Research on the Integration Path and Practice of Philosophical Thinking in Higher Vocational Ideological and Political Education
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Abstract
This paper addresses problems in ideological and political education in higher vocational colleges, including abstract theoretical content and weak connection with professional practice. It proposes a “three-dimensional progressive” integration path that embeds philosophical thinking into the teaching process. Taking the characteristics of different majors into account, course content is reconstructed through modular design; the teaching process is reorganized through contextualized tasks, problem creation, and scenario construction; and the evaluation system is transformed into a diversified system combining process evaluation, work evaluation, and developmental evaluation. Experimental research in two higher vocational colleges shows that this path significantly improves students’ critical thinking disposition. The experimental group achieves a mean gain of 43.1 points on the CTDI-CV, increasing from 258.3 to 301.4, and significantly outperforms the control group. The effect size reaches Cohen’s d = 1.32. The path also improves learning experience, with teaching satisfaction reaching 4.4 out of 5, and promotes consistency between value identification and behavioral intention.
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