Under the context of curriculum-based ideological and political education, how to deepen cultural identity and value guidance through subject teaching has become an important research topic. This study takes the high school General Technology curriculum as its focus, employing textbook analysis and teaching practice (covering 152 students across 3 classes) to systematically explore cultural educational elements from traditional technical literature and construct a three-step teaching model of “context-practice-reflection.” Quantitative data demonstrates significant improvements in students’ cultural identity (+23%) and the cultural expression in their technical works (+24%). The research provides an operable practical paradigm for the integration of technical courses and cultural education, offering exemplary value for educational reform.