Innovation and Effectiveness Evaluation of Civic and Political Education for College Students in New Media Environment

Ideological and political education of college students refers to the education of college students for college students’ ideology, politics, morality, culture, law, security and other aspects. It is an important content in the school education system, aiming to cultivate college students’ correct worldview, outlook on life, values and sense of social responsibility, to improve their ideological quality and moral level, and to cultivate qualified socialist builders and successors [1-2].

Carrying out ideological and political education can help students get out of difficulties when they encounter difficulties in their thinking, and play a positive role in improving students’ ideological and moral quality, so that they can establish the correct three views, have a sound and healthy personality, and realize all-around progress, as well as promote the construction of the school [3-5]. For the country, strengthening the ideological and political education of students will be a work content that can not be ignored in the future development of the country, which is conducive to promoting the construction of the country [6-8]. Once students’ ideological and political literacy can not keep pace with the development of the society, it may lead to their negative face when encountering problems, not thinking of making progress, and even affect the development of their studies and careers, which is not only unfavorable to their own development, but also brings a certain burden to the development of the country [9-11]. Therefore, college students should improve the quality of their ideological and political education to promote the sustainable development of the national economy.

However, there are several problems in the ideological and political education of college students at present. Firstly, students’ political literacy is on the low side Although students have certain enthusiasm for ideological and political education, it is difficult for them to improve their political literacy because of their low level of political literacy and their inability to keep up with the rhythm of being educated [12-13]. In addition, some students are affected by the traditional Chinese examination system, in the learning process, too much attention to the improvement of examination results, ignoring the improvement of ideological and political literacy, resulting in the lack of personal moral quality, which is not conducive to the formation of good ideological and political quality of the students, is not conducive to the development of society [14]. Secondly, there are deficiencies in the construction of the teacher team. On the one hand, there is a lack of quantity, on the other hand, the teaching level of teachers is mixed and there are not many opportunities for training and further training, so that the overall scientific research level of the teaching team can not be improved, and advanced educational concepts can not be introduced, which leads to the teaching level and overall quality of the low, not able to adapt to the requirements of the education and teaching of ideological and political courses for college students [15-18]. Thirdly, they do not pay enough attention to the education program. Some college students are influenced by the traditional examination system, still pay too much attention to the students’ examination results, ignoring the Civic and Political Education Program. Aiming at the various problems shown by students in the process of school development in the quality of Civics and Politics, some college students have not adopted scientific solutions, and have not improved the teaching techniques and teaching programs [19-22].

Based on the background of the new media environment, this study investigates the civic education mode of college students, and the study is mainly divided into four parts. In the first part, the connotation of new media and new media environment is elaborated in detail, in addition to the connotation of Civic and Political Education, and the nurturing mechanism and principles of Civic and Political Education are analyzed in depth, which lays a theoretical foundation for the whole text. The second part analyzes the problems of Civic and Political Education through actual investigation, and proposes an innovative model of new media Civic and Political Education based on the “peer” approach according to the results of actual investigation and theoretical research. The third part proposes a method for evaluating effects based on hierarchical analysis and fuzzy comprehensive evaluation. In the fourth part, the evaluation index system is constructed, and the teaching method of this paper is evaluated and analyzed.

2

Civic education in the new media environment

2.1

Overview of new media

2.1.1

Connotation of new media and new media environment

The term “new media” is translated from “New Media”, and the core foothold is on the word “New”, new media is a relative concept, which is constantly evolving on the axis of time, based on the development of Internet technology and network media. The media has undergone five major changes, from newspapers and periodicals to radio, from television to the Internet, and now the popular mobile phone media, which is also vividly called the “fifth media”. The “new” of new media is a dynamic concept of change and development with diachronic nature compared to the “old” of traditional media. In any historical period, the “old” contains the “new”, the “new” is always producing, the “new” is the opposite of the “old”, and the new media can be called “new media” in a certain period. Focusing on the development process of new media, we can accurately grasp the connotation of new media, which mainly includes three stages. First, in the early stage of the development of the Internet (1987-2000), major portal websites sprung up like mushrooms after a rain, at this time, users simply obtained information by browsing the web, and were in the stage of passively receiving information, and the disseminator of information had absolute dominance over the content. The second is the mobile network period (2001-2014), at this stage, the interactivity of network media began to show its strength, typical network platforms include community forums, blogs, QQ, etc., users can actively search for information through keywords according to their own preferences and needs, and the interaction and sharing of communicators and audiences form a closely intertwined social network. The emergence of mobile terminal devices such as mobile phones and tablets has broken the time and place restrictions of information dissemination, making it possible to obtain information, order services and entertainment and pastime anytime and anywhere, and the portability of mobile media has greatly improved the speed of information dissemination and realized real-time interaction of knowledge and information. The third is the period of self-media (2015-present), in this stage, the rapid growth of mobile Internet users, the media has greatly realized the extension of network media, the integration of most Internet applications into its own open platform, under the strong technical support of the integration of newspapers, radio, television and most of the functions of traditional Internet media, forming a new form of media with strong cohesion. Digitalization and intelligence are the most prominent features of this media, with text, images, audio, video and other integrated multimedia, to achieve the “all-media” state that everything can be mediated, Tik Tok, Kuaishou and other live broadcasts and short videos have emerged in large numbers, so that the public can have a smartphone to read all the world’s affairs.

The new media communication mechanism, as shown in Figure 1, is overall characterized by a cyclical many-to-many approach, enabling two-way or multi-directional dissemination of information, and does not have clear boundaries between the publisher and the audience. The person who releases the information will also influence the person who receives it, and vice versa, thus causing difficulties in controlling information dissemination. This undoubtedly provides self-production and spontaneity in the dissemination of new media information.

The new media environment is a communication environment that has an impact on people’s lives and existence through communication processes based on new media forms and new forms of communication. New media environment has the immediacy of information dissemination, interactivity of information exchange, information richness and sharing. The new media environment is a special ideological and political education environment faced by college students in the new era, in which students have greater autonomy of choice and can realize their personalized pursuits to a greater extent, which has a non-negligible impact on the ideological and political education activities and the formation of ideological and political education targets’ moral character.

2.1.2

Categories and characteristics of new media

There are broad and narrow types of new media. “New media” in a narrow sense refers to “emerging media”, which is a form of media that has emerged under the new technical support system, such as digital cinema, touch media, digital magazines, etc. In a broad sense, “new media” includes both “emerging media” and “new media”, which is a new media that integrates traditional media and new media. Same amount of content, but more variety. In addition to digital newspapers, digital magazines, radio and television, etc., it also covers personal computers, digital television, mobile phones and other terminals through network technology. From the original one-way communication to real-time interaction with readers, viewers, and users. As shown in Figure 2, this paper divides new media into three types: Internet media, mobile phone media, and TV media according to the different output terminals.

Internet media, i.e. New media on the Internet are based on computer communication networks and achieve the purpose of social and cultural dissemination through information transmission, exchange, and utilization.

Cell phone media is a personalized information dissemination carrier, with a cell phone as the audio-visual terminal and cell phone Internet access as the platform. Cell phone media is a mass communication medium that takes audience segmentation as its communication goal, targeting as its communication effect, and interaction as its communication application.

TV new media is a media form based on digital TV technology, operated by broadcasting and TV media organizations and established by means of new Internet technology.

The most important feature of the new media, represented by digital communication technology, is that it has broken down the barriers between media, dissolved the time difference and geographical difference, and blurred the boundary between the disseminator and the receiver. It is characterized by immediacy and interactivity, openness and pluralism, virtuality and secrecy, and is rapidly changing the ecological environment of public opinion and even the entire social structure.

2.2

Ideological and political education and parenting mechanisms

2.2.1

Ideological and political education

Ideological and political education is a composite concept that combines ideology, politics, and education. Most scholars believe that ideological and political education is a form of social practice activity. Ideological and political education, as a general term for ideological education, political education and moral education, is a human activity of nurturing morality, which is universal, except that it has different concepts in different periods, nationalities and countries. Ideological and political education is a social and practical activity in which a certain class, political party or social group follows the law of the formation and development of people’s ideological virtues and uses certain ideological concepts, political views, and ethical norms to exert a purposeful, planned, and organized influence on its members, so as to enable them to form the ideological virtues that meet the needs of a certain society and a certain class. The so-called ideological and political education is the comprehensive educational practice of ideology, morality and psychology, with political and ideological education as the core and focus, which is carried out by a certain class or political group in order to realize its political goals and tasks. To sum up, ideological and political education refers to the social and comprehensive practice of changing people’s thoughts and shaping their character through ideological education, moral education and psychological education in order to achieve the political goals of a certain class or political group.

2.2.2

Nurturing Mechanisms of Civic Education Methods

The term “mechanism”, initially mentioned in the fields of physics and mechanical engineering, refers to the detailed internal construction of a machine and the basic principles of cooperation and synergy among its components in the process of operation, and has since been cited in a variety of fields, such as psychology, philosophy, and management, and has been given new meanings and interpretations. Based on the research of previous scholars, this paper defines that the mechanism of educating people is a multi-dimensional concept, which involves how the various constituent elements work together in the process of educating people in order to achieve the established educational goals, and how they interact with each other, interact with each other, and interface with each other, and sequentially operate the dynamic process and thus build up a perfect working mechanism, rigorous rules and regulations, and an efficient management system.

The main concept of the ideological and political education mechanism is that it involves the convergence and integration of various elements of ideological and political education. Secondly, it is responsible for coordinating and integrating all relevant factors. Third, it is an orderly and dynamic process that evolves according to a specific operating law. It can be seen that the mechanism of ideological and political education combined force to educate people refers to the system and system in which the elements of ideological and political education follow certain principles and ways, interact with each other, influence each other, interact with each other, and connect with each other, so that the direction of the force of each element is consistent, thus effectively realizing the goal of education.

2.2.3

Nurturing Principles of the Civic Education Approach

The issue of principle is the basic norm for ideological and political education, a guideline to be followed in the whole process of education, which is of great significance in enhancing the effectiveness of ideological and political education, so as to promote the operation of the mechanism of educating people through synergy. At the same time, in the complex system of ideological and political education, the constituent elements also follow certain principles, orderly and regular mutual influence, interconnection, the formation of synergy, to achieve the goal of educating people. 1)

Principle of Directionality

The principle of directionality emphasizes the unswerving adherence to the direction of socialism, taking Marxist ideology as the leader and resolutely opposing all kinds of erroneous thinking. To establish and improve the mechanism of ideological and political education in colleges and universities, the first principle is to adhere to the correct political direction, to take the overall leadership of the party as the guiding direction, to put the theory into practice, and to improve the effectiveness of ideological and political education. This requires the leaders of colleges and universities to uphold the party’s philosophy of governance, adhere to the party’s principles of doing things, complete the educational and teaching tasks entrusted to colleges and universities by the party and the state, and constantly optimize and improve the rules and regulations for the development of college students themselves.

2)

The principle of epoch

Era reflects the direction of development of a specific thing at a certain stage, ideological and political education in colleges and universities is no exception, in the process of development, we should follow the pace of the times, grasp the main contradictions, realize innovative development, and at the same time, we should follow the objective law of the development of things, which is also determined by the objective existence of society. The principle of contemporaneity is an important guide to the realization of educational reform and an important driving force to promote the continuous innovation and advancement of ideological work in colleges and universities.

3)

Principle of coordination

The principle of coordination refers to the fact that in order to realize teaching and educating people in colleges and universities, within the system of ideological and political education, its constituent elements are able to collaborate with each other and develop in an integrated manner. Ideological and political education is an organic and complex system, consisting of various elements synergistically, and there is both unity and difference between the elements. The mechanism for educating people emphasizes the need for mutual coordination among various elements and contains two layers of meaning. The first is to regulate the role of each element in accordance with its function and status, both to give play to the positive side of the elements, but also to limit their transgressions and interfere with the normal functioning of other elements. The second is that the mechanism should play a coordinating role, coordinate the conflict of interest between the various departments of the university, so as to realize the positive cooperation of various departments and so on. The principle of coordination of the mechanism requires that the ideological and political education work of colleges and universities should adhere to the method of system theory, take the interests of college students as the starting point and landing point, and at the same time should not neglect the functions and roles of other elements. In short, in order to achieve the goal of cultivating moral integrity, it is necessary to insist on the mutual coordination of all elements and optimize their combination.

4)

Principle of practicability

The principle of practicability means that the institutions and systems of ideological and political education in colleges and universities should start from the actual situation, and in the spirit of seeking truth from facts, problems are found in practice and timely adjustments can be made. As a matter of fact, the practicability runs through the whole ideological and political education, and the development, operation and effect of education can not be separated from the guidance of practice, such as the improvement of the system and institutions, the updating of educational concepts, the transformation of educational methods, etc., which will be constantly developed with the test of practice to form a new theory of education, and then this new theory will be applied to the practice of education, and so on in a cycle, in order to realize the effectiveness of the ideological and political education. The effectiveness of ideological and political education can only be realized by applying this new theory to educational practice. This requires that the development of systems and institutions should follow the principle of practicality, and constantly sum up experience in practice, so as to achieve standardization, while colleges and universities should take the initiative to create practical education platforms for college students, stimulate their enthusiasm and initiative, and improve the cognition and development of college students.

3

Innovative mode of Civic and Political Education based on new media environment

3.1

Survey and analysis of ideological education in the new media perspective

In order to better conduct research on ideological and political education in the new media environment, an empirical survey is needed. In terms of questionnaire design, multidimensional questions covering college students’ network use habits, ideological and political education acceptance, etc. were conceived to ensure that the data were comprehensive and targeted.

In the survey process, in order to ensure the authenticity and objectivity of the questionnaire, and in order to improve the timeliness and convenience of the questionnaire distribution, and to reduce the influence of subjective factors on the analysis of questionnaire data, the questionnaire was distributed by anonymous distribution, and was distributed online through Questionnaire Star. The questionnaire was quantified using a score of 1 to 5, with higher scores indicating greater compliance. The sample selected for this questionnaire covers different levels of colleges and universities such as domestic 985/211 colleges and universities, double first-class colleges and universities, ordinary undergraduate colleges and universities, and higher vocational colleges and universities, and covers various types of colleges and universities such as comprehensive universities, teacher training colleges, and private colleges and universities. The majors involved a total of 12 disciplines such as humanities and social sciences, science and technology, agriculture and medicine, and art and sports, ensuring the representativeness of the sample. A total of 600 college students participated in the survey, and 595 valid questionnaires were recovered, with an effective rate of 99%.

The results of the survey on new media and Civic and Political Education are shown in Figure 3, the average score of the association between new media and Civic and Political Education (A1) is 3.629, and the average score of the willingness of combining new media and Civic and Political Education (A2) is 3.60, which indicates that most of the students think that new media and Civic and Political Education have a certain degree of relevance, and the students believe that the fusion of the two can promote the development of the students and recognize the way of integration between new media and Civic and Political education, and have certain expectations for the combination of the two. The average score of new media usage (A3) is 3.733, indicating that most students use new media tools more frequently. The average score of New Media Awareness (A4) is 3.64, and the average score of New Media Recognition (A5) is 3.59, which means that students have a better awareness of new media and are more and more willing to acquire knowledge through new media.

The distribution of new media access to information is shown in Figure 4. In the question of “access to information on ideological and political education in new media channels (multiple choice)”, it is found after statistics that WeChat public number and APP platform and other ways are the main ways for students to access information on ideological and political education through new media, which reaches 92.15% and 95.13% respectively, and the social networks reach 90.11%. In addition, social network reaches 90.11%, and other ways are between 70 and 90%. This shows that students are more willing to obtain information through WeChat public number and APP platform, and other media also have a greater impact on the life of the majority of students. And compared with face-to-face communication, most students are more willing to communicate with counselors and Civics teachers online through social media such as WeChat and Weibo, which is more convenient and easy.

3.2

Construction of innovative mode of Civic and Political Education based on new media

The construction of the innovative mode of ideological education based on the new media platform is shown in Figure 5. On the basis of the previous research analysis and demand research, an innovative “peer” education mode based on the new media platform is constructed, which is suitable for ideological education. The most important feature of this model is the use of the new media platform to realize real-time interaction, real-life communication and resource service sharing. In the teaching process, it can achieve the transition from the primary stage of peer publicity, peer training, and peer counseling to the advanced stage.

Civic and political education peer education is carried out through a new media platform led and built by the university platform, assisted by other partner institutions. Peer tutors are students selected and recruited by the information platform and recommended by other institutions with the assistance of meritocracy, who are qualified for the training and are put on duty, and they rely on the new media platform to carry out primary teaching for student users, including peer propaganda, peer training, and peer counseling, and the form of peer education shifts to the advanced stage, i.e., peer learning, when the students’ ability and knowledge level are accumulated to a certain amount. Peer learning is the term used to describe the two-way transmission that occurs between student users and peer tutors, in which student users not only receive instruction but also play the role of exporters. The realization of this advanced stage is an added advantage of the peer education model, which achieves a two-way win-win situation. Peer tutors can utilize the resources provided by the new media platform and offer their own intellectual creativity and personal services on the platform. The information platform is responsible for collecting feedback from student users as the basis for evaluation to optimize the peer education model, while other institutions assist in the management of student users in the process of peer education implementation, improving the level of information literacy of students as well as the overall scientific research capacity of other institutions. Finally, with the help of a well-built new media platform, the publicity of universities and other institutions can be achieved, which also promotes the development of both sides to a certain extent.

The five links in the operation of the model include the co-construction of the new media platform for information literacy peer education, the determination of the information literacy education program, the development of information literacy peer teaching, peer learning, and the feedback and evaluation of the effect of information literacy peer education.

The new media platform for peer education is the foundation for peer education and a crucial element in implementing peer education. The new media platform for information literacy peer education should be guaranteed by certain infrastructure, and in the process of construction, it is necessary for colleges and universities and other cooperating organizations to clarify their respective responsibilities and obligations, make joint efforts to build and maintain the new media platform, do a good job of publicity, and expand the scope of services of the platform. At the same time, the use of new media platforms requires the formulation of reasonable rules of use, taking into account the common interests of the builders and users, and promoting the effective sharing and utilization of resources and services.

In the early stage of peer education, it is necessary to clarify the needs of students for information literacy education, formulate corresponding teaching programs according to the different majors and ability levels of students, and highlight the personalized features of peer education. Define the teaching methods and content of peer tutors, the characteristics of the user groups, and prioritize delivering solutions to specific problems.

Carry out various forms of information literacy peer teaching activities. Peer education is primarily a Civic Education activity that involves discussion, but it does not replace the original Civic Education, but is a complementary form of formal teaching. The link is constructed with four teaching methods, and there is a progression and hierarchy.

The peer learning stage is the advanced stage of peer education, mainly in the form of discussion and interaction, which can realize the mutual learning of the instructor and the recipient and the common enhancement of the ability.

The role of feedback and evaluation of educational effects is to provide a channel for feedback and evaluation, and to optimize teaching methods and content according to the evaluation.

4

Methods of assessing the effectiveness of the Civic and Political Education model

4.1

Chromatographic analysis

Hierarchical analysis method (AHP) is a method to normalize and quantify people’s thinking process and subjective judgment. It can make a lot of uncertainties get reduced to a large extent, help decision-makers keep the consistency of their thinking process and decision-making process principles, and is a scientific method to determine the weights.

The steps of hierarchical analysis method modeling are specifically realized as follows: 1)

Establishment of the structural model of the hierarchical hierarchy

The hierarchical structure diagram is shown in Figure 6. When applying AHP to analyze the decision-making problem, the first step is to hierarchize the problem and construct a hierarchical structural model. Under this model, the complex problem is broken down into components that form a hierarchy of elements according to attributes and relationships. The elements of the previous level serve as guidelines that govern the relevant elements of the next level. These levels are generally divided into the following three categories:

(1)

The highest level, where there is only one element in the hierarchy. It is also known as the target index, which is the intended goal of the analyzed problem, and hence it is also called the target level.

(2)

The middle level, also known as the criterion level. This level contains the intermediate aspects involved in order to achieve the goal, and it can consist of several levels, including guidelines and sub-criteria to be considered.

(3)

The bottom level, also known as the measure or program level. This level includes the various measures, decision options, etc. that are available to achieve the objectives.

2)

Constructing a judgment matrix

The hierarchical structure reflects the relationships between factors, but the weighting of each criterion in the criterion hierarchy in the target measure is not necessarily the same in the minds of different decision makers.

Suppose now to compare n factor X = {x₁, ⋯, x_n} on the size of the impact of a factor Z, in order to provide more credible data, we can take the factor two to two comparisons to establish a pairwise comparison matrix approach. That is, each time to take two factors x_i and x_j, to a_ij that x_i and x_j on the size of the impact of the ratio of Z, all the results of the comparison with the matrix A = (a_ij)_n×n, said A for Z − X between the judgment matrix.

3)

Hierarchical single sorting and consistency test

Judgment matrix A corresponds to the largest eigenvalue λ_max eigenvector W, after normalization is the same level of the corresponding factors for the previous level of the relative importance of a factor ranking weights, this process is called hierarchical single sorting.

If the comparison results are identical before and after, the elements of matrix A should also be satisfied: (1) $a_{i j} a_{j k} = a_{i k}, \forall i, j, k = 1, 2, \dots, n$

The nst order positive reciprocal inverse matrix A is consistent if and only if it has the largest eigenroot λ_max = n. When A has an error in consistency there must be λ_max > n, and, the larger the error, the larger the value of (λ_max − n).

Whether the judgment matrix A is consistent can be tested by whether λ_max is equal to n. Since the eigenroots depend continuously on a_ij, the larger λ_max is compared to n, the more serious the degree of non-consistency of A is, and the less the corresponding normalized eigenvectors of λ_max can truly reflect the weight of X = {x₁, ⋯, x_n} in the influence of factor Z. Therefore, it is necessary to do a consistency test on the judgment matrix provided by the decision maker to decide whether it can be accepted or not.

The steps for the consistency test of the judgment matrix are as follows:

(1)

Calculate the consistency indicator CI: (2) $C I = \frac{λ_{\max} - n}{n - 1}$

(2)

Find the corresponding average random consistency index RI. for n = 1, ⋯, 9, the value of RI is given.

The value of RI is obtained by constructing 500 sample matrices using the stochastic method: randomly drawing numbers from 1 to 9 and their reciprocals to construct a positive reciprocal matrix, finding the average of the largest eigenroot λ_max, and defining: (3) $R I = \frac{λ_{\max}^{'} - n}{n - 1}$

(3)

Calculate the consistency ratio CR: (4) $C R = \frac{C I}{R I}$

When CR < 0.10, the consistency of the judgment matrix is considered acceptable, otherwise the judgment matrix should be amended appropriately. 4)

Hierarchical total sorting and consistency test

Obtained from the above steps is a set of elements on its upper level in an element of the weight vector. Ultimately, the elements, especially the lowest level of the program for the target ranking weights, so as to carry out program selection. The total ranking weights have to be synthesized from the top down from the weights under the single criterion.

Let the previous level (level A) contain A₁, ⋯, A_m a total of m factors, whose hierarchical total ordering weights are a₁, ⋯, a_m. Let the next level after that (level B) contain n factors B₁, …, B_n, whose hierarchical single ordering weights on A_j are b_1j, …, b_nj (b_ij = 0 when B_i is not related to A_j). The weights of the factors in layer B with respect to the overall goal are now found, i.e., the hierarchical total ordering weights b₁, …, b_n of the factors in layer B are found, i.e., $b_{i} = \sum_{j = 1}^{m} b_{i j} a_{j}, i = 1, \dots, n$ .

Hierarchical total ranking also need to make consistency test, the test is still like the hierarchical total ranking from the higher level to the lower level layer by layer.

Let the pairwise comparison judgment matrix of the factors related to A_γ in level B be tested for consistency in single ordering, and the single ordering consistency index is found to be CI(j), (j = 1, ⋯, m), and the corresponding average random consistency index is RI(j), CI(j), and RI(j) has been obtained in the hierarchical single ordering, then the total random consistency ratio of the B hierarchical ordering is: (5) $C R = \frac{\sum_{j = 1}^{m} C I (j) a_{j}}{\sum_{j = 1}^{m} R I (j) a_{j}}$

When CR < 0.10, the results of the hierarchical total ranking are considered to have a more satisfactory consistency and the results of this analysis are accepted.

4.2

Fuzzy integrated evaluation method

The basis of fuzzy comprehensive evaluation and analysis method is fuzzy mathematics, and its method is to take the fuzzy objects to be examined and the fuzzy concepts reflecting the fuzzy objects as a certain fuzzy set, to establish an appropriate affiliation function, and to quantitatively analyze the fuzzy objects by means of the relevant operations and transformations of fuzzy set theory.

Fuzzy comprehensive judgment is a comprehensive judgment of something using fuzzy mathematical tools. Its basic principle is: first, determine the factors (indicators) set C = (c₁, c₂, ..., c_n) and judgment set V = (v₁, v₂, ..., v_m) of the object to be judged. Where u_i for each individual indicator, v_j for the judgment of u_i grade level, generally can be divided into five levels, this paper according to the 1 ~ 5 points, corresponding to the bad, poor, medium, good, excellent five grades. Then the weights of each factor w and their affiliation vectors R are determined separately, and after fuzzy transformation, the fuzzy judgment matrix R is obtained. Finally, the fuzzy judgment matrix is fuzzy and normalized with the set of weight vectors of the factors to get the fuzzy comprehensive judgment result set S, S = W*R, and then (C, V, R, W) constitutes a comprehensive judgment model.

The specific steps of the traditional fuzzy judgment method are as follows: 1)

Determine the evaluation indicators of the evaluation object C

n evaluation indicators, C = (c₁, c₂, ..., c_n).

2)

Determine the judgment set V

V = (v₁, v₂, ..., v_m), each grade can correspond to a fuzzy subset.

3)

Establish the fuzzy relationship matrix R (affiliation matrix)

After constructing the hierarchical fuzzy subset, it is necessary to quantify the evaluated things from each factor one by one, i.e., to determine the degree of affiliation of the evaluated things to the hierarchical fuzzy subset from a single-factor point of view, thus obtaining the fuzzy relationship matrix: (6) $R = [\begin{matrix} r_{11} & r_{12} & \dots & r_{1 m} \\ r_{21} & r_{22} & \dots & r_{2 m} \\ \dots & \dots & \dots & \dots \\ r_{n 1} & r_{n 2} & \dots & r_{n m} \end{matrix}]$

Element r_ij in row i and column j of matrix R represents the degree of affiliation of an evaluated thing to a subset of rank ν_j fuzzy from the viewpoint of factor c_i, so R also becomes the affiliation matrix. The performance of an evaluated thing in terms of a factor c_i is embodied by the fuzzy relationship matrix R, while in other evaluation methods are mostly embodied by the actual value of an index, so from this point of view, the fuzzy comprehensive evaluation of infants seek more information. 4)

Determine the weight vector of evaluation factors w

In fuzzy comprehensive evaluation, the hierarchical analysis method is used to determine the weight vectors of evaluation factors: W = (w₁, w₂, …, w_n).

Hierarchical analysis determines the relative importance between factors to determine the weight coefficients and normalizes them before synthesis.

5)

Synthesizing the fuzzy comprehensive evaluation result matrix S

In this paper, the fuzzy comprehensive evaluation method adopts the “weighted average type” model. The fuzzy comprehensive evaluation result vector S of each evaluated thing is obtained by synthesizing W with R of each evaluated thing using appropriate operator. i.e.: (7) $S = W * R = {w_{1}, w_{2}, \dots, w_{n}} * [\begin{matrix} r_{11} & r_{12} & \dots & r_{1 m} \\ r_{21} & r_{22} & \dots & r_{2 m} \\ \dots & \dots & \dots & \dots \\ r_{n 1} & r_{n 2} & \dots & r_{n m} \end{matrix}] = (s_{1}, \land, s_{n})$

Where s_i denotes the degree of affiliation of the thing being rated as a whole to the fuzzy subset of rank v_j.

5

Comprehensive Assessment and Analysis of the Effectiveness of Innovative Models of Civic and Political Education

5.1

Evaluation System Construction of the Effectiveness of Innovative Models of Civic and Political Education

Under the premise of clear research object and research method, the teaching evaluation of technical colleges and universities, which is a complex and huge systematic project, fair, scientific, objective and reasonable teaching evaluation, must be combined with the teaching characteristics of technical colleges and universities, and be carried out around the aspects of teaching preparation, organization, content, method and effect, etc., to establish a scientific and effective teaching evaluation index system with the participation of pluralistic evaluation subjects.

On the basis of this analysis, with “teaching evaluation” as the target layer, “student evaluation”, “peer evaluation”, “supervision evaluation” and “self-evaluation”, a number of indicators are set under each criterion layer to form a three-level evaluation system. In this paper, while reviewing many literatures, several experts in this technical education field are organized to use the form of brainstorming method to derive specific indicators based on the actual situation of Civic Education. Then, after establishing the multivariate evaluation index system, the AHP method is used to determine the weight set of the evaluation indexes (including the criterion layer, the implementation layer, etc.), and the Civic and Political Education Model Effectiveness Valence System and the weights are shown in Table 1, and in the criterion layer, the weights of the teaching content and the teaching effect are relatively high, which are 0.2531 and 0.3130, respectively.

Table 1.

The system and weight of the education model

Target layer	Criterion layer	Weighting	Index layer	Weighting
A1 The study of the effect of the education model	B1 Teaching resources	0.1225	C1 New media resources	0.3451
			C2 Hardware equipment	0.3521
			C3 Education resources	0.3028
	B2 Teaching content	0.2531	C4 Comprehensive teaching	0.3511
			C5 Teaching target	0.2358
			C6 Practicability	0.4131
	B3 Teacher quality	0.2102	C7 Professional ability	0.4578
			C8 Teaching method	0.2892
			C9 Occupational ethics	0.253
	B4 Teaching effect	0.3130	C10 Student achievement	0.3341
			C11 Student capacity	0.3317
			C12 oral literacy	0.3342
	B5 Teaching quality and feedback	0.1012	C13 Management level	0.3251
			C14 Education level	0.1513
			C15 Teacher level	0.5236

5.2

Comprehensive Evaluation Results of Civic Education Models

On this basis, 20 experts in the field of education were selected to carry out a comprehensive evaluation of the ideological and political education model of this text, and a first-level comprehensive evaluation, i.e., the affiliation degree of the five indicators at the criterion level, was derived in accordance with the fuzzy comprehensive evaluation method, and the results of the comprehensive evaluation are shown in Table 2. According to the affiliation degree calculation method with the teaching resources indicators of teaching resources, teaching content, teacher quality, teaching effect and teaching quality and feedback for the second level of comprehensive evaluation, that is, the comprehensive evaluation of the target level, the comprehensive calculation results to get the final evaluation score of S = 3.86, it can be known that this paper in the field of the new media constructed in the Civic and political education innovation model effect evaluation results are

Table 2.

Comprehensive evaluation results

Criterion layer	Evaluation dimension
Criterion layer	5	4	3	2	1
Teaching resources	0.1045	0.4088	0.4620	0.0455	0.0000
Teaching content	0.0891	0.5698	0.3010	0.0421	0.0000
Teacher quality	0.1305	0.3752	0.4498	0.0462	0.0000
Teaching effect	0.0000	0.1342	0.6715	0.2001	0.0000
Teaching quality and feedback	0.0655	0.7051	0.2302	0.0021	0.0000

6

Conclusion

This paper starts from college students’ civic and political education, takes ideological and political education combined with new media as the research object, and in the principle of seeking truth from facts, strives to explore a novel new media ideological and political education model. In the survey of the issues of ideological and political education, it is found that the scores of new media and ideological and political education association, the willingness to combine new media and ideological and political education, the use of new media, the new media cognition and the new media recognition are all higher than 3, and most of the students have a better cognition of the new media and are willing to acquire knowledge through the new media. It was also found that methods such as WeChat public numbers and APP platforms were the main ways for students to obtain information on Civic and Political Education through new media, reaching 92.15% and 95.13% respectively. Students are more inclined to use social media like WeChat and Weibo to communicate with counselors and Civics teachers online. According to the survey results combined with theoretical research, this paper proposes an innovative model of Civic and Political Education based on new media. And using the hierarchical analysis method to construct the effect evaluation index system, through the combination of fuzzy comprehensive analysis, it can be seen that the teaching effect of the innovative model of Civic and Political Education proposed in this paper has a comprehensive score of 3.86, which belongs to the level between medium and good, and has certain application value.

Lingua:: Inglese

Frequenza di pubblicazione:: 1 volte all'anno
Argomenti della rivista:: Scienze biologiche, Scienze della vita, altro, Matematica, Matematica applicata, Matematica generale, Fisica, Fisica, altro

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Innovation and Effectiveness Evaluation of Civic and Political Education for College Students in New Media Environment

Guihua Hu

Pubblicato online: 24 mar 2025

Ricevuto: 27 ott 2024

Accettato: 11 feb 2025

DOI: https://doi.org/10.2478/amns-2025-0790

Parole chiaveHierarchical analysis, Fuzzy comprehensive evaluation, Ideological and political education model, Effect assessment, New media

© 2025 Guihua Hu, published by Sciendo

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

Parole chiave
Hierarchical analysis, Fuzzy comprehensive evaluation, Ideological and political education model, Effect assessment, New media