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 historical accumulation of interactions, exchanges, and integration among multiple ethnic groups in the northern frontier region with Inner Mongolia as its core, and serves as a vivid teaching material for consolidating the sense of community for the Chinese nation. Integrating it into the "Walking Ideological and Political Course" in universities faces multiple pedagogical transformation issues, such as semiotic translation, spatial adaptation, and meaning generation. From the perspective of ideological and political education, this study analyzes the spatial narrative and embodied experiential attributes of walking-based teaching, and constructs a hierarchical model of cultural identity internalization in practice. On this basis, it explores the coupling conditions between regional cultural traits and mobile teaching forms, designs a progressive sequence from cultural perception to political identity, and clarifies the logic of collaborative integration and dynamic adaptation of teaching elements. Furthermore, it proposes strategies for teaching scene reconstruction and spatial activation based on cultural geography, establishes multimodal encoding of cultural resources and curriculum embedding methods, and reveals the interactive pathways of meaning generation and value internalization for learning subjects. This study aims to provide a theoretical framework for the effective integration of Northern Frontier Culture into the "Walking Ideological and Political Course", promote the systematic transformation of regional cultural resources into ideological and political education resources, and contribute to consolidating the sense of community for the Chinese nation.