Teaching Collaboration and School-Based Practice Research on Ideological and Political Education in University Wushu Courses

Abstract

Focusing on Ideological and Political Education in University Wushu Courses, this study adopts the perspectives of Synergetics and Systems Theory. It comprehensively utilizes Knowledge Graph, Expert Consensus, Large-Sample Measurement, and Action Research to conduct a conceptual review of the academic and policy evolution. The study constructs an Integrated Teaching Collaboration Model of "Content-Method-Evaluation-System" and implements school-based practice in universities with diverse levels of education. The research suggests that Ideological and Political Education in Wushu Curriculum can rely on its "Technique, Etiquette, and Philosophy" Cultural Genes and achieve Synchronized Resonance of Knowledge Transfer and Value Guidance through the "Situation Trigger-Cognitive Processing-Behavior Generation" Collaboration Mechanism. The school-based practice forms a "Diagnosis-Improvement-Incentive" Closed Loop, ensuring the continuous optimization and long-term ecological effect of Teaching Collaboration. The study concludes that the integration of Excellent Traditional Chinese Culture into Physical Education Teaching provides a replicable, scalable, and monitorable Collaborative Paradigm. Furthermore, it contributes theoretical references and practical models for the high-quality development of Curriculum Ideology and Politics.