The teaching standards, courses, and textbooks of vocational education are the basic carrier and basis for teaching in various vocational colleges. The quality of the three is related to the level of classroom teaching, and the integration level of the three is related to the quality of talent cultivation. To improve the overall level of vocational education, it is necessary to conduct integrated development, design, and research on teaching standards, courses, and textbooks. The newly revised Vocational Education Law has been officially implemented for one year. In the raging process of vocational education reform, teaching and curriculum reform has received attention and become one of the most concerned issues among relevant parties. The key to the high-quality development of vocational education lies in high-quality courses. Further deepening teaching reform and cultivating more skilled craftsmen who meet the needs of social and economic development is the key to enhancing the social recognition of vocational education and achieving high-quality development. Cheng Jun, Vice President of Jinhua Vocational and Technical College, pointed out that in the current curriculum construction and teaching of vocational colleges, there are still common problems such as difficulty in keeping up with technological development in curriculum content, detachment from practical teaching implementation, and difficulty in adapting teachers' abilities to the requirements of curriculum reform. Chen Huazheng, a teacher of Guangdong Polytechnic of Science and Technology, said that local education administrative departments and colleges have invested a lot of resources in the development and reform of courses and textbooks, but the connection of courses, textbooks and teaching contents of vocational colleges at different levels is still insufficient. In other words, the reform of vocational education curriculum is far from reaching the "completion time", and a "diversified and integrated" transformation is still urgent, whether from the perspective of curriculum content or curriculum system. Following closely with the iterative curriculum content of technological change, Cheng Jun likened new technology to the "cow nose" of the curriculum. In his view, there are similarities between technological and curriculum updates, and one of the important contents of curriculum reform is to keep the curriculum up with the pace of technological change. There is a concept in the field of technology called 'iteration', and we can apply this concept to curriculum reform, so that vocational education curriculum iteration closely follows industrial technology iteration, achieving resonance between vocational education and industrial development needs. The Jinhua Vocational and Technical College where Cheng Jun is located has incorporated the requirements of new technologies, new processes, new professions, and new positions into the curriculum development. In curriculum reform, teachers are not only the adaptors and implementers of curriculum reform, but also their creators, playing a "main force" role. For example, teachers will select typical real enterprise projects and transform them into teaching projects from simple to complex, and from partial to complete. Jinhua Vocational and Technical College has also established a series of course groups to enhance the comprehensive abilities of teachers and form a structured teaching team with division of labor and cooperation in the course reform. This type of course group includes professional group platform course group, "1+X" supporting course group, competition education integration course group, etc. On the 'main battlefield' of the classroom, we have explored an online and offline hybrid teaching model based on the comprehensive application of information technology, an action oriented teaching model based on real environments and real tasks, and a curriculum ideological and political teaching model that integrates professional education and ideological and political education. The goal is to create a 'living classroom', "Cheng Jun added. Chen Huazheng believes that the existing reform measures have significantly improved the teaching standards, curriculum, and textbooks of vocational education, but