This paper is based on the strategic needs of cultural inheritance and innovation in the new era

using the foundational course "Design Composition" from Hangzhou City University as an experimental course. It constructs a new model of teaching reform characterized by "cultural leadership

project-driven

and multi-faceted collaboration." Through a three-year (2021-2024) action research

it systematically explores the mechanism for deep integration between local cultural IPs and design foundation courses. The findings are as follows: (1) By establishing a curriculum system guided by the framework of "cultural elements—design elements—ability indicators

" it effectively addresses the challenge of converting cultural resources into teaching content; (2) Implementing a three-stage teaching model of "cognition-understanding-creation" significantly improves students' accuracy in applying cultural elements. This study innovatively proposes a culturally immersive teaching design framework. Currently

the course has developed a teaching resource library containing 236 local cases across 12 categories

forming a curriculum reform plan with significant promotional value. Practical results show that this teaching model not only significantly enhances students' cultural confidence and design innovation capabilities but also provides an empirical example for the localization of design education. The research findings have had a radiating effect at multiple universities both within and outside the province

and they hold important theoretical and practical significance for promoting cultural awareness and innovative development in design education.