Abstract: As a significant component of red resources, integrating the memory of the Northeast Anti-Japanese Coalition into university Ideological and Political Education holds substantial practical importance. The memory associated with the G331 Highway, possessing unique educational value, faces distinct challenges in this integration process: the "academic and detached" nature of historical narratives, the "fragmented and geographically dispersed" supply of resources, and the difficulty in achieving "effective translation" of educational objectives. Grounded in Marxist epistemology, phenomenology of the body, and experiential learning theory, the immersive teaching paradigm establishes a four-stage educational model: "Scenario Immersion—Emotional Resonance—Value Internalization—Behavioral Activation." Through measures such as reconstructing digitally-enabled historical scenes, activating sensory experiences via bodily narratives, training critical thinking on border security, and implementing practical projects that give back to local communities, this model promotes students' cognitive restructuring, emotional identification, and behavioral transformation through embodied experiences. It provides an innovative practical pathway for transforming the static "spiritual code" of the Northeast Anti-Japanese Coalition memory into students' internalized "educational gene."