Content area
When systematically analyzing the "Finance" course in the school, a three-dimensional integrated curriculum reform practice is implemented by reshaping the three-level curriculum objectives of "state - society - individual", developing teaching content that integrates "modularization-localization - cutting-edge", using the "O-PRAISE" situa- tional teaching method, and constructing a diversified collaborative evaluation system. In this pa- per, taking the three-dimensional integration of "value - ability - knowledge" as the framework, the reform practice of the "Fi- nance" course at Yangtze University, a key university in Hubei Province, is taken as an example to systematically summarize its construction mode, aiming to provide a first-class course construc- tion path for local universities to learn from. 1 Connotation of three-dimensional integration framework of "value -ability - knowledge" The construction of new liberal arts is a profound educational paradigm change, which essentially aims to break down traditional disciplinary barriers, reconstruct students' knowledge systems, thinking patterns, and value judgments through cross integration, and cultivate composite talents who can cope with the complex challenges of future society. The three-level goal system has formed an organic whole from macro to micro, from external norms to internal conscious- ness, providing a clear value guidance framework for teaching implementation. 2.2 Teaching content reconstruction; creating an integrated carrier of "modularization-localization-cutting-edge" 2.2.1 Modular system design; building a clear layered curricu- lum framework. Taking "Financial Markets" as an example, the knowl- edge objective is to master market functions and product types, the ability objective is to cultivate the ability to analyze and design financing plans, and the value objective is to guide students to un- derstand the importance of capital markets serving national strate- gies through typical cases.
Abstract Against the dual background of deepening the construction of new liberal arts and implementing the "Double Ten Thousand Plan" for first- class undergraduate courses, local universities urgently need to explore distinctive curriculum construction paths. Based on the requirements of the new liberal arts connotation, this paper constructs a three-dimensional integrated framework of "value guidance, ability driven, and knowledge foundation", and takes the construction of the "Finance" course at Yangtze University as a typical case for research. When systematically analyzing the "Finance" course in the school, a three-dimensional integrated curriculum reform practice is implemented by reshaping the three-level curriculum objectives of "state - society - individual", developing teaching content that integrates "modularization-localization - cutting-edge", using the "O-PRAISE" situa- tional teaching method, and constructing a diversified collaborative evaluation system. A first-class curriculum construction model for local universities has been summarized, which involves five collaborative approaches: "localization" of target positioning, "integration" of content construction, "contextual- ization" of method implementation, "value-added" evaluation orientation, and "synergy" of resource guarantee. The aim is to provide theoretical para- digms and practical solutions for similar universities to learn from, effectively solving practical difficulties such as the disconnect between value shaping and knowledge transmission, and the mismatch between talent cultivation and local needs in curriculum construction.
Key words New liberal arts; First-class courses; Local universities; 3D integration; Five-bit synergy
The construction of new liberal arts takes "interdisciplinary intersection, value guidance, and technology empowerment" as the core requirements, promoting the systematic reconstruction of talent training models. In this context, the "Double Ten Thousand Plan" of the Ministry of Education's first-class undergraduate cour- ses emphasizes the principle of "high level, innovation, and chal- lenge", which has become a key lever for improving quality. How local universities can create distinctive first-class courses based on their own endowments under resource constraints has become a key and urgent research topic.
As a core course in economics, "Finance" plays a founda- tional role in students' understanding of modem financial opera- tions, mastery of analytical tools, and establishment of risk and ethical awareness. Its educational reform practice has demonstra- tive significance in the context of the new liberal arts. In this pa- per, taking the three-dimensional integration of "value - ability - knowledge" as the framework, the reform practice of the "Fi- nance" course at Yangtze University, a key university in Hubei Province, is taken as an example to systematically summarize its construction mode, aiming to provide a first-class course construc- tion path for local universities to learn from.
1 Connotation of three-dimensional integration framework of "value -ability - knowledge"
The construction of new liberal arts is a profound educational paradigm change, which essentially aims to break down traditional disciplinary barriers, reconstruct students' knowledge systems, thinking patterns, and value judgments through cross integration, and cultivate composite talents who can cope with the complex challenges of future society. Correspondingly, the construction of first-class courses must go beyond the traditional model centered on knowledge imparting, and achieve an organic unity of value shaping, ability cultivation, and knowledge accumulation. Based on this, a three-dimensional integrated framework of " value - ability - knowledge" is constructed.
1.1 Interpretation of core connotation of 3D framework The three-dimensional integration framework of the finance course un- der the background of new liberal arts has clear core positioning and intemal requirements in each dimension; the value dimension is the "soul". It ensures the political direction and moral height of talent cultivation through three levels; financial security concept at the national strategic level, financial ethics concept at the social value level, and professional ethics concept at the individual culti- vation level. The ability dimension is the "core", focusing on cul- tivating students' critical thinking, ability to solve complex prob- lems, innovative thinking and cross-cultural communication abili- ty, as well as the ability to apply financial technology tools, and reflecting the shiftfrom "teaching centered" to "leaming cen- tered". The knowledge dimension is the "foundation", which re- quires "thick foundation, wide caliber, and cutting-edge". It is necessary to systematically grasp the core theories of finance, track cutting-edge dynamics, and deeply integrate them with localized practices.
1.2 Intrinsic logic and integration goals of three-dimension- al fusion Value, ability, and knowledge form an interdependent and dialectically unified organic whole". Value is the soul, guid- ing the direction of ability and knowledge development; ability is the core, the means of applying knowledge and realizing value; knowledge is the foundation, providing a basis for enhancing abili- ties and making value judgments. The ultimate goal of three-di- mensional integration is to cultivate high-quality financial talents who possess both moral integrity and professional competence, and integrate knowledge and practice. It requires integrated construc- tion of curriculum design, integrating value guidance throughout the entire process of knowledge transmission and ability cultiva- tion, and achieving resonance and collaborative education among the three.
2 Construction practice and model analysis of the three dimensional integration of the "Fi- nance" course at Yangtze University
The construction of the "Finance" course at Yangtze Univer- sity closely revolves around the three-dimensional framework of value, ability, and knowledge. Guided by the concept of new lib- eral arts construction, it has carried out systematic teaching reform and practical exploration, and formed a distinctive course con- struction model. The specific practical paths are elaborated from four aspects.
2.1 Reshaping course objectives and constructing a three- level value guidance system of "state-society - individual" In response to the problem of "emphasizing knowledge transmission over value guidance" in traditional curriculum objectives, the cur- riculum team has carried out a systematic goal reconstruction and established a three-level value objective system that is clear in hi- erarchy, measurable, and assessable.
2.1.1 National strategic level; strengthening awareness of finan- cial sovereignty and risk prevention capabilities. At this level, the course objectives emphasize guiding students to go beyond finan- cial instrumental cognition and gain a deeper understanding of the core position of finance in national strategies. In the specific implementation, the course team designs hierarchical value objectives; taking open finance as an example, the basic level re- quires accurate description of concepts such as RMB international- ization and cross-border payment systems; at the advanced level, it is required to analyze the strategic significance of maintaining financial security and breaking through the hegemony of the US dollar; at a higher level, it is necessary to assess the systemic im- pact of local risks. Through examples such as SWIFT sanctions and comparison with China's CIPS system, teaching transforms ab- stract concepts such as "financial sovereignty" into tangible and concrete cognition[2]
2.1.2 Social value level; cultivating financial ethics and social responsibility awareness. The teaching objectives at this level fo- cus on cultivating students' financial ethics judgment ability and social responsibility. The course adopts the "positive and negative case mirror comparison" method; taking the "Ant Group regulato- ry incident" as a negative case, its high leverage mode risks are analyzed, and the balance between innovation and security is ex- plored; taking the "Financial Village Official' system of Jing- zhou Rural Commercial Bank" as a positive example, the service value of inclusive finance is demonstrated. By comparison, students' professional beliefs of "finance towards goodness" is shaped while imparting knowledge.
2.1.3 Individual cultivation level; shaping professional ethics and a sense of professional mission. This aspect focuses on culti- vating students' intrinsic professional qualities, adopting a dual path model of "historical inheritance + practical recognition". From a historical perspective, the resources of "red financial his tory" are explored, and the spirit of financiers who "administer the state and benefit the people" is inherited. In the practical di- mension, activities such as "financial anti fraud propaganda" are included in the assessment to strengthen students' professional identity in serving society. This design of integrating knowledge and action effectively promotes the intemalization of moral norms.
The three-level goal system has formed an organic whole from macro to micro, from external norms to internal conscious- ness, providing a clear value guidance framework for teaching implementation.
2.2 Teaching content reconstruction; creating an integrated carrier of "modularization-localization-cutting-edge"
2.2.1 Modular system design; building a clear layered curricu- lum framework. Based on the inherent logic of financial operation, the course team has systematically restructured the teaching con- tent into five modules; financial elements, financial institutions, financial markets, macroeconomic regulation, and open finance, forming a progressive curriculum framework from micro to macro, and foundation to application. Each module is clearly set with three-dimensional teaching objectives of knowledge, ability, and value, as well as integration points of ideological and political ed- ucation. Taking "Financial Markets" as an example, the knowl- edge objective is to master market functions and product types, the ability objective is to cultivate the ability to analyze and design financing plans, and the value objective is to guide students to un- derstand the importance of capital markets serving national strate- gies through typical cases. Modular design ensures the systematic nature of teaching content and targeted value guidance.
2.2.2 Localized case development; promoting the deep integra- tion of theory and practice. The course team has established a case development process that includes four stages; field research, data collection, pedagogical adaptation, and exploration of ideological and political elements. Taking the case of "Jingzhou crayfish in- dustry chain finance" as an example, first-hand information was obtained through in-depth interviews with credit officers and breeders, and the "value chain analysis method" was used to viv- idly demonstrate the specific path of financial support for industrial development. Localized cases transform abstract theories into per- ceivable practical scenarios, significantly enhancing the persua siveness and infectiousness of teaching.
2.2.3 Integrating cutting-edge knowledge; maintaining the time- liness of course content. The course team achieves dynamic inte- gration of cutting-edge knowledge through a "dual track" mecha- nism; on the one hand, experts are invited to give lectures on cut- ting-edge topics such as digital RMB and blockchain, and on the other hand, research projects such as the "Financial Technology Observatory" are established to encourage students to explore in- dependently. New knowledge is organically embedded in relevant modules, such as deeply analyzing the technical characteristics of digital RMB when teaching monetary forms. This design not only ensures the progressiveness of course content, but also cultivates students' forward-looking vision.
2.3 Innovation of teaching methods: systematic practice of O-PRAISE closed-loop teaching model To promote the trans- formation of teaching paradigm from "teaching centered" to "learning centered", the curriculum team uses the O-PRAISE seven-loop closed-loop teaching model. This model is outcome ori- ented, and an organic closed loop of "goal - problem - role - analysis - interaction - summary - evaluation" is formed, effec- tively promoting the deep integration of knowledge, ability, and value]
2.3.1 Systematic teaching process design.
(1) Goal orientation; the three-dimensional goals of knowl- edge, ability, and value are established at the beginning of unit teaching. Taking the monetary policy unit as an example, it is re- quired to master policy tools (knowledge), simulate decision- making processes (ability), and understand the value orientation. (value) in policy balance.
(2) Problem driven; a progressive problem chain is de- signed. For example, the impact mechanism (knowledge), China's countermeasures (ability), and internal and external bal- ance (value) of the Federal Reserve's policies are explored in se- quence, guiding students to delve deeper.
(3) Role playing: knowledge transfer is promoted through simulated scenarios. In the management module of commercial banks, students are grouped to play the role of bank presidents and deal with dynamic scenarios such as interest rate adjustments on virtual platforms, deepening their understanding of abstract concepts.
(4) Analysis and discussion; evidence-based rational analy sis is guided. After simulating the risks of campus loans, students are required to quantitatively analyze the profits and losses of strat- egies, trace the transmission paths of risks, and cultivate rigorous professional analysis skills.
(5) Interactive analysis; in-depth interactions are organized through debates, mutual evaluations, and other methods. Sur- rounding ethical issues related to financial technology, multi-per- spective exploration is carried out, and value judgment is deep- ened through cognitive collisions.
(6) Summary and sublimation; teachers and students jointly draw mind maps, systematically sort out knowledge logic, extract value consensus, and achieve the sublimation from sensory experi- ence to rational cognition.
(7) Evaluation feedback; a multi-dimensional evaluation system that runs through the entire process is established. Com- prehensively using observation records, reflection logs, and other carriers, learning through evaluation and continuous improvement are achieved.
2.3.2 Deepening project-based leaming through competition to promote learning. Through projects such as the "Green Finance Innovation and Entrepreneurship Competition", students experi- ence the complete process from market research to program de- sign. This comprehensive practice not only exercises professional skills, but also enables students to deeply understand the social value of finance in solving practical problems, achieving the inte- gration of knowledge and action.
The O-PRAISE model constructs a teaching closed loop of "goal guidance - problem exploration - situational experience-ra- tional analysis - interactive analysis - systematic summary -scien- tific evaluation" through the organic connection of seven links, ef fectively promoting the generation of student literacy and the achievement of three-dimensional goals.
2.4 Teaching evaluation reform; establishing a trinity eval- uation system
2.4.1 Process evaluation optimization. The weight of the final exam is adjusted to 50% -60%, and the proportion of process as- sessment is significantly increased. The "leaming portfolio" sys- tem is implemented, which systematically collects process materi als such as students' reading notes, project plans, reflection logs, etc., to achieve tracking and evaluation of the entire learning process.
2.4.2 Value dimension evaluation innovation. Three qualitative evaluation tools are adopted; the first is reflection log, requiring students to deeply reflect on ethical dilemmas and other value propositions; the second is situational judgment test, which exam- ines professional ethics through moral dilemma scenarios; the third is the value analysis of the paper, which requires a specialized study on the ethical and social impacts. These tools effectively promote the internalization process of value cognition.
2.4.3 Expansion of action capability evaluation. Social serv- ices, intership performance, etc. are incorporated into the as- sessment system, and enterprise mentors are introduced to partici- pate in professional competence evaluation, to achieve the evalua tion orientation of integrating knowledge and action. Through com- prehensive evaluation of multiple subjects and methods, the com- prehensive implementation of three-dimensional training objectives has been ensured.
Through the systematic reform mentioned above, the finance course reform at Yangtze University has constructed a three-dimen- sional integrated implementation path taking goal as guidance, content as carrier, method as pathway, and evaluation as guaran- tee, achieving significant results. Students generally report a sig- nificant increase in their sense of achievement and fulfillment in course leaming, and a deeper recognition of the value of the finance major. This practical model provides a valuable example for curriculum reform in similar universities.
3 Construction of a first-class undergraduate course model of "three-dimensional integration and five-bit synergy" in local universities
Based on the construction practice of the finance course at Yangtze University, guided by the concept of new liberal arts, a first-class course construction model of "three-dimensional integra- tion and five-bit synergy" is constructed. This model aims to achieve the integration of value, ability, and knowledge, and pro- vide a complete curriculum implementation framework for local universities through systematic reform and collaborative interaction of the five elements of goals, content, methods, evaluation, and resources.
3.1 Target positioning "localization": rooted in the actual development of the region
3.1.1 Interpretation of connotation. "Localization" is the logical starting point and characteristic core of curriculum construction, aiming to organically combine national standards with regional needs, transform the grand narrative of serving national strategies into concrete practices of serving local development, and cultivate students' patriotism and professional identity in solving practical problems.
3.1.2 Implementation path. By conducting in-depth demand re- search, and organizing industry, government, and alumni discus- sions, it can accurately grasp the regional talent demand. National strategies are integrated into local practices, such as specifying the ability requirements for serving local characteristic industries in curriculum objectives, and cultivating compound talents familiar with local industries based on location advantages.
3.1.3 Mechanism guarantee. A dynamic adjustment mechanism for course objectives is established to synchronize with regional in- dustrial development. Curriculum standards that align with local needs and improved revision processes are developed to provide in- stitutional guarantees for the implementation of "localization".
3.2 "Integration" of content construction; achieving organ- ic unity of three-dimensional goals
3.2.1 Interpretation of connotation. "Integration" emphasizes the infiltration of value guidance and ability cultivation into the knowledge system through careful teaching design, achieving the chemical integration of knowledge, ability, and value.
3.2.2 Implementation path. Modular reconstruction is performed to clarify the three-dimensional objectives and their corresponding relationships in each teaching module. A dual-track case library of "localization + cutting-edge" is built, rooted in local practices and tracking the forefront of disciplines. Comprehensive teaching pro- jects are designed to promote the unity of three-dimensional goals among students in the process of problem-solving.
3.2.3 Mechanism guarantee. An interdisciplinary collective les- son preparation system is established, a joint teaching and re- search group consisting of professional teachers, ideological and political teachers, and technical teachers is formed, and teaching seminars and program design are regularly conducted.
3.3 "Contextualization" of method implementation; promo- ting the transformation of knowledge into literacy
3.3.1 Interpretation of connotation. "Contextualization" refers to the creation of real or simulated teaching situations, which transform abstract knowledge, values, and skill requirements into perceived and participatory concrete experiences.
3.3.2 Implementation path. The system applies modern teaching models such as O-PRAISE to stimulate exploration through prob- lem chain design; uses virtual simulation and other technologies to build an immersive learning environment; expands practical teach ing scenarios to enable students to achieve value recognition and skill enhancement in real-life situations.
3.3.3 Mechanism guarantee. It increases investment in smart teaching environments, establishes a teacher training system for teaching methods, and improves management systems and safe- guard measures of practical teaching.
3.4 Evaluation oriented "value-added": focusing on students' growth process
3.4.1 Interpretation of connotation. "Value added" emphasizes the shiftfrom summative evaluation to formative evaluation, focu- sing on students' progress and growth trajectory in the learning process.
3.4.2 Implementation path. It establishes a learning portfolio system to fully record the leaming process; introduces multiple evaluation subjects, especially those from practical fields; devel- ops a value and capability evaluation scale to achieve a combina- tion of qualitative and quantitative evaluation.
3.4.3 Mechanism guarantee. It establishes a teaching data anal- ysis center and uses educational technology to monitor the learning process; improves the formative evaluation system and feedback mechanism.
3.5 "Synergy" of resource guarantee: gathering diverse ed- ucational forces
3.5.1 Interpretation of connotation. "Synergy" refers to break- ing down organizational barriers, establishing multi-party collabo- ration mechanisms, and achieving resource complementarity and benefit sharing.
3.5.2 Implementation path. It deepens school-enterprise coop- eration, and jointly builds practice bases and teaching resources; strengthens school - govemment cooperation, and obtains policy support and data resources; promotes inter-school cooperation and achieves win-win sharing of high-quality resources.
3.5.3 Mechanism guarantee. It establishes collaborative man- agement institutions, formulates incentive policies, incorporates collaborative education achievements into performance evalua- tions, and establishes long-term cooperation mechanisms.
In summary, the "five-bit synergy" forms an organic system. The goal of "localization" indicates the direction, the content of "integration" provides the carrier, the method of "contextualiza- tion" achieves transformation, the evaluation of "value-added" ensures quality, and the resources of "synergy" provide support. Local universities should make dynamic adjustments based on their own actual situation when applying this model, in order to embark on a distinctive path of first-class curriculum construction.
4 Conclusion and prospect
The three-dimensional integrated framework of "value-abili- ty-knowledge" constructed in this paper provides theoretical sup- port for the construction of new liberal arts courses. Practice has shown that through systematic curriculum reform, local universities can build first-class courses with height, depth, and warmth under resource constraints. The key is to transform the new liberal arts concept into concrete teaching actions
In the future, challenges such as improving teachers' inter- disciplinary abilities, building case libraries, and achieving long- term collaboration between schools and enterprises need to be ad- dressed. In the future, artificial intelligence can be explored to empower teaching and evaluation, and long-term tracking of edu cational effects can be carried out.
References
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