapid development of China’s economy and the continuous change of social structure, the demand for higher education is also increasing. Among the different stages of higher education, higher vocational education, as an important way to cultivate practical and technical talents, has received wide attention from the society [1-4]. Due to the social demand for technical talents, higher vocational colleges and universities pay more attention to the cultivation of students’ professional knowledge and practical ability, and local cultural education is usually marginalized. Many higher vocational colleges and universities do not have specialized local culture education courses, and students’ understanding of traditional culture usually only stays in scattered traditional festivals and customs, while their deep understanding and inheritance of Chinese local culture is relatively weak [5-8].
Local culture refers to the culture with unique characteristics formed in a specific place, which includes local history, geography, national customs, traditional culture and so on. Local culture and education are an interconnected and interactive relationship [9-12]. Education is an important part of local culture, and at the same time, local culture also has an important influence and shaping effect on education. In a place, education is not only influenced by local culture, but also shapes the education mode and values with local characteristics, and at the same time promotes the traditional protection and innovative development of local culture through the inheritance and dissemination of education [13-16]. As the inheritors and innovators of local culture, higher vocational colleges and universities should integrate local culture into education in order to cultivate students’ sense of identity and love for local culture and enhance their cultural confidence [17-19].
This study focuses on the key elements of teaching in higher vocational colleges and the dissemination and inheritance of local culture, and selects overseas Chinese culture to explore the realization path of the integration of local culture and teaching in higher vocational colleges. This paper has researched the connotations, composition, and types of overseas Chinese culture, and analyzed the teaching value of overseas Chinese culture integrated into higher vocational education in-depth in combination with higher vocational education. Then, through the empirical analysis of the higher vocational colleges and universities in Jiangmen City as an example, it researches the plight of overseas Chinese culture integration into higher vocational teaching and the influence on the teaching of culture integration. On this basis, this paper optimizes and innovates the teaching mode of “five lines in one” and proposes the teaching mode of “five lines and three dimensions” in higher vocational colleges and universities, which provides a realistic path for the application and practice of the integration of overseas Chinese culture into higher vocational colleges and universities’ classroom teaching.
Overseas Chinese hometowns are a platform for exchanges between Chinese and foreign civilizations, demonstrating the tolerance and self-confidence of Chinese civilization. Overseas Chinese hometowns are adjacent to overseas countries and have good relations with their overseas relatives, and Jiangmen City, commonly known as “Jiangmen Wuyi”, is known as “China’s No. 1 Overseas Chinese Hometown”. Overseas Chinese in Wuyi have left a profound material and spiritual cultural heritage for the Chinese nation, namely Wuyi Overseas Chinese Culture. Rooted in Chinese culture, Wuyi Overseas Chinese Culture has widely absorbed the beneficial achievements of foreign cultures, forming a unique cultural type that blends the East and the West, and is one of the important parts of Guangfu Culture under Lingnan Culture. The culture of overseas Chinese in Wuyi can be roughly summed up as “patriotism and love for one’s hometown, respect for literature and goodwill, openness and compatibility, harmony and civilization, and entrepreneurship and hard work.” Wuyi Overseas Chinese Culture is the spiritual and cultural conglomeration of all overseas Chinese people who are brave enough to develop and innovate, dare to take risks, and strive for self-improvement and hard work. Love for the motherland and hometown is the soul essence of Wuyi Overseas Chinese Culture, pioneering and innovation is the unceasing spiritual driving force of Wuyi Overseas Chinese Culture, and inclusiveness, absorption and reference is the unique mark of Wuyi Overseas Chinese Culture.
As one of the components of Lingnan culture, Wuyi Overseas Chinese Culture is distinctly different from the traditional Chinese village culture. Wuyi Overseas Chinese Culture is mainly based on the traditional Chinese culture, supplemented by the western foreign culture, and is a multicultural collection that is compatible with Wuyi local culture, western foreign culture, overseas Chinese culture, Hong Kong and Macao culture, fully reflecting the combination of the East and the West. Wuying Overseas Chinese Culture is unique in the Chinese culture system, as it not only continues traditional Chinese culture but also crystallizes the exchange and fusion of Chinese and Western cultures. As an integral part of Chinese culture, the formation and development of Wuyi Overseas Chinese Culture has enriched the connotation of Chinese culture, expanded the forms of Chinese culture, demonstrated the ethnicity and diversity of Chinese culture, and greatly enhanced the vitality of Chinese culture.
As shown in Figure 1, Wuyi Overseas Chinese Culture is unique in the Chinese cultural system, with a long history and various types, which can be roughly divided into material Wuyi Overseas Chinese Culture and spiritual Overseas Chinese Culture. The material Overseas Chinese Culture of Wuyi includes Wuyi elites, Wuyi monuments and buildings, and Wuyi letters and grants, while the spiritual Overseas Chinese Culture of Wuyi includes Wuyi heroes and revolutionaries, Wuyi dialects, Wuyi folk customs, Wuyi literature and craftsmanship, and Wuyi charitable culture.
The type of Chinese nationality culture
The teaching value of integrating overseas Chinese culture is shown in Figure 2. This is mainly manifested in five aspects: local cultural charm, teaching innovation, teaching resources, teaching characteristics, and cultural development. The integration of overseas Chinese culture elements can enhance the humanistic charm of classroom teaching in higher vocational colleges and universities, help add a humanistic flavor and life atmosphere to the classroom, help students better absorb and understand the knowledge of the textbook, and solve the problem of esoteric and difficult to understand the theoretical knowledge of the textbook. Secondly, the use of the familiar cultural resources of Wuyi Overseas Chinese around the students as the curriculum resources for teaching can not only attract the attention of the students and enrich the content of the curriculum, but also help to highlight the key points of teaching and break through the teaching difficulties, so that the effect of teaching is twice as effective with half the effort.
The teaching value of the cultural integration of overseas Chinese
The integration of Wuyi Overseas Chinese Cultural Resources into teaching, activating the theoretical contents with cultural materials, turning the profound theoretical lectures and strong value instilling into real and palpable value guiding and character shaping not only helps students absorb the essence of Wuyi Overseas Chinese Cultural Resources but also enhances the students’ sense of political identification with their family, country and party, and improves their public awareness and ability to participate in the construction of their hometowns, which is in line with the direction of the teaching innovation and reform. At the same time, the collection, excavation, sorting, screening, and integration of Chinese cultural resources from overseas are being carried out in Wuyi. This process requires teachers to learn and create continuously, and is an effective way for teachers to improve their ability to develop curriculum resources and promote their professional development.
Fully explore the cultural resources of Wuyi overseas Chinese and apply them in the classroom teaching of higher vocational colleges and universities, which can inject a living soul into the teaching, help to bring the theoretical knowledge closer to the real life of the students, meet the educational needs of the students, and help to explore the effective path to realize the combination of commonality of the content of the unified textbook and personalization of the specific content of the teaching, which can fully highlight the highlights of the curriculum reform and the characteristics of the civic affairs class of the local schools. Personalized and regionalized schooling characteristics.
Finally, classroom teaching in higher vocational colleges and universities should selectively apply the cultural resources of Wuyi Overseas Chinese Culture, pass on the excellent Wuyi Overseas Chinese Culture to students, deepen students’ cognition and recognition of Wuyi Overseas Chinese Culture, drive more people to actively understand and study Wuyi Overseas Chinese Culture, update the mode of cultural expression and infuse new connotations of the times in the process of passing on Wuyi Overseas Chinese Culture, and achieve creative transformation and innovative development of Wuyi Overseas Chinese Culture, and ultimately realize the creative transformation and innovative development of Wuyi Overseas Chinese Culture. This will result in the creative transformation and innovative development of Wuyi’s Chinese culture in the overseas, and ultimately ensure the unending growth and continuity of Wuyi’s Chinese culture overseas, which will enhance the influence of Chinese culture.
In this paper, the dilemma of integrating overseas Chinese culture into higher vocational classroom teaching was revealed through questionnaire analysis, taking W higher vocational colleges in Jiangmen City as an example. The questionnaire options of this study were set up using the Likert five-point scale model, i.e., 1~5 points, with the higher scores indicating the more satisfied. The questionnaires were distributed after passing the reliability test to a total of 456 copies, of which the number of teachers was 56 and the number of students was 400. The descriptive analysis of the teaching situation is shown in Table 1, and the dimensions of the investigation of the teaching situation include cultural integration, cultural introduction, cultural expression, pedagogical integration, teaching materials integration, and teaching methods. As can be seen from the table, the average scores of all dimensions of the teaching situation are above 3, indicating that the overall teaching situation of integrating diaspora culture into the higher vocational classroom is at a good level. Among them, the mean values of culture introduction and teaching method are over 3.5, which are 3.75 and 3.55 respectively, and the standard deviation is between 0.755 and 0.602 respectively. The mean scores of the two dimensions of textbook integration and cultural integration are relatively low, 3.02 and 3.16 respectively, which shows that most of the people think that cultural introduction and teaching methods are better compared to the other dimensions, while there is still a need for further improvement in textbook integration and cultural integration. Overall, although the overall average score of 3.39 for each dimension is at a good level, the low composite score means that there are still problems in the teaching process of diaspora culture integration in W higher vocational colleges and universities, especially in the effect of teaching materials and integration, and there is a need to improve the teaching mode of culture integration.
Descriptive analysis of teaching process
| Dimension | N | Min | Max | Mean | SD |
|---|---|---|---|---|---|
| Cultural integration | 456 | 2 | 5 | 3.16 | 0.675 |
| Cultural import | 456 | 2 | 5 | 3.75 | 0.755 |
| Cultural expression | 456 | 3 | 5 | 3.48 | 0.846 |
| Teaching fusion | 456 | 2 | 5 | 3.42 | 0.875 |
| Textbook fusion | 456 | 2 | 5 | 3.02 | 0.830 |
| Teaching method | 456 | 2 | 5 | 3.55 | 0.602 |
The descriptive analysis of the teaching effect is shown in Table 2, and the teaching effect of cultural integration is divided into six aspects, including teaching achievement, teaching satisfaction, cultural integration effect, learning interest cultivation, professional competence cultivation, and cultural quality cultivation, which are noted as WS1~WS6 respectively. Observations show that the average score of professional competence cultivation is the highest, which is more than 4, at 4.12, and is at the level of excellence. The mean scores of teaching performance and cultural integration effect are both higher than 3, at 3.95 and 3.05 respectively, while the mean scores of teaching satisfaction and learning interest cultivation are both lower than 3. From the perspective of the teaching of diaspora culture integration, although the teaching achievement and professional ability development have a relatively good level, the students’ satisfaction evaluation of teaching is low, while the students’ lack of interest in learning is difficult to sustain the enthusiasm of learning. While the integration of Chinese culture from overseas and the cultivation of cultural quality have been recognized to a certain extent, there is still room for improvement. Taken together, the teaching effect of the diaspora culture integration course has a comprehensive score of 3.14, which is at a good level, but for the dimension scores vary greatly. The teaching effect pays too much attention to professional abilities and learning achievements, but neglects the cultivation of cultural quality and students’ learning interests.
Descriptive analysis of teaching effect
| Dimension | N | Min | Max | Mean | SD |
|---|---|---|---|---|---|
| Academic achievement | 456 | 3 | 5 | 3.95 | 0.532 |
| Teaching satisfaction | 456 | 2 | 5 | 2.16 | 0.815 |
| Cultural fusion effect | 456 | 2 | 5 | 3.05 | 0.554 |
| Study interest culture | 456 | 2 | 5 | 2.46 | 0.621 |
| Professional training | 456 | 3 | 5 | 4.12 | 0.345 |
| Culture and quality ability culture | 456 | 2 | 5 | 3.12 | 0.687 |
To analyze the impact of integrating overseas Chinese culture on teaching effectiveness more comprehensively, this paper investigates and analyzes three higher vocational colleges and universities in Jiangmen City. The research is conducted in terms of the content of the integration of overseas Chinese culture, the method of integration, the support for integration, and the effect of teaching integration. The survey questionnaire adopts the online survey mode, after passing the reliability test, a total of 3,350 copies were issued, 3,342 copies were recovered, 3,285 copies were valid questionnaires, and the validity rate of the questionnaire was 98%.
The results of the correlation analysis of the integration of diaspora culture are shown in Table 3, which shows that there are extremely significant positive correlations between the content of diaspora culture integration, the integration mode, the integration support and the teaching effect of integration, with P less than 0.005. The correlation coefficients of the integration mode with the content of integration and the teaching effect of integration are relatively higher, with 0.615 and 0.695, which indicates that there is a strong correlation between the content of integration and the mode of integration, the teaching effect of integration and the teaching effect of integration. Teaching effectiveness indicates that there is a strong correlation between integration content, mode of integration, and support. Although there is also a correlation between integration approach and integration support, the correlation coefficient is 0.137, which is a low positive correlation, but this correlation is very significant. The significance level of all correlations is very high, (p-value less than 0.005), emphasizing the robustness of these findings. Although these correlation coefficients indicate the existence of a positive correlation, they also have their own independent contributions or influences, and the existence of these correlations provides a basis for further impact studies.
The correlation analysis results of the cultural fusion of overseas Chinese
| Dimension | Incorporate content | Blending mode | Incorporate support | Integrated teaching effect |
|---|---|---|---|---|
| Incorporate content | 1 | |||
| 0.000*** | ||||
| Blending mode | 0.615 | 1 | ||
| 0.001*** | 0.000*** | |||
| Incorporate support | 0.484 | 0.137 | 1 | |
| 0.000 | 0.001*** | 0.000*** | ||
| Integrated teaching effect | 0.458 | 0.695 | 0.547 | 1 |
| 0.000*** | 0.000*** | 0.000*** | 0.000*** |
The results of the regression analysis of diaspora cultural integration are shown in Table 4. The dependent variable of this study is the teaching effectiveness of diaspora cultural integration. The results of the linear regression analysis were designed to explore how the integration content and the integration modality, and the integration support affect the teaching effectiveness of integration. The R2 value of the model was 0.685, meaning that all the independent variables, i.e., integration content, integration approach, and integration support together explained 68.5% of the variance in integration teaching effectiveness. The adjusted R2 value of 0.712 is slightly higher than the original R2 value, indicating that the model has some explanatory power. F is 21.905 with a p-value of less than 0.005, indicating that at least one of the independent variables is a statistically significant predictor of inclusion teaching effectiveness. The constant term (intercept) was 6.452 with a p-value of less than 0.001, implying that the expected value of the status quo of the inclusion effect is 6.452 when all independent variables are 0. The unstandardized coefficients for inclusion content, inclusion approach, and inclusion support were 0.285, 0.312, and 0.223, respectively, further suggesting that these variables are significant and positive predictors of inclusion teaching effectiveness.
The regression analysis results of the cultural integration of overseas Chinese
| Variable constant | Nonnormalized coefficient | Normalization factor | T | P | VIF | R2 | Adjusted R2 | F | |
|---|---|---|---|---|---|---|---|---|---|
| B | Standard error | Beta | |||||||
| Incorporate content | 6.452 | 0.902 | — | 8.412 | 0.000*** | — | 0.685 | 0.712 | F=30.125 P=0.001*** |
| Blending mode | 0.285 | 0.041 | 0.162 | 3.542 | 0.000*** | 1.045 | |||
| Incorporate support | 0.312 | 0.035 | 0.242 | 4.145 | 0.000*** | 1.045 | |||
| variable | 0.223 | 0.044 | 0.189 | 4.223 | 0.000*** | 1.045 | |||
According to the analysis of the influencing factors of the teaching effect of the integration of overseas Chinese culture, it can be seen that the content and the way of integration and the support of integration have a positive influence on the effect of the integration of teaching. Therefore, based on the above three aspects, this paper constructs a “five-line three-dimensional” innovation model of higher vocational classroom teaching, and the framework of the teaching model is shown in Figure 3.
“Five line 3d” vocational classroom teaching innovation model
The “five lines in one” teaching mode takes the overseas Chinese culture situation as the starting point, takes professional knowledge as the core, takes the improvement of literacy as the purpose, and connects culture, knowledge and literacy into a teaching whole. At the same time, with the activities of teachers and students as the way and practical application as the direction, the teaching activities and specific applications as the articulation, so that the core elements of teaching is more compact, the teaching vein is more fluent, the teaching process is more smooth, and the teaching ideas are more clear. The “culture line”, “activity line”, “knowledge line”, “application line” and “literacy line” are five parallel lines, which fully solve the problems and conflicts of “how to learn”, “what to learn” and “why to learn”. Problems and contradictions, and at the same time better integration of overseas Chinese culture into chemistry teaching, for the overall development of students has an important role. However, the specific implementation of the traditional “five lines of unity” teaching mode is too vague, which is not conducive to the promotion and integration of the “five lines”. This paper considers comprehensively, under each core element and add “three-dimensional” content to ensure the smooth implementation of the “five lines”, “three-dimensional” content based on the content of teaching integration and integration mode and the support of integration, the integration of diaspora and the development of the five lines. The “three-dimensional” content is based on the content and integration mode of teaching and learning, as well as the support of integration, taking the phenomenon of overseas Chinese culture as the starting point, and pursuing the essence of the cultural phenomenon through life activities, teacher and student activities, in order to realize the comprehensive integration of overseas Chinese culture in the cultural curriculum, curriculum ideology and politics, skills training, and innovation and entrepreneurship, so as to solve the practical problems and promote the comprehensive development of students’ comprehensive literacy. The implementation and formulation of “three-dimensional” content is not static, but should be adjusted according to the actual situation of teaching, you can adjust its logical order, you can also adjust the corresponding number of positions. In short, the implementation and optimization of the “five-line three-dimensional” teaching mode must take into account the characteristics of teachers, students, teaching the actual situation, and promote the overseas Chinese culture rooted in this large flower garden of higher vocational education, so that the flower of culture blossomed in the hearts of teachers and students.
This paper explores the effective path of linking Jiangmen overseas Chinese culture with the classrooms of higher vocational colleges and universities, and proposes an innovative teaching mode of “five lines and three dimensions” by analyzing the connotation of overseas Chinese culture and combining the dilemma of integrating overseas Chinese culture into the teaching of higher vocational colleges and universities with the influencing factors.
In the process of integrating overseas Chinese culture into the teaching of higher vocational colleges and universities, the average scores of the dimensions of cultural integration, cultural introduction, cultural expression, teaching integration, teaching materials integration, and teaching methods are all above 3. However, the average scores of the dimensions of teaching materials integration and cultural integration are relatively low, 3.02 and 3.16 respectively. In addition, in terms of the teaching effect, the average score for the cultivation of professional competence is 4.12, which is at the excellent level. The average scores of teaching achievement and cultural integration effect are both higher than 3, while the average scores of teaching satisfaction and learning interest cultivation are only 2.16 and 2.46. Taken together, the overall average scores of teaching situation and cultural integration teaching effect are 3.39 and 3.14, which are at a good level but for the dimension scores vary greatly, the teaching materials do not match cultural integration, and the teaching effect focuses too much on professional The teaching effect is too much attention to the professional ability and academic performance but neglects the cultivation of cultural quality and students’ interest in learning, and there are still many problems in the process of overseas Chinese culture integration, and it is necessary to further improve the teaching mode.
On this basis, this paper analyzes the factors affecting the integration of diaspora culture into higher vocational teaching, in which the P between the integration content, integration mode, integration support and integration teaching effect of diaspora culture is less than 0.005, and there is a significant positive correlation. The correlation coefficients between integration mode and integration content and integration teaching effect are relatively higher, respectively 0.615 and 0.695. The correlation coefficient between integration mode and integration support is 0.137, which is a low positive correlation. The unstandardized coefficients of integration content, integration mode and integration support are 0.285, 0.312 and 0.223 respectively, indicating that the content and mode of diaspora culture integration as well as the support of integration have a positive influence on the effect of integration teaching. Therefore, based on the above three aspects, this paper constructs the “five lines and three dimensions” innovation model of higher vocational classroom teaching, which provides practical methods for promoting the development of overseas Chinese culture and improving the effect of cultural integration.
This research was supported by the 2023 Higher Vocational Education Teaching Research and Practice Project of Guangdong Provincial Department of Education: “Construction and practice of ‘culture +’ education system of higher vocational normal majors under the background of Chinese modernization” (Subject No.: 2023 JG 484) Stage results; Jiangmen Vocational and Technical College 2022 University - level Education and Teaching Achievement Award cultivation project stage achievements; Achievements of the 2024 Guangdong Provincial Education Science Planning and Moral Education Special Project “Literary and Moral Casting Soul: Research on the Innovation of ‘Culture +’ Education Model in Higher Vocational Colleges under the Vision of Chinese Modernization”(Declaration project).