The creative transformation of Chinese traditional virtue in college moral education is not only a good manifestation of educational self-confidence, but also an active demonstration of educational awareness. Through the investigation of the integration of traditional virtue into college moral education in four construction colleges and universities, we can fully clarify the reality of college moral education in terms of content setting, curriculum setting, implementation strategy and evaluation system, as well as investigate the contradictions and difficulties of traditional virtue transformation in college moral education, as well as the obstructing factors of sublation and integration. Based on the integrated qualitative and quantitative analysis, it clearly identifies the structural contradiction between the subject and the object and the systematic conflict between the form and the content in the creative transformation of the traditional virtue in the moral education in colleges and universities, identifies the fundamental and practical reasons for the dilemma of the contradiction, and criticizes the fundamental harm of moral alienation in the post-industrial era and the value deviation of economic supremacy. Then, according to the principle of the unity of regularity and purposefulness of moral education in colleges and universities, this paper explores the unity of the four functions and three purposes of moral education in colleges and universities, the coherence of process and link, and the compatibility of practicality and transcendence. From directing the conscious internalization of traditional virtues, we should seek a path for classroom instruction that incorporates all elements, including instructional content, teaching techniques, teachers, and trainees. Starting with the construction of educational technology, we should build a "smart+" moral education carrier that is supported by science and technology and driven by data. Starting from the evaluation of the effectiveness of the creative transformation of traditional virtues in moral education in colleges and universities, we should adhere to the principle of the unity of cognition, motivation and behavior, pursue the transformation effectiveness of promoting reform through evaluation and teaching through reform, and build a teaching evaluation model of whole-process assessment and teaching evaluation by all staff.