The education of Chinese language and culture in the teaching of college Chinese can achieve the goal of cultural education and allow students to improve their thinking in the context of cultural learning. Chinese language and culture education in colleges and universities provides new requirements and new goals for college personnel training. In the whole teaching process, it is necessary to pay attention to the cultivation of students’ values and help students establish a correct humanistic spirit. This paper analyzes the value of Chinese language and culture education in colleges and universities, and discusses the teaching reform of “college Chinese” course “based on Chinese language and culture”.

As an important part of modern higher education, this topic mainly studies the construction of innovative teachers' team in local applied colleges and universities. After analyzing the problem, we found that there are many problems in the construction of innovative teachers in local applied colleges and universities, such as the lack of effective cultivation mechanism and the lack of corresponding incentives. Therefore, this paper aims to put forward some suggestions on how to establish innovative teachers' team, in order to provide a reference basis for the development of innovative teachers' team in local applied colleges and universities.

On the basis of the enlightenment of international engineering education accreditation for the reform and development of higher education in China, combined with the important measures of the national “double first-class” construction, new challenges have been proposed for innovative talent cultivation among engineering majors in the context of promoting national development. These challenges also promote the reform of science-oriented courses among engineering majors. As a core mandatory course for engineering majors, biochemistry plays a crucial role in the entire educational process at universities, serving as a bridge between basic and specialized courses. To address challenges such as limited course resources, insufficient development of students’ advanced thinking and innovation skills, and overly standardized assessment methods, the bioengineering major from Guilin University of Technology restructured the biochemistry course content. A blended teaching model termed “three integrations, three stages, one sharing”, was implemented. This effort has yielded significant results, providing a research foundation for constructing an innovative talent cultivation system that is oriented toward industry needs within modern industrial colleges. It also offers valuable insights into and reference points for the cultivation of engineering talents and curriculum reform in local universities.