Exploration on the "Three Teachings" Reform Path of College Chinese Courses in Vocational Colleges in the Era of Integrated Media

Abstract

This study investigates the reform trajectory of College Chinese courses in vocational colleges under the paradigm shift driven by integrated media technologies. Grounded in pedagogical adaptation theory and curriculum responsiveness frameworks, the research examines how the 'Three Teachings'---teaching materials, teaching methods, and teacher competence---are being reconfigured to meet evolving communicative, cognitive, and occupational demands. A mixed-methods design was employed across twelve vocational institutions, incorporating classroom observation protocols, instructor interviews, student performance analytics, and syllabus audits conducted over two academic years. Findings indicate a pronounced divergence between institutional policy intent and classroom implementation: while digital teaching materials show high adoption rates, their integration remains largely additive rather than transformative; teaching methods increasingly incorporate multimedia delivery but lack systematic scaffolding for critical media literacy; and teacher competence development exhibits significant asymmetry---technical familiarity outpaces pedagogical fluency in multimodal instruction. The reform process is further mediated by infrastructural constraints, assessment inertia, and curricular silos that limit cross-disciplinary alignment. This paper proposes a phased, ecology-sensitive reform model emphasizing iterative co-design, scaffolded professional learning communities, and competency-aligned assessment recalibration. It argues that sustainable transformation requires moving beyond tool substitution toward epistemic reorientation---where language education actively cultivates integrative meaning-making capacities essential for vocational identity formation in networked public spheres.