Abstract:

The construction of industry-education integrated first-class undergraduate courses constitutes an important practical innovation for deepening teaching reform in higher education and responding to industrial demand. Grounded in the Triple Helix theory of innovation, Tyler’s principles of curriculum development, and situated learning theory, this study systematically elaborates the construction connotation, development principles, and practical pathways of industry-education integrated first-class undergraduate courses. In terms of construction connotation, such course construction emphasizes the coordination between the education chain and the industrial chain through six key dimensions, including value orientation and practice-based teaching. With respect to development principles, it highlights adherence to four core guidelines, most notably a student development-centered orientation. Regarding practical pathways, the study underscores the reverse design of course objectives based on industrial demand, the reconstruction of course content characterized by higher-order learning, innovativeness, and an appropriate level of challenge, the innovation of practice-oriented teaching methods, and the establishment of a dual-dimensional “process-outcome” evaluation system. These approaches aim to effectively address challenges such as insufficient university-industry collaboration and the lag of course content behind actual industrial needs.

Key words: industry-education integration, first-class undergraduate courses, construction connotation, development principles, practical pathways