Since my country entered the era of Internet economy, the scale of the software industry is gradually expanding, and programming language, as an important tool and idea for software development, is a necessary skill for every development practitioner. Among them, C language, as the basic language of computer software programming, is also an important basic course for cultivating students’ computer application ability in science and engineering majors in colleges and universities. This paper mainly studies the teaching reform of C language programming courses and proposes corresponding optimization measures, so as to lay a solid foundation for the continuous improvement of students’ learning quality of C language courses and the continuous strengthening of programming ability.

With the gradual penetration of artificial intelligence technology into various fields of society, it has brought many deeper and broader impacts, gradually improving the status of artificial intelligence in talent cultivation and education to adapt to the current development of social intelligence technology. Therefore, as the core course of artificial intelligence education in universities, machine learning needs to deeply analyze and explore the main factors that affect its development, in order to better mobilize students' learning enthusiasm and teachers' educational innovation, enhance the teaching and learning effectiveness of the course, and maximize the exploration of the educational achievements of artificial intelligence.

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”.

Competency-based education is one of the many important educational objectives in the cultivation of senior vocational talents. In the past education model, the importance of achievement is greater than ability. Teachers rely on the scores of test papers to classify students' grades. Competency-based education has changed this situation very well, paying special attention to students' ability training. This paper mainly studies how to better promote the reform and innovation of English teaching in higher vocational colleges and strengthen students' learning ability and vocational skills while ensuring students' ability development.

This paper aims to explore the practice and effect of integrating ideological and politics in higher vocational mathematics education. Through the review of relevant literature and the analysis of practical cases, this study analyzes the necessity and feasibility of integrating ideological and political education into higher vocational mathematics teaching, as well as the promoting effect of students' ideological and political education. At the same time, it also discusses how to effectively combine the curriculum thinking and politics with higher vocational mathematics teaching, as well as the strategies and methods to achieve positive results, in order to provide some reference for the majority of higher vocational mathematics teachers.

University majors are the core sub majors of education majors, and the OBE concept is a modern educational concept based on learning outcomes. Apply the OBE concept to undergraduate courses to cultivate students' professional practical abilities and scientific research innovation qualities. This article is based on the educational concept of OBE and attempts to examine and reform university curriculum teaching, mainly starting from four aspects: curriculum content, teaching methods, curriculum assessment and evaluation methods, and teacher quality.