Research on Teaching Contents and Methods in Internet+Civic Education Mode

In the current social context, ideological and political education in colleges and universities is not only a key link in cultivating students' ideological awareness and political literacy, but also the foundation for cultivating future social builders and leaders [1–2]. With the continuous development and change of society, the task of ideological and political education in colleges and universities has become more burdensome, and more flexible and innovative ways are needed to meet the needs of diverse students.

“Internet+” is a business and social model that deeply integrates the Internet with traditional industries. It promotes the comprehensive application of informatization and digitization in various industries through Internet technology, so as to enhance efficiency, create value, and promote industrial upgrading and innovative development [3–5]. In the field of education, adopting the mode of “Internet + Civic Education” can provide new ideas and new carriers for the construction of Civic Education in colleges and universities, and complete the online and offline linkage teaching experience [6–7]. This teaching method can not only effectively integrate the teaching resources of political thinking, but also highlight the student's main position, enhance the effect of the construction of political thinking in colleges and universities, so as to better achieve the task of educating people with moral integrity [8–9]. On the one hand, the education model of “Internet +” can effectively expand the application platform of the ideological education in colleges and universities, so that school teaching is no longer confined to the classroom, but with the help of the Internet teaching platform, microclasses, cell phone APPs, WeChat and other carriers, to realize the dual teaching online and offline [10–13]. On the other hand, it actively highlights the main position of students in ideological and political education, as well as the guiding role of teachers in teaching, with the help of information carriers, the construction of ideological and political education in colleges and universities is no longer confined to the classroom, students get more opportunities for independent learning, and the guiding function of the teacher has been fully stimulated [14–17]. It can be seen that the deep integration of “Internet +” can not only promote the modernization direction of the ideological and political education in colleges and universities, but also is expected to effectively enhance the diversity of students, which is of positive significance for improving the quality of teaching [18–19].

This paper conforms to the high-speed development of “Internet+” information technology, explores the in-depth integration of Internet+Civic education mode, analyzes the integration advantages of Internet+Civic education mode from the characteristics of immediacy, resource sharing, interactivity and other aspects, and investigates the dilemma of Internet+Civic education mode. In order to solve the problem of the integration and development of the Internet + Civic and Political Education mode, this paper constructs the optimization mode of Internet + Civic and Political Education, and adopts the hierarchical analysis method and the fuzzy comprehensive evaluation to evaluate the teaching mode of this paper. Through the teaching practice to analyze the actual effect of this paper's Internet + Civic and Political Education Optimization Mode, to provide an effective optimization path for the development of Internet + Civic and Political Education Mode.

2

Optimization of the Internet + Civic Education Model

2.1

Integration of Internet + Civic Education

The theoretical basis of “Internet+” is that “Internet+” will not only become the product of the industry, but also become a tool to feed the industry. And will be combined with the future of the multi-screen network cross-platform user scenarios, the formation of a new “chemical formula”. “The “Internet Plus” action plan has since become an effective policy tool to promote the transformation and upgrading of various industries, and has also promoted the development of the education industry. The release of “Internet +” will bring more opportunities and challenges for economic development. “Internet+” is fundamentally different from the Internet, the Internet is a more convenient way of communication, it provides users with a large number of resources and data, but it is only an input platform, while “Internet+” is a more comprehensive output platform Internet+” is a more comprehensive output platform, which can better meet the needs of users. That is, “Internet+” is to utilize the diversified development of Internet technology to transform the concept of “+” into a kind of fusion and connection, and closely combine the Internet with various industries and fields to form a brand new pattern, which makes the Internet not only a resource, market and communication channel, but also a learning platform. The Internet is not only a market and communication channel, but also a learning tool, market space and thinking mode.

The integration characteristics of Internet + ideological and political education are shown in Figure 1, in the context of "Internet +", the ideological and political education courses in colleges and universities use Internet technology, combined with traditional teaching models, to continuously reform and enrich the teaching content, and to cultivate socialist builders with Chinese characteristics in the new era by guiding students to form healthy values, moral norms and political consciousness. The immediacy, resource sharing and interactivity of the integration of Internet + ideological and political education can better meet the learning needs of today's students, thus significantly improving the teaching quality of the course.

Immediacy is “Internet +” gives the college ideological and political theory course dynamic and realtime, students can participate in learning through the network at anytime and anywhere, no longer subject to the limitations of time and space, can be in any place, any time to learn, to realize the real freedom of learning.

Resource sharing is the openness of the “Internet +” has changed the teaching mode of ideological and political theory courses in colleges and universities, and its powerful storage function enables the rapid dissemination of massive knowledge and information, so that the quality resources of ideological and political theory courses can not only be accessed within the campus, but also across the region, across the border, and spread to all parts of the world.

Interactivity, that is, “Internet +” education can significantly improve the interactivity of teaching, that is, from the traditional one-way indoctrination of the teacher to the student teaching mode to the interactive dialogue between teachers and students teaching mode. The equality and openness of this communication reduces the distance between teachers and students, and teachers are no longer the controller of teaching progress, but the auxiliary and service provider of students' learning, and can participate in the communication and interaction, by reducing the distance between teachers and students, allowing students to express their ideas and opinions more freely, thus enhancing students' self-confidence, motivation and autonomy in learning, and promoting in-depth learning to enhance learning results.

2.2

Analysis of the dilemma of Internet + Civic Education

“Internet +” era is a brand new era, in order to comprehensively explore the integration method of Internet + Civic Education mode, this paper firstly through the questionnaire way, to further understand and grasp the survival status under Internet + Civic Education, through the investigation and analysis, to find out the problems existing in the teaching, in order to put forward the corresponding countermeasures, build an optimized teaching mode, and innovate the development of Civic Education mode. The questionnaire was designed to target educators and teaching staff of Internet+ Civic and political education mode and school students, trying to understand the current practice status of Internet+ Civic and political education mode through the perspective of school students. The questionnaire adopts the evaluation standard of 1~5 points, the higher the score indicates the more agreeable, the questionnaire is tested for reliability and validity, a total of 340 questionnaires are issued in S and H colleges and universities, the recovery rate of the questionnaires is 100%, and after removing the invalid questionnaires of 7, the valid questionnaires are totaled to 333, and the validity of the questionnaires is 97.9%.

The results of the survey of the Internet + Civic Education Mode are shown in Table 1, the questionnaire is mainly from the three dimensions of the Civic Education Curriculum, students and the use of the Internet, and the results of the data from the survey can be seen in the dilemma of teaching and learning construction under the Internet + Civic Education Mode: 1)

At the level of teaching courses, there are cases of insufficiently attractive course content and poor course quality, as can be seen from the fact that the majority of survey respondents believe that “course content is not attractive enough”, with a mean score of 3.32, which is higher than the median score of 2.5. Second, the average score for “online quality needs to be improved” was 3.01, indicating that survey participants have high expectations for improving the quality of the program. Although the average score of other methods is less than 3 points, they are all above 2.3, especially the average score of “not breaking through the traditional teaching mode” is 2.53, which indicates that there are many problems in the teaching courses under the Internet + Civic Education mode, the choice of course content is not enough to keep abreast of the times, and there is no breakthrough of the traditional teaching mode of the confinement. The teaching form is relatively single, the attractiveness of the course content is not high, and the quality of the course is not high, all of which need to be further improved.

2)

As for the students, the average score of “not used to the teaching method of Internet+” is the lowest at 1.95, which indicates that the students do not agree with “not used to the teaching method of Internet+”, implying that the adaptability of the students to the Internet+ model of Civic Education is good. It means that students' adaptability to the Internet+ Civic Education mode is good. However, the scores of the other two aspects are higher than 3, indicating that learning lacks perseverance and enthusiasm for learning in the learning process and is difficult to adhere to. At the same time, the timeliness of Internet + Civic Education is difficult to play, and it can not solve the problem of students' learning in a timely manner.

3)

In terms of Internet construction, the average scores of “aging equipment” and “poor network” are both more than 4, with 4.32 and 3.23 respectively, which means that the problems of aging equipment and network platforms are extremely serious in the construction of Internet+civic education. It means that the problems of aging equipment and network platform are extremely serious in the construction of Internet+ Civic Education. At the same time, the ratings of all other items are above 3 points, which shows that there are many problems in learning in the construction and application of Internet infrastructure, insufficient Internet technology support, imperfect infrastructure equipment, platform interaction problems, frequent network lag and other problems will affect the learning effect of students, reduce the interest of students in learning, and directly affect the quality of learning of the learners. At the same time, displaying the learning atmosphere and teachers not using Internet devices also lead to difficulties in the construction of the Internet + Civic and Political Education model.

Table 1.

Findings of the Internet + Civic Education Model

Dimension	Content	N	Maximum	Minimum	Mean
Educational course	There is no breakthrough in the traditional teaching model	333	4.0	2.5	2.53
	Content fragmentation	333	4.5	2.5	2.33
	The course is not attractive enough	333	5.0	2.5	3.32
	The quality of online courses needs to be improved	333	5.0	2.0	3.01
	single	333	5.0	2.0	2.48
	The teaching method is not perfect	333	4.5	2.0	2.35
Student dimension	Lack of perseverance in learning	333	5.0	2.5	3.02
	Not accustomed to Internet + teaching mode	333	4.0	1.5	1.95
	Problems in learning cannot be solved in time	333	5.0	3.0	3.21
The Internet	Equipment aging	333	5.0	3.5	4.32
	The network is not fluid	333	5.0	3.0	4.01
	The atmosphere of online learning is not strong	333	5.0	2.5	3.23
	Interaction of the Internet platform	333	5.0	2.0	3.08
	Teachers do not use Internet equipment	333	5.0	2.0	3.11

Taken together, the construction of the Internet + Civic Education model has many problems at the level of the Civic Education curriculum, students and Internet construction, which affects the teaching effect of the Internet + Civic Education model and makes it difficult to truly realize the optimization of the reform of Civic Education.

2.3

Innovation and Optimization of Internet+Civic Education Mode

Civic and political education work needs to be carried out according to the actual situation of students according to their abilities, starting from the actual thinking of students, research and find ways and means suitable for students. The reason for the change in the teaching way of thinking in the Internet + Civic and Political Education model is not only the inevitable choice to comply with the new scientific and technological revolution, but also the urgent need to promote the construction of educational informatization. It is not only a realistic demand to deepen the reform of education and teaching, but also a deep call to promote the subjective development of students. Based on the analysis of the dilemmas and problems in the Internet + Civic Education model, this paper puts forward the optimization path of the Internet + Civic Education model, and the Internet + Civic Education optimization model is shown in Figure 2. It mainly starts from the following aspects:

First, it is necessary to introduce faculty strength and strengthen the construction of the teaching team. Adequate teacher strength is one of the realistic bases for carrying out medium and small class teaching. Schools should increase the financial expenditure for the introduction of multi-level teacher power, constantly enrich the team of teachers of Civics and Politics, and at the same time, introduce teachers of different levels to learn from each other, improve the teaching level of ideological and political theory courses in colleges and universities, and perfect different teaching methods.

Second, enhance the classroom fun. Compared with the simple network ideological and political education theory class, students prefer to have their own participation in the form of education. In the process of teaching, make full use of the Internet technology, active classroom atmosphere at the same time, stimulate students' interest in learning.

Third, enhance the practicality of the course. Civic education should include at least two parts, namely, theoretical teaching and social practice. On the one hand, a good systematic theoretical explanation can help students build a complete knowledge system and clear values. On the other hand, social practice teaching is carried out to learn the qualities of the role models around them, organize students to practice and learn the red culture, feel the power of the revolutionary spirit, and practically understand the relationship between theory and practice.

Fourth, improve the teaching evaluation and assessment system. In the era of “Internet Plus”, college students are full of individuality and independent and open-minded, so the traditional assessment method of relying only on test scores to measure students' excellence is no longer adapted to the modern society. Therefore, the evaluation of students in Civic and Political Education should be constantly improved, from the students' logical thinking, theoretical application ability and theoretical mastery.

Fifth, strengthen the campus infrastructure, optimize the use of educational resources, the introduction of specialized information technology personnel. In the era of “Internet + education”, colleges and universities have high requirements for modern educational equipment, and schools should regularly overhaul and update the existing modern educational equipment to prevent the waste of resources, and at the same time, they should strengthen the maintenance and management of the equipment to prolong the service life of the equipment. Again, the introduction of advanced modern network education facilities, and strengthen the utilization and development of modern educational resources. First, teaching software or teaching systems already available in schools should be trained and teachers should be encouraged to utilize them. Secondly, teachers should be encouraged to develop new online resources for Civics and Politics courses.

Sixth, create high-quality courses, improve teachers' treatment and give them honors. Improve the overall teaching level through the creation of high-quality courses, encourage teachers' teaching innovation and skill enhancement, increase the teacher establishment management system for colleges and universities, improve the teacher access system, and ensure that outstanding teachers are guaranteed career establishment.

3

Application and evaluation of the Internet + Civic Education model

3.1

Comprehensive Evaluation of Internet + Civic Education Models

3.1.1

Comprehensive evaluation methods for teaching and learning

Hierarchical analysis (AHP) is a decision-making method that utilizes the idea of matrix eigenvalues in linear algebra to decompose the problem to be solved and divide it into the target level, the benchmark level, and the decision-making solution level, and combines the use of qualitative analysis and quantitative analysis in the different levels after decomposition. The basic principle of hierarchical analysis is that according to the nature of the problem and the overall goal, the problem is decomposed into different constituent factors, and according to the interrelationship between the factors as well as the affiliation of the factors according to the different levels of aggregation of the combination, the formation of a multilevel analytical structure model, and ultimately, the problem boils down to the lowest level (for decision-making programs, measures, etc.) relative to the highest level (the overall goal) of the relative importance of the weight of the determination or relative The ranking of advantages and disadvantages.

First of all, the judgment matrix A is constructed according to the evaluation scale table, and the positive and negative matrices are obtained after two-by-two comparison. The methods of calculating weights mainly include sum and product method, square root method, power method and least squares method. 1)

A The elements in the matrix are normalized by columns, i.e.: 1 ${\bar{a}}_{i j} = a_{i j} / \sum_{i = 1}^{n} a_{i j}, i, j = 1, 2, \dots, n$

2)

Add the elements of the same row of the normalized matrix, i.e: 2 ${\tilde{ω}}_{i} = \sum_{j = 1}^{n} {\bar{a}}_{i j}, i = 1, 2, \dots, n$

3)

Divide the summed element ${\tilde{ω}}_{i}$ by n, viz: 3 $ω_{i} = {\tilde{ω}}_{i} / n, i = 1, 2, \dots, n$

Its corresponding vector $\vec{ω} = {(ω_{1}, ω_{2}, \dots, ω_{k})}^{T}$ is the weight vector of each element.

If λ_max. is the largest characteristic root of the n rd order positive reciprocal inverse matrix A, then: 4 $λ_{\max} = \frac{1}{π} \sum_{i = 1} \frac{{(A \cdot ω)}_{i}}{ω_{i}}$ where (A·ω). Denotes the i rd component of A ω.

The consistency index of judgment matrix A is: 5 $C I = (λ_{\max} - n) / (n - 1)$ where λ_max is the largest characteristic root of the judgment matrix A. The stochastic consistency index is different for different scales, so the consistency ratio CR is introduced, i.e.: 6 $C R = C I / R I$

Where RI is the consistency stochastic indicator and when CR= 0, A is the full consistency matrix. When CR = 0.1, A is the satisfactory consistency matrix. When CR > 0.1, A matrix does not have consistency. When two by two judgment matrix A has satisfactory, λ is slightly larger than the matrix order n, and the rest of the characteristic root is close to 0.

The fuzzy comprehensive evaluation method is a comprehensive evaluation method based on the principles of fuzzy mathematics. This comprehensive evaluation method transforms these qualitative evaluations into quantitative evaluations according to the affiliation degree theory of fuzzy mathematics, and thus into data information, i.e., it uses fuzzy mathematics to make an overall evaluation of things constrained by multiple factors or of related things. It has the characteristics of clear results and systematic, and can better solve the fuzzy and difficult to quantify problems, which is suitable for a variety of non-deterministic problems. Using this evaluation method requires the following steps:

1)

Determine the set of factors (set of evaluation indicators): 7 $U = {u_{1}, u_{2}, \dots, u_{n}}$

2)

Determine the weights of the factors (weights of evaluation indicators at all levels): 8 $A = {a_{1}, a_{2}, \dots, a_{n}}$

3)

Identify a collection of rubrics: 9 $V = {v_{1}, v_{2}, \dots, v_{m}}$

4)

Determine the fuzzy comprehensive judgment matrix:

Let the evaluation affiliation of the i nd indicator in the indicator set U corresponding to the corresponding element in the rubric set V be r_i1, r_i2, ⋯, r_im, denoted as R = {r_i 1, r_i 2,…, r_m}. Where for each indicator u_i in the U set there is a corresponding R_i.

Therefore, for set U there is: 10 $R = {[R_{1} \dots R_{n}]}^{T}$

5)

Comprehensive evaluation

Let the fuzzy comprehensive evaluation result be expressed as: 11 $B = A R = [a_{1} \dots a_{n}] (\begin{matrix} r_{11} & \dots & r_{1 m} \\ ⋮ & ⋱ & ⋮ \\ r_{n 1} & \dots & r_{n m} \end{matrix}) = [b_{1} \dots b_{m}]$

This results in a judgment: 12 $B = [b_{1}, b_{2}, \dots, b_{m}]$

Let the transpose matrix be: 13 $T = {[t_{1} \dots t_{m}]}^{T}$ where matrix T represents the transposed matrix obtained by assigning a value to each element in the set of rubrics.

The final result is denoted as: 14 $G = B T$

G in the above equation is the final comprehensive evaluation result of the project.

3.1.2

Evaluation index system of Internet+Civic Education Model

Based on the concept of teacher education certification, the idea of generation education evaluation, and the graduation requirements of professional talent cultivation, this study combined the talent cultivation objectives of Internet+Civic Education to construct a teaching evaluation index system, which was finally established with five first-level indexes based on the modifications made by the experts, i.e., A Internet+Education Idea, B Educational Literacy, C Teaching Competence, D Human-Raising Competence, and E Enhancement and Development. The second-level indicators include A1 value identity, A2 Internet awareness, A3 Internet skills, A4 teaching attitude, B1 basic theory of teaching, B2 basic theory of ideology, B3 level of teaching experience, C1 teaching design, C2 teaching implementation, C3 teaching quality, D1 management concepts, D2 parenting practice, D4 ability development, E1 teaching research, E2 teaching reflection. Subsequently, the weight of each indicator was confirmed using hierarchical analysis, and the teaching evaluation index system of Internet+Civic Education is shown in Table 2. The consistency ratio (CR) of the judgment matrix of each indicator is less than 0.1, therefore, the judgment matrix of each indicator conforms to consistency. The weights (W) of the first-level indicators are 0.1750, 0.1573, 0.4575, 0.1260, 0.0842 among them, the weight value of C teaching ability is the largest. Therefore, according to the calculated weights, it can be seen that teaching ability is the focus of teaching quality evaluation in the Internet + Civic Education model. And C2 teaching implementation is again the largest weight value of teaching ability, which is 0.601. It can be seen that improving teachers' teaching implementation ability is an effective way to improve teaching quality.

Table 2.

The education evaluation index system of Internet + thinking policy education

Primary indicator	W	Secondary indicator	W	CR
Internet + education concept(A)	0.1750	A1	0.143	0.075
		A2	0.126
		A3	0.348
		A4	0.383
Education(B)	0.1573	B1	0.261	0.011
		B2	0.326
		B3	0.413
Teaching ability(C)	0.4575	C1	0.241	0.000
		C2	0.601
		C3	0.158
Ability(D)	0.1260	D1	0.143	0.001
		D2	0.428
		D3	0.429
Development(E)	0.0842	E1	0.25	0.023
Development(E)	0.0842	E2	0.75	0.023

3.1.3

Analysis of the Evaluation Results of the Optimization Mode of Internet+Civic Education

In order to be able to objectively and comprehensively evaluate the teaching effect of this paper's Internet + Civic and Political Education Optimization Mode, this paper conducts a one-period pre-school teaching experiment in S college. A total of 146 students involved in Civic and Political Education, according to the survey statistics, the affiliation algorithm is utilized to divide the number of people selected by each evaluative phrase by the total number of evaluators, and the affiliation degree of other indicators is calculated. As shown in Table 3, the comprehensive evaluation value of the evaluation of the teaching effect of the Internet+ ideological and political education optimization mode in this paper is 4.2763, according to the score of each index scoring level, that is, "strongly agree (5 points), somewhat agree (4 points), agree (3 points), disagree (2 points), and strongly disagree (1 point)", and the comprehensive evaluation score of the teaching effect of the optimization mode in this paper is between "strongly agree (5 points)" and " Relatively agree (4 points)", it can be seen that the teaching effect of the Internet + ideological and political education optimization model constructed in this paper is good, and the comprehensive performance in the actual ideological and political teaching is good. The five aspects of this paper's teaching model, namely, educational philosophy, educational literacy, teaching ability, parenting ability and enhancement of development, are calculated, resulting in the judgment values of each level of indicators, S, of 3.9765, 4.1524, 4.3571, 4.3017, 4.1254 respectively.From the judgment values, the performance scores of this paper's teaching model in all aspects of actual education are all in the range of “Agree (3 points)”, which can be concluded that the performance of this paper's teaching model in all aspects is more qualified. However, the judgment value of educational philosophy (3.9865) is relatively low. This shows that the educational concept of the Internet + Civics education optimization model in this paper is relatively weak, if you want to further improve the quality of teaching, you should make effective improvements in the educational concept, cultivate the Internet thinking of teachers and students, implement the concept of Internet + teaching, and the Civics education model has been further improved.

Table 3.

Internet + thinking policy education optimization mode evaluation membership

Primary indicator	Secondary indicator	Evaluation membership
Primary indicator	Secondary indicator	V1	V2	V3	V4	V5
Internet + education concept(A)	A1	0	1.0	0	0	0.5
	A2	0	0.5	1.0	0	0
	A3	0.5	0.5	0	1.0	0
	A4	0.5	0.5	0	0.5	0
Education(B)	B1	0.5	0.5	0	0	0
	B2	0.5	0.5	0	0	0.5
	B3	0.5	0	0	0.5	0
Teaching ability(C)	C1	0.5	0.5	0	0	0
	C2	0	0.5	0.5	0	0
	C3	0	0.5	1.0	0.5	0.5
Ability(D)	D1	0	0	0.5	0.5	0
	D2	0.5	0	0.5	0.5	0
	D3	0	0	0.5	0.5	0
Development(E)	E1	0	0	1.0	0	0.5
Development(E)	E2	0	0.5	0.5	0	0

3.2

Satisfaction Analysis of Internet+Civic Education Model

After the teaching of the Internet + Civic and Political Education Optimization Mode proposed in this paper in S University, a questionnaire was issued to 146 students who participated in the teaching experiment, and a total of 146 questionnaires were issued in this survey, 146 were recovered, with a recovery rate of 100%, and the questionnaire data were sorted and analyzed and conclusions were drawn to. The basic data statistics of course satisfaction are shown in Table 4, and the satisfaction survey was conducted from six perspectives, namely, course dimension, Internet technology, teaching platform, student dimension, teacher dimension, and overall satisfaction, on the implementation of Internet + Civic Education Optimization Mode course. The analysis found that in the teaching of Civics, the average level of the course is 4.075, which shows that students agree with the teaching method, teaching content and teaching quality under the Internet + Civics education model. The average scores of 3.427 and 3.547 for the Internet technology and education platform are moderate, indicating that the support of the Internet technology and teaching platform still needs to be improved. The teacher dimension and student dimension are both higher than 4 points, which indicates that under the Internet + Civic Education model, the students themselves and their teachers have a high degree of recognition, and there is good communication between teachers and students. Taken together, the overall satisfaction score of 3.832 belongs to a medium-high level. It indicates that the overall satisfaction of students with the optimization mode of Internet + Civic and Political Education in this paper is relatively high.

Table 4.

Basic data statistics for curriculum satisfaction

Survey content	N	Maximum	Minimum	Mean
Course dimension	146	3.0	5.0	4.075
Internet technology support	146	2.0	5.0	3.427
Teaching platform	146	2.0	5.0	3.547
Student dimension	146	3.0	5.0	4.005
Teacher dimension	146	3.0	5.0	4.105
Overall satisfaction	146	2.6	5.0	3.832

4

Conclusion

In order to promote the in-depth integration of Internet+Civics education model, this study constructs an optimization model of Internet+Civics education for the dilemmas of Internet+Civics education model development and tests it through teaching practice.

In the analysis of dilemmas, the existence of insufficiently attractive course content and poor course quality is relatively serious, and the average score of the survey is 3.32 and 3.01, which indicates that the survey participants have great expectations for the improvement of teaching content and course quality. The ratings of students' lack of perseverance and timeliness were both higher than 3, indicating that students lacked perseverance and enthusiasm in the learning process of Internet + Civic Education, and that the advantage of timeliness was difficult to be realized. In addition, the average scores of “aging equipment” and “poor network” are more than 4, respectively 4.32 and 3.23, and the problems of aging equipment and network platform are extremely serious. The scores of other items of Internet construction are also above 3, which means that there are many problems in Internet infrastructure and application, such as insufficient Internet technology support, imperfect basic equipment, platform interaction problems, frequent network lag and other problems need to be solved one by one.

This paper adopts the hierarchical analysis method to establish the teaching quality evaluation index system, and then after using the constructed education model to carry out teaching practice, the use of fuzzy synthesis concludes that this paper's Internet + Civic Education Optimization Mode in addition to the educational concept of the judgment value (3.9865) is relatively low, the other level of indexes are all above 4 points. The comprehensive judgment value of teaching effect evaluation is 4.2763, indicating that all aspects of the performance of the teaching model in this paper are relatively excellent, and the educational concept, although relatively weak, is also at a good level. Further improvement of the Internet + Civics education model can make effective improvements in terms of educational philosophy, cultivate the Internet thinking of teachers and students, so as to improve the quality of teaching.

Idioma:: Inglés

Calendario de la edición:: 1 veces al año
Temas de la revista:: Ciencias de la vida, Ciencias de la vida, otros, Matemáticas, Matemáticas aplicadas, Matemáticas generales, Física, Física, otros

RSS Feed de revista

Research on Teaching Contents and Methods in Internet+Civic Education Mode

Nian Liu

Publicado en línea: 23 sept 2025

Recibido: 04 ene 2025

Aceptado: 04 may 2025

DOI: https://doi.org/10.2478/amns-2025-1111

Palabras claveHierarchical analysis method, Fuzzy comprehensive evaluation, Internet+, Civic and political education

© 2025 Nian Liu, published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Palabras clave
Hierarchical analysis method, Fuzzy comprehensive evaluation, Internet+, Civic and political education