Abstract: The“New Double High”strategy in 2024 emphasizes the construction of a new hardware infrastructure for vocational education, namely the creation of“gold majors, gold courses, gold teachers, gold places, and gold textbooks”. Among them, the construction of“gold courses”as one of the core elements has a fundamental position in the construction of “hardware”, which is a key path to promote the transformation of vocational education from knowledge imparting to comprehensive skill improvement, and an important support for improving the quality of vocational education. This article takes the course of pathogenic biology and immunology as the research object. In response to the problems that exist in the teaching practice of this course, guided by the requirements of“gold courses”construction, the course content is integrated into three modules that start from shallow to deep knowledge points and combine theory and application. Based on the characteristics of each module, differentiated teaching methods of experimental exploration, problem driven and task driven are implemented, and a comprehensive and multi-level evaluation system is constructed. This effectively solves the prominent problems of traditional courses and provides practical experience for the construction of“gold courses”in higher vocational education.

Key words: Pathogenic organisms and immunity, Vocational school, “Gold courses”, Medical and nursing professional group, Content reconstruction, Innovation in teaching methods, Talent cultivation