97B20Telling the Multiple Logics of Common Wealth in Ideological and Political Courses in Colleges and Universities
oraz
17 mar 2025
O artykule
Data publikacji: 17 mar 2025
Otrzymano: 19 paź 2024
Przyjęty: 31 sty 2025
DOI: https://doi.org/10.2478/amns-2025-0242
Słowa kluczowe
© 2025 Shujun Zhang et al., published by Sciendo
This work is licensed under the Creative Commons Attribution 4.0 International License.
Figure 1.
Figure 2.
Figure 3.
Index system
| Primary indicator | Secondary indicator | Indicator |
|---|---|---|
| Learning comprehension(A) | Collection data(A1) | 1.The students collect relevant information based on common and rich problems |
| 2.The students are based on the identification of data and the data of the data | ||
| Cognitive understanding(A2) | 3.Students know common common affluence | |
| 4.Students know the relationship between common and rich phenomena | ||
| 5.Students can understand the common rich idea and explain the specific meaning | ||
| Applied practice(B) | Direct inference(B1) | 6.Students can conclude with a simple reasoning on a single, dominant common and rich phenomenon |
| 7.The students analyzed the problem based on multiple evidence | ||
| 8.Students can make the correct conclusion based on the transformation and analysis of multiple logic | ||
| Application analysis (B2) | 9.Students can choose the right way to deal with the problems of the common rich implementation process | |
| 10. Students can illustrate the scope of the common rich concept in various situations | ||
| Migration innovation(C) | Indirect reasoning(C1) | 11. Students can conclude by reasoning reasoning based on complex and implicit evidence |
| 12. Students can illustrate the relationship between evidence and conclusion | ||
| 13.The relationship between the students can be summarized and the conclusion is summarized | ||
| Knowledge transfer(C2) | 14.Students can express the idea of common prosperity in a written way | |
| 15. students are based on a reasonable solution to the problem of common prosperity | ||
| 16. Students can use common and rich ideas to solve other similar problems |
Analysis of learning attitude of different professional students
| Majors | Affections | Cognitive ability | Value judgment | Difficulty score | Interest | Degree of effort |
|---|---|---|---|---|---|---|
| 1.The international economy and trade | 32.26±4.25 | 26.66±3.45 | 37.69±4.26 | 30.25±4.26 | 22.35±3.64 | 18.16±3.24 |
| 2.logic | 32.46±4.26 | 27.65±3.33 | 38.45±5.33 | 32.75±3.64 | 18.56±4.56 | 17.58±3.26 |
| 3.Ideological and political education | 33.15±3.14 | 25.64±2.98 | 37.66±3.36 | 30.64±4.26 | 23.45±3.97 |
16.54±3.15 |
| 4.law | 33.54±3.66 | 25.66±4.26 | 35.88±4.65 |
32.34±3.78 | 18.59±3.45 |
18.25±3.14 |
| 5.Applied psychology | 33.26±5.56 | 26.78±4.26 | 36.45±3.68 | 31.64±3.46 | 20.26±3.48 |
17.75±3.26 |
| 6. Chinese language and literature | 32.45±4.56 | 27.36±3.68 | 38.46±2.62 |
32.45±3.55 | 18.55±3.54 |
18.66±2.98 |
| 0.975 | 1.752 | 3.165 | 2.755 | 3.221 | 3.345 | |
| 0.442 | 0.156 | 0.006 | 0.018 | 0.006 | 0.004 |
Compare the variable effect values of the model
| Influencing factor | Action path | Direct effect | Indirect effect | Total effect | Normalized effect | |
|---|---|---|---|---|---|---|
| Influencing factor | Data collection | Data collection→recognition | 0.125 | - | 0.158 | 11.40% |
| Data collection→Acquired sense→recognition | - | 0.026 | ||||
| Data collection→Accept will→Acquired sense→Recognition | - | 0.007 | ||||
| Cognitive understanding | Cognitive understanding→Acquired sense→Recognition | - | 0.084 | 0.098 | 7.07% | |
| Cognitive understanding→Accept will→Acquired sense→Recognition | - | 0.014 | ||||
| Direct inference | Direct inference→Recognition | 0.145 | - | 0.145 | 10.46% | |
| Application analysis | Application analysis→Recognition | 0.156 | - | 0.239 | 17.24% | |
| Application analysis→Acquired sense→Recognition | - | 0.065 | ||||
| Application analysis→Accept will→Acquired sense→Recognition | - | 0.018 | ||||
| Indirect reasoning | Indirect reasoning→Acquired sense→Recognition | - | 0.023 | 0.032 | 2.31% | |
| Indirect reasoning→Accept will→Acquired sense→Recognition | - | 0.009 | ||||
| Knowledge transfer | Knowledge transfer→Recognition | 0.165 | - | 0.165 | 11.90% | |
| Mediation factor | Acquired sense | Acquired sense→Recognition | 0.465 | - | 0.465 | 33.55% |
| Accept will | Accept will→Acquired sense→Recognition | - | 0.084 | 0.084 | 6.06% |