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<p>As a general course of humanistic education, English for higher vocational education aims to cultivate English professionals with correct ideals and exemplary professionalism. This study focuses on the impact of teaching Civics and Politics in higher vocational English courses. After completing the construction of the English course’s Civics and Politics teaching model, the improved K-prototypes algorithm is utilized to establish a teaching effect assessment model to explore the English teaching effect of the sample higher vocational colleges and universities. Then, through the Fuzzy Set Qualitative Comparative Analysis (FsQCA) method, we explore the combination of factors that affect the teaching of Civics and Politics in English courses to improve its teaching effectiveness. The results show that the effect of teaching Civics and Politics in English courses can be categorized into three categories, from good to bad, which are roughly 40%, 30%, and 20% respectively. The rating of “good” and above accounted for about 68%, and the overall teaching effectiveness of the sample was good. The study obtained two grouping paths to enhance and reduce the effectiveness of Civics teaching in English courses, in which the influence of the means of Civics integration and the breadth and depth of Civics content presented in the teaching process is more pronounced. This study can guide improving the quality of teaching Civics and Politics in higher vocational English courses.</p>
</abstract>

As a general course of humanistic education, English for higher vocational education aims to cultivate English professionals with correct ideals and exemplary professionalism. This study focuses on the impact of teaching Civics and Politics in higher vocational English courses. After completing the construction of the English course’s Civics and Politics teaching model, the improved K-prototypes algorithm is utilized to establish a teaching effect assessment model to explore the English teaching effect of the sample higher vocational colleges and universities. Then, through the Fuzzy Set Qualitative Comparative Analysis (FsQCA) method, we explore the combination of factors that affect the teaching of Civics and Politics in English courses to improve its teaching effectiveness. The results show that the effect of teaching Civics and Politics in English courses can be categorized into three categories, from good to bad, which are roughly 40%, 30%, and 20% respectively. The rating of “good” and above accounted for about 68%, and the overall teaching effectiveness of the sample was good. The study obtained two grouping paths to enhance and reduce the effectiveness of Civics teaching in English courses, in which the influence of the means of Civics integration and the breadth and depth of Civics content presented in the teaching process is more pronounced. This study can guide improving the quality of teaching Civics and Politics in higher vocational English courses.

Evaluation of the Effectiveness of Civic Teaching in Higher Vocational English Courses under the Great Civic Teaching Landscape

Applied Mathematics and Nonlinear Sciences

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

As a general course of humanistic education, English for higher vocational education aims to cultivate English professionals with correct ideals and exemplary...

Evaluation of the Effectiveness of Civic Teaching in Higher Vocational English Courses under the Great Civic Teaching Landscape

Online veröffentlicht: 03. Mai 2024

Seitenbereich: -

Eingereicht: 19. Apr. 2024

Akzeptiert: 28. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1014

Schlüsselwörter
K-prototypes algorithm, fsQCA, Teaching effect assessment, Influencing factors, English course Civic politics

© 2024 Xiaorong Li, published by Sciendo

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

Evaluation of the Effectiveness of Civic Teaching in Higher Vocational English Courses under the Great Civic Teaching Landscape

Online veröffentlicht: 03. Mai 2024

Seitenbereich: -

Eingereicht: 19. Apr. 2024

Akzeptiert: 28. Apr. 2024

DOI: https://doi.org/10.2478/amns-2024-1014

SchlüsselwörterK-prototypes algorithm, fsQCA, Teaching effect assessment, Influencing factors, English course Civic politics

© 2024 Xiaorong Li, published by Sciendo

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

Schlüsselwörter
K-prototypes algorithm, fsQCA, Teaching effect assessment, Influencing factors, English course Civic politics