Research on the Construction of Red Agricultural Culture Digital Resource Library and Its Integration Path in Art and Aesthetic Education
Published Online: Mar 19, 2025
Received: Oct 17, 2024
Accepted: Feb 13, 2025
DOI: https://doi.org/10.2478/amns-2025-0421
Keywords
© 2025 Nannan Yang, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Red agricultural culture is closely connected with red culture and agricultural culture, which is a modern agricultural culture embracing the call of red culture and inheriting the red gene. Red agricultural culture is a specific expression of red culture, but also a mature modern characteristics of agricultural culture, but also the combination of red culture and agricultural culture in the development of the times, in the new era with a newer, more dynamic way to present [1–4]. Red agricultural culture has important political value, cultural value, industrial value and educational value, is the advanced culture formed in the great historical process of Chinese revolution and construction, carries the political pursuit and historical mission of the Communist Party of China (CPC) of practicing the whole process of people’s democracy originated from the people, originated from the people, is related to the people, and benefits from the people, and is the treasure of knowledge, the spiritual treasure trove and the treasure of practice [5–8].
The establishment of digital resource base is the most direct and effective way to protect the red agricultural cultural resources, but also an important means to promote the dissemination of red agricultural culture and make it “alive”. On the one hand, it is necessary to collect, excavate, sort out and integrate the red agricultural literature, pictures, documentaries, sounds and cultural relics, etc., and establish a basic database [9–12]. At the same time, artificial intelligence, 3D images, VR network virtual reality and other technologies are utilized to transform the red agricultural culture into digital modes such as images, text and three-dimensional reproduction data [13]. On the other hand, it is necessary to fully explore the connotation of red agricultural culture resources, develop digital creative products with their own characteristics, and improve the utilization rate of the digital resource base of red agricultural culture. The integration of this digital resource base with art and aesthetic education is of great significance in cultivating students’ comprehensive quality and ability [14–17].
In this paper, “red agricultural culture” is used as the keyword for data collection, and five websites, such as China Agricultural Society, China Agricultural and Rural Market Information, and Ministry of Agriculture and Rural Affairs of the People’s Republic of China, are used as the searching platform to obtain the high-frequency words of red agricultural culture resources. The high-frequency words of red agricultural culture are analyzed using social network, individual social network, and word frequency analysis, in order to construct a digital resource base for red agricultural culture on the web. It is integrated into art and aesthetic education in colleges and universities, and initiatives are proposed to integrate red agricultural cultural resources into aesthetic education. Finally, the status quo and effect of the integration of red agricultural cultural resources into aesthetic education are discussed through a questionnaire.
Red agricultural culture is closely connected to both red culture and agricultural culture, and it is a modern agricultural culture that embraces red culture and inherits red genes. Red agricultural culture transcends different industrial forms and transcends the boundaries of urban and rural space, and has important educational value for the growth of young people. “The stable continuation of youth’s red memory is related to the rise and fall of the country’s fortunes.” Red agricultural culture can provide young students in urban and rural spaces with a vivid, powerful, and stable memory bank, which can promote the development of binary integration between urban and rural educational spaces.
The red agricultural culture in rural areas takes the agricultural development as the time chain, favors the material carrier of the primary industry form, and influences the masses in local history, folklore and other celebrations and transmissions, and plays the function of cultural edification and education. The tertiary industry form of red agricultural culture in rural areas is relatively rare, and people regard this culture as a natural component of their own history and tradition, and usually do not explore its value in terms of spiritual culture and tourism demand from the perspective of externality. Traditional reproduction + labor education. The red agricultural culture that people in urban areas come into contact with and experience is concentrated in the tertiary industry, which is a kind of cultural resource with unclear subjectivity and externalization, and mainly plays the educational function of culture in the intellectual retrospection of historical events.
Red agricultural culture digitization is the use of multimedia text, graphic images, audio, video, animation and other technologies will be red agricultural cultural resources, features, attributes or entities mapped into digital files, and through the network, digital equipment for dissemination and reproduction process, cultural digitization process involves the use of technology, art and other aspects of the application. The digital red agricultural cultural resources database is the database for storing digital red agricultural cultural resources, which should not only be able to store the digital red agricultural cultural resources in an orderly manner, but also be able to provide flexible and perfect management. The development of multimedia databases, network platforms for the storage and retrieval of digital resources provides the possibility of a more effective way of organization and utilization, which also provides a prerequisite basis for the effective dissemination of red agricultural cultural resources. The key to the construction of the red agricultural culture resource base lies in the design of a more effective storage model, the development of a more perfect storage and management system, and the construction of more excellent resources.
The digital representation of agricultural cultural resources provides new ways and means for the dissemination of culture, especially intangible culture. The dissemination of digital red agricultural cultural resources is characterized by high efficiency, decentralization, and diversity, etc. To realize the efficient use of digital red agricultural cultural resources, it is necessary to organize them effectively and at the same time, provide a convenient way of searching and utilizing them. The development and widespread application of network technology and multimedia technology provide key technical support for the construction of a digital red agricultural cultural resources library. This study constructs a Web-based digital red agricultural culture resource base visualization architecture with a five-layer structure as shown in Figure 1. The bottom development layer in this model is the prototype of red agricultural cultural resources, which is represented and described by digitization. They are then stored in the material database in a specific form and the corresponding semantic descriptions are also incorporated into it. The conceptual layer is an abstract structure that depicts cultural entities and explains specific cultural objects with the goal of effectively managing the stored digital cultural multimedia data. The representation and application layers are designed to retrieve and efficiently present the data content needed by the user.
Visual architecture
Social network analysis focuses on the interconnections between individuals, group diagrams, and social dimensions, and is an analytical tool that reveals the characteristics of relationship traits and social network structures. Mainstream software in this field includes Ucinet, Pajek, NetMiner, and Structure. Word frequency analysis helps to understand the research process in a particular field and reveals the core content of a paper. The higher the frequency of a keyword in an article, the more important the keyword is. Moreover, the more attention researchers pay to the keyword, the more likely the keyword will be the focus of research in the field, so the focus of research on physical education and teaching can be determined by studying the frequency of the keyword.
On this basis, the core keywords were analyzed by using the indexes of “degree centrality”, “intermediate centrality” and “proximity centrality” in social network theory. Keywords with high degree centrality have a greater number of direct connections and are found at the core of the network, while keywords with low degree centrality are usually at the periphery of the network. Intermediate centrality is the bridge that connects one node to two other nodes. The higher the degree of centrality, the closer the relationship between the keywords.
In this thesis, “red agricultural culture” is used as the keyword for data collection, and the crawling principles refer to the following two items: (1) the relevance of the article content to the study. In the crawled content, articles with high relevance to the research content of this paper are included in order of relevance. (2) The timeliness of article content. This paper sets the time of the articles crawled from 2018 to the present, the last three years of text data. The selected samples are five websites China Agricultural Society, China Agricultural and Rural Market Information, Ministry of Agriculture and Rural Development of the People’s Republic of China, People’s Daily Online, and China Agricultural History and Heritage Institute as ports.
The number of times a word appears is called word frequency, and the higher the value of word frequency indicates the higher consensus of agricultural cultural heritage development, and the more it reflects the commonality of the way of agricultural cultural heritage development and utilization. This paper utilizes the Rost Chinese word frequency statistics module to further quantify textual information, and obtains the main forms of red agro-cultural resources development and utilization through high-frequency word statistics.
High-frequency words As shown in Table 1, among the top 75 high-frequency words ranked by the content analysis of the red agricultural cultural resources development and utilization network text, the number of nouns is the largest, followed by verbs and adjectives. Nouns mainly focus on the existing red agricultural cultural resource base development and utilization of forms of expression, mainly including: education, museums, etc., in which the word “education” frequency ranks second, indicating that in the red agricultural cultural resource base development and utilization of forms of development and utilization of red agricultural cultural resource base, education development can be used as the most common form of development and utilization of red agricultural cultural resource base development and utilization. The second frequency of the word “education” indicates that among the forms of development and utilization of the red agricultural culture resource base, education development can be the most common development form. The verbs are focused on the effects of the red agricultural cultural resource base’s development and utilization, which mainly involve: promoting, developing, inheriting, revitalizing, increasing income, and enhancing. According to the statistical analysis, the verbs are all positive, indicating that the development and utilization of the red agricultural culture resource base has a positive promotion effect.
Statistics of top 100 high frequency words
| Word | Frequency | Word | Frequency | Word | Frequency |
|---|---|---|---|---|---|
| Red culture | 7512 | Landscape | 432 | Park | 262 |
| Agricultural | 4501 | Promote | 420 | Publicity | 247 |
| Leisure | 3642 | Take advantage of | 384 | Mode | 244 |
| Party history | 2853 | Civilization | 368 | Succeed | 220 |
| System | 2749 | Museum | 360 | Sustainable development | 214 |
| Protect | 2746 | Culture | 350 | Communication | 208 |
| Ecology | 1840 | Excavated | 340 | Farming | 200 |
| History | 1714 | Sightseeing | 338 | Ecological agriculture | 195 |
| Farming | 1460 | Demonstration | 332 | Folk custom | 184 |
| Tradition | 945 | Education | 331 | Experience | 184 |
| Feature | 884 | Tea | 329 | Town | 182 |
| Demonstration county | 773 | Delicacies | 325 | Ascendancy | 176 |
| Pass on | 768 | Education | 320 | Green | 163 |
| Harvest festival | 689 | Fine goods | 316 | Stress | 158 |
| Development | 679 | Beauty | 311 | Farm music | 153 |
| Economy | 620 | Service | 302 | Support | 150 |
| Revitalization | 600 | Landscape | 298 | Modernization | 148 |
| Resources | 570 | Promote | 285 | Education | 147 |
| Science | 578 | Take advantage of | 287 | Explore | 145 |
| Terrace | 586 | Civilization | 276 | Attract | 141 |
| Value | 503 | Site | 274 | Education line | 138 |
| Colorful | 487 | Culture | 270 | Public | 135 |
| Produce | 460 | Excavated | 263 | Converting | 134 |
| Display | 453 | Sightseeing | 269 | Wisdom | 131 |
| Hoisting | 446 | Demonstration | 267 | Facilities | 130 |
Social Network Analysis (SNA) is a system of social network analysis that interconnects the “micro” individual with the “macro” society, thereby constructing a social network matrix (SNA) that symbolizes a structural relationship that reflects the relationship between different individuals in the macro-society. The SNA is constructed to symbolize a structural relationship that reflects the relationship between different individuals in the macrosociety. This paper takes high-frequency words as node words, now co-occurring to analyze the relationship with other node words, which can be summarized by the high-frequency word co-occurrence network of the core content around which this sample selection is made. The optimized high-frequency word co-occurrence social network graph is shown in Figure 2, and the shape size of the graph indicates the role size of the high-frequency word node in the semantic network. It can be seen that “red agricultural culture” is closely related to other nodes as a core word, followed by “development”, “protection” and “system”. It can be seen that the themes of this sample mainly include: “development of red agricultural culture”, “protection of red agricultural culture”, “education of red agricultural culture” and “education development”.
High frequency word common social network
Individual social network mapping can be used to explore the individual network characteristics of the core nodes, and the individual network characteristics are shown in Figure 3. The development of red agricultural culture should focus on the overall development and utilization of the system, which mainly includes “resource development”, “agricultural product development” and “education development”. These three aspects will become the leading direction of the development of red agricultural culture.
Individual network characteristics
Sentiment analysis can obtain the emotional color expressed by the text content, and the “sentiment analysis” function in ROST CM6 analyzes the development and utilization of red agricultural cultural resources on the network text, and the degree of influence brought by the development of red agricultural cultural resources is shown in Table 2: the content table of the Chinese chapter of the network text has the largest number of positive emotions, and the proportion of negative emotions is the least, which is 74.22%, 20.13% and 5.65%, respectively. Positive emotions reflect the positive impact brought by the development of red agricultural cultural resources, the verbs are all positive vocabulary consistent, indicating that the positive impact of red agricultural cultural resources is greater than its negative impact. Emotions after development and construction are dominated by positive emotions, and the positive vocabulary of the high-frequency word analysis results are in line with each other, indicating that the development and utilization of red agricultural and cultural resources have brought about certain positive impacts.
Emotional analysis of text content
| Emotional category | Proportion | Strength | Proportion |
|---|---|---|---|
| Positive emotion | 74.22% | General | 33.32% |
| Medium | 19.15% | ||
| Altitude | 21.75% | ||
| Neutral emotion | 20.13% | ||
| Negative emotion | 5.65% | General | 4.84% |
| Medium | 0.62% | ||
| Altitude | 0.19% |
The representative revolutionary holy places throughout the country were selected, with Anyang, Xinyang, Lankao, and Xinxiang representing four revolutionary regions. Among them, a total of 240 student questionnaires were distributed, 218 were retrieved, and 206 were valid questionnaires; a total of 8 teacher questionnaires were distributed, 8 were retrieved, and 8 were valid questionnaires.
The data, as shown in Table 3, show that 62.3% of the art teachers think that the red agricultural culture resource base development and utilization is meaningful, only 13.7% of the art teachers think that it is not meaningful, and no art teachers think that it is not meaningful, of which 38.4% of the art teachers have had the development and application of the red agricultural culture resource base development and application, and 52% of them said that they have the awareness of the development but don’t know how to carry out the development, which shows that the art teachers For the development of the red agricultural cultural resource base has a positive attitude; for the difficulties faced by the development and utilization of the red agricultural cultural resource base, 37.5% of the art teachers indicated that they lacked the methods, techniques and strategies for the development of the red agricultural cultural resource base, 26% of the art teachers indicated that they did not have enough time and energy for the development of the red agricultural cultural resource base, and 5% indicated that the school did not have enough support for the development of the red agricultural cultural resource base. Agricultural Culture Resource Bank development support is insufficient, indicating that the art teachers’ greatest difficulty in developing and utilizing the Red Agricultural Culture Resource Bank is the lack of relevant methodological, technical and strategic support.
The development and utilization of red art course resources
| Project | Options | Percentage |
|---|---|---|
| The attitude of development and utilization of red art course resources | Mean meaning | 24% |
| Intentional meaning | 62.3% | |
| Not much | 13.7% | |
| Make no sense | 0 | |
| The development and utilization of red art course resources | Yes, it works | 0 |
| Yes, it doesn’t work | 38.4% | |
| Develop awareness, but do not know how to develop | 52% | |
| No | 9.6% | |
| The development and utilization of red art course resources are difficult | There is not enough time and energy to develop the red art course resources | 26% |
| Lack of theoretical knowledge of the development of red art course resources | 18.7% | |
| The lack of methods, techniques and strategies for developing red art course resources | 37.5% | |
| The school has insufficient support for the development of red art course resources | 5% | |
| Experts and researchers have not been able to guide the development of red art courses | 12.8% |
This section uses the questionnaire method to investigate the education of non-curriculum forms of red cultural resources. Using the five-level Likert scale method, the options were “very consistent”, “somewhat consistent”, “generally consistent”, “not very agreeable” and “not compliant”, and the values were assigned 5, 4, 3, 2, and 1 in order. The results of the survey are shown in Table 4.
You know a lot about local red cultural resources. The largest number of people, 35.44%, indicated that they did not, and this group of people may lack understanding of local red cultural resources due to a lack of access to red cultural resources or a lack of relevant educational background From the above analysis, it can be seen that there is a large difference in the degree of understanding of elementary school teachers of local red cultural resources, and the majority of them have a low degree of understanding, or even no understanding. This may be related to factors such as insufficient publicity, lack of education, and differences in personal interests. By increasing publicity, strengthening school education and broadening the channels of information acquisition, it is expected that the public’s understanding of local red cultural resources will be enhanced, and cultural self-confidence and sense of belonging will be strengthened. Your school often utilizes local red cultural resources to carry out related educational activities. More than one-third of the schools indicated that they did not use red cultural resources for educational activities often. Your school’s local red cultural education activities are mainly carried out through visiting red sites, conducting red-themed lectures or reports, red-themed class meetings or team activities, red cultural performances or competitions, and red-themed reading or writing activities. The percentage of comparisons is 33.98%. The implementation of these educational activities is very effective. The percentage of those who thought it did not conform was 32.52%, which suggests that schools need to think more deeply about how to enhance the attractiveness and effectiveness of the activities when organizing red cultural education activities. The percentage of those who think it is not quite in line is 30.10%, which may mean that there is still some room for improvement in these activities in terms of attracting students’ attention and stimulating their interests and emotions. From the analysis of the data, most of the respondents think that the implementation of these educational activities is not significant or not very significant, which reflects that this non-curricular form of red culture and people activities need to continue to improve.
Implementation mode and its effect
| Question | Option | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|---|
| Q1 | N | 20 | 13 | 40 | 60 | 73 |
| Proportion | 9.71% | 6.31% | 19.42% | 29.13% | 35.44% | |
| Q2 | N | 17 | 18 | 42 | 70 | 59 |
| Proportion | 8.25% | 8.74% | 20.39% | 33.98% | 28.64% | |
| Q3 | N | 58 | 70 | 38 | 24 | 16 |
| Proportion | 28.16% | 33.98% | 18.45% | 11.65% | 7.77% | |
| Q4 | N | 22 | 13 | 42 | 62 | 67 |
| Proportion | 10.68% | 6.31% | 20.39% | 30.10% | 32.52% |
Digging deep into the red agricultural cultural resources, building a resource base, and integrating into the aesthetic education teaching classroom in colleges and universities
Colleges and universities should dig deep into the red agricultural cultural resources contained in the elements of aesthetic education, and strive to transform red resources into high-quality human resources, more prominent to culture, culture and human education, and strive to build a platform position of red cultural education. First of all, colleges and universities should carry out in-depth excavations and organize the local red agricultural cultural resources. The major universities in the province can unite with the local government, cultural institutions, etc., to conduct a comprehensive research on the red agricultural cultural resources in each region and establish a red cultural education resource base.
Innovate the curriculum system of aesthetic education to enhance the effect of red cultural infiltration
Aesthetic education is the infiltration education that directly refers to the human heart, with deep cultural significance and aesthetic orientation, and has always been the necessary means and important hand of inheriting revolutionary history and red culture. Colleges and universities should innovate the red culture aesthetic education curriculum system according to their own characteristics and advantages, and build an aesthetic education curriculum system covering art theory, art practice, art appreciation, etc. The curriculum should pay attention to regional characteristics and explore the combination of revolutionary tradition and modern aesthetics to stimulate students’ interest in learning. Red agricultural and cultural resources are integrated into general courses of aesthetic education such as art, music, dance, opera, calligraphy, etc., so that students can feel the charm of red culture in art practice.
Expanding the red aesthetic education practice platform and enhancing students’ experience of aesthetic activities
The educational function of red culture is reflected in its focus on practicality and operability. Red culture is not only a theory, but also a kind of practice. Its education method involves both theoretical explanations and field studies, classroom learning, and practical activities. First of all, colleges and universities should make full use of red agricultural and cultural resources to organize rich and diversified practical activities for aesthetic education.
Create red classic aesthetic education microcourses to realize the sharing of aesthetic education curriculum resources
As an old revolutionary area, colleges and universities should make full use of the unique red agricultural cultural resources to cast souls and educate people, develop red classic education micro-courses, and create a characteristic advantageous red micro-course system.
This paper constructs a digital red agricultural cultural resource base on the web using data mining, social network analysis, and other methods. Integration paths include digging deeper into red agricultural cultural resources, innovating the aesthetic education curriculum system, expanding the practice platform, and creating microcourses in aesthetic education. The themes of the social network are mainly “development of red agricultural culture”, “protection of red agricultural culture”, “education of red agricultural culture” and “education development”. The development of red agricultural cultural resources is mainly oriented towards “resource development”, “agricultural product development” and “education development”. The text has the highest percentage of positive sentiment entries at 74.22%. And in the teaching practice of incorporating agricultural and cultural resources into aesthetic education, 62.3% of art teachers found it very meaningful. The research content of this paper is of great value to aesthetic education.