Keywords
Vocational college education
Hakka cuisine
Curriculum system
Construction and practice
Submitted : 2026-01-13
Accepted : 2026-01-28
Published : 2026-02-12
Abstract
Against the dual background of the high-quality development of vocational education and the inheritance and innovation of culture, this paper addresses issues such as outdated curriculum concepts, fragmented content, and a single teaching model. Based on STEM education, it proposes strategies including reconstructing curriculum objectives, integrating curriculum content, innovating teaching models, and optimizing evaluation systems. These strategies aim to promote the transformation and upgrading of the catering industry, the inheritance and innovation of cooking skills, and the cultivation of innovative thinking and practical abilities among culinary students, thereby enhancing the construction effect of the vocational college Hakka cuisine curriculum system.
References
Huang L, Hou J, 2024, Research on the Application of Modern Apprenticeship System in Vocational College Culinary Teaching. Education and Teaching Forum, 2024(50): 157–160.
Xia Y, Luo X, 2024, Research on the Path of High-Quality Talent Cultivation in the Western Cooking Technology Major of Vocational Colleges. Proceedings of the 2024 Academic Annual Conference of Henan Private Education Association (Volume II), 2024: 174–175.
Bao C, Dou H, Bian Y, 2024, Research on the Employment Status, Problems and Precise Support Strategies of Vocational College Graduates——Taking Graduates of the College of Culinary Science and Technology, Jiangsu Tourism Vocational College in the Past Three Years as an Example. China Food Industry, 2024(21): 147–149.
Hu K, 2024, Research on the Education Model of Five-Year Vocational College Culinary Major. China Food Industry, 2024(21): 150–152.
Sun Y, Ruan Y, Liang M, et al., 2024, Research on Vocational College Culinary Teaching Based on the Process of Post Work Tasks. China Food Industry, 2024(21): 162–164.
Wang W, Li Z, Tao Z, et al., 2024, Research on the Practical Path of Integrating Traditional Food Culture into Vocational College Culinary Education. China Food Industry, 2024(21): 174–176.
Yang X, 2024, Practical Exploration of the “Work-Study Integration” Teaching Model in the Culinary Technology and Nutrition Major of Vocational Colleges. Modern Food, 30(20): 67–69.
Liu W, 2024, Exploration and Practice of Value-Added Evaluation in the Culinary Technology and Nutrition Major of Vocational Colleges——Taking Xiangcai College as an Example. Chinese and Foreign Food Industry, 2024(19): 99–101.
Sun Q, 2024, Practical Research on Continuing Education and Training of the Chaoshan Cuisine Culinary Major in Vocational Colleges Under the Background of the “Cantonese Cuisine Chef” Project. Guangdong Vocational and Technical Education and Research, 2024(09): 131–136.
Xu W, 2024, Research on the Path of Integration of Production and Education in Vocational College Culinary Teaching. Modern Food, 30(18): 42–44.
Xia Y, Hua J, 2024, Optimization Strategies of Ideological and Political Teaching in the Culinary Technology and Nutrition Course of Vocational Colleges from the Perspective of Intangible Cultural Heritage Inheritance. Proceedings of the 2024 First Seminar on Digital Education Quality Evaluation and Improvement in the Internet of Vehicles Industry, 2024: 249–251.
Zhou W, He Y, Hu X, et al., 2024, The Empowering Practice of Food Streets in Vocational College Culinary Talent Cultivation. Chinese and Foreign Food Industry, 2024(16): 102–104.
Deng Y, 2024, Exploration of Skill Master Studios Empowering Vocational College Professional Talent Cultivation——Taking the Culinary Professional Skill Master Studio of Sichuan Business Vocational College as an Example. China Food Industry, 2024(16): 144–146.
Jing J, 2024, Strategies for the Curriculum Construction of Western Cooking in Secondary and Higher Vocational Education. China Food Industry, 2024(16): 159–161.
Tan X, Zhang J, Wan Y, et al., 2024, Construction and Practical Exploration of Ideological and Political Education in Vocational College Courses from the Perspective of Cultural Confidence——Taking the “Culinary Nutrition” Course in the Culinary Major as an Example. Modern Food, 30(15): 148–150.