Common life knowledge such as medical insurance reimbursement, rental contracts, employment and job seeking, and interpersonal relationships are the challenges that college students must face after living independently. Previously, the course "College Student Life Guide" taught by Professor Fu Yiqiang at Nanjing Media College sparked heated discussions. Recently, China Youth Daily and China Youth School Media launched a questionnaire survey for college students across the country, collecting 1389 valid questionnaires filled out by students from 163 universities. The results showed that 89.27% of the respondents believed that it was necessary for universities to offer life related general knowledge courses, and 81.19% of the respondents said that if schools offered related courses, they were willing to take them. Life may seem trivial and ordinary, but it is also a discipline. College students who master the "key to life" not only have a more organized and orderly life, but also may experience less troubles and stress in their daily lives. Students who lack common sense of life may face more challenges and even have to pay a considerable "tuition fee". The embarrassment that college students encounter in their daily lives exposes some practical shortcomings in university education. The survey data of "nearly 90% of surveyed college students believe that it is necessary for universities to offer courses on life knowledge" reflects the urgent demand of contemporary college students to fill the gaps in life knowledge education. Although the questionnaire data is not comprehensive enough, it also reflects some problems. The ridiculous experiences of "only knowing the reimbursement rules after having wisdom teeth removed" and "relying on social self rescue when encountering pitfalls in renting" truly reflect that practical problems in life cannot be solved solely by theoretical knowledge from books. The current education model emphasizes the teaching of professional knowledge and to some extent neglects the cultivation of survival skills. When college students enter society from the ivory tower and face practical issues such as labor contracts, they may be confused and confused. The lack of such knowledge may leave them at a loss. As Professor Fu Yiqiang told the story of medical insurance negotiations in class, common sense in daily life is often related to institutional cognition and civic literacy. Some new curriculum settings in practice reflect attempts to build a multidimensional educational space. In today's increasingly refined professional education, the unique value of life knowledge courses is becoming more prominent. Mr. Fu achieved three breakthroughs through teaching content such as "How to ride high-speed rail" and "Inside the negotiation of medical insurance": firstly, building a knowledge bridge to transform abstract policies into actionable practical guidelines; Secondly, cultivate risk awareness and avoid workplace traps through real case teaching; Thirdly, shaping values and cultivating a correct outlook on life through in-depth analysis. The concept of "life as education" and the down-to-earth model are vivid interpretations of the educational policy of "cultivating virtue and nurturing people". This type of course not only teaches students survival skills, but also teaches them to cherish the dividends of the times. To truly implement life knowledge courses, three major bottlenecks need to be overcome: firstly, in terms of course supply, we can learn more from the experience of Nanjing Media College and establish a "theory+practice+case" three in one teaching model; Secondly, in the construction of teaching staff, practical forces such as external experts and enterprise human resources should be introduced, while also cultivating composite teachers with life education abilities; The third aspect is the evaluation mechanism, which requires innovative assessment methods. Traditional examination methods may not be suitable for this type of course, for example, students can write about their learning experiences or showcase their practical achievements. Some students even suggested, 'Can these courses be included in the credit management system like elective courses?' These are all worthy of serious consideration by universities. The essence of education is the comprehensive development of individuals. When we rejoice in the rapid advancement of high-tech, we cannot ignore the seemingly insignificant skill of common sense in life. From the practice of Nanjing Media College, it can be seen that life knowledge courses are not simply skill training, but a bridge that connects professional knowledge with social practice. We look forward to more universities embracing this new course with an open attitude, and expecting life knowledge courses to become a standard for all universities, effectively satisfying college students' love for this course and life. (New Society)