Anchored in student developmental centrality

this research addresses the paradigm transition challenges from instructor-dominated to learner-focused curriculum-based ideological-political education

proposing a comprehensive optimization framework. Confronting core issues including disembeded ideological ideas from disciplinary knowledge

cognitive-behavioral disjuncture

and insufficient teacher agency

it constructs a triaxial dynamic evaluation system encompassing internalized learning

scaffolded competency progression

and ​actualized value application. Centering student perspectives

the study advances pedagogical enhancement pathways through redefined teacher-student roles

precision-targeted content engineering

and refined quality assurance systems—ultimately transitioning educational practices from performative compliance to substantive transformative cultivation.