As an important carrier for cultivating students’ comprehensive quality, language in higher vocational institutions has many problems in the construction of curriculum system and innovation of teaching methods. This paper uses hierarchical analysis to construct a language curriculum system for higher vocational colleges, and establishes an evaluation system containing four primary indicators and eighteen secondary indicators by inviting eight experts to conduct a weighting assessment. The study adopts a blended teaching mode to design the curriculum program and selects 100 students from a higher vocational college for a four-month teaching experiment to verify it. The results show that the module of language knowledge and utilization ability has the highest weight of 0.4328, which becomes the core element of the course design. The average score of the students in the experimental class reached 71.11, which was 4.46 points higher than that of the control class, and the rates of excellence and goodness reached 6% and 20%, respectively, which were significantly higher than that of the control class. The results of independent samples t-test indicate that there is a significant difference between the two groups’ scores. The study shows that the curriculum system based on hierarchical analysis can effectively guide the design of language teaching in higher vocational schools, and the blended teaching mode has obvious advantages in enhancing students’ language literacy and professional ability, which provides a scientific basis and practical path for the reform of language education in higher vocational schools.
