Research on the construction strategy of “integration of large, medium and small” in the ideology course in the context of the new era

The application of big data technology in the teaching of ideology and politics courses in colleges and universities can provide strong support for the precise reform and innovation of ideology and politics work. In this paper, we first sort out the status quo and dilemma of the teaching of ideology and politics courses in colleges and universities and analyze the advantages and feasibility of big data technology in the learning of ideology and politics. Then, based on the big data streaming computing Spark framework, a personalized learning service platform for teaching Civics and Politics courses in colleges and universities was established. Aiming at the online learning behavior of students on the platform, the K-mean algorithm is used to select their behavioral characteristics. The personalized recommendation of learning resources for Civics and Political Science courses is implemented based on the learning behavior. Data was utilized to analyze the effectiveness of the personalized learning platform in transforming the teaching of Civics and Political Science courses in colleges and universities using S University as the research object. The study found that the number of focused learners in category 1 of the online learning behavior reached 303, and the teaching of the Civic and Political Science course based on the personalized learning platform helped the students’ will cultivation score increase by 2.49 points and more than 95% of the students recognized the platform. The customized service learning platform for teaching Civics courses established based on big data can realize the innovative transformation of Civics courses in colleges and universities and improve the teaching quality and level of Civics courses in colleges and universities.

ABSTRACTThis study examines the impact of using Twitter in the classroom on student political efficacy, interest, and engagement. Millennials use the virtual world to build social relationships and to obtain information. By envisioning the virtual world as a means to increase civic engagement, political science instructors can use technology to draw upon social networking, iterated interaction, and information sharing. Because taking political science and civics courses can boost civic engagement, students who are drawn to political science courses are more likely to already be interested in politics and have an increased knowledge. Therefore, what we demonstrate is that, while Twitter in and of itself does not independently foster civic engagement, employing it as a pedagogical tool taps into and strengthens the predispositions of students in political science classes, namely political interest and efficacy. Our results contribute to a fresh and much needed discussion in political science literature about ways to increase civic engagement of Millennials.

As the cradle of cultivating and conveying talents, colleges and universities should innovate the education of ideological and political courses under the background of “Internet+”, focusing on cultivating students’ cultural self-confidence. This paper first explains blockchain-related technology in Internet technology, including the basic principle and structure of blockchain, the consistency Hash algorithm, the consensus mechanism and the credit mechanism of blockchain. Secondly, it discusses the fit between the blockchain and the cultural teaching mechanism of the Civics course, through which blockchain technology can effectively realize the interactive sharing of the cultural teaching resources of the Civics course. Based on the blockchain technology and MVC network structure, an interactive model of cultural teaching resources for Civic and Political Science courses is constructed, which further improves the way students access cultural teaching resources. Finally, a simulation test is conducted to evaluate the interactivity of the cultural teaching resources in the Civics and Political Science course and the effectiveness of the model. The results show that the average write bandwidth of the consistent Hash algorithm is 756.68MBps, and the average read bandwidth is 215.42MBps, and when the total amount of data exceeds 64GB, the relative standard deviation of the Hash algorithm decreases to about 0.15% and remains stable. The cultural teaching mechanism of the Civics course with the introduction of blockchain technology is based on a digital platform, and when the number of network nodes is 150, the delay of the consensus mechanism is 236.73ms, and the throughput reaches about 98 data interactions per second. The cultural teaching mechanism of the Civics and Politics course in the background of the Internet needs to be based on digitization, fully combining with information technology to realize the common construction and sharing of cultural teaching resources and cultivate new-age talents with higher cultural self-confidence for the development of society.

The excellent culture embedded in the art of calligraphy provides new teaching content for the design and realization of the educational objectives of the Civic and Political Science Program in colleges and universities and facilitates the formation of a new teaching mode. This paper combines the network calligraphy art resources, highlights the calligraphy interaction of the Civics course with the help of projection interaction settings, and proposes a new teaching mode of calligraphy art + Civics course in colleges and universities. It also proposes a full convolutional network algorithm based on an attention gate to deal with the task of binning calligraphic document images and extracting calligraphic resources. Combined with the design principles of interactive digital displays, the teaching concept and teaching design of the calligraphy art college Civics and Politics course are analyzed. Based on the results of convolutional neural network processing of calligraphy text image binarization and the recognition of calligraphy handwriting by convolutional neural network algorithm based on the Attention mechanism coding and decoding model, realize the practice of the new teaching mode of interactive calligraphy art + Civics and Politics course, and compare it with the traditional fusion method, and get the mean and standard deviation of the course grades of the traditional group and the interactive group as 36.12± respectively 6.35 points, 45.68 ± 4.73 points. The samples of different groups show significance (p<0.05) for all of participation, ability, challenge, and interest, which means that the mean value of the interactive group is higher than that of the traditional group in the four dimensions of participation, ability, challenge and interest in learning, which proves the feasibility of the teaching mode of the projected interactive calligraphy art resources + Civic and Political Science course proposed in this paper.

Political Science programs have long seen part of their mission as the cultivation of “critical thinking” among their undergraduates. But what exactly does critical thinking mean in our Political Science courses? Can we foster critical thinking in our classes and, if so, how? This article, based on a yearlong systematic study of an introductory Comparative Politics course undertaken as part of a university-wide “Critical Thinking Project,” looks at these questions. In this article we consider how critical thinking can be defined, fostered and assessed in the introductory Comparative Politics course; the implications these may have for students' performance in other Political Science courses; and how students themselves view critical thinking. Our data suggests students define critical thinking broadly in accord with those definitions of teachers of Political Science, believe these skills were fostered in the introductory Comparative Politics course and are certain that they carry over into their academic experiences with upper-division Political Science courses and later life experiences more generally. Moreover, we argue here that the most important variable in fostering critical thinking skills in the introductory Comparative Politics course (and perhaps in all Political Science courses) is the development of students' ability to think as social scientists do and the opportunity to apply this thinking skill to concrete puzzles or problems from the real world of politics.

"Great ideological and political course" is an important requirement of ideological and political education for the whole society, a new form of ideological and political education course in the systematic project of promoting morality and nurturing people to foster moral integrity, and a highly valued educational work of civics and politics course in the country at present. As an important guiding course for colleges and universities to cultivate outstanding young people in the new era, the ideological and political course for graduate students is not only an important hand to promote the innovation and development of graduate students, but also directly related to the development of the cause of socialism with Chinese characteristics and the realization of the Chinese dream of the great rejuvenation of the Chinese nation. At present, there are still common problems in the construction of postgraduates' civic and political science course, such as insufficient quality and ability of the teaching team, imperfect curriculum system, and non-standardized practical teaching. Therefore, it is of great significance to propose corresponding measures for relevant problems in order to promote the optimization and development of the postgraduate civics course teaching under the perspective of "great ideological and political course".

ABSTRACTThis mixed-methods study examined the long-term associations between two kinds of politics courses—required political science courses and required family policy courses—and the political participation, knowledge, skill, efficacy, and politically engaged identity of child and family studies alumni. Two special cases were examined: those who remembered their required political science and policy courses compared with the other groups. Additionally, open-ended responses were coded and analyzed. Together, the quantitative and qualitative data suggest that college courses impacted alumni political awareness in college but political awareness did not translate as strongly into later political participation as previous literature has assumed. Findings highlight the importance of postcollege personal connections and work experience in shaping political participation. Educators and researchers should consider this complex relationship between what students learn in college and what they may later experience in adulthood when developing curriculum for students who are not political science majors.

Under the background of melting media, the teaching of Civic and Political Science courses in colleges and universities faces many challenges and opportunities. On the basis of analyzing the impact of the integrated media environment on the teaching of Civic and Political Science courses in colleges and universities, this paper emphasizes the necessity and importance of the blended teaching method, and elaborates the specific implementation strategies of the blended teaching method from three aspects: online resource construction, offline activity design, and evaluation of the process and the results, with the aim of improving the teaching effect of Civic and Political Science courses in colleges and universities and mobilizing college students to learn Civic and Political Science classes actively. This paper expects to provide useful references for the reform and innovation of the teaching of Civic and Political Science courses in colleges and universities, so as to meet the needs of the development of the times.

Civic and political affairs course is a key course for colleges and universities to implement the fundamental task of cultivating people with moral character, and the rapid development of network technology and the information age has had a direct impact on the Civic and political affairs course in colleges and universities. This paper puts forward the optimization path of virtual practice teaching for Civic and Political Science courses in colleges and universities from three aspects: establishing a virtual simulation practice teaching website for Civic and Political Science courses in colleges and universities, constructing a virtual simulation practice teaching information resource base for Civic and Political Science courses and optimizing the content system of virtual simulation practice teaching for Civic and Political Science courses. In order to verify the effect of virtual practice teaching, this paper proposes a new determination method as well as a Ridge regression model for the selection of Ridge parameter K in the Ridge trace method by analyzing the existence of Ridge parameter K and the excellence of Ridge estimation. The Ridge regression model was used to examine the impact of virtual teaching on college Civics and Politics classes and found that the standardized regression coefficient beta for the virtual teaching environment is 0.113, showing significant performance. For the virtual practice teaching of Civic and Political Science classes in colleges and universities, the better the virtual teaching environment is, the better the classroom learning effect.

To improve the teaching effect of Civics courses in colleges and universities, this paper uses multi-attribute regression to compute the nonlinear representation ability, combined with the perception machine deep learning network, to get the teaching resources and interaction mechanism of Civics courses. The weighted k-shell decomposition method is used to determine the weighted undirected graph of the Civics and Political Science course, and the shortest path between nodes is used to map the link to complete the teacher’s teaching feedback and personalized teaching. The results show that the hit rate and normalized gain rate of the proposed method in the Civics course dataset in colleges and universities are as high as 0.58 and 0.39, respectively, and the performance of the Civics course in colleges and universities is excellent, which indicates that the proposed method can promote the cultivation of students’ quality of Civics and politics, and it has great significance in the field of teaching and learning.

In this paper, we provide instructions and a rationale for using Facebook as an educational tool to create online study groups for political science courses. The suggestions and guide provided in this paper are based on our own observations and experiences. We also include a punctuated quantitative analysis in order to demonstrate that a positive empirical relationship exists between Facebook study groups and academic performance. We integrated Facebook as the primary study tool for eight different upper and lower division political science courses at a large public university (n=619). Online Facebook study groups allow students within a course to connect with each other and share a common space online. Group members may also send messages to each other, which they may choose to sync with email, cellular or computing devices. Additionally, group members can chat with each other in real time, upload documents (such as lecture notes or study guides), and share Internet links with other members of the course. We find that incorporating online Facebook study groups as a pedagogical tool in political science courses positively impacts academic performance.

The in-depth integration of big data technology and red cultural resources promotes the integration of red cultural resources into the integrated construction of the Civic and Political Science curriculum. In this paper, we use information gained to extract the text features of red cultural resources, combine TF*IDF to calculate the weights of feature items, represent the text to the vector space model, put forward the automatic classification algorithm of decision tree red cultural resources text, and build the framework system of red cultural resources text classification. Teaching stage and political appearance are used as independent variables, respectively, to explore the differences in the teaching effect of Civics courses at different stages of universities, secondary schools, and elementary schools as well as among CPC members, members of the League, and the people, and focuses on analyzing the utilization rate of the red cultural resources of Civics course teaching as well as the students’ participation degree. The results show that only 0.0537 students think that the school functionaries are not working correctly, and there exist 0.4308 students who believe that the classroom teaching is not innovative enough. Combining red cultural resources and the integrated teaching of Civic and Political Science courses requires more excavation of red cultural resources and connotations and the formation of characteristic teaching.

At present, the auxiliary teaching system for Civics and Politics courses has problems such as low accuracy of knowledge state prediction and insignificant effect of personalized learning, which affects the actual learning effect. In this paper, we analyze the demand for the teaching of college students’ Civics and Politics based on the background of deep learning, and discuss the overall design of the system. Based on the open-source online teaching system CAT-SOOP, a set of augmented learning algorithm-based Civics course assisted teaching system is designed and implemented, which is based on the student practice data, training student knowledge tracking model and augmented learning recommendation engine for assisting the personalized recommendation of student’s Civics exercises. The results show that compared with the random recommendation method, the relevance of the recommended exercises of this system is improved from 0.03 to 0.238, the reward value is more stable, and the maximum value is improved by 0.2. The Civics course assisted teaching system designed in this paper for college students achieves the expected goals and meets the diversified needs of the audience of intelligent Civics education.

At present, the auxiliary teaching system for Civics and Politics courses has problems such as low accuracy of knowledge state prediction and insignificant effect of personalized learning, which affects the actual learning effect. In this paper, we analyze the demand for teaching college students Civics and Politics using deep learning, and discuss the overall design of the system. Based on the open-source online teaching system CAT-SOOP, a set of augmented learning algorithm-based Civics course assisted teaching system is designed and implemented, which is based on the student practice data, training student knowledge tracking model and augmented learning recommendation engine for assisting the personalized recommendation of student’s Civics exercises. The results show that compared with the random recommendation method, the relevance of the recommended exercises of this system is improved from 0.03 to 0.238, the reward value is more stable, and the maximum value is improved by 0.2. The assisted teaching system for the Civics course designed in this paper for college students achieves the expected goals and meets the diverse needs of the audience seeking intelligent Civics education.

How to make the teaching quality of the Civics and Political Science class continuously improve, the teaching effectiveness is highlighted in the growth of students, and the comprehensive development of students is effectively promoted, which has become an important part of the educational evaluation reform of the Civics and Political Science class in colleges and universities. Based on the construction concept of the objectivity evaluation index system, this paper determines the evaluation index system of the effect and dynamic teaching of the big Civic and Political Science class. It adopts expert knowledge to pre-process the research data. According to the judgment affiliation degree and weight set, determine the single-factor evaluation matrix of evaluation indexes, calculate the weight value of evaluation indexes, and then complete the construction of a fuzzy comprehensive evaluation model oriented to the effect of big Civic and Political Science teaching and dynamic teaching and based on the data analysis software, carry out the comprehensive evaluation and analysis. The results show that the size of the weight value of the first-level indexes in order of magnitude, dynamic teaching process A2 (0.5478) > teaching preparation A1 (0.2353) > big Civics effect A3 (0.2169), indicating that the weight accounted for by the dynamic teaching and teaching preparation is relatively large and there is a not-so-small gap between the weight value of the big Civics effect A3, so the teaching of big Civics courses should focus on teaching preparation and dynamic teaching. This study can not only enrich the teacher’s Civics teaching method, but also improve the students’ Civics level, which has a promoting effect on promoting the development of the teaching of Big Civics courses in colleges and universities.