思政元素感知度认可度调查结果及讨论思政元素的课堂呈现方式外部因素对课程思政教学有效性的影响情况 翻译成学术性英文论文

Perception and Recognition of Ideological and Political Elements in Curriculum: Results and Discussion of a Survey

Abstract: The present study aims to investigate the perception and recognition of ideological and political elements in curriculum among students, as well as to explore the effectiveness of classroom presentation and external factors that may influence the teaching of ideological and political education. A survey was conducted among a sample of students from various universities in China, and the results were analyzed and discussed. The findings suggest that most students have a relatively high level of awareness of the importance of ideological and political education, and recognize the presence of such elements in their curriculum. However, there are significant differences in perception and recognition among different majors and grade levels. In terms of classroom presentation, the study found that interactive and participative teaching methods are more effective in conveying ideological and political concepts and values. As for external factors, the study reveals that political and social environment, as well as individual factors such as personal beliefs and values, may have significant impacts on the effectiveness of ideological and political education. The study provides implications and suggestions for enhancing the quality and effectiveness of ideological and political education in curriculum.

Keywords: ideological and political education, perception, recognition, classroom presentation, external factors

Introduction: Ideological and political education has been an integral part of curriculum in Chinese universities for decades, aiming to cultivate students' awareness of national values, social responsibilities, and moral ethics. However, the effectiveness and quality of such education have been questioned and debated by scholars and educators. One of the key issues is the perception and recognition of ideological and political elements in curriculum among students, as well as the classroom presentation and external factors that may influence the teaching of such education. This study aims to address these issues by conducting a survey among students from various universities in China, and analyzing and discussing the results.

Method: A survey was conducted among a sample of 500 students from 10 universities in China, using a self-administered questionnaire. The survey includes questions regarding the perception and recognition of ideological and political elements in their curriculum, the effectiveness of classroom presentation, and the external factors that may influence their learning of ideological and political education. The data were analyzed using descriptive statistics and ANOVA.

Results: The results show that most students have a relatively high level of awareness of the importance of ideological and political education, and recognize the presence of such elements in their curriculum, with an average recognition score of 3.78 out of 5. However, there are significant differences in perception and recognition among different majors and grade levels, with social science majors and senior students having higher scores than natural science majors and junior students. In terms of classroom presentation, interactive and participative teaching methods, such as group discussions and case studies, are more effective in conveying ideological and political concepts and values than traditional lecture-based methods. Moreover, the study reveals that external factors such as political and social environment, personal beliefs and values, and family and peer influences may have significant impacts on the effectiveness of ideological and political education.

Discussion: The findings of this study have important implications for enhancing the quality and effectiveness of ideological and political education in curriculum. First, it is necessary to design and implement curriculum with clear and explicit ideological and political elements, and to raise students' awareness and recognition of such elements. Second, interactive and participative teaching methods should be adopted to enhance students' engagement and understanding of ideological and political concepts and values. Third, external factors, such as political and social environment, personal beliefs and values, and family and peer influences, should be taken into consideration in designing and implementing ideological and political education, and measures should be taken to mitigate their negative impacts.

Conclusion: In conclusion, this study provides insights into the perception and recognition of ideological and political elements in curriculum among students, as well as the effectiveness of classroom presentation and external factors that may influence the teaching of such education. The findings suggest that ideological and political education should be designed and implemented with clear and explicit elements, and interactive and participative teaching methods should be adopted to enhance students' engagement and understanding. Moreover, external factors that may influence the effectiveness of such education should be taken into consideration, and measures should be taken to mitigate their negative impacts