Cultivation and Evaluation System Construction of “Six Essentials” of Civics Teachers in the Context of Educational Digitization

China’s development trend is getting better and better, and China is gradually moving from the periphery of the world to the center of the world stage, with scientific socialism showing strong vitality under China’s development. Under the leadership of the Party and the efforts of the people, the practice of socialism with Chinese characteristics has made remarkable achievements. At the same time, however, the ideological struggle and the information technology revolution have brought new challenges and opportunities to ideological and political education, and the “Six Essentials” of teachers of ideological and political education have been created in such a historical background.

The theoretical sources of the “Six Essentials” qualities of the teachers of the Civics and Political Science Program mainly include the inheritance of the Marxist-Leninist ideological and political education ideology, the long-term experience of the Communist Party of China in Civics and Political Science education, and the excellent traditional culture of the Chinese nation. The systematic organization of these materials lays the foundation for the research on the construction of the “Six Essentials” teacher team for the Civics and Political Science courses in colleges and universities. The Marxist-Leninist ideology of ideological and political education is the direct theoretical source of the “Six Essentials” for high school teachers of Civics and Political Science, and has had a significant impact on the formulation of the “Six Essentials”.

Civic and political education has always been a priority for China. During the long period of revolutionary practice and the process of reform and opening up, China has accumulated a wealth of experience in civic and political education, which still guides today’s civic and political education and creates the realistic conditions for the introduction of the “Six Essentials”. The excellent traditional culture of the Chinese nation is rich in content, and its moral concepts, the idea of family and country, and the idea of teacher ethics influence the spiritual characteristics and spiritual quality of Chinese teachers, and are the deep foundation for the formation of the “Six Essentials” qualities.

Hierarchical analysis of the calculation of the weight of the indicators, in addition to the matrix theory of the eigenvalue method, there is generally a square root method, the summation method and the method of least squares. 1)

Square root method (geometric mean method): 1Wi=(∏i=1naij)1n∑i=1n(∏j=1naij)1n,(i=1,2,⋯,n)$${W_i} = \frac{{{{(\prod\limits_{i = 1}^n {{a_{ij}}} )}^{\frac{1}{n}}}}}{{\sum\limits_{i = 1}^n {{{\left( {\prod\limits_{j = 1}^n {{a_{ij}}} } \right)}^{\frac{1}{n}}}} }},(i = 1,2, \cdots,n)$$

The calculation is to multiply the elements of the judgment matrix A by rows to get a new vector, and then use each component of the new vector to get the weight vector by normalization after n times. 2)

Summation method (arithmetic average method)

The arithmetic mean of all column vectors of judgment matrix A is used to calculate the weight values, i.e.: 2Wi=1n∑j=1naij∑k=1nakj,(i=1,2,⋯,n)$${W_i} = \frac{1}{n}\sum\limits_{j = 1}^n {\frac{{{a_{ij}}}}{{\sum\limits_{k = 1}^n {{a_{kj}}} }}} \:,\:(i = 1,2, \cdots,n)$$

In general, the calculation is done by adding the columns of the elements of A normalized by column and dividing the resulting vector by n to get the weight vector. 3)

Least Squares Method

That is, the weight vector is determined by fitting to minimize the sum of squares of the residuals, the general form of the model is: 3minZ=∑i=1n∑j=1n(aijνj−νi)2$$\min Z = \sum\limits_{i = 1}^n {\sum\limits_{j = 1}^n {{{({a_{ij}}{\nu _j} - {\nu _i})}^2}} }$$ 4∑i=1nvi=1,vi>0(i,j=1,2,⋯,n)$$\sum\limits_{i = 1}^n {{v_i}} = 1,{v_i} > 0(i,j = 1,2, \cdots,n)$$

According to the principle of fuzzy comprehensive evaluation, the main process of its evaluation method includes: 1)

Firstly, the object set O, factor set U and comment set V of the evaluated object are established.

Among them: 5O={o1,o2,o3,⋯,om},U={u1,u2,u3,⋯,um},V={v1,v2,v3,⋯,vn}$$O = \left\{ {\begin{array}{c} {{o_1},{o_2},{o_3}, \cdots,{o_m}} \end{array}} \right\},\quad U = \left\{ {\begin{array}{c} {{u_1},{u_2},{u_3}, \cdots,{u_m}} \end{array}} \right\},V = \left\{ {\begin{array}{c} {{v_1},{v_2},{v_3}, \cdots,{v_n}} \end{array}} \right\}$$

which satisfies ∑j=1nrij=1$$\sum\limits_j = {1^n}{r_{ij}} = 1$$. 4)

Synthesize the operation according to the evaluation model: 8B˜=A˜○R˜=(a1,a2,a3,⋯,am)○[r11r12⋯r1nr21r22⋯r2n⋯⋯⋯⋯rm1rm2⋯rmn]$$\tilde B = \tilde A \circ \tilde R = ({a_1},{a_2},{a_3}, \cdots,{a_m}) \circ \left[ {\begin{array}{c} {{r_{11}}}&{{r_{12}}}& \cdots &{{r_{1n}}} \\ {{r_{21}}}&{{r_{22}}}& \cdots &{{r_{2n}}} \\ \cdots & \cdots & \cdots & \cdots \\ {{r_{m1}}}&{{r_{m2}}}& \cdots &{{r_{mn}}} \end{array}} \right]$$

Finally, the winner is selected from O = {a₁, o₂, o₃, ⋯; o_m}, and B˜$$\tilde B$$ is normalized to determine the best one.

For the multilevel comprehensive fuzzy evaluation, the process mainly includes:

First, the factors are categorized.

Shape the factor set U={u1,u2,u3,…,um}$$U = \left\{ {{u_1},{u_2},{u_3}, \ldots,{u_m}} \right\}$$ into s categories, Ui={ui1,ui2,ui3,…,uim},i=1,2,⋯,s$${U_i} = \left\{ {{u_{i1}},{u_{i2}},{u_{i3}}, \ldots,{u_{im}}} \right\},i = 1,2, \cdots,s$$ and at the same time, build the rubric set V={v1,v2,v3,⋯,vn}$$V = \left\{ {{v_1},{v_2},{v_3}, \cdots,{v_n}} \right\}$$.

Next, create the weighting set.

Weights include factor class weights and factor weights, it may be worthwhile to set the i class factor weights a_i(i = 1, 2, ⋯, s), factor class weight vector A˜=(a1,a2,a3,⋯,as)T$$\tilde A = {({a_1},{a_2},{a_3}, \cdots,{a_s})^T}$$ set the ith class factor jth element weight a_i, then the weight vector of the factor A˜=(ai1,ai2,ai3,⋯;aim)T,i=1,2,⋯,s$$\tilde A = {({a_{i1}},{a_{i2}},{a_{i3}}, \cdots ;{a_{im}})^T},i = 1,2, \cdots,s$$. Then a layer of fuzzy evaluation, that is, fuzzy evaluation of each class of each factor. For ease of understanding, it may be useful to set the evaluation matrix form: 9R˜i=[r11ir12i⋯r1nir21ir22i⋯r2ni⋯⋯⋯⋯rm1irm2i⋯rmmi]$${\tilde R_i} = \left[ {\begin{array}{c} {r_{11}^i}&{r_{12}^i}& \cdots &{r_{1n}^i} \\ {r_{21}^i}&{r_{22}^i}& \cdots &{r_{2n}^i} \\ \cdots & \cdots & \cdots & \cdots \\ {r_{m1}^i}&{r_{m2}^i}& \cdots &{r_{mm}^i} \end{array}} \right]$$ 10B˜i=A˜i○R˜i=(ai1,ai2,⋯,amn)○[r11ir12i⋯r1nir21ir22i⋯r2ni⋯⋯⋯⋯rm1irm2i⋯rmni]=(bi1,bi2,⋯,bm)T$${\tilde B_i} = {\tilde A_i} \circ {\tilde R_i} = ({a_{i1}},{a_{i2}}, \cdots,{a_{mn}}) \circ \left[ {\begin{array}{c} {r_{11}^i}&{r_{12}^i}& \cdots &{r_{1n}^i} \\ {r_{21}^i}&{r_{22}^i}& \cdots &{r_{2n}^i} \\ \cdots & \cdots & \cdots & \cdots \\ {r_{m1}^i}&{r_{m2}^i}& \cdots &{r_{mn}^i} \end{array}} \right] = {({b_{i1}},{b_{i2}}, \cdots,{b_m})^T}$$

A two-level fuzzy evaluation is then performed: 11R=[B˜1B˜2⋯B˜s]=[A1○R1A2○R2⋯As○Rs]=[b11b12⋯b1nb21b22⋯b2n⋯⋯⋯⋯bs1bs2⋯bzn]$$R = \left[ {\begin{array}{c} {{{\tilde B}_1}} \\ {{{\tilde B}_2}} \\ \cdots \\ {{{\tilde B}_s}} \end{array}} \right] = \left[ {\begin{array}{c} {{A_1}^\circ {R_1}} \\ {{A_2}^\circ {R_2}} \\ \cdots \\ {{A_s}^\circ {R_s}} \end{array}} \right] = \left[ {\begin{array}{c} {{b_{11}}}&{{b_{12}}}& \cdots &{{b_{1n}}} \\ {{b_{21}}}&{{b_{22}}}& \cdots &{{b_{2n}}} \\ \cdots & \cdots & \cdots & \cdots \\ {{b_{s1}}}&{{b_{s2}}}& \cdots &{{b_{zn}}} \end{array}} \right]$$

If algorithm M( ·, + ) is used, then B˜$$\tilde B$$ is: 12B˜=A˜○R˜=(a1,a2,a3,⋯,am)○[r11r12⋯r1nr21r22⋯r2n⋯⋯⋯⋯rm1rm2⋯rmn]=(b1,b2,⋯,bn)T$$\tilde B = \tilde A \circ \tilde R = ({a_1},{a_2},{a_3}, \cdots,{a_m}) \circ \left[ {\begin{array}{c} {{r_{11}}}&{{r_{12}}}& \cdots &{{r_{1n}}} \\ {{r_{21}}}&{{r_{22}}}& \cdots &{{r_{2n}}} \\ \cdots & \cdots & \cdots & \cdots \\ {{r_{m1}}}&{{r_{m2}}}& \cdots &{{r_{mn}}} \end{array}} \right] = {({b_1},{b_2}, \cdots,{b_n})^T}$$

Based on the basic theory of fuzzy hierarchical analysis, the general steps of its model can be summarized as follows: 1)

Establish the factor set and the rubric set. The factor set is the set of evaluation factors of the evaluated object, and the rubric set is the set of finite fuzzy ratings.

As shown in Table 1, only 14.29% of the teachers had a very thorough understanding of the “Six Essentials”, 51.43% were clear about the “Six Essentials”, 20.0% were vague, and the remaining 2.86% were almost unclear about the “Six Essentials”. 2.86% of teachers had little or no knowledge. The deeper the understanding of the “Six Essentials”, the more it will help teachers to carry out effective practical teaching activities and promote the improvement of teachers’ teaching level and classroom teaching quality. More than 50% of the teachers’ knowledge of the “Six Essentials” is quite good, which means that the theoretical level of these teachers is also quite good. More than 14% of the teachers lacked knowledge of the “Six Essentials” or were hardly aware of them, indicating that the level of their ideological and political theories needs to be improved and their professional knowledge needs to be improved and enriched.

As to whether teachers can grasp the application of the “Six Essentials” in the classroom, 51.43% of the teachers think they can, 34.29% are not confident enough, and 14.29% think they can’t. From the above, it can be seen that more than half of the teachers do not understand the principles of the “Six Essentials” in teaching and learning well enough, and this point needs to be strengthened.

As shown in Table 2, as many as 80% of the teachers pointed out that the “Six Essentials” should be combined with the teaching of Civics and Politics in colleges and universities in order to improve the quality of teaching and learning, while 14.29% of the teachers said they were not sure whether the two needed to be combined or not. In the actual teaching of ideological and political classrooms in colleges and universities, 68.57% of the teachers often reflect their “Six Essentials” in the teaching process, while the remaining 28.57% of the teachers do not do so. It is important to note that all of the faculty members demonstrated the “Six Essentials” in their teaching of the program, but only with varying degrees of frequency.

This shows that most of the teachers are aware of the value of improving their own “Six Essentials” literacy, and remind themselves to regularly integrate the “Six Essentials” into their teaching practice. In addition, a few teachers do not pay attention to the teaching value of the “Six Essentials” and their attention to them needs to be improved. Analyzing the results of the interviews, we can also know that teachers will actively or unconsciously combine the “Six Essentials” with classroom teaching when they actually teach.

The results of the survey on teachers’ choices of implementation methods to implement the “Six Essentials” in actual teaching are shown in Table 3. 71.43% of the teachers’ general practice of implementing the “Six Essentials” is to make flexible adjustments according to the actual teaching and learning situation, and there is no fixed mode of correspondence. This shows that most teachers recognize the role of “Six Essentials” in teaching design and classroom control and do not blindly use some teaching strategies in the ideological and political classroom teaching in colleges and universities. 20% of the teaching approach to implementing the “Six Essentials” in the classroom is based on the actual needs of the students and is used in conjunction with them in order to stimulate their interest in learning. The remaining 8.57% of teachers chose to implement and apply the “Six Essentials” throughout the entire lesson. To do so, teachers are required to prepare the lessons carefully, not to spare time to prepare the lessons in advance, and they are also required to have a rich foundation of professional knowledge. Objectively speaking, this is more challenging and demanding for teachers, and it shows that the teaching level of Civics teachers in a few colleges and universities is quite good.

The specific situation of the combination of “Six Essentials” literacy and ideological and political teaching is shown in Table 4, and the difficulties faced by teachers in the process of implementing “Six Essentials” literacy into classroom teaching can be summarized as follows: lack of suitable literacy materials and lack of theoretical knowledge to guide them, The amount of time and effort spent on lesson preparation and the limited time available in the classroom. There are differences among the 35 teachers in determining the objectives of students’ competence development in ideological and political classroom teaching in colleges and universities: 5.71% of the teachers focus on the transfer of knowledge, 14.29% focus on the development of students’ competence, and the remaining 80% focus on the development of students’ sense of responsibility, patriotism, and sense of mission.

In summary, teachers believe that the “Six Essentials” play a greater role in the development of teaching objectives and innovation in teaching methods, and play a relatively minor role in the design of teaching content, which may be related to the lack of practical experience of teachers.

Statistically, of the 13 questionnaires on the relative importance of the evaluation indicators of the “Six Essentials” qualities of college and university Civics teachers, a total of 12 passed the consistency test, and 1 did not pass the calibration. Therefore, the 12 valid relative weights will be averaged next to produce the final relative weighting results on the four first-level dimensions. The weights of the second-level dimensions are shown in Table 6, and the average weights of the data statistics of 12 questionnaires on the relative importance of the evaluation indicators of the “Six Essentials” literacy of college ideological and political teachers are the largest, with the weights of B2 having deep feelings and B1 having strong politics being the largest, which are 0.2276 and 0.2134, respectively, followed by B6 having positive personality and B3 thinking being 0.1442, respectively.

As mentioned above, the weights of the secondary indicators have been presented, and the results of the above weights are summarized in the overall indicator weight table below, in which the integrated weights are the final weights of the indicator layer, i.e., the weights of all the secondary indicators add up to 1, in order to provide a convenient measurement value for the observation of the “Six Essentials” qualities of the college Civic Teachers in the following years.

At this point, the study has completed the construction of the evaluation index system of “Six Essentials” for college Civics teachers as well as the calculation of the relative importance of the first-level dimensions and the second-level indicators, and the overall framework is shown in Table 7.

As shown in Figure 1, the evaluation index system is composed of six secondary dimensions: “strong politics”, “deep feelings”, “new thinking”, “broad vision”, “strict self-discipline” and “positive personality”, which are interrelated and mutually supportive, and are a relatively comprehensive and systematic evaluation framework.

Figure 1.

The dimensional diagram of the evaluation index system

First of all, sentiment to be deep is the soul and cornerstone of these 6 aspects. It determines the teachers’ teaching attitude and professionalism, and influences the performance of the other five qualities. A college Civics teacher with good teacher ethics does sincerely love the profession of teaching, is full of enthusiasm and passion for education, is able to set an example for students, is able to naturally care for students, and endeavors to stimulate students’ interest and motivation in learning. The enhancement of sentiment helps teachers to fulfill their educational duties better and achieve their educational goals.

Secondly, strong politics is the core of the six essential qualities of Civics teachers, which is directly related to the quality of teaching and the learning effect of students. Politics is the most important attribute of ideological and political theory courses, that is, teachers of ideological and political theory courses must firmly support the leadership of the Communist Party of China politically, and remain sober in the face of right and wrong.

Again, personality should be correct and new thinking is the bridge. Students’ profound experience of the network and the mutual construction between students and the network have challenged the teaching mode, teachers’ status and authority. This requires Civics teachers to emancipate their minds, revolutionize their thinking, abandon that single abstract thinking interpretation, change their roles, and build a new teaching mode. Excellent teaching design can make classroom teaching more vivid, interesting and effective, and stimulate students’ learning interest and motivation. Civics teachers should also cultivate their own upright personality, infect students with noble charisma, and do a good job as a role model for people to learn, and be a role model for students to build an ideal personality.

Finally, a broad vision and strict self-discipline are the key qualities for the actual teaching effect. It requires teachers of Civics to have a broad vision, and be able to teach accurately and vividly in the teaching process. They should have intellectual, international, and historical perspectives, and through vivid, in-depth, and specific vertical and horizontal comparisons, they should be able to make some truths clear and understandable. At the same time, “self-discipline should be strict” is an important part of Marxist morality, which is an inherent requirement for the special role of teachers of Civics and Political Science courses.