In recent years, against the backdrop of "Comprehensive Ideological and Political Education," the integration of curriculum-based ideological education and financial literacy education has become a focal point of educational reform. Financial Planning, as a core foundational course, aims to cultivate students' financial theoretical foundation and financial planning capabilities. However, traditional teaching methods face issues such as insufficient depth in ideological education, monotonous teaching formats, and a disconnect between theory and practice. To address these challenges, the course team proposed an innovative teaching model featuring the "Three Elements" (ideological, financial literacy, and environmental elements), the "Six Steps" (self-directed learning, diagnostic assessment, doubt clarification and expansion, summarization, assessment and feedback, and practical validation), and the "Four Integrations" (ideological education with financial literacy, online with offline, theory with practice, and on-campus with off-campus). Through modular restructuring of course content, case-driven teaching, and blended learning, the model effectively resolves teaching pain points, achieves the organic integration of ideological education and financial literacy education, and enhances students' comprehensive abilities. This paper summarizes the practical experiences of teaching reform, providing a reference for the deep integration of curriculum-based ideological education and financial literacy education in the context of the New Liberal Arts.

Ling Zhu. Research on the Innovation of Blended Teaching in “Financial Planning" Based on the "Three Elements and Four Integrations" Approach. Frontiers in Educational Research(2025), Vol. 8, Issue 3: 78-83. https://doi.org/10.25236/FER.2025.080312.

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