The Breakthrough of Dilemmas and Innovative Paths in the Construction of High-Quality Courses in Higher Vocational Education Driven by the Reform of the Three Teachings

Yong Li

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¹ Heilongjiang Communications Polytechnic, Harbin 150025, Heilongjiang, China,

erd 2026 , 8(2), 88–94; https://doi.org/10.26689/erd.v8i2.14178

© 2026 by the Authors. Licensee Whioce Publishing, Singapore. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International License ( https://creativecommons.org/licenses/by/4.0/ )

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Abstract

As the core grasp for the connotative development of higher vocational education, the reform of the Three Teachings (teachers, teaching materials, teaching methods) provides fundamental guidelines and practical directions for the construction of high-quality courses. Guided by the core standards of “double characteristics and one degree” (innovation, practicality, and challenge), the construction of high-quality courses in higher vocational education aims to solve problems such as homogenization of traditional courses, insufficient practicality, and disconnection from industrial needs. Based on the core requirements of the reform of the Three Teachings, this paper analyzes the current dilemmas faced by the construction of high-quality courses in higher vocational education in terms of faculty strength, teaching material system, teaching implementation, and evaluation mechanism. Combined with the professional and market-oriented nature of higher vocational education, it explores targeted breakthrough strategies and innovative paths, providing theoretical references and practical insights for promoting the iterative upgrading of higher vocational course quality and cultivating high-quality technical and skilled talents.

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