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<p>The digital teaching model of Civics at the current stage still has deficiencies and does not achieve the expected effect. This paper utilizes data analysis and mining methods starting from the digital classroom platform to assess students’ knowledge and skill mastery through the CDA static cognitive analysis model. Then, students’ learning behaviors were analyzed using K-Means, and an evaluation model of interactive behavioral characteristics was constructed to analyze students’ Civics learning characteristics in combination with the above three aspects. Relying on the digital classroom platform, a corresponding teaching model for Civics in colleges and universities was developed. Our analysis of the impact of teachers’ and students’ interaction behaviors in Civics teaching and the realistic results of the Civics teaching model designed in this study is aided by the selection of empirical samples. The results show that the optimized students’ interactive behavior rate of Civics learning is more than 50%, and the interaction time increases to 19 minutes, which has a significant improvement effect. Analyzing the digital classroom teaching model of Civics, 28 students in Case 2 in the course comparison had greater interest in Civics learning, meanwhile, only 6 students had low interest in Civics learning, and the digital teaching model of Civics effectively enhanced students’ knowledge and literacy.</p>
</abstract>

The digital teaching model of Civics at the current stage still has deficiencies and does not achieve the expected effect. This paper utilizes data analysis and mining methods starting from the digital classroom platform to assess students’ knowledge and skill mastery through the CDA static cognitive analysis model. Then, students’ learning behaviors were analyzed using K-Means, and an evaluation model of interactive behavioral characteristics was constructed to analyze students’ Civics learning characteristics in combination with the above three aspects. Relying on the digital classroom platform, a corresponding teaching model for Civics in colleges and universities was developed. Our analysis of the impact of teachers’ and students’ interaction behaviors in Civics teaching and the realistic results of the Civics teaching model designed in this study is aided by the selection of empirical samples. The results show that the optimized students’ interactive behavior rate of Civics learning is more than 50%, and the interaction time increases to 19 minutes, which has a significant improvement effect. Analyzing the digital classroom teaching model of Civics, 28 students in Case 2 in the course comparison had greater interest in Civics learning, meanwhile, only 6 students had low interest in Civics learning, and the digital teaching model of Civics effectively enhanced students’ knowledge and literacy.

Exploration of Civics Teaching Mode in Colleges and Universities Relying on Digital Classroom Platforms

Applied Mathematics and Nonlinear Sciences

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

The digital teaching model of Civics at the current stage still has deficiencies and does not achieve the expected effect. This paper utilizes data analysis...

Exploration of Civics Teaching Mode in Colleges and Universities Relying on Digital Classroom Platforms

Online veröffentlicht: 31. Jan. 2024

Seitenbereich: -

Eingereicht: 15. Dez. 2023

Akzeptiert: 20. Dez. 2023

DOI: https://doi.org/10.2478/amns-2024-0100

Schlüsselwörter
CDA cognitive analysis, K-Means algorithm, Interaction behavior characteristics, Digital classroom, Civics teaching mode

© 2024 Xueying Dong et al., published by Sciendo

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

Exploration of Civics Teaching Mode in Colleges and Universities Relying on Digital Classroom Platforms

Online veröffentlicht: 31. Jan. 2024

Seitenbereich: -

Eingereicht: 15. Dez. 2023

Akzeptiert: 20. Dez. 2023

DOI: https://doi.org/10.2478/amns-2024-0100

SchlüsselwörterCDA cognitive analysis, K-Means algorithm, Interaction behavior characteristics, Digital classroom, Civics teaching mode

© 2024 Xueying Dong et al., published by Sciendo

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

Schlüsselwörter
CDA cognitive analysis, K-Means algorithm, Interaction behavior characteristics, Digital classroom, Civics teaching mode