Research on Strategies for Optimising the Content of Civic and Political Education in Colleges and Universities in the Information Age and Interactively Enhancing Practical Parenting Experience

Realizing the comprehensive and free development of human beings is the theoretical aspiration of Marxism and the pursuit of values in the field of education in China. Through education, we exert a positive educational influence on young students, encourage students to follow their inherent needs and develop in an all-round way, and cultivate useful talents needed for the progress of civilization, the prosperity of the country and the rejuvenation of the nation [1-3].

Ideological and political education is a kind of social practical activity that exerts influence on people in a purposeful, planned and organized way [4]. In school education, the content of ideological and political education is basically guided and blueprinted by Marxism-Leninism and the theoretical achievements of the Chineseization of Marxism, with an eye to cultivating the roots and souls with the most advanced theoretical achievements and the most effective practical experience and cultivating new talents of the times who are committed to the development of the new era and the ambitious cause of the Chinese nation [5-7].

Different eras have their distinctive characteristics, guiding the direction of cultural education. The new era is the era of inheriting the essence, the era of innovation and development, the era of the Internet, the era of pursuing excellence, and the era of moving towards the great rejuvenation of the Chinese nation. In the context of the new era, the transformation of the main contradiction in society, the changes in the domestic and international environment, and the changes in the characteristics of the new generation of college students have put forward new challenges and new demands for ideological and political education, and the ideological and political education of college students should conform to the requirements of the times and resonate with the times [8-10]. As an important position for cultivating high-quality talents, institutions of higher education need to deeply grasp the connotation of the new era and fully understand that the selection, optimization and innovation of the content of ideological and political education is the basis and premise of whether the ideological and political education can meet the requirements of the times. Based on the characteristics of ideological and political education, closely follow the new requirements of the new era, identify the shortcomings, optimize the content of ideological and political education, enhance the attractiveness, and improve the charm and effectiveness of human education [11-14].

At the same time, in the process of carrying out the activities of ideological and political education in colleges and universities, colleges and universities need to adhere to the correct guiding ideology, take the socialist core values as the main line, take the cultivation of socialist builders and successors as the goal, take the all-embracing, all-encompassing and all-encompassing cultivation as the pattern, take the improvement of the quality and effect of the ideological and political education as the core, take the innovation of ideological and political education methodology and methods as the focus, and take meeting the needs of the student’s growth and the needs of the development of the society as the orientation. Constructing a large Civic and Political College Civic and Political Practice Parenting Mode [15-17].

Give full play to the unique advantages of the information technology era and constantly open up new ways of ideological and political education, which is of great significance to ideological and political education in colleges and universities. This paper combines the BOPPPS model with blended teaching, establishes a blended teaching model for ideological and political education in colleges and universities, and constructs the optimisation process of ideological and political education content relying on the ADDIE model. In order to verify the optimisation effect of teaching mode and education content, the specific influence degree of the ADDIE model in the optimisation of Civic and Political Education content is explored through the structural equation model, and the practical nurturing effect of Civic and Political Education under the blended teaching mode is analysed by designing teaching comparison experiment. The aim is to open up a new path for the optimisation of the content of ideological education and the interactive enhancement of the practical nurturing experience in colleges and universities in the age of information technology so as to improve the level of students’ ideological quality in colleges and universities.

2

Framework for blended teaching and content optimisation in civic education

With the development of ideological and political education in the information age, we must constantly update the concept of education and educational methods, actively comply with the new trends of the new era, and use new technologies and new means to explore new modes of ideological and political education. It is necessary to inherit the fine tradition but also to adapt to the new situation, open up new ways, and expand the new carrier of indoctrination, which is conducive to improving the effectiveness and influence of the work of ideological and political education. Give full play to the advantages of information technology and platforms, innovate the form of ideological and political education, and enrich the content of ideological and political education. Through innovative education, we can improve students’ experiences of ideological education and make ideological and political education more effective and relevant. The optimisation of the content of ideological and political education requires that colleges and universities can focus on the scientific setting of course content, the rational use, of course, teaching resources, and the enrichment, of course, teaching directions in terms of educational practice, so that college students can better interpret the content of ideological and political education in response to the content of ideological and political education.

2.1

Teaching Model of Civic Education Based on BOPPPS

2.1.1

BOPPPS + Blended Learning

1)

BOPPPS model

The BOPPPS model is a closed-loop model of teaching and learning activities that emphasises participatory student interaction and feedback in the organisation of classroom teaching and learning [18]. The model emphasises that a complete scientific teaching process should include six links, namely introduction, objectives, pre-test, participatory learning, post-test and summary. The introduction segment can attract students’ attention and stimulate their interest. The objective is to clarify the goal of classroom learning and the expected learning outcomes. The pre-test is to map the students’ existing knowledge level and learning situation after setting the objectives so that the teacher can make appropriate adjustments according to the student’s situation and the students can recognise their existing knowledge base, thus stimulating the motivation to learn new knowledge. Participatory learning means that the teacher and students are involved in learning together, and that students are able to participate actively and be fully integrated into the teaching and learning process. Post-testing is a targeted examination of student learning at the end of the class. Summarising is to summarize what has been learned in the classroom. These six teaching links are interconnected and goal-oriented, with the pre-test being the initial evaluation, participatory learning as the center, the post-test as the traction, and finally, the summary of sublimation.

2)

Blended Learning

Blended teaching refers to a teaching mode that combines traditional face-to-face offline teaching with online teaching based on modern information technology, bringing into play the advantages of both online and offline, making up for each other’s disadvantages, and expanding the entire learning process in terms of time and space, so as to enable students to learn from the shallow to the deep. This teaching mode makes the channels and ways for students to obtain learning resources more abundant and diversified, and the learning mode is also more flexible, which can be divided into three phases: before class, during class and after class, so as to extend the learning process to before and after class. It has fundamentally changed the single classroom teaching mode of traditional teaching and transformed, deepened, and consolidated online knowledge learning through offline teaching activities.

2.1.2

Blended Teaching Model for Civic Education

In order to better enhance the practical nurturing experience of Civic Education in colleges and universities and to enhance the student’s sense of interactive experience in the process of Civic Education, this paper establishes a blended teaching mode of Civic Education by relying on the BOPPPS model and the blended teaching, whose specific structure is shown in Figure 1 [19]. Teaching interaction and feedback are prominent features of the BOPPPS teaching model. Combined with the learning pyramid theory, the teaching design will be the learning task broken down into different phases to carry out a variety of different teaching forms of teaching activities such as student learning by doing, discussion, demonstration, assessment, and student-lecturer assessment. Then, through the teaching interaction and immersive learning supported by blended teaching, the learning content is introduced, relevant knowledge points are introduced, and the elements of Civics are potentially integrated so as to enhance the level of students’ experience and interaction with the knowledge of Civics education.

Participatory learning is the most central concept of BOPPPS, and is an important means of fostering students’ active learning and increasing their participation in learning, with the aim of allowing students to carry out self-validation, maintain their interest in learning, and improve their learning effectiveness. This stage includes teaching activities such as group seminar + debriefing, teacher’s lecture on key points, discussion, accompanying exercises, quantitative evaluation and summary feedback. In seminar and debriefing activities, the teacher organizes and guides students to start comparing and thinking about the two design options. The students go through the pre-class grouping situation in the classroom to start the seminar, and the teacher’s attention or participation in the discussion. And through the Learning Pass quiz, students can be randomly selected to explain the report on stage and encouraged to speak freely and explain their ideas and views. Through group discussion, the teacher guides students to explore the problem together, increasing their participation and interest in the classroom. Students practice their language organization and expression skills by reporting on stage.

2.2

Optimisation of Civic Education Content Based on the ADDIE Model

2.2.1

ADDIE model framework

The ADDIE model is based on constructivist theory, student-centred and teaching-goal oriented, and represents a series of core steps in the design process of the teaching system, including the analysis phase, the design phase, the development phase, the implementation phase and the evaluation phase. The specific design in these five phases is not set in stone, and teachers can make flexible changes according to the student’s learning situation and learning content, and the evaluation phase runs through the whole teaching process, reflecting the dynamic cyclic process of the ADDIE model, which has a strong practicality.

The ADDIE model, as a universal instructional design model, fits with the core features of content optimization in Civic and Political Education and has positive significance for the optimal design of Civic and Political Education content. Targeted teaching content design enables students to change from passive acceptance to active learning in the learning process, with pre-course pre-study more relevant to their own needs, more frequent and efficient communication in class, and more extensive and in-depth exploration after class. The transformation of information technology teaching to assist blended teaching improves students’ initiative and personalized learning.

2.2.2

Optimisation Process of Civic and Political Education Content

Closely aligned with the development trend of the content of civic and political education in the information age, focusing on the goal of cultivating high-quality talents, the ADDIE model is used to carry out scientific and systematic analysis, design, development, implementation and evaluation of the content of civic and political education, in order to achieve the continuous optimisation of the content of civic and political education in colleges and universities [20]. Based on the ADDIE model, the optimization framework of the content of civic and political education is shown in Figure 2, which fully integrates the content of civic and political education into the teaching and learning process of civic and political education of practical courses, in order to achieve the organic unity of the enhancement of the core qualities of talents and the penetration of civic and political education.

Among them, the analysis stage analyses the teaching object, teaching content and teaching environment in light of the development trend of civic and political education and the demand for talents and reasonably formulates the objectives of the practical civic and political education course in terms of civic and political education and the overall requirements of students’ learning. The design session, based on the results of the previous stage of analysis, designs the teaching modules and content framework of the practical courses on civic and political education in accordance with the requirements of the courses on civic and political education and digs into the civic and political elements of the courses and case resources. The development link carries out the development of resources such as the curriculum platform, civic and political cases, new teaching materials, etc., and strengthens the construction of civic and political teachers for practical courses. The implementation link makes use of the practical teaching resource platform to reasonably organise and implement the teaching before, during and after the classes according to the contents of different practical courses and the topics of the course Civics so as to integrate the elements of Civics into the teaching through implicit penetration and precise integration. The evaluation link makes use of the intelligent teaching platform to provide timely evaluation and feedback on the practical courses of ideological and political education so as to continuously improve the quality of the courses’ ideological and political education in an all-round and multi-dimensional way.

3

Construction of a model for optimising the effectiveness of Civic Education content and instructional design

New technology in the information age has been given a special mission, especially for optimizing the content of ideological education in colleges and universities and providing interactive experiences in practical education. It is undoubtedly a brand new direction of the innovation path to achieve the organic combination of “Internet +” and ideological education in colleges and universities, to broaden the content and path of ideological education, and to form a synergistic force in education. By relying on information technology to create an innovative path for civic and political education, we can enhance the impact of civic and political education, enriching the ideological education discipline system. The innovation demand has been very urgent. Therefore, the optimisation of the content of ideological education in the era of information technology needs to be combined with the characteristics of college students and innovative paths of ideological education to further enhance the quality of teaching and learning of ideological education in colleges and universities, and to improve the level of students’ ideological and political literacy.

3.1

Sample Selection and Variable Setting

3.1.1

Sample Selection and Data Collection

Considering the convenience of data collection, a web-based questionnaire was distributed to a selection of students taking the Ideology and Politics course at the School of Marxism at the University of Z since the autumn semester of 2021. The questionnaire was posted on the Questionnaire Star platform and shared with students to fill out by scanning the code. By the spring semester of 2023, we had collected a total of 550 complete responses. By setting trap questions and dealing with outliers, 528 responses were ultimately left for data analysis.

3.1.2

Variable Setting and Measurement Scales

This paper designs the content optimisation process of Civic Education in colleges and universities based on the ADDIE model. In order to analyse the influence of the ADDIE model on the content optimisation effect of Civic Education, this paper chooses analysis, design, development, implementation and evaluation as the latent variables, and the content optimisation effect of Civic Education as the dependent variable. Measurement scales for each variable were designed as shown in Table 1. The survey scale was quantified using a five-point Likert scale, with 1 to 5 being classified as very disapproved, disapproved, average, approved, and very approved.

Table 1.

The optimization effect scale of the education content

Variable	Explanation	Code
Analysis	The content of the government is important	X1
	Teachers are very important to study affective analysis	X2
	Teachers are important to the teaching target analysis	X3
	Teachers are important to analyze the textbook of thinking	X4
Design	Teaching target design is important	X5
	Teaching content design is important	X6
	Teaching strategy design is important	X7
	The teaching process design is important	X8
Development	Teaching material development is important	X9
Development	Teaching content development is important	X10
Implementation	Teaching content is important	X11
Evaluation	Teaching content evaluation is important	X12
Optimization effect	It helps to improve students’ thinking	Y1
	It helps to cultivate students’ cultural confidence	Y2
	Help guide students to set core values	Y3

3.2

Optimisation Effectiveness Model of Civic Education Conten

3.2.1

Structural equation model

Structural Equation Modelling (SEM) is the application of a multivariate statistical analysis system to represent the relationship between measured variables and latent variables, and between latent variables [21]. SEM is a validation technique for the validation and interpretation of the theory set by the research, i.e., the abstraction of the issues or things involved in the problem to be investigated into variables, and then setting up the relationship between the variables based on the theory, including correlation or causation, and finally constructing their relationships into a model.

A complete SEM path diagram consists of two models, i.e. measurement model and structural model. 1)

Measurement model

The measurement model consists of latent variables and observed variables, mainly measuring the relationship between factors and other item indicators, which is essentially the process of validation factor analysis. The principle equation of the measurement model can be expressed as: (1) $X = Λ_{x} ξ + δ$

Where X is the measured variable of ξ, Λ_x is the factor loading matrix of X on ξ, and ξ is the error term of X.

According to the measurement model, the matrix equation can be obtained as: (2) $[\begin{array}{l} x_{1} \\ x_{2} \\ x_{3} \end{array}] = (ξ) [\begin{array}{l} λ x_{11} \\ λ x_{12} \\ λ x_{13} \end{array}] + [\begin{array}{l} δ_{1} \\ δ_{2} \\ δ_{3} \end{array}]$ 2)

Structural Models

A structural model consists of latent variables that reflect linear relationships between latent variables, i.e. causal relationships between latent variables. The principle equation of the structural model can be expressed as: (3) $η = B η + Γ ξ + ζ$

Where η is the endogenous latent variable, ξ is the exogenous latent variable, B is the matrix of interrelationships between ηs, Γ is the matrix of path coefficients between ξs, and ξ is the error term.

The correspondence between the variables in the matrix equation and the variables in the path diagram can be expressed as follows: (4) $[\begin{array}{l} η_{1} \\ η_{2} \end{array}] = [\begin{matrix} β_{12} & 0 \\ 0 & 0 \end{matrix}] [\begin{array}{l} η_{1} \\ η_{2} \end{array}] + [\begin{array}{l} γ_{11} & γ_{12} \\ γ_{21} & γ_{22} \end{array}] [\begin{array}{l} ξ_{1} \\ ξ_{2} \end{array}] + [\begin{array}{l} ζ_{1} \\ ζ_{2} \end{array}]$

After the measurement model and structure model are set, the framework of SEM is basically built. 3)

Identification of SEM

The prerequisite of whether the model can be identified is that the parameters need to be set. In the structural equations, if there are $(p + q)$ latent variables, then the covariance array $Σ (θ)$ has p + q variances, cross terms $C o v (X, Y)$ and a residual term, i.e., it includes $\frac{1}{2} (p + q) (p + q + 1)$ equations, and let t be the number of θs in the $Σ (θ)$ , so that the equation has a condition of solution as: (5) $t \leq \frac{1}{2} (p + q) (p + q + 1)$

Where t is the number of free parameters to be estimated, p is the number of exogenous latent variables, and is the number of endogenous latent variables.

In general, the fitting success is conditional on the SEM model being exactly identified or over-identified, with over-identification being more valuable for practical applications. 4)

Fitting of SEM

In the SEM fitting process, if the variables are normally distributed, the commonly used method is the method of great likelihood (ML), whose fitting function equation can be expressed as: (6) $F_{M L} = \log | Σ (θ) | + t r (Σ^{- 1} (θ) S) - \log | S | - (p + q)$

Where $t r (Σ^{- 1} (θ) S)$ is the sum of the diagonal elements of matrix $Σ^{- 1} (θ) S$ , $\log | Σ (θ) |$ is the logarithm of the determinant of matrix $Σ (θ)$ , $\log | S |$ is the logarithm of the determinant of matrix S, p is the number of endogenous observables, q is the number of exogenous measurable variables, $Σ (θ)$ , S is a positive definite matrix, and $Σ (θ)$ is invertible.

The closer $Σ (θ)$ is to S in the large sample case, i.e., the closer $\log | Σ (θ) |$ is to $\log | S |$ and $tr (Σ^{- 1} (θ) S)$ is to $(p + q)$ , the smaller F_ML is. In the extreme case where the dataset fits the set model perfectly, when $Σ (θ) = S$ , then: (7) $F_{M L} = \log | Σ (θ) | + t r (Σ^{- 1} (θ) Σ (θ)) - \log | Σ (θ) | - (p + q)$

At this point $Σ^{- 1} (θ) Σ (θ)$ is a matrix of order p + q, and therefore the maximum likelihood fit function is 0 in the perfect case, i.e: (8) $F_{M L} = \log | Σ (θ) | + t r (Σ^{- 1} (θ) Σ (θ)) - \log | Σ (θ) | - (p + q) = 0$

The estimate $\hat{θ}$ that minimises F_ML is called the maximum likelihood estimate of θ.

3.2.2

Optimisation effect model

Based on the previous analysis, this paper takes the five links of analysis, design, development, implementation and evaluation in the ADDIE model as latent variables, chooses the content optimisation effect of civic education as dependent variables, and combines the SEM model to construct a model of the content optimisation effect of civic education as shown in Figure 3. The model is used to analyse and study the specific contribution and degree of influence of each link in the ADDIE model on the content optimization effect of Civic and Political Education.

Based on the model of the optimisation effect of the content of Civic and Political Education, this paper puts forward the following hypotheses:

H1: There is a positive influence of the analysis link on the optimisation effect of the content of Civic and Political Education.

H2: There is a positive influence of the design link on the optimisation effect of the content of Civic and Political Education.

H3: There is a positive influence of the development link on the optimisation effect of the content of Civic and Political Education.

H4: There is a positive influence of implementation on the optimisation effect of the content of political education.

H5: There is a positive influence of evaluation on the optimisation effect of the content of Civic and Political Education.

3.3

Teaching Design of Civic and Political Education Practical Parenting

3.3.1

Selection of Teaching Experiment Subjects

In order to verify the feasibility of the BOPPPS+ blended teaching mode based on BOPPPS in the effect of practical training in Civic and Political Education, this paper takes two classes in the second year of the university in the School of Marxism of the University of Z as an example of a comparative teaching experiment. The two classes have a total of 124 students, which are randomly divided into two groups of 62 students each according to 1:1 by single-blind method after disrupting their order. The experimental class (EC) consisted of 62 students, and the control class (CC) consisted of the remaining 62 students. The experimental class adopts the ADDIE model optimised content of Civic Education, combined with the BOPPPS+ blended teaching mode to carry out Civic Education, while the control class adopts the traditional Civic Education method. In order to control for the effects of the remaining variables, all teaching was carried out by the same teacher, with the same number of teaching hours per week, and the teaching period lasted from March 2023 to July 2023 for one semester. Before and after the beginning of the teaching experiment, tests were conducted on students’ level of Civic Literacy and Civic Performance, and independent samples t-tests were conducted to illustrate the feasibility of this paper’s teaching model in enhancing the interaction of practical parenting experience.

3.3.2

Interactive practical teaching

The study proposes a teaching strategy for integrating the course Civics and Politics into blended teaching and clarifies the basic idea of integrating Civics and Politics elements into the blended teaching mode from the teaching introduction, teaching objectives, teaching practice, and teaching feedback links. Based on this, this chapter will take the Civics and Politics course as an example, adopt appropriate interactive teaching methods, apply them to the actual classroom teaching of the Civics and Politics course in colleges and universities, and put forward teaching programmes and suggestions.

In the practical part of teaching, teachers can guide students to have group discussions so that they can consolidate their theoretical knowledge of ideology and develop their practical communication skills in interactive discussions. In practical, interactive work, teachers should not only pay attention to the students’ language use but also guide them to consider real factors when developing ideas. Through the exchange of social problems or cultural elements involved in the interactive practice, students are stimulated to think about the practical application of the knowledge of Civic and Political Science so that they can have a deeper understanding of how to apply the theoretical knowledge of Civic and Political Science in practice.

4

Analysis of examples of optimising the content of Civic and Political Education and practical training of people

The new normal in information society is deepening, people’s lives have changed a lot, and the ideological education in colleges and universities is also changing under the influence of the information environment. Such a change is both an opportunity and a challenge for the work of ideological education in colleges and universities. Therefore, ideological education in colleges and universities should follow the pace of the times, seize the opportunities, meet the challenges, and actively innovate so that the content of ideological education is closer to the times and students, and in this way, promote the practical nurturing effect of ideological education in colleges and universities to be high-quality development.

4.1

Analysis of the effect of optimising the content of Civic Education

4.1.1

Questionnaire reliability tests

In this paper, a questionnaire is used to obtain data related to the optimisation effect of the content of Civic Education based on the ADDIE model, and in order to ensure the credibility and validity of the questionnaire, the data of the questionnaire are tested for reliability and validity using the AU online tool of the SPSS software. The results of the reliability test are shown in Table 2, where CITC is the corrected item-total correlation, and D-Cronbach α indicates the coefficient that the item has been removed.

Table 2.

Reliability test results

Variable	Code	CITC	D-Cronbach α	Cronbach α
Analysis	X1	0.898	0.962	0.945
	X2	0.886	0.975
	X3	0.912	0.986
	X4	0.929	0.974
Design	X5	0.916	0.967	0.932
	X6	0.931	0.981
	X7	0.923	0.976
	X8	0.907	0.983
Development	X9	0.885	0.965	0.906
Development	X10	0.884	0.979	0.906
Implementation	X11	0.866	0.987	0.928
Evaluation	X12	0.884	0.992	0.937
Optimization effect	Y1	0.931	0.974	0.941
	Y2	0.916	0.985
	Y3	0.862	0.971

As can be seen from the table, the reliability coefficients of analysis, design, development, implementation, evaluation and the effect of optimisation of the content of Civic Education are 0.945, 0.932, 0.906, 0.928, 0.937 and 0.941 respectively, which is greater than 0.85, thus indicating that the research data reliability is of high quality. Regarding the “CITC value”, the CITC values of the analysed items are all greater than 0.5, which indicates that there is a good correlation between the analysed items, and also indicates that the level of reliability is good. To sum up, the research data reliability coefficient value is higher than 0.85, which comprehensively indicates that the data is of high quality and can be used for further analyses.

For the validity test of the questionnaire, SPSS software was used to conduct the KMO and Bartlett tests on the survey data. Table 3 shows the results of the validity test. The KMO value of the overall questionnaire is 0.945, the KMO value is greater than 0.85, and the P value of Bartlett’s test is 0.007, which is much smaller than 0.05. It shows that the research data is very suitable for extracting information, suitable for validation factor analysis, and it is from the side to reflect that the validity of the data obtained from the survey questionnaire is very good, and it can satisfy the analysis of the optimisation effect of the content of the Civic Education in the later text.

Table 3.

Validity test results

Item	KMO	Bartlett metric test
Item	KMO	Approximate card	DF	P value
Analysis	0.923	541.602	54	0.006
Design	0.937	474.427	38	0.004
Development	0.928	538.136	27	0.001
Implementation	0.949	466.511	46	0.005
Evaluation	0.916	588.583	23	0.008
Optimization effect	0.904	575.835	18	0.002
Total scale	0.945	1542.954	514	0.007

4.1.2

Validation factor analysis

Validated factor analysis (CFA) mainly tests whether the relationship between a factor and its corresponding measurement phase is consistent with the theoretical relationship designed by the researcher, and the validated factor analysis in this study mainly includes discriminant validity, convergent validity, and structural validity. 1)

Combined reliability and convergent validity

Convergent validity is an indicator of the consistency of the observed variables within the same latent variable and represents the correlation of several items within the same dimension of the model. In general, items within the same dimension should be strongly correlated relative to items in other dimensions so that the dimension they are in is representative. Existing research suggests that the extracted average variance value (AVE) should be greater than 0.55, and the combined validity (CR) should be greater than 0.75. The AVE value responds to the explanatory ability of the latent variables to the observed variables; the higher the AVE, the stronger the explanatory ability of the latent variables, and the higher the convergent validity of the latent variables. Table 4 displays the outcomes of the convergent validity test. As can be seen from the table, the combined validity of the dimensions of analysis, design, development, implementation, evaluation and the optimisation effect of the content of Civic Education in the model are all greater than 0.75, and the AVE values are all greater than 0.55, which indicates that there is a high degree of consistency and convergence within the latent variables of the model.

2)

Discriminant validity

Discriminant validity indicates whether or not there is a difference between different latent variables. Topics within the same dimension should be correlated, and at the same time, there should be a certain degree of differentiation between different dimensions. If there is no significant difference between dimensions, then there is no way to differentiate between different dimensions. According to the relevant criteria of existing studies, if the correlation coefficient of a variable with other variables is less than the square root of the average variance extracted from that variable, it means that the variable has good discriminant validity. Table 5 shows the square root and correlation coefficients of the AVE values for each dimension, where P1 to P6 denote the analysis, design, development, implementation, evaluation, and optimization of the effect, respectively.

Table 4.

Test results of convergence validity

Variable	Code	S.E.	z-value	Std.	CR	AVE
Analysis	X1	0.042	12.466	0.682	0.854	0.637
	X2	0.087	16.619	0.747
	X3	0.068	14.595	0.733
	X4	0.051	13.334	0.609
Design	X5	0.039	14.368	0.693	0.832	0.683
	X6	0.047	15.813	0.631
	X7	0.042	14.167	0.786
	X8	0.045	20.364	0.735
Development	X9	0.053	14.756	0.624	0.817	0.745
Development	X10	0.075	21.001	0.736	0.817	0.745
Implementation	X11	0.067	17.013	0.668	0.926	0.706
Evaluation	X12	0.051	17.274	0.792	0.905	0.719
Optimization effect	Y1	0.046	16.132	0.687	0.878	0.692
	Y2	0.086	19.009	0.751
	Y3	0.082	20.906	0.606

Table 5.

The square root of the AVE and the correlation coefficient

Variable	AVE	P1	P2	P3	P4	P5	P6
P1	0.637	0.798	-	-	-	-	-
P2	0.683	0.155	0.826	-	-	-	-
P3	0.745	0.127	0.177	0.863	-	-	-
P4	0.706	0.138	0.224	0.278	0.840	-	-
P5	0.719	0.219	0.341	0.265	0.343	0.848	-
P6	0.692	0.371	0.136	0.139	0.234	0.212	0.832

The diagonal bold part of the table is the open root value of the AVE of each dimension, and the other values are the Pearson correlation coefficients of each dimension, which represent the correlation coefficients within each dimension. If the correlation coefficients of a dimension are higher than those of other different dimensions, it means that there are significant differences between it and other dimensions. In the table, the AVE value of the analysis link (PA) is 0.637, and its open-root sign value is 0.798, both of which are greater than the Pearson correlation coefficient values of the following dimensions: design, development, implementation, evaluation and optimisation effect of the content of the Civic Education, so it can be assumed that the dimension of the analysis link is significantly different from the other dimensions. The AVE open root sign value of each of the remaining dimensions is greater than the Pearson correlation coefficient value of the other dimensions, so it shows that there is some differentiation between the different dimensions of the questionnaire, which proves that the questionnaire has a good differentiation validity.

4.1.3

Structural equation modelling

Based on the data obtained from the questionnaire, the previous model of optimisation effect of the content of Civic and Political Education established based on SEM was run in AMOS software, and the structural model and path coefficients of the factors influencing the optimisation effect of the content of Civic and Political Education in each link under the ADDIE model were obtained. Figure 4 shows the results of fitting the model of the optimization effect of civic and political education content, and Table 6 shows the influence paths between the variables. In the table, *,**,*** denotes significant at 10%, 5%, and 1% levels.

Table 6.

The impact path of each variable

-	Path	Coefficient	T value	Results
H1	Analysis → Civic Effect	0.184**	3.247	Accept
H2	Design → Civic Effect	0.639***	2.963	Accept
H3	Development → Civic Effect	0.651***	3.081	Accept
H4	Implementation → Civic Effect	0.277*	2.158	Accept
H5	Evaluation → Civic Effect	0.508***	3.394	Accept

In the fitting results of the model of optimising the effect of the content of Civic Education, χ²/DF = 2.479, and the values of NFI, CFI, GFI, TLI are all greater than 0.95, and RMSEA=0.063<0.09. It indicates that the values of each index are within a reasonable range, and the fitting degree of the model is within the acceptable standard. Observing the results of model fitting, it can be seen that the path coefficients of the five latent variables related to analysis, design, development, implementation and evaluation and their observed variables are all greater than 0.81, which indicates that the selection of the observed variables of each dimension is of high quality, reflecting the characteristics of each dimension, and that each of the five dimensions, namely, analysis, design, development, implementation, and evaluation, has a different impact on the effect of optimisation of the content of Civic and Political Education. Among them, the development has the strongest influence on the effect of content optimisation in Civic and Political Education, with a path coefficient of 0.651, and the design link has the second strongest influence on the effect of content optimisation in Civic and Political Education (0.639), and the evaluation, implementation and analysis links all have a positive influence on the effect of content optimisation in Civic and Political Education, with path coefficients of 0.508, 0.277 and 0.184, respectively.

From the hypothesis of the influence path of latent variables, H1~H5 has been verified. H1 analysis link in optimizing the content of civic and political education. We need to adhere to the human-centered approach and fully consider the students’ learning situation, learning characteristics, and learning needs to improve the fit of the teaching content and promote the overall development of the students. H2 design link requires the teachers to carry out a systematic planning and organization of the content of the teaching content, so as to make the selection and arrangement of the content of the teaching content more reasonable. And the arrangement is more reasonable. It is conducive to students’ comprehensive and systematic mastery of the knowledge of Civics, and reasonable teaching strategies can promote students’ learning, which is beneficial to the Civics curriculum. The H3 development session is based on design and analysis, in which teachers fully combine information technology to optimise the content of Civics education, and its application to Civics education can improve the effectiveness of Civics teaching. The H4 implementation session and the H5 evaluation session have a significant effect on the optimisation of the content of Civics education, and the teachers are able to find out the problems in the implementation of the courses in the process of teaching content, which can help to adjust the teaching strategy in time and improve the effectiveness of the Civics courses. Teaching strategies and improving the effectiveness of the Civics programme. Implementation and evaluation can not only motivate teachers but also make students realise that their learning situation is being paid attention to, which has a motivating effect on both teachers and students, thus helping to improve the quality of Civics teaching and, at the same time enhancing the Civics effect of the course.

4.2

Experiential Effect of Practical Nurturing in Civic and Political Education

4.2.1

Attitudes and Motivation to Learn

After using the ADDIE model to optimise the content of Civic and Political Education, it is applied to the practical teaching model of Civic and Political Education of BOPPPS+blended teaching. In order to investigate the teaching effect under this model, a teaching comparison experiment was designed and repeated tests were conducted on students’ motivation and learning attitudes to test the specific practical nurturing effect of the blended teaching model of Civic and Political Education through the changes of motivation and learning attitudes in the experimental class and the control class. The data on students’ motivation and learning attitudes were inputted into SPSS software, and an independent sample t-test was conducted to obtain comparative results before and after the teaching experiment, as shown in Table 7.

Table 7.

Learning attitude and learning motivation

Index	Class	Test	Means	Std.	T value	P value
Learning attitude	EC	Before	3.198	0.496	7.548***	0.006
	EC	After	4.051	0.271	7.548***	0.006
	CC	Before	3.175	0.458	0.241	0.751
	CC	After	3.192	0.324	0.241	0.751
Learning motivation	EC	Before	3.069	0.358	4.379***	0.002
	EC	After	4.185	0.401	4.379***	0.002
	CC	Before	3.072	0.375	-0.758	0.174
	CC	After	3.243	0.269	-0.758	0.174

Before the experiment, the attitudes of students towards learning the Civic Education course in the two classes were similar, with mean values of 3.198 and 3.175, respectively. After carrying out the teaching comparison experiment, the teacher carried out BOPPPS+ blended teaching using the optimised Civic Education content of the ADDIE model in the EC class, and the student’s attitudes towards learning changed considerably, increasing from 3.198 to 4.051, p < 0.01. It indicates that there is a significant difference in the learning attitude of students in the EC class for Civic Education courses before and after the experiment. In contrast, after continuing to apply the traditional instructional design in the CC class, although the students’ attitudes towards the course improved, with the mean value increasing from 3.175 to 3.192, the P>0.05 indicates that there is no significant difference in the learning attitudes of the students in the CC class after the pre- and post-tests. After the EC class carried out the BOPPPS+ blended teaching using the optimised contents of Civic and Political Education in the ADDIE model, the student’s learning motivation was improved, while there was no significant change in the learning attitude of the students in the control class.

In addition, in terms of the learning motivation of the students of EC and CC classes for the Civic and Political Education course, there is no significant difference between the students of the two classes at the beginning of the teaching experiment. After the experiment, there was a relatively large increase in the motivation of the EC class from 3.069 to 4.185, p<0.01, indicating that there is a significant difference in the motivation of the students of the EC class for the course of Civic and Political Education. The students in the control class, on the other hand, showed a slight increase in their motivation after continuing to apply the traditional instructional design, but P>0.01, indicating no statistical significance. This indicates that the use of the ADDIE model optimised content of Civic Education to carry out the BOPPPS + Blended Instruction application in Civic Education students in the EC class were more motivated to learn than students in the CC class and that the change in the value of motivation to learn was related to the optimisation of the content of Civic Education using the ADDIE model as well as the application of the BOPPPS + Blended Instruction.

In summary, students’ learning attitudes and motivation towards the Civic and Political Education programme are affected by the teaching content and teaching methods, while students in the control class showed no significant changes in their learning attitudes and motivation in the use of traditional teaching methods, and some students even showed a decrease in their motivation to learn.

4.2.2

Effectiveness of Civic and Political Education Practices in Nurturing People

The purpose of applying BOPPPS+ blended teaching to the innovative teaching of Civic and Political Education in colleges and universities is to further enhance the interactive effect of the practical nurturing experience of Civic and Political Education. The model focuses on students’ communication and interaction, enhances students’ experience and interaction through group discussion and other methods, and helps students to clarify the thinking of Civic and Political Education through example discussion so as to better cultivate students’ Civic and Political Education.

In order to further study the practical nurturing effect of Civic and Political Education under this mode, this paper designs a questionnaire from 9 dimensions, including political awareness, national sentiment, scientific spirit, philosophical thinking, craftsmanship, the rule of law awareness, ethics and morality, love of work and dedication, ecological environment, etc., which are expressed as O1~O9. The survey questionnaire used a Likert 7-point scale to quantify the data; a total of 62 questionnaires were distributed, and 62 were effectively recovered. The collected survey data was entered into SPSS software for statistical analysis, and the effect of practical parenting on civic and political education was obtained, as shown in Figure 5.

As can be seen from the figure, the student’s feelings about the teaching effect of the practical nurturing of the Civic and Political Education programme show a strong positive attitude, with an overall mean score of 6.18, which indicates between satisfaction and great satisfaction in the 7-level scale. Among them, the scores of family and national sentiment (U2) and craftsmanship (U5) have relatively high mean values, with values of 6.51±0.23 and 6.42±0.11, respectively, while the score of the ecological environment (U9) has the lowest mean value of 5.87±0.69 among the nine dimensions, but overall, the practical nurturing teaching effect of the Civic and Political Education Programme is good. Using the ADDIE model for the optimisation of the content of Civic Education and then applying it to the BOPPPS+ blended teaching model helps to enrich the Civic Education curriculum with Civic Elements in the mind and heart, and it also shows that the communication and interaction of students in the blended teaching and the elements of character and behaviour have achieved a better result.

5

Conclusion

The article proposes a blended teaching mode of civic education based on BOPPPS+blended teaching, combining the ADDIE model for the optimization method of the civic education content in colleges and universities, and verifies the effect of optimization of civic education content and the effect of practical nurturing experience by means of structural equation modeling and teaching experiments. 1)

In the model fitting results of the optimisation effect of the content of civic and political education, χ²/DF = 2.479, and the values of NFI, CFI, GFI, TLI are all greater than 0.95, and RMSEA=0.063<0.09. The development link in the model has the most significant effect on the optimisation of the content of civic and political education, with a path coefficient of 0.651, and relatively speaking, the impact of the analysis link is relatively small (0.184). Using the ADDIE model to deeply analyse the specific path of the optimization of the content of ideological education in colleges and universities can provide a reference for optimizing the teaching strategy of ideological education in colleges and universities.

2)

The experimental class’s learning attitude and motivation significantly changed after the implementation of BOPPPS+ blended teaching; the learning attitude increased from 3.198 before the experiment to 4.051, and the learning motivation increased from 3.069 to 4.185, both of which had a P-value of less than 0.01. BOPPPS+ blended teaching through the ADDIE model optimized civic education content can give students more diversified teaching content, enhance students’ interest in the civic education course, better cultivate their civic literacy, and help enhance the interactive effect of the practical parenting experience of civic education in colleges and universities.

Idioma:: Inglés

Calendario de la edición:: 1 veces al año
Temas de la revista:: Ciencias de la vida, Ciencias de la vida, otros, Matemáticas, Matemáticas aplicadas, Matemáticas generales, Física, Física, otros

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Research on Strategies for Optimising the Content of Civic and Political Education in Colleges and Universities in the Information Age and Interactively Enhancing Practical Parenting Experience

Hanruo Wu

Publicado en línea: 05 feb 2025

Recibido: 03 oct 2024

Aceptado: 07 ene 2025

DOI: https://doi.org/10.2478/amns-2025-0079

Palabras claveADDIE model, Structural equation modelling, BOPPPS, Blended learning, Civic education

© 2025 Hanruo Wu, published by Sciendo

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

Palabras clave
ADDIE model, Structural equation modelling, BOPPPS, Blended learning, Civic education