Construction and Empirical Application Analysis of Intelligent Teaching Resource Base for Civic and Political Education in Colleges and Universities
Online veröffentlicht: 17. März 2025
Eingereicht: 11. Nov. 2024
Akzeptiert: 17. Feb. 2025
DOI: https://doi.org/10.2478/amns-2025-0321
Schlüsselwörter
© 2025 Zhennan Zhang, published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
The current teaching of ideological and political courses in colleges and universities is characterized by problems such as obsolete teaching content, single teaching method and stereotyped teaching mode, which seriously restricts the development of the ideological and political courses in colleges and universities themselves, and is not compatible with the development requirements of higher education informatization [1-3]. Therefore, it is necessary to use modern information technology to reform the teaching of ideological and political courses in colleges and universities, improve the effectiveness of ideological and political course teaching, and make it adapt to the development of the information society [4-5]. Digital resources have the characteristics of multimedia, hypertext, friendly interaction, virtual simulation, remote sharing, expansion and regeneration, and the construction of digital resource base is of great significance to the teaching reform of ideological and political courses in colleges and universities [6-7].
The resource base of ideological and political education in colleges and universities provides a strong support for teaching in colleges and universities, and also provides a platform for improving the way of teachers’ lesson preparation, students’ independent learning, and improving learning efficiency and learning interest [8-9]. On the one hand, using the multimedia, hypertext, and extended regeneration characteristics of digital resources, the teaching content of ideological and political classes can be enriched to realize the novelty, topicality, interestingness, and knowledge of the teaching content, so as to stimulate the students’ interest in learning and satisfy their learning needs [10-13]. On the other hand, the integration of intelligent technology, the construction of digital resource base with friendly interaction, virtual simulation, remote sharing characteristics, so that students can learn independently, collaborative learning, research learning through the resources provided by the resource base, to improve the initiative and enthusiasm of students’ learning, and be able to break the traditional stereotypical teaching mode [14-16]. Therefore, the construction of curriculum Civics and Politics resource base is an important way for higher education institutions to integrate teaching resources, improve teaching quality and enhance teaching level, and it is also an important task faced by Chinese colleges and universities in the new era [17-18].
This paper adopts the method of data and literature collection, collects the resources of the ideological and political education in colleges and universities for organizing and analyzing, and further excavates and refines the ideological and political elements such as sportsmanship, family and national sentiment, ideological education and responsibility embedded in them. Through the Delphi method, we integrated and screened the civic and political elements, and extracted 4 first-level civic and political elements and 12 second-level civic and political elements, so as to build an intelligent teaching resource base for civic and political education in colleges and universities. The questionnaires were distributed and data were collected through the Questionnaire Star platform to analyze the actual application status of the intelligent teaching resource base, which can provide reference for the teaching of Civic and Political Education in colleges and universities.
Utilize databases such as libraries, CNKI databases, and Wanfang data systems to search for relevant information.
The expert interviews are shown in Table 1. Interviews were conducted with professors and teachers who have been engaged in teaching Civics and Politics for many years, as well as educators with many years of teaching and research experience. The main contents of the interviews include: the current situation of teaching Civics and Political Science at Shandong University.Students’ mastery of teaching competence and factors that contribute to competence formation.
Expert interview list
| Serial number | Name | Job title | Worksheet |
|---|---|---|---|
| 1 | Yang xx | Professor | Shandong university |
| 2 | Zhou xx | Professor | Shandong university |
| 3 | Li xx | Professor | Shandong university |
| 4 | Liu xx | Professor | Zilu normal college |
| 5 | Zhou xx | Professor | Inner Mongolia national university |
According to the research purpose of this topic, with reference to the design of similar questionnaires as well as under the guidance of teachers, the teacher’s questionnaire and student’s questionnaire were preliminarily formulated, and following the principles of questionnaire design after adjustments and experts’ reliability and validity tests, the “Civics Teaching and Cultivation Research” was finally formulated.
The Delphi method, which was proposed and used by the experts of the Land Company, a famous American consulting organization, in the 1950s, was initially intended to overcome the shortcomings of the phenomena of blind obedience to the majority and submission to authority figures in collective discussions, and its practice was to select experts and scholars in the fields related to decision-making issues and establish direct correspondence with the experts. Through the letter to collect expert opinions, and then be synthesized, collated, and then through the letter back to the experts, once again to seek advice, so that repeated three to five times, and gradually make the expert opinion convergence, and finally get is the conclusive opinion, in essence, is a kind of expert opinion consulting and analysis, and therefore also named as expert prediction method, expert opinion method, and so on.
The Delphi method’s specific implementation steps are as follows:
Preparatory work: Form an expert group, tell all members of the group about the objectives and content of the evaluation, explain the details of the evaluation, and provide the materials needed for the investigation. Among them, the selection of experts is particularly important, which can be based on the number of contents of the survey and evaluation objectives and the size of the scope of the area involved, generally not less than 10 people, not more than 20 people. The first round of investigation: the experts can not communicate with each other in any form on this issue, completely in a back-to-back manner, by each expert anonymously put forward their own views and opinions, to complete the first round of the survey form to fill out. Multiple rounds of repeated surveys: the first round of expert opinion summary, by the person in charge of the expert opinion of the statistical analysis, the use of charts or tables for comparison, and put it back to the experts, at this time each expert can refer to other experts, combined with their own views on the comparison, full of thought and research, in order to amend their own questionnaires. At this time, the experts can anonymously express their own views, explain their own basis and reasons, to conduct a second round of surveys or predictions.This is repeated (usually three to four rounds) until the experts basically reach a consensus, and their views are basically the same. (Objectively speaking, in real life, there are always many situations, many issues can not be fully consistent with the results of the survey, then we need to adopt a try to converge, can represent the views of the most people) This step is the main link of the Delphi method, but also to determine the effectiveness of the implementation of the Delphi method is the key. The final results of the summary: all members of the panel of experts to collect the amendments to the comprehensive processing, the person in charge of the final summary of the results of the text, graphs or tables in the form of performance.
In real life, the Delphi method is mainly applied to estimation and evaluation, and it can be used for both estimation and evaluation. Generally speaking, Delphi method favors estimation, because when we make comparative evaluation of the relative importance of things, it is often also with the nature of estimation, that is, the projected speculation on the possible future events or possible situations. This paper utilizes the advantages of reliability, unity, representativeness and simplicity of the Delphi method and its evaluation function to try to make the opinions of the expert panel members converge and converge as quickly as possible, so as to provide help for the research of comprehensive quality evaluation of graduate students and make the evaluated objects accept the conclusions easily.
This study is an indicator of the elements of political education in colleges and universities, and Excel was used to calculate the mean, standard deviation and coefficient of variation of the valid data recovered by the Delphi method, and the mean value lower than 4.0 and the standard deviation higher than 1.00 were given to be deleted. SPSS26.0 was used to evaluate the questionnaire’s reliability and consistency. So as to achieve the authenticity of the data.
The establishment of the Civic and Political Resource Base is closely centered around the Civic and Political Element, which is the core and central hub of the entire resource base. In this paper, the mined elements of Civic and political elements are organized, and through the Delphi method, three rounds of questionnaires are screened by experts, and the indicators of the elements of Civic and political education in colleges and universities will be based on the Likert scale, and experts are invited to screen and score each level of indicators, i.e.: “5 points equal to very important, 4 points equal to important, 3 points equal to general, 2 points equal to unimportant, and 1 point equal to very unimportant. Important”, and seek experts’ opinions on semantic similarity, inappropriate meaning and other indicators for selective deletion and addition, to ensure that based on the growth process of college civic education civic elements involved in a comprehensive, in line with the curriculum civic teaching elements.
After the questionnaire was finished, the questionnaire data were collected and organized, after which the obtained data were mathematically and statistically analyzed with SPSS 26.0 and EXCAL software to analyze the mean, standard deviation, and coefficient of variation of the degree of importance of each of the first- and second-level civic and political elements respectively, to judge the reasonableness of each civic and political indicator, and to screen and amend them.
Degree of importance: the mean value and standard deviation of the first- and second-level Civic Indicators of the Civic Elements of Civic Education in Colleges and Universities are statistically analyzed to determine whether the Civic Elements are retained or not. Civic elements with mean value M≥4.5 and standard deviation S.D≤1.5 are retained.
Coefficient of variation: the coefficient of variation indicates the degree of dispersion of the experts’ evaluation results of the Civics elements, and its value refers to the ratio of the standard deviation to the weighted mean, and usually the variation index is proportional to the degree of dispersion. In this this study, the coefficient of variation index is set at 0.25, and the Civic elements with coefficient of variation CV ≤ 0.25 are retained.
Through the first round of data collection and organization of the expert consultation questionnaire, the related scores of the first-level indexes are counted as shown in Table 2, and the mean scores of the first-level indexes of the Civic and Political Elements are all higher than 4.85, the standard deviation is less than 0.5, and the coefficient of variation is less than 0.2, which indicates that the experts’ scoring opinions are consistent, and therefore, it will not be deleted.
A level indicator
| Primary indicator | Average (M) | Standard deviation (S.D.) | Variation coefficient (CV) |
|---|---|---|---|
| A1 Sports spirit | 4.95 | 0.01 | 0.2 |
| A2 national conditions | 4.85 | 0.35 | 0.08 |
| A3 thought education | 4.83 | 0.48 | 0.10 |
| A4 responsibility | 4.90 | 0.39 | 0.05 |
In the process of the survey, through interviews with experts, some experts suggested that the first-level indicator “A3 ideological education” should be refined and changed to “personal growth”. After reviewing the literature, we know that the elements of this first-level indicator are more specific, more compatible with the second-level indicators contained herein, so the author will adopt them and replace “ideological education” with “personal growth”. The four primary indicators in this round of screening can better reflect the elements of Civic Education included in the growth process of Civic Education in colleges and universities. After analyzing the results, the mean value (M) of “B12 National Pride, B15 Unity of Knowledge and Action” among the secondary indicators is less than 4.5, the standard deviation (S.D.) is less than 1.5, and the coefficient of variation (CV) is more than 0.25, which does not satisfy the conditions, and so it is deleted, and the other values of the secondary indicators satisfy the conditions, and they will be retained.
The relevant scores of the secondary indicators are shown in Table 3. Regarding the results of the expert interviews, some experts pointed out that the meanings of “B1 rising to the challenge” and “B2 struggling hard” overlap. The meanings of “B3 striving for improvement” and “B4 pursuing excellence” overlap. It is recommended that one of each be retained. After reviewing the literature, studying the history of the growth of Civic and Political Education in colleges and universities and the goals of physical education in colleges and universities, “rising to the occasion” and “pursuing excellence” are more suitable for the theme of this study and have more specific meanings. Therefore, the secondary indicators will adopt the experts’ suggestion to delete “B2 Hard Struggle” and “B3 Striving Upward” and keep “B1 Rising to the Challenge”, “B4 Pursuit of Excellence”. A number of experts pointed out that the secondary elements contained in A1 “sportsmanship” are not comprehensive enough, and suggested adding the secondary indicator of “sports ethics”. It was found that the connotation of the indicator of “sports ethics” is: obeying the rules of sports, obeying the referee, and respecting and caring for each other in sports. It is in line with the content of sportsmanship, so it is adopted, so B5 “sports ethics” secondary indicator is added. To summarize, according to the feedback results of the expert questionnaire and expert interviews, after deleting, changing and adding individual elements in combination with the research purpose of this paper, a system of Civic and Political Elements is formed, which includes 4 first-level indexes and 18 second-level indexes.
The secondary index score situation table
| Primary indicator | Average (M) | Standard deviation (S.D) | Variation coefficient (CV) |
|---|---|---|---|
| B1 Headlong | 5 | 0.05 | 0 |
| B2 Hard work | 4.87 | 0.386 | 0.10 |
| B3 Fight up | 4.73 | 0.493 | 0.09 |
| B4 Excellence | 4.87 | 0.384 | 0.09 |
| B5 Challenge | 4.87 | 0.384 | 0.09 |
| B6 Self-improvement | 4.87 | 0.384 | 0.12 |
| B7 Collectivism | 4.74 | 0.496 | 0.09 |
| B8 Patriotism | 4.87 | 0.382 | 0.09 |
| B9 National unity | 4.87 | 0.382 | 0.09 |
| B10 Cultural confidence | 4.87 | 0.382 | 0.18 |
| B11 Selfless dedication | 4.62 | 0.796 | 0.32 |
| B12 National pride | 3.88 | 1.132 | 0.12 |
| B13 Big picture | 4.76 | 0.386 | 0.10 |
| B14 Open confidence | 4.72 | 0.493 | 0.14 |
| B15 Inter consciousness | 4.05 | 1.163 | 0.30 |
| B16 Lifelong learning | 4.76 | 0.494 | 0.12 |
| B17 Heritage | 4.95 | 0.02 | 0.03 |
| B18 Public interest | 4.46 | 0.795 | 0.20 |
| B19 Filial piety | 4.46 | 0.795 | 0.20 |
| B20 Mission | 4.74 | 0.492 | 0.11 |
In this paper, the resource library of Civics elements after three rounds of experts’ survey suggestions, the initial collation of sports Civics elements for extraction, screening, improvement, and finally with the relevant experts’ opinions and suggestions basically agreed, established this study based on the university Civics education course Civics elements as shown in Figure 1. Finally formed a system of political thinking elements including 4 primary indicators and 12 secondary indicators.
Curriculum thinking
Intelligent teaching resource base is based on the university’s Civics resources, the construction of intelligent teaching resource base is a systematic project, which must include the following stages:
Analysis of the functions of the intelligent teaching resource base Design of the structure of the intelligent teaching resource base Design and development of intelligent teaching resource base resources
The function of the intelligent teaching resource base determines the structure of the intelligent teaching resource base, and in turn determines the design and development of teaching resources.The scientific structure of the intelligent teaching resource library is conducive to the full play of the functions of the intelligent teaching resource library. Intelligent teaching resource library resource design and development in the construction of intelligent teaching resource library and resides in the core and soul of the position, without the support of the resource, intelligent teaching resource library function of play can not be mentioned.Intemet and Intranct to give intelligent teaching resource library unique shared browsing, reconstruction and development, retrieval and navigation, two-way transmission and other functions. The construction of an intelligent teaching resource base introduces new educational concepts, teaching methods, and rich teaching resources for subject teaching. The construction of intelligent teaching resource base.
On the basis of reviewing a large amount of literature, it is found that the large system of intelligent teaching resource base is generally divided into two subsystems-resource system and management system. Resources are the core and soul of an intelligent teaching resource base.
The overall structure of the intelligent teaching resource base is shown in Figure 2. The functions of the resource base are realized through it. At the same time, in order to make the resources better support students’ learning, it is necessary to manage and organize the resources scientifically, and this requires a management platform to complete. And in order to make better use of the advantages of the network, the intelligent teaching resource library should also be linked with the campus network or the international Internet, so as to maximize the functions of the intelligent teaching resource library and give full play to its advantages. Therefore, based on the existing research results, as well as the characteristics of intelligent teaching resource library and the functions of intelligent teaching resource library. The author also divides the Intelligent Teaching Resource Library into two components, and at the same time realizes the connection between the Intelligent Teaching Resource Library and the campus network and the international Internet through the network side.
Smart teaching repository
The organization of intelligent teaching resources of inquiry class should take the topic as the first-level clue of the organization of network teaching resources, these topics can be from the textbook, or some inquiry problems related to chemistry teaching selected from daily life, or some problems reflecting local characteristics as the topic, the selection of the topic must be in line with the knowledge level and cognitive ability of the students. Through the study of these topics can guide students to use network teaching resources for inquiry-based learning, so as to cultivate students to discover and raise questions, inquiry and problem solving, and cultivate students’ independent and innovative spirit, research and practice ability, cooperation and development of consciousness of a resource organization. Figure 3 illustrates the organizational structure of inquiry-based network teaching resources.
Organizational structure of teaching resources
Before following certain clues for inquiry-based network teaching resources, we must admit that due to the different backgrounds of personal growth and differences in education, there are certainly differences in students’ thinking ability, cognitive ability and inquiry ability, so we must take into account such differences in the process of resource organization to prevent the phenomenon of “one size fits all”. If all students are provided with a way of organizing resources, then it will lead to some students thinking that the topic of inquiry is too simple or too difficult and lose interest in learning, which not only fails to achieve the desired effect, but also may lead to a loss of interest and motivation in learning. Therefore, before students start learning about inquiry, a system of evaluation should be designed, which can be divided into three levels according to the level of students’ inquiry ability. Students at Level 1 are relatively underdeveloped in their inquiry ability, students at Level 2 are slightly better than those at Level 1 but do not yet have the ability to conduct independent inquiry, while students at Level 3 have strong inquiry ability and can conduct independent inquiry.
Next, students used the connection to access the resource library, which provided teaching resources with different levels of processing according to students’ cognitive abilities. According to the degree of processing of the meaning of information resources, the degree of correlation between the network teaching resources, logical rigor is also different, according to the degree of difference can be divided into the depth of processing of the network teaching resources and medium processing of the network teaching resources, as well as shallow processing of the network teaching resources. Deeply processed teaching resources refer to well-structured educational information resources, which are suitable for students with relatively weak inquiry abilities. Moderately processed instructional resources are generally structured educational information resources that can be used by students whose inquiry ability is between weak and relatively strong. Lightly processed information resources are poorly structured information resources that are appropriate for use by students with well-developed inquiry skills. After students have finished learning, they can either enter the next topic or re-enter the evaluation system of the current topic to measure and use more difficult information for learning. Teachers should give students rewards and encouragement from time to time in the process of evaluating the students, and gradually help students to use the shallowly-processed teaching resources for learning until one day the students can independently and autonomously use the network to collect and organize information for exploring the relevant topics.
Questionnaires and data were distributed and collected through the Questionnaire Star platform, and the targets of distribution were mainly teachers of ideology and politics courses in colleges and universities.Thus, the basic status quo of ideology and politics course teachers in a wide range of first-tier cities who use the Intelligent Teaching Resource Library is clarified.Finally, 300 questionnaires were recovered, and the raw data of questionnaires were downloaded through Questionnaire Star. The questionnaire filling status was accessed and analyzed through EXCEL. Regarding the cognition of the help of intelligent teaching resource library to themselves, most of the political science teachers think that intelligent teaching resource library helps them to a greater or lesser extent, and the specific help to political science teachers is only embodied in the aspects of enhancing ideological awareness, enriching knowledge reserve, expanding horizons, collecting teaching resources, improving the ability of information integration, collecting teaching resources, researching and developing teaching skills, and promoting the professional growth of teachers, etc. The multiple choice question “Intelligent teaching resource library” was not answered in the questionnaire. The data of the multiple choice question “Intelligent Teaching Resource Library helps me in ()” were entered into SPSS27.0 for multiple response analysis, and the frequency statistics of each specific help were obtained as shown in Table 4. The proportion of samples choosing each item is obviously different, specifically, the response rate and prevalence rate of the four items of “A. Enhancement of ideology, B. Enrichment of knowledge reserve, C. Expansion of horizons and perspectives, and D. Collection of teaching resources” are obviously higher, which are 73.67%, 84.33%, 75.33%, and 74.67%, respectively. This shows that most teachers support the use of an intelligent teaching resource library to help them improve their ideology, enrich their knowledge base, expand their horizons, and collect teaching resources.
Cognitive and usage analysis
| Respond | Penetration rate | |||
|---|---|---|---|---|
| n | Response rate | N=300 | ||
| The help of the education resource library in colleges and universities is reflected | A a. raises ideas | 221 | 21.07% | 73.67% |
| B. rich knowledge reserves | 253 | 24.12% | 84.33% | |
| C. broaden the perspective of field | 226 | 21.54% | 75.33% | |
| D. collect teaching resources | 224 | 21.35% | 74.67% | |
| E. research and development teaching skills | 30 | 2.86% | 10.00% | |
| F. improve information integration | 43 | 4.10% | 14.33% | |
| G. promotes professional growth | 44 | 4.19% | 14.67% | |
| H. did not help | 8 | 0.76% | 2.67% | |
| Total | 1049 | 100% | 349.67% | |
Multiple response analysis was done on “Intelligent Teaching Resource Library resources that are often used in teaching ()”, and it was found that the frequency of the types of Intelligent Teaching Resource Library resources that are often used by political teachers in teaching is shown in Figure 4.
The favorite resource content module analysis
Specifically, the response rate and popularity rate of option “A. Current affairs resources in the study, TV and radio section”, “B. Red resources in the party history and watch the party history channels” are significantly higher, and the response rate and popularity rate of option “C. Role model resources in the character section and D. Cultural resources in the character section” are significantly higher. Role model resources and D. Excellent traditional culture resources of cultural channels have higher response rates and popularization rates, while the response rates and popularization rates of E local resources (8.42%, 21.67%), F anti-epidemic resources (3.24%, 8.33%) and G others (1.30%, 3.33%) are significantly lower, due to the fact that the response rates and popularization rates of current affairs resources, red resources, role model resources, excellent traditional culture resources and other channels are significantly higher than the response rates and popularization rates of current affairs resources, red resources, role model resources and excellent traditional culture resources. resources, role model resources, and excellent traditional culture resources are clearly divided into boards in the Intelligent Teaching Resource Library, while resources about fighting epidemics are looser and require more time and effort for teachers to find and integrate resources.
As shown in Table 5, the survey found that the most important teaching form adopted by political teachers in colleges and universities when using the resources of the intelligent teaching resource library was “the combination of problem situation and students’ independent exploration and learning”, with a proportion of 42.0%, followed by “using the resources of the intelligent teaching resource library to directly elicit knowledge points” with 30.0%, and the proportion of “combining group discussion and collaborative learning with students” with 17.33%. This shows that the teaching form adopted by teachers when using the resources of the intelligent teaching resource library is relatively conventional, while the more professional and novel teaching form is still not used, for example, the teaching form of “combining the resources of the intelligent teaching resource library with the special inquiry teaching mode” is very few, accounting for only 10.0%.
The use of the method
| Options | Frequency | Percentage | |
|---|---|---|---|
| The form of teaching | A. use resources to lead to knowledge | 90 | 30.00% |
| B. combining with student groups and collaborative learning | 52 | 17.33% | |
| C. based on the problem situation and the students’ independent exploration and learning | 126 | 42.00% | |
| D. combined with the thematic inquisitive teaching mode | 30 | 10.00% | |
| E. other | 2 | 0.67% | |
| Common ways of resources | A. collects video or news material for classroom teaching | 130 | 43.33% |
| B. collect, select and process some cases as a case of discussion | 112 | 37.33% | |
| C. used as a repository of teaching resources for teaching and homework assignments in pre-class courses, courses in class | 40 | 13.33% | |
| D. is used as a learning platform for students to learn their own knowledge of thinking | 18 | 6.00% |
This paper utilizes research methods such as data documentation method, expert interview method, questionnaire survey method, Delphi method, mathematical statistics method, etc., to construct the Civics Intelligent Teaching Resource Base based on the elements of Civics. Through the questionnaire survey on the current situation of Civics teachers’ utilization of the Intelligent Teaching Resource Base, it is of great significance to analyze the path model of the Intelligent Teaching Resource Base.
A system of Civic and Political elements with 4 first-level indicators (sportsmanship, national sentiment, ideological education and responsibility) and 12 second-level indicators was finally formed.
Based on the extracted Civic and Political elements, the organization and results of the Intelligent Teaching Resource Base are designed and developed.
In the empirical analysis of the Intelligent Teaching Resource Base, teachers believe that the use of the Intelligent Teaching Resource Base helps them to improve their ideological awareness, enrich their knowledge reserves, expand their horizons and collect teaching resources. Current affairs resources (with a popularity rate of over 70%) are the most frequently used section. The main teaching method adopted was “combining problem-based contexts with students’ independent exploration and learning”.
The scientific research project of colleges and universities in Hebei Province in 2024: “Research on the Logic and Teaching Innovation of the Red Gene of the Communist Party of China Implanted in Ideological and Political Courses in Colleges and Universities” (No.SZ2024230).
Undergraduate education teaching reform research and practice project in North China Institute of Aerospace Engineering in 2024: “The teaching mode and practice of red gene implantation in ideological and political theory course in colleges and universities” (No. JY-2023-48).