The Knowledge-to-Action Transformation Mechanism and Implementation Path of “Walking Ideological and Political Courses”: An Action Research Study Based on Red Resources in Shaanxi

“Walking Ideological and Political Courses” have become an important form of practical teaching in ideological and political education at Chinese universities. Drawing on the red resources of Shaanxi Province, this study takes the “Sacred Land Tour” red practice projects of three universities as its research setting and, through three rounds of action research, traces the full process by which students move from practical experience to cognitive identification and then to behavioral transformation. The study finds that current practical teaching generally suffers from three problems: inadequate pre-practice preparation, shallow on-site interaction, and broken post-practice transformation. Students’ knowledge-to-action transformation proceeds through five successive stages: situational involvement, emotional arousal, cognitive reconstruction, value identification, and behavioral transformation, with attrition concentrated at the two ends—pre-practice preparation and post-practice follow-up. On this basis, the paper constructs a “three-stage, six-link” model for optimizing practical teaching. Owing to the non-randomized cohorts and the pre-test/post-test design, these findings constitute correlational evidence; their causal effects await further testing through controlled experiments with concurrent control groups.