Research on the Practical Teaching Pathways of Integrating Northern Frontier Culture into the "Walking Ideological and Political Course" in Universities

Abstract

Northern Frontier Culture is the result of a long period of contact, exchange and integration among many ethnic groups in the northern frontier area with Inner Mongolia as the core area, and it provides a good teaching material for strengthening the sense of community of the Chinese nation. There are many problems in the teaching transformation of adding it to the "Walking Ideological and Political Course" at universities, such as semiotic translation, spatial adaptation and meaning creation. Spatial Narrative and Embodied Experiential Quality of Walking-based Teaching: Addressing the Problem of Ideological and Political Education and Building a Hierarchical Model for Internalising Cultural Identity in Practice. Based on the above, this paper studies the coupling conditions of regional cultural traits and mobile teaching forms, develops a progressive sequence from cultural perception to political identity, and explains the logic of collaborative integration and dynamic adaptation of teaching elements. Teaching Strategies for Scene Reconstruction and Spatial Activation Based on Cultural Geography have been proposed; Multimodal Encoding of Cultural Resources and Curriculum Embedding Methods have been developed; and the Interactive Paths of Meaning Generation and Value Internalisation in Learning Subjects have also been studied. The purposes of this paper are to offer a theoretical basis for the good integration of Northern Frontier Culture in the "Walking Ideological and Political Course", promote the systematic use of regional cultural resources for ideological and political education, and contribute to strengthening the sense of belonging of the Chinese nation.