Research on optimizing the interactive mode of ideological and political education in colleges and universities based on the wisdom education platform
Online veröffentlicht: 19. März 2025
Eingereicht: 20. Okt. 2024
Akzeptiert: 31. Jan. 2025
DOI: https://doi.org/10.2478/amns-2025-0385
Schlüsselwörter
© 2025 Zhili Jin, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The foundation of colleges and universities lies in establishing morality and educating people, and ideological and political education is an important means to fulfill the mission of establishing morality and educating people, which requires an in-depth and accurate grasp of the development path of ideological and political education in colleges and universities in the new era. The traditional mode of ideological and political education usually adopts a one-way teaching method, i.e., the teacher imparts knowledge to the students, mainly focusing on the inculcation of knowledge, which neglects the cultivation of students’ critical thinking and innovation ability, as well as the ability to solve practical problems by applying what they have learned. At present, the limitations of the traditional way of ideological and political education in colleges and universities, the singularity of educational content, the insufficiency of teacher team building, the lack of student participation and other problems all limit the development of ideological and political education in colleges and universities to a certain extent. In order to better understand the ideological dynamics of students and lead the development of student thinking, the construction of network ideological and political education platform has become the top priority of ideological and political education in colleges and universities.
With the change of characteristics of the new generation of college students and the rapid development of Internet information technology, the carrier and form of network ideological and political education are constantly realizing the expansion and change. Under the policy orientation of promoting the deep integration of the Internet platform and media, the direction of constructing a wisdom education platform has become more and more significant [1]. The network ideological and political education platform has the basic characteristics of the aggregation and adsorption of data resources, the openness and plurality of content production, the connectivity and intelligence of the technical platform, and the node and circle of information dissemination [2–3]. The intelligent education platform based on Internet media provides a brand new virtual field for youth’s self-expression and group identity [4]. Among them, the supply mechanism, educational form and social function of platform-based media provide realistic opportunities for ideological and political education in colleges and universities to open up intelligent educational positions [5].
Literature [6] clarifies the opportunities and challenges of ideological and political education in colleges and universities under the background of new media, and proposes the construction of a new mode of ideological and political education in colleges and universities under the perspective of intelligent platform on the basis of the analysis of the state of mind of college students and the development of the Internet. Literature [7] designed a network platform for college students’ ideological and political education based on B/S mode, and this intelligent platform education mode can give full play to the advantages of the Internet and intelligent technology, meet the functional needs of teachers, administrators and students, and ensure the smooth progress of ideological education. Literature [8] analyzes the role of informatization construction for ideological and political education in colleges and universities, and combines the network information system with the management information system of ideological and political education. Literature [9] developed a network-based multimedia technology of ideological and political education platform in colleges and universities, which inputs the video and audio data of the teaching courses with the help of cameras and pickups, stores them in the hard disk through compression technology, and transmits them through the Internet, realizing the on-demand and live broadcasting function of the ideological and political education platform, which improves the quality of teaching. Literature [10] applies Jsp dynamic webpage development language in the construction process of network teaching platform of Civic and Political Practice Course, which is conducive to improving the level of theoretical education, research education, practical education and network education in the Civic and Political Practice Teaching Activity. Literature [11] shows that the wisdom education platform is an important carrier of network civic education, but also a community platform for college students to carry out network interaction, so when universities optimize the construction of the wisdom education platform, they should adhere to the policy of “three-whole education”, deepen the connotative development, improve the institutional system to ensure the implementation of the fundamental task of the university to cultivate moral integrity and educate people. Literature [12] introduces the outstanding advantages of immersive media technology in enhancing the teaching effect of ideological and political theory courses in colleges and universities, and the education platform based on virtual reality and augmented reality can bring immersive sensory stimulation, emotional experience, interpersonal interaction and self-harmony for college students, which significantly improves the teaching effect of ideological and political theory courses. Literature [13] uses cloud computing technology, mobile platforms, MySQL and other technologies to build a Civic and Political Teaching Resources Integration Platform, which can call a large number of teaching resources to meet the needs of Civic and Political Learning, and provide solutions for targeted learning and personalized learning for college students. Literature [14] designed a network ideological and political education platform for colleges and universities based on Internet-related technologies, pointing out that the platform can deal with the problems of ideological and political education in colleges and universities from the perspective of top-level design and practical teaching, and it plays an important role in cultivating students’ political thought and cultural awareness.
Starting from the analysis of the current situation of ideological and political teaching in colleges and universities, the article argues the necessity of optimizing the interactive mode of ideological and political education. Starting from the modules of online learning, online examination, exchange and communication, and platform management, it constructs a wisdom platform suitable for ideological and political education. The database is connected with minimal privileges and dangerous storage is deleted to solve the security risks of the platform database in combination with the Web. It also ensures that the server does not shut down through the dual-computer hot standby of the server. A questionnaire was used to investigate the optimization of students’ interaction mode after using the platform of this paper, including the dimensions of interaction willingness and frequency, interaction content, and interaction satisfaction, respectively. Finally, we compared the changes in the Civics scores of students in the experimental group and the control group before and after the use of the platform to test the actual teaching effect of this paper’s method.
With the deepening of educational reform, the teaching philosophy of college teachers is also constantly humanized and modernized, the teaching of Civics and Political Science courses in colleges and universities is gradually highlighting the student’s main position, and the teaching methods are also being enriched, and the teacher-student interactive classroom teaching mode has been generally accepted by the majority of teachers. However, at present, there are still many problems to be solved in the teaching of Civics and Political Science in colleges and universities.
The results of the survey about the Civics class in colleges and universities show that the students who think that the Civics class is interesting and vivid and that they have benefited a lot from the study are very few, and most of the students feel that the Civics class is optional, and some of them even feel that the Civics class is boring and tedious. In the Civics class, many students skipped the class, and the students who came to the class were very casual, and the classroom discipline could not be guaranteed, which affected the teaching effect of the Civics class to a great extent.
Many colleges and universities have invested a lot of energy in researching teaching methods and teaching methods for the Civics and Political Science course, and have also achieved certain results. However, the research on teacher-student interactive teaching modes is not satisfactory. Teacher-student interactive teaching requires students to participate, and teachers and students work together to complete the teaching task. In actual teaching, many students reflect that the frequency of interaction in the teaching of Civics is very low. In addition, many students are not willing to participate in the classroom interaction, and they do not have their own ideas, not to mention the lack of interest. All of these factors affect the construction of an interactive teaching mode for teachers and students.
In the teaching of Civic and Political Theory in colleges and universities, the teacher-student interactive teaching mode lacks more innovative modes, and the traditional teaching mode applies more student explanations and case analysis. This is largely due to the teachers’ lack of ability to master the new interactive teaching mode, resulting in the failure to establish a positive interaction between teachers and students. In addition, a large part of the constraints on the construction of interactive teaching modes come from the students. As the traditional teaching mode hinders the communication of feelings and information exchange between teachers and students, it results in their inability to interact and emotionally communicate with teachers. These factors seriously affect the construction of teacher-student interactive teaching modes and the actual effect of teaching.
In order to explore ways to solve the above problems, this paper designs a smart education platform for Civics teaching to optimize the interaction mode in Civics education.
The Civic and Political Wisdom Education Platform designed in this paper is divided into the following modules: online learning, online examination, exchange and communication modules, platform management, and other modules. The platform function’s modules are depicted in Figure 1.
Platform function modules
User management
According to different roles, platform users can be divided into administrator users and student users. The platform administrator is mainly responsible for the maintenance of students’ information, the management of the literature library and the question bank, and the students are the end users, who mainly carry out online learning, online examination and results inquiry.
Management of Literature Information Base
After logging in, student users can choose different courses and learn how to access the published literature of the course. After logging in, the administrator user can enter the literature management module to maintain all the information in the literature information base, including the maintenance operation of the literature column and the maintenance operation of the literature materials.
Video information library management
All the courses offered for online learning are in the form of video-based courseware. Therefore, the background management and maintenance of online learning courses involves the management and maintenance of video content.
Test bank management
Test bank management includes two basic functions: test question management and automatic paper formation.
Test question management: test questions can be found, entered, deleted, and modified. Automatic grouping: According to certain grouping conditions and certain grouping parameters, the platform can automatically form eligible test papers.
It mainly includes functions such as consulting literature and watching course video recordings. Through the online learning function, users can select the categories and subjects to be studied, and study the corresponding published video courses. This is the main way for the ideological education platform to provide online learning. Through the function of downloading learning materials, users can download course-related learning materials to their local devices, making it more convenient to study independently.
The online test module mainly includes the functions of teacher’s questions, automatic paper formation, automatic grading, teacher’s comments, and so on. It is a remote online real-time testing platform based on a database and the Internet. Online test platform is built on, Internet application platform, the client configuration can be very simple, so that the test is not subject to the limitations of the test time, geographical, as long as the students access to the Internet, you can take the test, the test immediately after the results, and can get the correct knowledge in a timely manner.
Exchange and communication module is the focus of the ideological and political education platform construction function module, the main function is to provide a platform for teachers and students to interact and exchange, and to answer questions. Teachers and students can express their opinions and views on a hot social issue and discuss it to exchange experiences. At the same time, teachers can use the platform to understand the students’ mastery of the knowledge they teach and provide extracurricular guidance. The module enables college educators to understand the ideological situation of college students in a timely manner, and actively answer and solve all kinds of problems raised by them, so as to improve the effectiveness and pertinence of ideological and political education.
The platform networking structure is shown in Figure 2, which includes structures such as database servers, dual-machine hot standby, and routers.
Platform network structure
For the combination of the database and the web, there are many security risks. We take the following measures:
Minimum privilege to connect to the database: Web site to connect to the database are connected through the appropriate account, in these accounts SA is the largest privilege, but also the most dangerous, so the use of DB_OWNER privilege account to connect to the database [15]. Delete dangerous stored procedures: We delete certain stored procedures that can not be used in the Web and can be utilized by attackers, such as xp_regread and xp_dirtree, which can be used by attackers to read the registry information and column directories, and xpcmdshell, which can be used to execute DOS commands, as well as other unnecessary stored procedures.
At present, the automation of information technology platform is high, and the security, availability, and dependence of each unit on the service has become larger. 24 hours without downtime is very necessary and urgent. The server’s dual hot standby is very necessary and urgent. Dual hot standby has been a major revolution in the security and availability of servers in recent years. From the previous increase in hardware availability, to the current dual-machine standby system, which ensures that the server does not stop running, is a major advance in high availability [16].
The so-called routing refers to the activity of moving information from the source location to the target location through the interconnected network, and choosing a smooth and fast shortcut can greatly improve the communication speed, reduce the communication load of the network platform, save the network platform resources, and improve the smooth rate of the network platform, thus allowing the network platform to play a greater benefit, so that the router is the main node device of the Internet [17].
After entering the platform, the platform administrator and students carry out identity authentication, and can obtain corresponding permissions according to their respective identities. The administrator enters the platform and can manage and maintain the login user, literature information database, video information database and test question database: in the test paper management, input the parameters of grouping papers to make the platform automatically group papers. After entering the platform, candidates can operate in two ways, one is online learning mode and the other is test mode. In the online learning mode, candidates can watch and download relevant materials, and in the test mode, the platform will automatically grade the test after the test is finished and store it in the database for candidates to query. The workflow of the online platform is shown in Figure 3.
Workflow of the platform
In order to test the optimization effect of the proposed wisdom education platform on the interactive mode of Civics education, this paper randomly selected 60 students from sophomores and juniors majoring in Chinese language in a university as survey subjects, and randomly assigned 30 to the experimental group and 30 to the control group. The teaching experiment started on March 18, 2024, and ended on June 14, 2024, during which the experimental group used the intelligent teaching platform designed in this paper for assisted learning, while the control group used the traditional teaching method for Civics learning. At the end of the teaching experiment, the interaction mode of the students in the experimental group was investigated and the difference in the performance of Civics between the two groups was tested.
Figure 4 shows the survey statistics of “willingness and frequency of interaction with teachers on the smart education platform”, in which A, B, C, D, and E are used to indicate the degree of willingness or frequency from low to high. The percentage of respondents who said they were “willing to interact with teachers (D)” was 50%, and the percentage of students who said they were “very willing to interact with teachers (E)” was 23.33%. The proportion of students choosing the option “Not sure (C)” is also comparable at 20%, while the proportion of students indicating “Very reluctant (A)” and “Reluctant (B)” is the lowest, both at 3.33%. It can be seen that the surveyed learners are willing to actively participate in the teacher-student interaction in the process of using the smart education platform for Civics and Politics learning.
The willingness and frequency of interaction with teachers
High or low frequency of interaction also affects the effectiveness of the classroom. Through the survey, it was found that 13.33% of the respondents thought that the frequency of their interaction with the teacher in the Civics classroom was “very high (E)”, 10% thought that the frequency of their interaction with the teacher was “high (D)”, 63.33% of them considered their frequency of interaction with teachers to be “average (C)”, 10% of the respondents considered their frequency of interaction with teachers to be “low (B)”, and the remaining 3% or so of the subjects considered that they “hardly (A)” interaction with teachers. From the above results, it can be seen that although most of the experimental subjects are willing to interact with teachers, there is still room for improvement in the frequency of classroom teacher-student interaction.
This part examines the students’ interaction with the teacher in a certain teaching session from the review session, introduction session, teaching materials explanation, and after-class practice of Civics and Political Science teaching respectively. Figure 5 shows the interaction of students who applied the smart education platform for assisted learning in the learning process of different teaching contents. Options A, B, C, D, and E represent “very inconsistent”, “inconsistent”, “unsure”, “inconsistent “ and “very much so”, respectively.
The interaction of students in different interactive content
With the use of the smart education platform, students have enough time to consolidate the knowledge and content they have learned, and raise the points they do not understand again in this review session, so the classroom interaction effect is better. This survey also proves this - more than half of the respondents identified themselves as interacting with the teacher during this class session. Specifically, 53.33% of the students said they “agreed”, 3.33% said they were very agreeable, 30% said they were “not sure”, 10% said they were “not compliant”, and 3.33% said they were “very inconsistent”.
The introduction of new lessons is a very important part of the classroom, and students can learn ahead of time through the preview materials provided by the smart education platform. We still found that students will also actively interact with the teacher in this link, in the question “I often interact with the teacher when introducing new lessons”, the proportion of students who chose “yes” was the highest, 40%, 23.33% said “very agree”, 30% said “unsure”, 6.67% said “do not”, and “very disagreeable” chose no choice.
As for the description that “I often interact with teachers when learning the textbook”, 63.33% of students said that they “agreed”, 3.33% said “very consistent”, 23.33% said “unsure”, and 6.67% and 3.33% said “not very inconsistent”. In order to help students understand the context, teachers often ask questions about the content of ideological and political textbooks through the platform, so students have many opportunities to interact with teachers.
As for the description that “I often interact with the teacher when he comments on exercises or assignments”, 53.33% and 20% of the respondents chose “yes” and “very agree”, 20% said “unsure”, 6.67% chose “not agree”, and “strongly disagree” did not choose the option.
The smart education platform has changed quite a lot from the traditional offline classroom, so whether using the new platform affects students’ satisfaction with classroom interactions is one of the questions to be explored. The satisfaction survey of teacher-student interaction during the use of the education platform is depicted in Figure 6.
Satisfaction survey
From the statistical results, it can be seen that more than half (18) of the respondents were satisfied with the interaction in the intelligent Civics and Politics education platform (60%), and the proportion of students who were very satisfied was also 13.33%. There are 20% of students who think that the interaction in the learning process is average, and the proportion of students who feel dissatisfied and very dissatisfied is the lowest, totaling 2 students, accounting for 6.66%. From the above data, it can be seen that in general 70% of students are still satisfied with their classroom interactions. Although the smart education platform is different from the traditional teaching mode, after a period of transition, students are able to better adapt to and utilize the education platform.
The actual effect of utilizing the teaching platform of this paper to assist the teaching of Civics is tested by comparing the changes in Civics scores before and after the test. The closed-book test of Basic Principles of Marxism was conducted for students in two classes after the test. And the test data collected after the completion of the practice is compared and analyzed with the data collected before the practice. Figure 7 shows the test scores of the practice subjects before and after the Civics test.
Comparison of test performance
From the figure, it can be seen that the learning achievement situation of Basic Principles of Marxism in the two classes before the test is not much different, indicating that the practice objects in the two selected classes basically remain the same in terms of knowledge level and learning ability, and the number of people with different achievement segment levels is also basically the same.
Vertical comparison found that after the intelligent education platform constructed in this paper for assisted teaching, the performance of students in the experimental group has more obvious progress, and the number of students in the 91-100 and 81-90 high score bands shows a substantial growth trend, in which the number of students in the ≤60 score band shows a significant reduction compared to the pre-practice, while the post-test scores of students in the control group are slightly higher than the pre-test scores, but the performance progress is less than that of the the experimental group was obvious.
Comparing the distribution of scores in the experimental group and the control group horizontally, the scores of the two classes were basically the same before the practice test, and after the practice test there was a significant difference in the academic performance of the students in the two classes, and the achievement gap widened. The experimental group has an additional four students in the 91-100 and 81-90 high score bands than the control group. the number of students in the 61-70 and ≤60 low score bands is three less than that in the control group. The changes in the scores before and after the practical test show that the smart education platform proposed in this paper has a positive effect on learning outcomes in the teaching of the Civics course and can improve students’ learning achievements.
Previously, civics educators often used the traditional teaching mode, where teachers worked hard to organize, students passively accepted, and teachers couldn’t get students’ feedback in time to better understand them. However, with the establishment of a smart education platform, Civics educators don’t have to put too much effort into designing interactions. Having the platform as an auxiliary tool can help them better, which not only can reduce the workload of educators, but also can realize the effect of interactive education. In the past, teachers also want to interact with students, so that students are also involved in practical teaching, but there are fewer interactive mediums, and social media can indeed produce interactive effects, but the effect of teaching is very small. In the platform constructed in this paper, all the interactive functions are focused on practical teaching, which creates a complete system that educators can use more conveniently to realize the effects of interactive education.
In addition, students can participate better in practical teaching. Students enter the Civic and Political Education Platform and learn interactively with their classmates. This networked interactive approach is more suitable for the needs of contemporary college students. Because of this, these platforms have transformed the traditional single-teacher teaching model into a two-way, interactive, nurturing teaching mode. The platform achieves the perfect balance between teacher dominance and student subjectivity, and both parties play a dynamic role in teaching, resulting in interactive education.
The establishment of the Civic and Political Wisdom Education Platform can further optimize the resources of Civic and Political Education and make the use of resources more convenient. Civic and political education resources can be effectively integrated to form an organic whole, and the interactive nurturing function can also be played effectively.
In short, the Civic and Political Wisdom Education Platform can further stimulate the role of interactive education, so that students and teachers become an organic whole in the true sense of the word, and Civic and Political Education is carried out throughout all of the student’s life, and allround and stereoscopic tracking education can better realize the effect of Civic and Political Education.
This paper focuses on the optimization effect of the constructed Civic Intelligence Education Platform on the interactive mode of Civic Education. The interactive behavior of students after applying this educational platform is analyzed. A total of 73.33% of students expressed their willingness to actively participate in the interaction between teachers and students. In the four links of review, introduction, textbook explanation and after-class exercises, the proportions of students who said “in agreement” or “very consistent” for “frequent interaction with teachers” were 56.66%, 63.33%, 66.66% and 73.33%, respectively, which showed that at least more than half of the students were able to maintain close communication and interaction with teachers in all aspects of ideological and political teaching. Also, most of the students were satisfied with the interaction between teachers and students. Comparison of the results found that the number of students in the experimental class in the high grade band is four more than the control group, and the number of students in the low grade band is three less than the number of students in the control group. Therefore, the smart education platform proposed in this paper can optimize the interaction mode of students, and also have a positive effect on the improvement of Civics’ performance.