Research on the Mechanism of Integration of Political Thinking Elements and Cultivation of Students’ Innovative Ability in Civil Engineering Education in Colleges and Universities in the Digital Era

With the development of the times society for the talent requirements are also gradually increased. At present, enterprises in the development of talents not only need to pay attention to the level of personal professional knowledge and skills of talents, at the same time for the level of their thinking is also relatively high [1–2]. Therefore, for the students of civil engineering colleges, we should not only pay attention to the teaching of professional skills, but also pay attention to the teaching process of moral education, promote the all-round development of students, and further deepen the further integration of the civil engineering professional courses with the Civic and Political Education [3–5].

Curriculum Civics refers to a teaching method that links other classrooms with the Civics theory course for unified joint teaching in a university Civics teaching system through the form of wholecourse, whole-staff, whole process education [6–8]. It aims to comprehensively, efficiently and scientifically integrate high-quality Civic and political elements into the professional classroom, realize the organic combination of curriculum teaching and Civic and political education, and thus give full play to the value-led role of curriculum Civic and political education [9–11]. Civic and political education requires that teachers of professional courses can constantly dig into high-quality civic and political elements, strengthen the unity of course teaching and civic and political education, and realize the transformation of “professional” to “civic and political”, so as to enhance the effectiveness of course civic and political education [12–15].

The integration of political education and civil engineering professional teaching is conducive to motivating students through typical models, so as to cultivate civil engineering students into all-round development talents. In addition to the teaching of professional knowledge, the history of the development of China’s civil engineering profession and the gap between the present and the advanced countries in the world are taught during the teaching of professional courses, helping students to establish a correct sense of responsibility for the times and a sense of responsibility for their personal careers, in order to set up a correct concept of development [16–19]. With the help of ideological and political education form, let students realize the nature of their profession, improve their comprehensive professional quality, understand their future career direction and development direction, and in the process implement the course of the ideological and political teaching, do a good job of guiding the students’ ideological aspects [20–23].

In this paper, by strengthening students’ professional ethics education in the construction of professional course objectives, adding appropriate Civic and Political content assessment in students’ course assessment, and analyzing the cases of canonical workers in various practices and internships, we refine the elements of Civic and Political elements to achieve the purpose of Civic and Political in the course. Integrating the relevant resources of teachers of professional courses and Civic-Political workers, realizing the synergy of subjects, constructing the synergy of the environment of institutional management and cultural cultivation, as well as the integration of the roles of teacher-led and student- led, and realizing the enhancement of college students’ innovation ability. A mathematical model of factor analysis is established to evaluate students’ innovation ability from different dimensions, which makes the evaluation of the effectiveness of innovation ability cultivation under the concept of “Civicism in the Curriculum” more scientific and objective.

2

Ways to Integrate the Elements of Civic and Political Education in Civil Engineering Education

2.1

Integration of Civics Teaching Content in the Construction of Specialized Course Objectives

The objective of the course “Civil Engineering” is to apply the basic theories and knowledge of building construction to help students master the practical problems in civil engineering technology, to enable students to master the construction process of each process engineering construction technology and process principles, construction methods, and to understand the construction of building engineering construction field at home and abroad the new technology, new technologies and developments; learning and mastering the preparation of units of construction organization design and construction program method. The construction organization design and construction plan method of the project, and the preliminary ability to independently analyze and solve the civil engineering construction technology and construction organization plan. In the process of teaching, through the introduction of professional courses, deepen the students’ understanding of their majors, cultivate their professional enthusiasm, inspire the students to establish the ideals and beliefs of contributing to the development of the society and the country, strengthen the students’ education of vocational ethics, set up the social It also strengthens students’ education on professional ethics, establishes their sense of social responsibility, prompts them to love their own work and have the spirit of dedication, and thus achieves the educational purpose of the course’s ideology and politics.

2.2

Reflecting the ideology of Civics and Politics in course assessment

Teachers can, according to the content and characteristics of the “civil engineering” course, add the appropriate political content assessment in the students’ theoretical courses and practical assessment, and talk about civilized construction in the context of ecological civilization construction. From the point of view of safe construction, we can talk about the implementation of various safety construction norms and safety protection measures, reflecting the humanistic concern of the state for workers. Talk about improving the people’s sense of access, safety and happiness from the perspective of ensuring construction quality and the social responsibility and sense of mission of the builders. From the engineering examples, the workers talk about craftsmanship, dedication and the establishment of a correct outlook on life and values, and from the construction achievements of typical cases talk about the socialist road confidence, theoretical self-confidence, institutional selfconfidence and cultural self-confidence. In short, civil engineering construction has a close relationship with national construction and social development. Professional teachers should recognize the importance of the course of ideology and politics, the moral character of people throughout the “civil engineering construction” course teaching, play the role of ideological and political education, professional courses and ideological and political theory course of ideological and political education in the same direction, for the country to cultivate high-quality and highly skilled personnel, in the future, “for the rejuvenation of the nation Paving roads and bridges for national rejuvenation and adding bricks and mortar for the construction of the motherland”.

2.3

Integration of the course’s ideological content through the teaching of construction cases

In the various practices and internships of the course “Civil Engineering Construction”, the analysis of typical construction cases is utilized to refine the elements of ideology and strengthen the ideological education for students by combining the theory of the course and the actual engineering practice at the construction site.

Using successful teaching methods to educate students on the course’s ideology. Educate students to learn the great national craftsmanship of builders in pursuit of excellence. Educate students on patriotism through teaching. Every construction task is full of unknown challenges. The new era is also dry. The professionalism and patriotism of the master builders, who defied hardships, set a shining example for us.

The use of negative teaching cases to further strengthen the ideological education of students. The quality and safety of the construction industry is getting more and more attention, quality and safety is the “bottom line” of engineering construction, which is related to the personal interests and safety of product users. Educate students to have a high sense of social responsibility, fear of life, strictly abide by the code of professional ethics, and establish a correct outlook on life and values.

3

Path analysis of the cultivation of students’ innovative ability under the “Curriculum Civics”

“Curriculum Civics” proposes to realize the first classroom and the second classroom in the same direction, synergistic nurturing; to pay more attention to the creation of a cultural nurturing atmosphere, to build an infiltration type, drip-feeding type of ideological and political education; to set up morality and nurture people as the core of education, to realize the whole person, the whole process, the full range of nurturing and so on, all of these ideas for the cultivation of innovative ability of college students These ideas all point out the direction for the cultivation of college students’ innovative ability.

3.1

Subjective synergy of innovative training of teachers and ideologists

For a long time, the cultivation of college students’ innovative ability has been regarded as the business of ideological workers, and the participation of teachers of professional courses is relatively insufficient. “Curriculum Civicism” proposes that all courses should work in the same direction and collaborate to educate people, and it is necessary to continuously strengthen the quantity and quality of the participation of teachers of specialized courses in the cultivation of college students’ innovative ability, increase the proportion of innovative The proportion of entrepreneurship courses in the entire college curriculum should be increased, and through various system designs, teachers of specialized courses should be encouraged to participate more in the guidance of innovation and entrepreneurship projects and competitions for college students. Counselors and other ideological workers do a good job in selecting innovation teams and organizing competitions, while teachers of professional courses give professional guidance in research design, project declaration and competition defense, so as to realize the orderly connection between the first classroom and the second classroom for the cultivation of college students’ innovation ability and improve the effect of educating people.

3.2

Synergies between institutional management and culture fostering of innovative environments

Under the guidance of the concept of “Curriculum Civics”, break the current status quo of weak cultural cultivation in colleges and universities, pay more attention to educating people through culture, and widely carry out various forms of innovation and entrepreneurship campus cultural activities for college students. For example, through the establishment of flexible credit system, retaining school registration system, encourage college students to create all kinds of innovation and entrepreneurship clubs, to carry out all kinds of innovation and entrepreneurship social practice activities. By increasing the weight of the cultivation of college students’ scientific and creative talents in the system of evaluation of teachers’ titles and other systems, the teachers of professional courses are incentivized to actively participate in the work of innovation and cultivation of college students. Through a relatively loose, innovative and free campus cultural atmosphere, establish diversified talent values, so as to provide a favorable cultural atmosphere for the cultivation of innovative and entrepreneurial talents.

3.3

Integration of teacher-led and student-led innovation roles

Curriculum Civics takes moral education as the core of education, and proposes that it must be centered around students, care for students, serve students, and be student-centered, so as to realize all-embracing, all-round and all-encompassing parenting. Under the guidance of this concept, the traditional teacher-centered parenting mode is changed, and the role of teachers is changed from leading to leading. Teachers play the role of “leading” and “guiding” in the innovative training of college students, improve the effect of leading through changes in teaching design, and enhance the sense of professional identity of college students through the professional guidance of innovative projects and competitions, so as to improve the motivation of students to learn professional knowledge. The students are the driving force behind the development of college students’ innovative abilities. Students, on the other hand, become the leaders of the cultivation of college students’ innovative ability, changing from passive receivers to active constructors. Whether it’s selecting the topic, designing the program of the work, or writing the conclusion of the research and the research report, they actively participate in all aspects of the cultivation of the innovative ability, whether it’s the quantity or the quality of the participation in the innovation. Both the “quantity” and the “quality” of participation in innovation have been effectively improved.

4

Factor analysis model for student performance evaluation

This chapter establishes the foundation for the later part of the paper to evaluate students’ innovation ability, establish the factor analysis model, and use the established factors to evaluate students’ innovation ability. It is the student innovation situation that will be better addressed.

4.1

Analytical steps in factor analysis

The specific steps of factor analysis [24] are as follows:

Two keys: one is to construct the variables and the other is to explain them. The model in this chapter is discussed around the core of these two key issues.

There are four steps in factor analysis: 1)

Ensure that the pairs of original variables you need to analyze can be applied in the factor analysis model;

2)

Construct the factor variables;

3)

Factor variables can have interpretive should be used to rotate the method;

4)

Calculate factor variable scores.

Calculation steps for factor analysis: 1)

Raw data are standardized so that differences between variables on the order of magnitude and size level can be eliminated.

2)

The correlation matrix of the standardized data is requested.

3)

Eigenvalues and eigenvectors of the correlation matrix.

4)

Calculate the variance contribution ratio and cumulative variance contribution ratio [25].

5)

Determine the factors, set f₁, f₂, f₃…f_p for P factors, where the total amount of information contained in the first C factors, which is the previously mentioned cumulative contribution rate of more than 80%, we can extract the first C factors to reflect the overall situation to reflect the original data.

6)

If the cumulative contribution of the extracted C factors does not exceed 80%, cannot be determined, and expresses insignificant practical significance, it is therefore necessary to rotate the factors.

7)

Use the linear combination of raw data variables in order to find the score of each factor, the calculation of factor scores can be adopted: regression estimation method, Bartlett estimation method [26] or Thomson estimation method.

8)

Composite score

Take the variance contribution rate of each factor as the weight, and get the comprehensive evaluation index function from the linear combination of each factor: 1 $F = \frac{(λ_{1} f_{1} + λ_{2} f_{2} + λ_{3} f_{3} + ... λ_{p} f_{p})}{λ_{1} + λ_{2} + λ_{3} + ... + λ_{p}}$ where λ_i is the variance contribution of the factor before or after rotation.

9)

Ranking of innovation capacity: Using the composite scores allows for a ranking of scores, which can then be compared with the original data.

4.2

Mathematical model for factor analysis

The factor analysis model is described below:

The original m variables are expressed as linear combinations of variables with p factors, and let the m original variables be x₁,x₂,x₃,…,x_m, to find the p factors (p < m) as f₁, f₂, f₃…, f_p, the relation equation between the principal components and the original variables is expressed as: 2 $\begin{matrix} x_{1} = \partial_{11} f_{1} + \partial_{12} f_{2} + \partial_{13} f_{3} + \dots + \partial_{1 p} f_{p} + θ_{1} \\ x_{2} = \partial_{21} f_{1} + \partial_{22} f_{2} + \partial_{23} f_{3} + \dots + \partial_{2 p} f_{p} + θ_{2} \\ ⋮ \\ x_{m} = \partial_{m 1} f_{1} + \partial_{m 2} f_{2} + \partial_{m 3} f_{3} + \dots + \partial_{m p} f_{p} + θ_{m} \end{matrix}$

Coefficient ∂_ij is the linear correlation coefficient between the ith variable and the p th factor, which responds to the degree of correlation between the variable and the factor, and is also the factor loading. Factor indicates the original variable in a linear combination with the factor, also called the common factor. θ is the special factor, which indicates the influence of factors other than the common factor.

The above can be written in matrix form as: 3 $X = K F + θ$ where F = (f, f₁, f₂,… f_p)^T is the common factor vector, i.e., the principal factors, θ = (θ₁, θ₂θ₃,…θ_m)^T is the special vector factors, and K =(∂_ij)_m×p is the factor loading matrix.

Usual assumptions: 4 $\begin{array}{l} E (F) = 0, var (F) = I_{p} \\ E (θ) = 0, var (θ) = D = d i a g (ε_{1}^{2}, ε_{2}^{2}, ε_{3}^{2}, ...... ε_{m}^{2}) \\ cov (F, θ) = 0 \end{array}$

On the basis of the above assumptions, you can clearly see that the public factors are not correlated with each other and have unit squares, the special factors are not correlated with each other, no correlation, and in addition the special factors are not correlated with the public factors.

Common metrics: 5 $Z_{i}^{2} = \sum_{j = 1}^{m} \partial_{i j}^{2} (i = 1, 2, ..., p)$

The extent to which the information in variable x_i can be explained by the p public factors is expressed as the contribution of the variance of the p public factors to the i variable x_i.

Contribution of factor variance: 6 $H_{j}^{2} = \sum_{i = 1}^{p} \partial_{i j}^{2} (j = 1, 2, 3, ... m)$

The sum of the variances provided by the j th public factor for the variable x_i reflects the relative importance of the j th public factor. In the factor analysis of student achievement, X =(X₁, X₂, X₃,…X_m)^T can be expressed in the n students m dimensions of ability to constitute the m -dimensional random variable, F = (f₁, f₂, f₃,… f_p)^T can not be expressed p - dimensional random vector for the common factor, the actual F meaning or specific problems to be treated in a specific way.

5

Evaluation of the effectiveness of teaching implementation

This study is based on the research on students’ innovation ability, combined with civil engineering teaching practice, online interviews with three civil engineering teaching research experts, and interviews with the person in charge of students’ innovation and entrepreneurship in a university, and group interviews with students who have had civil engineering teaching experience, according to the interviews and interviews to summarize the relevant data to conduct a factor analysis, and collated 20 observational indicators, the observation indicators are shown in Table 1.

Table 1.

Students’ ability to innovate

Code	Observation index	Code	Observation index
A1	Basic knowledge	A11	Practical ability
A2	Professional knowledge	A12	Vision and heart chest
A3	Knowledge understanding and memory ability	A13	Organizational ability
A4	Knowledge ability	A14	Innovation consciousness
A5	Intuitive observation	A15	Perseverance
A6	Creative imagination	A16	Collaborative spirit
A7	Logical thinking	A17	Internal motivation
A8	Critical thinking	A18	Publish an academic paper
A9	Analytical judgment	A19	Subject study
A10	Planning group knitting ability	A20	Invention patent

This study is based on the valid questionnaire data, using the software SPSS 23.0 for factor extraction and weighting analysis, the specific steps are as follows this study uses principal component analysis for factor analysis, according to the principle of principal component extraction, we extracted the five public factors with eigenvalues greater than 1. The first public factor B1 contains five observation indexes, which we named the innovation quality factor. The second public factor B2 contains 4 indicators of creative imagination ability, logical thinking ability, critical thinking ability and intuitive observation ability, and we name it as the comprehensive creative thinking factor. The third public factor, B3, contains four observation indicators: basic knowledge comprehension and memorization ability, professional knowledge application ability, and mastery of innovative knowledge. We call it the mastery factor of innovative knowledge. The fourth public factor B4 contains three observation indicators: published academic papers, subject research and invention patents, which we name as output innovation results factor. The fifth public factor, B5, contains four observation indicators: analytical judgment ability, organizational coordination ability, planning and organizing ability, and practical operation ability. We refer to it as the factor of the practical innovation process.

The weight of the public factor on the total indicator can be determined by the contribution rate of the public factor, and the larger the contribution rate is, the higher the degree of explanation of the public factor to the total indicator, therefore, the weight of the public factor on the total indicator can be obtained by normalizing the contribution rate of the public factor. The innovation capacity evaluation index system and its weights are shown in Table 2.

Table 2.

The student innovation ability evaluation index system and its weight

Public factor (weight)	Observation index	Factor score coefficient	The weight of the public factor
Innovation quality factor(0.229)	Vision and heart chest	0.288	0.208
	Collaborative spirit	0.272	0.209
	Perseverance	0.273	0.201
	Internal motivation	0.256	0.194
	Innovation consciousness	0.254	0.188
Comprehensive innovation thinking factor(0.229)	Creative imagination	0.304	0.255
	Logical thinking	0.289	0.255
	Critical thinking	0.273	0.245
	Intuitive observation	0.273	0.245
Master the innovation knowledge factor(0.196)	Basic knowledge	0.337	0.268
	Knowledge understanding and memory ability	0.334	0.263
	Professional knowledge	0.325	0.253
	Knowledge ability	0.275	0.216
Output innovation factor(0.173)	Publish an academic paper	0.425	0.365
	Subject study	0.387	0.336
	Invention patent	0.394	0.339
Practice innovation process factor(0.173)	Analytical judgment	0.403	0.285
	Organizational ability	0.337	0.241
	Planning group knitting ability	0.342	0.241
	Practical ability	0.311	0.233

Firstly, among the five public factors in the evaluation index system of students’ innovative ability based on civil engineering teaching, the highest weight is the innovative quality factor and the comprehensive innovative thinking factor, both of which have a weight of 0.229, and their similar weights are mainly due to their similar contribution rates. Secondly, the importance of the mastery of innovative knowledge factor in the evaluation system of the implementation effect of civil engineering teaching is second only to the innovative quality factor and the comprehensive innovative thinking factor. Finally, the least weighted factors are the output innovation results factor and the practice innovation process factor, which are similar due to their similar contribution rates. However, from the point of view of weight, the proportion of each factor is relatively balanced, indicating that the five public factors of the evaluation index system of students’ innovation ability based on civil engineering teaching have an important position in the cultivation of students’ innovation ability.

The weights of the indicators can judge the importance of each indicator in the evaluation index system of students’ innovative ability based on civil engineering teaching, but it can’t yet reveal the actual situation of the cultivation of innovative ability. We carried out mean statistics and comparison of the scores of each observation index of innovation ability, which can further judge the actual role of civil engineering teaching in the cultivation of students’ innovation ability, and the scores of each observation index of innovation ability are shown in Table 3.

Table 3.

The mean of the scores of indicators at all levels

Public factor	Observation index	Score mean	Total score
Innovation quality factor	Vision and heart chest	5.052	4.736
	Collaborative spirit	4.439
	Perseverance	4.702
	Internal motivation	4.83
	Innovation consciousness	4.656
Comprehensive innovation thinking factor	Creative imagination	5.089	5.079
	Logical thinking	5.149
	Critical thinking	4.973
	Intuitive observation	5.104
Master the innovation knowledge factor	Basic knowledge	5.132	5.198
	Knowledge understanding and memory ability	5.113
	Professional knowledge	5.176
	Knowledge ability	5.369
Output innovation factor	Publish an academic paper	5.091	5.097
	Subject study	5.217
	Invention patent	4.982
Practice innovation process factor	Analytical judgment	5.161	5.001
	Organizational ability	4.65
	Planning group knitting ability	4.94
	Practical ability	5.253

Among the five public factors, the highest score is the factor of mastering innovative knowledge, with a score of 5.198, and the lowest score is the factor of innovative quality, with a score of 4.736. The scores of the factor of integrative innovative thinking, the factor of mastering innovative knowledge, the factor of outputting innovative results and the factor of practicing innovative process are all higher than 5.00, which indicates that the civil engineering teaching has a more significant effect in the cultivation of these four factors. And the mean value of the innovative quality factor score is 4.736, which indicates that civil engineering teaching still needs to be strengthened to cultivate students’ innovative qualities.

There were 12 observations with mean scores above 5.00 and 8 observations with scores below 5.00. The highest score for all observations was Knowledge Utilization Ability at 5.369. The lowest was Collaboration Spirit at 4.439. In the Mastery of Innovative Knowledge factor, the scores for all observations were higher than 5.00, which is in the range between Comparative Agree and Agree, with the highest score being Knowledge application skills and the lowest was knowledge comprehension and memorization skills with a score of 5.113.

In the Output Innovation Outcome factor, the scores for each of the observed indicators are, in descending order, Conducting Research, Publishing Academic Papers, and Patenting. It is interesting to note that the scores for Conducting Research and Publishing Academic Papers are both higher than 5.00, which is between Comparatively Agree and Agree, while the score for Patents is lower than 5.00, which is between Fair and Comparatively Agree.

In the integrated creative thinking factor, the highest scoring of the observables was intuitive observation skills and the lowest scoring was critical thinking skills. Only the critical thinking ability observation indicator has a score below 5.00, which is between average and relatively agreeable. In the Practical Innovation Process factor, the highest scoring indicator is Practical Operational Ability and the lowest scoring indicator is Organizational Coordination Ability, the scores of Practical Operational Ability and Analytical Critical Ability are higher than 5.00, which is between Comparative Agree and Agree, while the scores of Planning and Organizational Ability and Organizational Coordination Ability are lower than 5.00, which is between General and Comparative Agree.

In the Innovative Quality factor, the scores of the observables are in descending order: Vision and Heart, Internal Motivation, Perseverance, Creative Awareness, and Collaborative Spirit. Among the five observables of this public factor, only the observable of vision and heart and mind had a score higher than 5.00, which was between more agree and agree, while the other observables were between average and more agree.

6

Questionnaire analysis

The author chose class A and class B of civil engineering majors in a school to conduct a controlled experiment, with class A being the experimental class and class B being the control class. The experimental class integrates course ideology and morality during the teaching of Civil Engineering, while the control class uses the traditional teaching method.

The author used the same questionnaire to investigate the ideology and morals of the experimental class and the control class after the experiment. In order to test the rationality of the questionnaire preparation, 25 questionnaires were distributed for pre-survey before the formal survey, and the questionnaire was modified based on the results of the survey. In the formal survey, the collected data were subjected to an independent samples t-test to compare the changes in the ideology and morality of the students in the two classes.

After four months of teaching practice, in order to test the ideological and moral changes of the students in the experimental class and the control class, the students in the two classes were assessed on seven dimensions of ideology and politics, including “national sentiment”, “social responsibility”, “values”, “professionalism”, “service concept”, “innovation and development”, “critical awareness” and so on, “professionalism”, “service concept”, “innovative development”, “discursive consciousness” and other seven dimensions of ideology and politics. The average scores were compared and analyzed. The scores of the post-test for each dimension of ideology and morality of students in the control class of the experimental class are shown in Figure 1.

Analyzing the content of Figure 1, it can be seen that after four months of teaching, the scores of all dimensions of ideology and morality of the experimental class were higher than those of the control class, indicating that the integration of course ideology into the course of Civil Engineering has a significant impact on students’ “national sentiment”, “social responsibility”, “values”, “professionalism”, “service concept”, “innovation and development”, “Critical Thinking” all have a positive impact. Among them, the scores of the two ideological dimensions of “patriotic sentiment” and “service concept” have relatively large differences of 4 and 2.5, respectively. In order to test whether the situation of the dimensions of students’ ideological character constitutes a significant difference, an independent samples t-test was conducted for each dimension, and the specific differences of each dimension were summarized as follows. The difference of each dimension.

By analyzing and comparing the scores of the two classes on the seven ideological dimensions to understand whether they constitute a significant difference, the results of the specific analysis are shown in Table 4, “patriotic sentiment” survey dimensions of the independent samples t-test, Levine’s test of equivalence of variance F = 0.835, p = 0.001, so do not assume equal variance, t = 2.813, df = 47.542, p = 0.009 < 0.05. The results indicate that after practice, the experimental class and control class in the “patriotic sentiment” dimension produced significant differences. 47.542, p=0.009<0.05. The result shows that after the practice, the experimental class and the control class produced significant differences in the dimension of “patriotic sentiment”. Therefore, integrating course politics into the Civil Engineering course can have a positive and significant effect on cultivating students’ patriotic sentiment.

Table 4.

Independent sample T test for each dimension

Levin variance equivalence test			T test
	F	Sig.	t	df	Sig.2	D	Std.e	95%CI
	F	Sig.	t	df	Sig.2	D	Std.e	Lower limit	Upper limit
Assumed equal variance	0.835	0.001	2.857	68	0.005	1.46	0.514	0.478	2.469
Unassuming equal variance			2.813	47.542	0.008	1.465	0.525	0.405	2.456
Assumed equal variance	2.516	0.115	1.654	68	0.102	0.996	0.569	-0.198	2.158
Unassuming equal variance			1.657	62.156	0.105	0.996	0.598	-0.208	2.196
Assumed equal variance	3.587	0.025	2.678	68	0.008	1.512	0.557	0.387	2.612
Unassuming equal variance			2.689	61.258	0.008	1.512	0.564	0.378	2.625
Assumed equal variance	2.386	0.004	2.567	68	0.015	1.568	0.613	0.356	2.778
Unassuming equal variance			2.548	57.465	0.017	1.568	0.621	0.331	2.795
Assumed equal variance	1.359	0.000	2.725	68	0.009	1.874	0.675	0.487	3.245
Unassuming equal variance			2.679	58.213	0.009	1.875	0.691	0.481	3.257
Assumed equal variance	1.758	0.195	1.385	68	0.175	0.687	0.491	-0.308	1.658
Unassuming equal variance			1.389	66.245	0.173	0.687	0.487	-0.302	1.654
Assumed equal variance	0.004	0.949	1.368	68	0.174	0.824	0.609	-0.375	2.015
Unassuming equal variance			1.368	67.897	0.174	0.824	0.609	-0.372	2.014

The independent samples t-test for the “social responsibility” dimension of the survey showed F=2.516, P=0.115>0.05 in Levine’s test of equivalence of variances, so it was assumed that the equal variance t=1.654, df=68, P=0.102>0.05. The results showed that after the practice, there was no significant difference between the experimental class and the control class in the “social responsibility” dimension of the survey. “social responsibility” dimension did not produce significant differences. Therefore, it is still necessary to continuously optimize the teaching path of curriculum ideology into the course of “Civil Engineering”, so that the course can play a greater role in cultivating students’ social responsibility awareness.

The independent samples t-test for the “values” survey dimension showed Levine’s test of equivalence of variances, F=3.587, P=0.025<0.05, so equal variances were not assumed. t=2.689, df=61.258, P=0.008<0.05. The results showed that after the practice the experimental class and the control class constituted a significant difference in the “values” survey dimension. The result shows that after the practice, the experimental class and the control class constitute a significant difference in the dimension of “values” survey. Therefore, it shows that the integration of course ideology into the Civil Engineering course has a certain positive influence on the shaping of students’ correct values.

The independent samples t-test for the survey dimension of “professionalism” showed Levine’s test of equality of variances, F=2.386, P=0.004<0.05, so equal variances were not assumed. t=2.548,df=57.465, P=0.017<0.05. The results showed that after the practice, there was a significant difference between the experimental class and the control class in the dimension of the survey of “professionalism”. The result shows that after practice, the experimental class and the control class constitute a significant difference in the dimension of “professionalism” survey. It can be seen that the integration of course ideology into the Civil Engineering program has a certain positive impact on the development of students’ good vocational literacy, which will help the students’ long-term development of their career path.

The independent samples t-test for the “service concept” survey dimension showed Levine’s test of equivalence of variances, F=1.359, P=0.00<0.05, so equal variances were not assumed. t=2,679, df=58.213, P=0.009<0.05. The results showed that, after the practice, the experimental and control classes constituted a significant difference in the “service concept” survey dimension. The results show that after practice, the experimental class and the control class constitute a significant difference in the dimension of “service concept” survey. Therefore, the integration of course ideology into the teaching of Civil Engineering helps to cultivate students’ correct service concept and help them adapt to the service position as soon as possible.

The independent samples t-test for the “innovative development” dimension of the survey showed F=1.758, P=0.195>0.05 in the Levine’s test of equality of variances, so equal variances were assumed. t=1.385, df=68, P=0.175>0.05. Therefore, after the practice, there was no significant difference between the experimental class and the control class in the dimension of “innovative development”. The dimension of “innovative development” did not produce significant differences. Therefore, it is still necessary to continuously improve the teaching of course ideology and politics to realize the greater effectiveness of the Civil Engineering course in promoting the innovative development of students.

The independent samples t-test for the “Discursive Awareness” dimension of the survey showed that Levine’s test of equivalence of variances showed F=0.004, P=0.949>0.05, so equal variances were assumed. t=1.368, df=68, P=0.174>0.05. Therefore, the results showed that after the practice, there was no significant difference between the experimental class and the control class in the dimension of “Discursive Awareness”. The results show that there is no significant difference between the experimental class and the control class in the dimension of “critical awareness” after practice. Therefore, a more appropriate method of incorporating the elements of the course should be explored to make it more effective for the students.

The results of the analysis of the ideological and moral questionnaire of the control class of the experimental class after the comprehensive practice show that the integration of curriculum ideology into the course of Civil Engineering has had a positive impact on the seven aspects of students’ sense of family and country, social responsibility, values, vocational literacy, service concepts, innovation and development, and discursive consciousness. However, the positive impact on the three aspects of social responsibility, innovative development, and discursive consciousness is not obvious enough, and the teaching needs to be further improved and perfected at a later stage.

7

Conclusion

This paper integrates Civic and Political Education into all stages of civil engineering teaching, and simultaneously explores the path of cultivating students’ innovation ability under this approach. The factor analysis model is used to obtain the effect of cultivating students’ innovative ability using this method.

Among the public factors, the factor with the highest score is the factor of mastering innovative knowledge, which is 5.198, and the factor with the lowest score is the factor of innovative quality, which is 4.736. The scores of the four factors except the factor of innovative quality are all higher than 5.00, which indicates that civil engineering teaching is more effective in cultivating these four factors for students, and that the cultivation of students’ innovative quality needs to be strengthened.

The scores of all dimensions of ideology and morality of the experimental class are higher than those of the control class, indicating that the integration of the course ideology and politics into the Civil Engineering course has a positive impact on all dimensions of students’ ideology and morality. The scores of the dimensions of “patriotic sentiment” and “service concept” have a large gap, with a difference of 4 and 2.5 points respectively.

The results of the independent sample t-test analysis of each dimension show that the integration of course ideology into the Civil Engineering course has a positive impact on the students’ ideological and moral dimensions such as national sentiment, social responsibility, values, professionalism, service concept, innovation and development, and critical awareness. The positive effects of the three dimensions of social responsibility, innovative development, and critical consciousness are weaker, and the subsequent teaching design could be improved to address these aspects.

Sprache:: Englisch

Zeitrahmen der Veröffentlichung:: 1 Hefte pro Jahr
Fachgebiete der Zeitschrift:: Biologie, Biologie, andere, Mathematik, Angewandte Mathematik, Mathematik, Allgemeines, Physik, Physik, andere

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Research on the Mechanism of Integration of Political Thinking Elements and Cultivation of Students’ Innovative Ability in Civil Engineering Education in Colleges and Universities in the Digital Era

Ling Jiao

Online veröffentlicht: 19. März 2025

Eingereicht: 10. Nov. 2024

Akzeptiert: 17. Feb. 2025

DOI: https://doi.org/10.2478/amns-2025-0455

SchlüsselwörterCreative ability, Teaching effectiveness, Factor analysis, Civil engineering

© 2025 Ling Jiao, published by Sciendo

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

Schlüsselwörter
Creative ability, Teaching effectiveness, Factor analysis, Civil engineering