Abstract
In practical terms, teachers are supported to use more straightforward teaching methods, such as creating real-life contextual problems, to help students develop deep learning skills. In this paper, using Bayesian theory and Bayesian classifier research methods, a machine learning model was constructed using Python to establish the correspondence between online teaching of civics and high-level semantic features and to achieve computer learning through text and teaching design evaluation research that can identify high-frequency knowledge points. The inter-relationship model knowledge mapping, the accuracy is 90%, and the continuous knowledge update help to improve the model accuracy.
Highlights
In order to implement the fundamental task of “establishing moral education,” teachers should actively try to change their teaching ideas, improve their existing teaching methods, and change the teaching process from one centered on the transfer of knowledge to one centered on the development of the whole student [1]
Is paper conducts a study on the design of teaching problems in high school ideology and politics based on deep learning, combining the cutting-edge concepts of deep learning and problem design in international and Chinese development and closely integrating them with educational teaching practice to explore specific strategies for teaching problems in ideology and politics based on deep learning, which can enrich the research related to deep learning and problem design in ideology and politics and play a role in the development of learning and teaching design theory in ideology and politics [5, 6]
Based on the above analysis, this paper focuses on the design and application of questions in the teaching of ideology and politics to promote students’ deep learning, with the title of “Research on the Design of Teaching Questions in High School Ideology and Politics Based on Deep Learning.”
Summary
In order to implement the fundamental task of “establishing moral education,” teachers should actively try to change their teaching ideas, improve their existing teaching methods, and change the teaching process from one centered on the transfer of knowledge to one centered on the development of the whole student [1] To this end, teachers should pay attention to guiding students to carry out independent, cooperative, and inquiry learning, give full play to the main role of students in the learning process, encourage students to discover and ask questions, solve problems in the creation of problem situations, change students’ learning style, and promote students’ deep learning [2]. Based on the above analysis, this paper focuses on the design and application of questions in the teaching of ideology and politics to promote students’ deep learning, with the title of “Research on the Design of Teaching Questions in High School Ideology and Politics Based on Deep Learning.”
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