# Diversified Integration and Integrated Application of Ideological and Political Teaching Resources Based on Artificial Intelligence Model Algorithm

Authors: Peifen Ding; Xiang Huang
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

In today’s society, China’s social market continues to develop, which has caused the whole society to attach great importance to the professional ethics of Chinese citizens and put forward new requirements and expectations for it. This paper aims to research and discuss the diversified integration and integrated application of ideological and political teaching resources based on artificial intelligence model algorithms. This paper first analyzes and discusses the feasibility of the integration and application of moral education resources in ideological and political textbooks. Political classrooms provide favorable support for the integration and application of moral education resources, and political classrooms have become a practical carrier for the integration and application of moral education resources. And then it introduces the artificial intelligence model algorithm-artificial neural network algorithm. Artificial intelligence is a new intelligent machine that can make intelligent responses similar to human actions according to human actions. Finally, it studies the use of social teaching resources for ideological and political education in city A and conducts a comprehensive analysis on the integration and utilization of moral education teaching resources for ideological and political courses in colleges and universities. In the survey of “Whether the introduction of local social resources in the political class of city A is helpful to students’ learning,” 84 teachers thought it was very helpful, 12 teachers thought it was helpful, and only 3 teachers thought it was not helpful. It can be found that most teachers think that it is helpful for students to introduce social resources in political lessons. At the same time, in order to better improve the reliability and validity of moral resources and to internalize social moral norms into students’ hearts, it is only by combining moral resources with students’ moral growth.


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## Body

## 1. Introduction

With the continuous development of China’s economy, the whole society has put forward new demands and expectations for the public’s moral quality. However, while reform and opening up has brought about the rapid development of China’s economy and society, it has not directly led to the rapid improvement of the public’s moral quality. The moral quality of the public generally presents a side that is not compatible with the development of the social market economy, and the low level of the public’s moral quality has become a major obstacle to economic and social development. Although there are many reasons for this situation, there is no doubt that it is closely related to the current situation of moral education in China and the moral environment of schools. In the whole teaching process, moral activities have basically become a supporting role, and the cultivation of students’ moral will and teachers’ moral quality has been neglected, resulting in the long-term absence and imbalance of moral activities in the entire teaching system. Therefore, all moral education workers must have the courage to face this moral education dilemma, actively undertake the important task of moral education, and earnestly improve the effectiveness of moral education through the integration and use of various moral education resources and fundamentally improve the moral quality of citizens.Through the comprehensive exploration and application of moral education teaching resources in the school’s ideological and political courses, we can promote the improvement of the status of the subject and the improvement of the effectiveness of moral education, at the same time, through the reexamination and cultivation of the moral function of the ideological and political courses, promote the overall improvement of the moral quality of Chinese citizens and the life-long development of students, and ultimately promote the peaceful and stable development of Chinese society and the sound and smooth progress of the socialist market economy. At the same time, the continuous enhancement of the actual effect of moral education in ideological and political courses is regarded as a breakthrough point for the in-depth promotion of the new curriculum reform, so as to promote the in-depth implementation of quality education and the continuous improvement of moral education theory.The innovation of this paper is reflected as follows: (1) this paper analyzes and discusses the feasibility of the integration and application of moral education resources in ideological and political textbooks. (2) This paper introduces the artificial intelligence model algorithm and artificial neural network algorithm. Artificial intelligence can make intelligent responses similar to human actions according to human actions. (3) This paper studies the use of social teaching resources for ideological and political education in city A and conducts a comprehensive analysis of the integration and utilization of moral education teaching resources for ideological and political courses in colleges and universities.


## 2. Related Work

According to the research progress at home and abroad, different scholars also have a certain degree of cooperative research on artificial intelligence algorithms and ideological and political teaching resources. Joaquín proposes a linear program-assisted hybrid algorithm to solve the hybrid model sorting problem in assembly lines. The problem is to obtain a manufacturing sequence of product models with minimal work overload, allowing freedom to interrupt operations at workstations and maintaining the production mix [1]. Yao gives a rough set pattern for the tolerance relation of neighborhood values. The neighborhood value tolerance conditional entropy is also defined on the cornerstone of the model, and he analyzes the relevant characteristics. Finally, he established a corresponding algorithm for the monotonicity of the conditional entropy of the neighborhood value tolerance. The experimental results show that the algorithm is higher than the existing algorithm in terms of feature selection results, counting technology computing time, and analysis accuracy [2]. Jeena uses artificial intelligence algorithms to enhance the throughput of wireless multi-channel networks, which can improve network performance while reducing interference. The technique involves three steps, namely, creating a wireless environment-specific model, optimizing performance with the right tools, and improving routing through careful selection of performance metrics [3]. In the proposed algorithm, Goli uses simulated annealing algorithm instead of k-means clustering to speed up cuckoo clustering. The results show that the algorithm can accurately solve large-dimensional problems in a reasonable time with minimal error. In this regard, he used the proposed algorithm to conduct a case study on dairy product distribution and solved it. Through the sensitivity analysis of the main parameters, he proved the effectiveness of the algorithm and model [4]. Liu proposed an integrated system of ideological and political multimedia network teaching resources based on wireless network. He outlines radio resource management issues and projected strategies within the framework of wireless networks, where several radio access technologies are jointly controlled and identifies different activities related to CRRM issues [5]. Yang proposed a course scheduling algorithm based on particle swarm optimization, aiming at the problem of low search efficiency in solving this problem by genetic algorithm or other course scheduling models, and designed a course scheduling system model for ideological and political courses. Taking into account the possible conflicts of time, space resources, and teacher resources in the course arrangement, he carried out effective allocation based on particle swarm optimization to maximize the use of time, space, and teacher resources [6]. However, these scholars did not research and discuss the diversified integration and integrated application of ideological and political teaching resources based on artificial intelligence model algorithms but only discussed its significance unilaterally.


## 3. Diversified Integration and Integrated Application Method of Ideological and Political Teaching Resources Based on Artificial Intelligence Model Algorithm

### 3.1. Feasibility Analysis of the Integration and Application of Moral Education Resources in Ideological and Political Textbooks

On the basis of analyzing the necessity of cultivating moral education talents and integrating and utilizing resources in ideological and political teaching in colleges and universities, this paper analyzes the possibility of cultivating moral education talents and integrating and utilizing resources. The dual moral education functions of political textbooks and political classroom teaching have laid favorable conditions for the integration and utilization of moral education teaching resources. First of all, political textbooks provide favorable materials for the integration and application of moral education resources, and political textbooks become the best platform for the integration and application of moral education resources. At the same time, political classrooms provide favorable support for the integration and application of moral education resources, and political classrooms have become a practical carrier for the integration and application of moral education resources [7]. Figure 1 shows the characteristics of the moral education process.Figure 1
Characteristics of the moral education process.


#### 3.1.1. Political Textbooks as a Platform

The ideological and political education courses in colleges and universities provide an important material platform for the integration and utilization of moral education teaching resources and are the direct source of the integration and utilization of moral education resources. First of all, the arrangement and structure of textbooks provide a realistic possibility for the integration and application of moral education resources [8]. The textbooks are presented in a modular thematic way, so that the moral education resources remain relatively concentrated while being widely distributed. For example, “Economic Life” focuses on the moral demands in the economic field, and “Political Life” focuses on the cultivation of citizens’ moral consciousness. It is possible to make full use of the modular effect of textbooks to design a moral education implementation plan as a whole, so as to continuously tap the potential moral education function and value of textbooks. Secondly, the massive moral education resources in the textbook provide a multidimensional perspective for its integration and application. The moral education resources in the textbooks cover a wide range, not only at the institutional level but also at the spiritual level. So many moral education resources are unmatched by any other disciplines and teaching materials. Although some moral education resources do not have the actual conditions for the implementation of moral education, they can fully stimulate their moral education potential through development and utilization. Finally, the different forms and manifestations of moral education resources provide favorable conditions for their integration and application, and various forms of moral education resources help to form multiple moral education implementation strategies [9]. The diversification of moral education resources is helpful for the integration of moral education resources from various perspectives and provides the basis and premise for the further application of moral education resources.


#### 3.1.2. Political Classroom as Support

Classroom teaching itself is a means and method of moral education. This kind of education can promote the establishment of self-confidence and guide the formation of students’ professional ethics, skilled skills, and good habits. The ideological and political class is the main front for the development of moral education activities and the most important way for political teachers to exert moral education influence. Only in the classroom can the political teachers’ moral education ideas be implemented and the moral education plans be implemented. Political classrooms can not only test moral education assumptions, but also provide feedback on the effects of moral education. Political classrooms rejuvenate moral education resources and make them full of agility and tension [10]. At the same time, the active participation of political teachers provides abundant human resources for the integration and utilization of moral education resources. The high ideological and moral quality and extensive professional knowledge that political teachers should possess makes it a kind of moral education resource in itself, which is integrated with the moral education resources in the textbook and complements each other. The words and deeds of political teachers help to make up the gap between moral education requirements and students’ moral reality. The courage and perseverance of moral inheritance possessed by political teachers is the inexhaustible driving force for the integration and utilization of moral education resources [11].


### 3.2. Artificial Neural Network Algorithm

Artificial intelligence is the study of making computers to simulate certain thinking processes and intelligent behaviors of people (such as learning, reasoning, thinking, and planning). It mainly includes the principle of computer realization of intelligence and the manufacture of computers similar to human brain intelligence, so that computers can realize higher-level applications. Artificial intelligence is a new intelligent machine that can make intelligent responses similar to human actions according to human actions. After years of research on artificial intelligence, theoretical knowledge and technology have been perfected and have been applied to many fields [12]. Figure 2 shows the characteristics of artificial intelligence. AI will involve disciplines such as computer science, psychology, philosophy, and linguistics. It can be said that almost all disciplines of natural science and social science have far exceeded the scope of computer science. The relationship between artificial intelligence and thinking science is the relationship between practice and theory. Artificial intelligence is at the technical application level of thinking science and is an application branch of it.Figure 2
Characteristics of artificial intelligence.Artificial intelligence is implemented on computers in two different ways; one is to use computer language to make the system intelligent. However, this method does not consider whether the behavior is the same as that of human beings and only pays attention to the final result. This method is called the engineering method [13, 14]. The other is to simulate human behavior, according to human thoughts and methods, and the final result should be similar to or even the same as the result produced by human beings. This method is called simulation method. Figure 3 shows the artificial intelligence processing flow.Figure 3
Artificial intelligence processing method.


#### 3.2.1. Artificial Neural Network

The artificial neural network relies on the interconnected nodes in the system to perform complex processing on the input information [15–17]. By comparing the obtained results with the input samples, the connection weights are adjusted, so that the information can be processed to meet people’s needs. The artificial neural network can make use of some preextracted data information of the entrance and exit that are connected to each other, and study, analyze, and grasp the possible regularity between the two. And according to this regularity, new input and output data information is used to calculate new input and output results [18]. Figure 4 shows the neural network structure.Figure 4
Neural network structure.Artificial neural networks can make the network approximate any nonlinear function with any precision by appropriately choosing the number of hidden units and network layers. Therefore, artificial neural networks are widely used in modeling and control and have achieved good results [19]. However, the neural network is not perfect, it still has some shortcomings:
(1)
The network model needs to be formulated in advance or modified during the training process to make the model conform to the current algorithm, so the network model is not the optimal solution model(2)
The adjustment of the weight coefficient of the network model is limited(3)
The neural network is prone to local minimum, and the obtained solution is not what we need [20].(4)
The network model needs a lot of information support in the process of training, but the data provided in practice is often not enough, resulting in the training mode is not what we want and needs to be modified, and as the amount of data increases, the training time will also increase and overreliance on learning samplesThere are now dozens of development models of artificial neural networks. The most typical representative neural network development models are used more, as well as BP neural network, Hopfield network, ART network, and Kohonen network. The BP neural network theory is relatively mature, the derivation is rigorous, and the generality is good, so this paper adopts the BP neural network [21].


#### 3.2.2. BP Network

BP neural network is a multilayer feedforward network trained by error back propagation (referred to as error back propagation), and its algorithm is called BP algorithm. Its basic idea is the gradient descent method, which uses the gradient search technology to minimize the error mean square error between the actual output value and the expected output value of the network.(1) Error Back Propagation Training Algorithm. The main teaching steps of the error back propagation training algorithm include forward transfer and error back propagation [22]. Figure 5 is the flow chart of the BP neural network.Figure 5
BP neural network flow chart.(2) Mathematical Model of Back-Pass Training Algorithm. (2)1. Training Samples. Assuming that the total amount of training samples of the artificial neural network is sample, the total amount is q, and the training dimension is p, then the sample can be described as
(1)sample=x11⋯x1n⋯⋯⋯xm1⋯xmn⋯x1p⋯⋯⋯xmp⋯⋯⋯⋯⋯xq1⋯xqn⋯xqp.Among them,m represents the mth sample; n represents the nth attribute of the sample; xmn represents the nth dimension attribute value of the mth sample.(2)2. Training Example. Supposing that the training instance of the artificial neural network is example, the total number is q, and the dimension is l, then example can be expressed as
(2)example=y11⋯y1n⋯⋯⋯ym1⋯ymn⋯y1p⋯⋯⋯ymp⋯⋯⋯⋯⋯yq1⋯yqn⋯yqp.Among them,m represents the mth instance; n represents the nth dimension attribute of the instance; ymn represents the nth dimension attribute value of the mth instance.The dimensions of training samples and instances can be different, but the total number must be the same [23].(2)3. Input Layer Neurons. Assuming that the input neurons are Input Of Layer and the total number is p, then Input Of Layer can be expressed as
(3)InputOfLayer=qs1,qs2,⋯,qsp.(2)4. Interneurons. Supposing that the interneuron is Middle Of Layer, and the total number is q, then Middle Of Layer can be expressed as
(4)MiddleOfLayer=qs1,qs2,⋯,qsq.(2)5. Output Layer Neurons. Supposing that the output layer neurons are Output Of Layer and the total number is l, then Output Of Layer can be expressed as
(5)OutputOfLayer=qs1,qs2,⋯,qsl.(2)6. The Connection Matrix between the Intermediate Layer and the Input Neurons. Supposing that the connection weight matrix between the input layer of the BP network and the neurons in the intermediate layer is Weight Of IM, the total number of input neurons p, and the total number of neurons in the intermediate layer q, then the Weight Of IM can be expressed as
(6)WeightOfIM=s11⋯s1n⋯⋯⋯sm1⋯smn⋯s1p⋯⋯⋯smp⋯⋯⋯⋯⋯sq1⋯sqn⋯sqp.Among themm represents the mth intermediate layer neuron; n represents the nth input layer neuron; smn represents the connection weight between the mth intermediate neuron and the nth input layer neuron [24].The total number of neurons in the hidden layer must be the same as the dimension of the training samples, and the total number of neurons in the middle layer must be the same as the total number of training samples [25].(2)7. The Connection Weight Matrix between the Neurons in the Intermediate Layer and the Output Layer. Supposing that the connection weight matrix between the neurons in the middle layer and the output layer of the BP network is Weight MO, the total number of neurons in the middle layer is q, and the total number of neurons in the output layer is l, then the Weight MO can be expressed as
(7)WeightMO=t11⋯t1n⋯⋯⋯tm1⋯tmn⋯t1p⋯⋯⋯tmp⋯⋯⋯⋯⋯tq1⋯tqn⋯tqp.(2)8. Neuron Activation Function. The sigmoid activation function is
(8)Sigmoida=11+e−a.The derivative function is(9)∂Sigmoida∂a=Sigmoida1−Sigmoida,where a is the function input.The sigmoid activation function mainly utilizes the neurons in the central layer and the output layer.(2)9. Correction of Connection Weights and Thresholds. For the network input layer, just set the threshold of the neuron to zero.For the network output layer, supposing that thenth dimension value (the expected output of the network) of the mth training instance is ymn and the actual output value of the network is RRn, then the deviation between the expected output of the network and the actual output is
(10)φmn=ymn−RRnm=1,2,⋯,qn=1,2,⋯,p.The mean square error of themth training instance is
(11)Hm=1l∑n=1lφmn2=1l∑n=1lymn−RRn2m=1,2,⋯,q.The first-order partial derivative ofHm to the connection weight between the middle layer and the output layer of the network is
(12)∂Hm∂tcn=∂Hm∂RRn·∂RRn∂tcnm=1,2⋯,qn=1,2,⋯lc=1,2,⋯q.The first-order partial derivative ofHm to the network output is
(13)∂Hm∂RRn=∂Hm∂φmn·∂φmn∂RRn=−2lφmn=−2lymn−RRn.Supposing that the output value of the neurons in the middle layer of the network isRPc and the threshold value of the neurons in the output layer of the network is βn, then the input of the neurons in the output layer of the network is
(14)MRn=∑c=1qtcn·RPc−βn.The output of the neurons in the output layer of the network is(15)RRn=sigmiodMRn.The first-order partial derivative of the output of the neurons in the output layer of the network to the connection weight of the output layer is(16)∂RRn∂tcn=∂RRn∂MRn·∂MRn∂tcn=sigmoidMRn1−sigmoidMRnRPc=RRn1−RRnRPc.Therefore, the first-order partial derivative ofHm to the connection weight between the middle layer and the output layer of the network is
(17)∂Hm∂tcn=∂Hm∂RRn·∂RRn∂tcn=−2lymn−RRnRRn1−RRnRPc.The maximum adjustment of the interconnection weights between the middle layer and the output layer of the network is(18)∆tcn=−δ∂Hm∂tcn=2δlymn−RRnRRn1−RRnRPc.In the same way, the adjustment amount for the output layer neuron threshold is as follows:(19)∂Hm∂βn=∂Hm∂RRn·∂RRn∂βn.(3) The Training Process of the Network.
(a)
Initialize the connection weights and thresholds and select random values between (-1, 1) to assign connection weights and thresholds(b)
One of the randomly selected patterns is provided to the network(c)
The output of the neurons in the middle layer is computed by using the pattern of the network input(d)
The output of the neurite of the output layer is calculated by using the output of the neurons of the intermediate layer(e)
Calculate the total error of the output layer through the actual output power of the expected output power and the actual output power of the network input and output layers(f)
Calculate the total error of the output layer through the actual output power of the expected output power and the actual output power of the input and output layers of the network(g)
Use the general error of the input and output layers and the input and output of the intermediate-level neurons to adjust the connection weights and thresholds of the neurons in the input and output layers(h)
The connection weights and the activity thresholds of the neurons on the central layer are adjusted by the general bias of the central layer and the input value of the input layer in the network system(i)
Randomly select one of the sample inputs to provide the network for input, and return to step c until all inputs are trained(j)
Repeat steps c to i until the error of the output layer of the network is less than the given error(k)
The training is over


## 3.1. Feasibility Analysis of the Integration and Application of Moral Education Resources in Ideological and Political Textbooks

On the basis of analyzing the necessity of cultivating moral education talents and integrating and utilizing resources in ideological and political teaching in colleges and universities, this paper analyzes the possibility of cultivating moral education talents and integrating and utilizing resources. The dual moral education functions of political textbooks and political classroom teaching have laid favorable conditions for the integration and utilization of moral education teaching resources. First of all, political textbooks provide favorable materials for the integration and application of moral education resources, and political textbooks become the best platform for the integration and application of moral education resources. At the same time, political classrooms provide favorable support for the integration and application of moral education resources, and political classrooms have become a practical carrier for the integration and application of moral education resources [7]. Figure 1 shows the characteristics of the moral education process.Figure 1
Characteristics of the moral education process.


### 3.1.1. Political Textbooks as a Platform

The ideological and political education courses in colleges and universities provide an important material platform for the integration and utilization of moral education teaching resources and are the direct source of the integration and utilization of moral education resources. First of all, the arrangement and structure of textbooks provide a realistic possibility for the integration and application of moral education resources [8]. The textbooks are presented in a modular thematic way, so that the moral education resources remain relatively concentrated while being widely distributed. For example, “Economic Life” focuses on the moral demands in the economic field, and “Political Life” focuses on the cultivation of citizens’ moral consciousness. It is possible to make full use of the modular effect of textbooks to design a moral education implementation plan as a whole, so as to continuously tap the potential moral education function and value of textbooks. Secondly, the massive moral education resources in the textbook provide a multidimensional perspective for its integration and application. The moral education resources in the textbooks cover a wide range, not only at the institutional level but also at the spiritual level. So many moral education resources are unmatched by any other disciplines and teaching materials. Although some moral education resources do not have the actual conditions for the implementation of moral education, they can fully stimulate their moral education potential through development and utilization. Finally, the different forms and manifestations of moral education resources provide favorable conditions for their integration and application, and various forms of moral education resources help to form multiple moral education implementation strategies [9]. The diversification of moral education resources is helpful for the integration of moral education resources from various perspectives and provides the basis and premise for the further application of moral education resources.


### 3.1.2. Political Classroom as Support

Classroom teaching itself is a means and method of moral education. This kind of education can promote the establishment of self-confidence and guide the formation of students’ professional ethics, skilled skills, and good habits. The ideological and political class is the main front for the development of moral education activities and the most important way for political teachers to exert moral education influence. Only in the classroom can the political teachers’ moral education ideas be implemented and the moral education plans be implemented. Political classrooms can not only test moral education assumptions, but also provide feedback on the effects of moral education. Political classrooms rejuvenate moral education resources and make them full of agility and tension [10]. At the same time, the active participation of political teachers provides abundant human resources for the integration and utilization of moral education resources. The high ideological and moral quality and extensive professional knowledge that political teachers should possess makes it a kind of moral education resource in itself, which is integrated with the moral education resources in the textbook and complements each other. The words and deeds of political teachers help to make up the gap between moral education requirements and students’ moral reality. The courage and perseverance of moral inheritance possessed by political teachers is the inexhaustible driving force for the integration and utilization of moral education resources [11].


## 3.1.1. Political Textbooks as a Platform

The ideological and political education courses in colleges and universities provide an important material platform for the integration and utilization of moral education teaching resources and are the direct source of the integration and utilization of moral education resources. First of all, the arrangement and structure of textbooks provide a realistic possibility for the integration and application of moral education resources [8]. The textbooks are presented in a modular thematic way, so that the moral education resources remain relatively concentrated while being widely distributed. For example, “Economic Life” focuses on the moral demands in the economic field, and “Political Life” focuses on the cultivation of citizens’ moral consciousness. It is possible to make full use of the modular effect of textbooks to design a moral education implementation plan as a whole, so as to continuously tap the potential moral education function and value of textbooks. Secondly, the massive moral education resources in the textbook provide a multidimensional perspective for its integration and application. The moral education resources in the textbooks cover a wide range, not only at the institutional level but also at the spiritual level. So many moral education resources are unmatched by any other disciplines and teaching materials. Although some moral education resources do not have the actual conditions for the implementation of moral education, they can fully stimulate their moral education potential through development and utilization. Finally, the different forms and manifestations of moral education resources provide favorable conditions for their integration and application, and various forms of moral education resources help to form multiple moral education implementation strategies [9]. The diversification of moral education resources is helpful for the integration of moral education resources from various perspectives and provides the basis and premise for the further application of moral education resources.


## 3.1.2. Political Classroom as Support

Classroom teaching itself is a means and method of moral education. This kind of education can promote the establishment of self-confidence and guide the formation of students’ professional ethics, skilled skills, and good habits. The ideological and political class is the main front for the development of moral education activities and the most important way for political teachers to exert moral education influence. Only in the classroom can the political teachers’ moral education ideas be implemented and the moral education plans be implemented. Political classrooms can not only test moral education assumptions, but also provide feedback on the effects of moral education. Political classrooms rejuvenate moral education resources and make them full of agility and tension [10]. At the same time, the active participation of political teachers provides abundant human resources for the integration and utilization of moral education resources. The high ideological and moral quality and extensive professional knowledge that political teachers should possess makes it a kind of moral education resource in itself, which is integrated with the moral education resources in the textbook and complements each other. The words and deeds of political teachers help to make up the gap between moral education requirements and students’ moral reality. The courage and perseverance of moral inheritance possessed by political teachers is the inexhaustible driving force for the integration and utilization of moral education resources [11].


## 3.2. Artificial Neural Network Algorithm

Artificial intelligence is the study of making computers to simulate certain thinking processes and intelligent behaviors of people (such as learning, reasoning, thinking, and planning). It mainly includes the principle of computer realization of intelligence and the manufacture of computers similar to human brain intelligence, so that computers can realize higher-level applications. Artificial intelligence is a new intelligent machine that can make intelligent responses similar to human actions according to human actions. After years of research on artificial intelligence, theoretical knowledge and technology have been perfected and have been applied to many fields [12]. Figure 2 shows the characteristics of artificial intelligence. AI will involve disciplines such as computer science, psychology, philosophy, and linguistics. It can be said that almost all disciplines of natural science and social science have far exceeded the scope of computer science. The relationship between artificial intelligence and thinking science is the relationship between practice and theory. Artificial intelligence is at the technical application level of thinking science and is an application branch of it.Figure 2
Characteristics of artificial intelligence.Artificial intelligence is implemented on computers in two different ways; one is to use computer language to make the system intelligent. However, this method does not consider whether the behavior is the same as that of human beings and only pays attention to the final result. This method is called the engineering method [13, 14]. The other is to simulate human behavior, according to human thoughts and methods, and the final result should be similar to or even the same as the result produced by human beings. This method is called simulation method. Figure 3 shows the artificial intelligence processing flow.Figure 3
Artificial intelligence processing method.


### 3.2.1. Artificial Neural Network

The artificial neural network relies on the interconnected nodes in the system to perform complex processing on the input information [15–17]. By comparing the obtained results with the input samples, the connection weights are adjusted, so that the information can be processed to meet people’s needs. The artificial neural network can make use of some preextracted data information of the entrance and exit that are connected to each other, and study, analyze, and grasp the possible regularity between the two. And according to this regularity, new input and output data information is used to calculate new input and output results [18]. Figure 4 shows the neural network structure.Figure 4
Neural network structure.Artificial neural networks can make the network approximate any nonlinear function with any precision by appropriately choosing the number of hidden units and network layers. Therefore, artificial neural networks are widely used in modeling and control and have achieved good results [19]. However, the neural network is not perfect, it still has some shortcomings:
(1)
The network model needs to be formulated in advance or modified during the training process to make the model conform to the current algorithm, so the network model is not the optimal solution model(2)
The adjustment of the weight coefficient of the network model is limited(3)
The neural network is prone to local minimum, and the obtained solution is not what we need [20].(4)
The network model needs a lot of information support in the process of training, but the data provided in practice is often not enough, resulting in the training mode is not what we want and needs to be modified, and as the amount of data increases, the training time will also increase and overreliance on learning samplesThere are now dozens of development models of artificial neural networks. The most typical representative neural network development models are used more, as well as BP neural network, Hopfield network, ART network, and Kohonen network. The BP neural network theory is relatively mature, the derivation is rigorous, and the generality is good, so this paper adopts the BP neural network [21].


### 3.2.2. BP Network

BP neural network is a multilayer feedforward network trained by error back propagation (referred to as error back propagation), and its algorithm is called BP algorithm. Its basic idea is the gradient descent method, which uses the gradient search technology to minimize the error mean square error between the actual output value and the expected output value of the network.(1) Error Back Propagation Training Algorithm. The main teaching steps of the error back propagation training algorithm include forward transfer and error back propagation [22]. Figure 5 is the flow chart of the BP neural network.Figure 5
BP neural network flow chart.(2) Mathematical Model of Back-Pass Training Algorithm. (2)1. Training Samples. Assuming that the total amount of training samples of the artificial neural network is sample, the total amount is q, and the training dimension is p, then the sample can be described as
(1)sample=x11⋯x1n⋯⋯⋯xm1⋯xmn⋯x1p⋯⋯⋯xmp⋯⋯⋯⋯⋯xq1⋯xqn⋯xqp.Among them,m represents the mth sample; n represents the nth attribute of the sample; xmn represents the nth dimension attribute value of the mth sample.(2)2. Training Example. Supposing that the training instance of the artificial neural network is example, the total number is q, and the dimension is l, then example can be expressed as
(2)example=y11⋯y1n⋯⋯⋯ym1⋯ymn⋯y1p⋯⋯⋯ymp⋯⋯⋯⋯⋯yq1⋯yqn⋯yqp.Among them,m represents the mth instance; n represents the nth dimension attribute of the instance; ymn represents the nth dimension attribute value of the mth instance.The dimensions of training samples and instances can be different, but the total number must be the same [23].(2)3. Input Layer Neurons. Assuming that the input neurons are Input Of Layer and the total number is p, then Input Of Layer can be expressed as
(3)InputOfLayer=qs1,qs2,⋯,qsp.(2)4. Interneurons. Supposing that the interneuron is Middle Of Layer, and the total number is q, then Middle Of Layer can be expressed as
(4)MiddleOfLayer=qs1,qs2,⋯,qsq.(2)5. Output Layer Neurons. Supposing that the output layer neurons are Output Of Layer and the total number is l, then Output Of Layer can be expressed as
(5)OutputOfLayer=qs1,qs2,⋯,qsl.(2)6. The Connection Matrix between the Intermediate Layer and the Input Neurons. Supposing that the connection weight matrix between the input layer of the BP network and the neurons in the intermediate layer is Weight Of IM, the total number of input neurons p, and the total number of neurons in the intermediate layer q, then the Weight Of IM can be expressed as
(6)WeightOfIM=s11⋯s1n⋯⋯⋯sm1⋯smn⋯s1p⋯⋯⋯smp⋯⋯⋯⋯⋯sq1⋯sqn⋯sqp.Among themm represents the mth intermediate layer neuron; n represents the nth input layer neuron; smn represents the connection weight between the mth intermediate neuron and the nth input layer neuron [24].The total number of neurons in the hidden layer must be the same as the dimension of the training samples, and the total number of neurons in the middle layer must be the same as the total number of training samples [25].(2)7. The Connection Weight Matrix between the Neurons in the Intermediate Layer and the Output Layer. Supposing that the connection weight matrix between the neurons in the middle layer and the output layer of the BP network is Weight MO, the total number of neurons in the middle layer is q, and the total number of neurons in the output layer is l, then the Weight MO can be expressed as
(7)WeightMO=t11⋯t1n⋯⋯⋯tm1⋯tmn⋯t1p⋯⋯⋯tmp⋯⋯⋯⋯⋯tq1⋯tqn⋯tqp.(2)8. Neuron Activation Function. The sigmoid activation function is
(8)Sigmoida=11+e−a.The derivative function is(9)∂Sigmoida∂a=Sigmoida1−Sigmoida,where a is the function input.The sigmoid activation function mainly utilizes the neurons in the central layer and the output layer.(2)9. Correction of Connection Weights and Thresholds. For the network input layer, just set the threshold of the neuron to zero.For the network output layer, supposing that thenth dimension value (the expected output of the network) of the mth training instance is ymn and the actual output value of the network is RRn, then the deviation between the expected output of the network and the actual output is
(10)φmn=ymn−RRnm=1,2,⋯,qn=1,2,⋯,p.The mean square error of themth training instance is
(11)Hm=1l∑n=1lφmn2=1l∑n=1lymn−RRn2m=1,2,⋯,q.The first-order partial derivative ofHm to the connection weight between the middle layer and the output layer of the network is
(12)∂Hm∂tcn=∂Hm∂RRn·∂RRn∂tcnm=1,2⋯,qn=1,2,⋯lc=1,2,⋯q.The first-order partial derivative ofHm to the network output is
(13)∂Hm∂RRn=∂Hm∂φmn·∂φmn∂RRn=−2lφmn=−2lymn−RRn.Supposing that the output value of the neurons in the middle layer of the network isRPc and the threshold value of the neurons in the output layer of the network is βn, then the input of the neurons in the output layer of the network is
(14)MRn=∑c=1qtcn·RPc−βn.The output of the neurons in the output layer of the network is(15)RRn=sigmiodMRn.The first-order partial derivative of the output of the neurons in the output layer of the network to the connection weight of the output layer is(16)∂RRn∂tcn=∂RRn∂MRn·∂MRn∂tcn=sigmoidMRn1−sigmoidMRnRPc=RRn1−RRnRPc.Therefore, the first-order partial derivative ofHm to the connection weight between the middle layer and the output layer of the network is
(17)∂Hm∂tcn=∂Hm∂RRn·∂RRn∂tcn=−2lymn−RRnRRn1−RRnRPc.The maximum adjustment of the interconnection weights between the middle layer and the output layer of the network is(18)∆tcn=−δ∂Hm∂tcn=2δlymn−RRnRRn1−RRnRPc.In the same way, the adjustment amount for the output layer neuron threshold is as follows:(19)∂Hm∂βn=∂Hm∂RRn·∂RRn∂βn.(3) The Training Process of the Network.
(a)
Initialize the connection weights and thresholds and select random values between (-1, 1) to assign connection weights and thresholds(b)
One of the randomly selected patterns is provided to the network(c)
The output of the neurons in the middle layer is computed by using the pattern of the network input(d)
The output of the neurite of the output layer is calculated by using the output of the neurons of the intermediate layer(e)
Calculate the total error of the output layer through the actual output power of the expected output power and the actual output power of the network input and output layers(f)
Calculate the total error of the output layer through the actual output power of the expected output power and the actual output power of the input and output layers of the network(g)
Use the general error of the input and output layers and the input and output of the intermediate-level neurons to adjust the connection weights and thresholds of the neurons in the input and output layers(h)
The connection weights and the activity thresholds of the neurons on the central layer are adjusted by the general bias of the central layer and the input value of the input layer in the network system(i)
Randomly select one of the sample inputs to provide the network for input, and return to step c until all inputs are trained(j)
Repeat steps c to i until the error of the output layer of the network is less than the given error(k)
The training is over


## 3.2.1. Artificial Neural Network

The artificial neural network relies on the interconnected nodes in the system to perform complex processing on the input information [15–17]. By comparing the obtained results with the input samples, the connection weights are adjusted, so that the information can be processed to meet people’s needs. The artificial neural network can make use of some preextracted data information of the entrance and exit that are connected to each other, and study, analyze, and grasp the possible regularity between the two. And according to this regularity, new input and output data information is used to calculate new input and output results [18]. Figure 4 shows the neural network structure.Figure 4
Neural network structure.Artificial neural networks can make the network approximate any nonlinear function with any precision by appropriately choosing the number of hidden units and network layers. Therefore, artificial neural networks are widely used in modeling and control and have achieved good results [19]. However, the neural network is not perfect, it still has some shortcomings:
(1)
The network model needs to be formulated in advance or modified during the training process to make the model conform to the current algorithm, so the network model is not the optimal solution model(2)
The adjustment of the weight coefficient of the network model is limited(3)
The neural network is prone to local minimum, and the obtained solution is not what we need [20].(4)
The network model needs a lot of information support in the process of training, but the data provided in practice is often not enough, resulting in the training mode is not what we want and needs to be modified, and as the amount of data increases, the training time will also increase and overreliance on learning samplesThere are now dozens of development models of artificial neural networks. The most typical representative neural network development models are used more, as well as BP neural network, Hopfield network, ART network, and Kohonen network. The BP neural network theory is relatively mature, the derivation is rigorous, and the generality is good, so this paper adopts the BP neural network [21].


## 3.2.2. BP Network

BP neural network is a multilayer feedforward network trained by error back propagation (referred to as error back propagation), and its algorithm is called BP algorithm. Its basic idea is the gradient descent method, which uses the gradient search technology to minimize the error mean square error between the actual output value and the expected output value of the network.(1) Error Back Propagation Training Algorithm. The main teaching steps of the error back propagation training algorithm include forward transfer and error back propagation [22]. Figure 5 is the flow chart of the BP neural network.Figure 5
BP neural network flow chart.(2) Mathematical Model of Back-Pass Training Algorithm. (2)1. Training Samples. Assuming that the total amount of training samples of the artificial neural network is sample, the total amount is q, and the training dimension is p, then the sample can be described as
(1)sample=x11⋯x1n⋯⋯⋯xm1⋯xmn⋯x1p⋯⋯⋯xmp⋯⋯⋯⋯⋯xq1⋯xqn⋯xqp.Among them,m represents the mth sample; n represents the nth attribute of the sample; xmn represents the nth dimension attribute value of the mth sample.(2)2. Training Example. Supposing that the training instance of the artificial neural network is example, the total number is q, and the dimension is l, then example can be expressed as
(2)example=y11⋯y1n⋯⋯⋯ym1⋯ymn⋯y1p⋯⋯⋯ymp⋯⋯⋯⋯⋯yq1⋯yqn⋯yqp.Among them,m represents the mth instance; n represents the nth dimension attribute of the instance; ymn represents the nth dimension attribute value of the mth instance.The dimensions of training samples and instances can be different, but the total number must be the same [23].(2)3. Input Layer Neurons. Assuming that the input neurons are Input Of Layer and the total number is p, then Input Of Layer can be expressed as
(3)InputOfLayer=qs1,qs2,⋯,qsp.(2)4. Interneurons. Supposing that the interneuron is Middle Of Layer, and the total number is q, then Middle Of Layer can be expressed as
(4)MiddleOfLayer=qs1,qs2,⋯,qsq.(2)5. Output Layer Neurons. Supposing that the output layer neurons are Output Of Layer and the total number is l, then Output Of Layer can be expressed as
(5)OutputOfLayer=qs1,qs2,⋯,qsl.(2)6. The Connection Matrix between the Intermediate Layer and the Input Neurons. Supposing that the connection weight matrix between the input layer of the BP network and the neurons in the intermediate layer is Weight Of IM, the total number of input neurons p, and the total number of neurons in the intermediate layer q, then the Weight Of IM can be expressed as
(6)WeightOfIM=s11⋯s1n⋯⋯⋯sm1⋯smn⋯s1p⋯⋯⋯smp⋯⋯⋯⋯⋯sq1⋯sqn⋯sqp.Among themm represents the mth intermediate layer neuron; n represents the nth input layer neuron; smn represents the connection weight between the mth intermediate neuron and the nth input layer neuron [24].The total number of neurons in the hidden layer must be the same as the dimension of the training samples, and the total number of neurons in the middle layer must be the same as the total number of training samples [25].(2)7. The Connection Weight Matrix between the Neurons in the Intermediate Layer and the Output Layer. Supposing that the connection weight matrix between the neurons in the middle layer and the output layer of the BP network is Weight MO, the total number of neurons in the middle layer is q, and the total number of neurons in the output layer is l, then the Weight MO can be expressed as
(7)WeightMO=t11⋯t1n⋯⋯⋯tm1⋯tmn⋯t1p⋯⋯⋯tmp⋯⋯⋯⋯⋯tq1⋯tqn⋯tqp.(2)8. Neuron Activation Function. The sigmoid activation function is
(8)Sigmoida=11+e−a.The derivative function is(9)∂Sigmoida∂a=Sigmoida1−Sigmoida,where a is the function input.The sigmoid activation function mainly utilizes the neurons in the central layer and the output layer.(2)9. Correction of Connection Weights and Thresholds. For the network input layer, just set the threshold of the neuron to zero.For the network output layer, supposing that thenth dimension value (the expected output of the network) of the mth training instance is ymn and the actual output value of the network is RRn, then the deviation between the expected output of the network and the actual output is
(10)φmn=ymn−RRnm=1,2,⋯,qn=1,2,⋯,p.The mean square error of themth training instance is
(11)Hm=1l∑n=1lφmn2=1l∑n=1lymn−RRn2m=1,2,⋯,q.The first-order partial derivative ofHm to the connection weight between the middle layer and the output layer of the network is
(12)∂Hm∂tcn=∂Hm∂RRn·∂RRn∂tcnm=1,2⋯,qn=1,2,⋯lc=1,2,⋯q.The first-order partial derivative ofHm to the network output is
(13)∂Hm∂RRn=∂Hm∂φmn·∂φmn∂RRn=−2lφmn=−2lymn−RRn.Supposing that the output value of the neurons in the middle layer of the network isRPc and the threshold value of the neurons in the output layer of the network is βn, then the input of the neurons in the output layer of the network is
(14)MRn=∑c=1qtcn·RPc−βn.The output of the neurons in the output layer of the network is(15)RRn=sigmiodMRn.The first-order partial derivative of the output of the neurons in the output layer of the network to the connection weight of the output layer is(16)∂RRn∂tcn=∂RRn∂MRn·∂MRn∂tcn=sigmoidMRn1−sigmoidMRnRPc=RRn1−RRnRPc.Therefore, the first-order partial derivative ofHm to the connection weight between the middle layer and the output layer of the network is
(17)∂Hm∂tcn=∂Hm∂RRn·∂RRn∂tcn=−2lymn−RRnRRn1−RRnRPc.The maximum adjustment of the interconnection weights between the middle layer and the output layer of the network is(18)∆tcn=−δ∂Hm∂tcn=2δlymn−RRnRRn1−RRnRPc.In the same way, the adjustment amount for the output layer neuron threshold is as follows:(19)∂Hm∂βn=∂Hm∂RRn·∂RRn∂βn.(3) The Training Process of the Network.
(a)
Initialize the connection weights and thresholds and select random values between (-1, 1) to assign connection weights and thresholds(b)
One of the randomly selected patterns is provided to the network(c)
The output of the neurons in the middle layer is computed by using the pattern of the network input(d)
The output of the neurite of the output layer is calculated by using the output of the neurons of the intermediate layer(e)
Calculate the total error of the output layer through the actual output power of the expected output power and the actual output power of the network input and output layers(f)
Calculate the total error of the output layer through the actual output power of the expected output power and the actual output power of the input and output layers of the network(g)
Use the general error of the input and output layers and the input and output of the intermediate-level neurons to adjust the connection weights and thresholds of the neurons in the input and output layers(h)
The connection weights and the activity thresholds of the neurons on the central layer are adjusted by the general bias of the central layer and the input value of the input layer in the network system(i)
Randomly select one of the sample inputs to provide the network for input, and return to step c until all inputs are trained(j)
Repeat steps c to i until the error of the output layer of the network is less than the given error(k)
The training is over


## 4. Experimental Results of Diversified Integration and Integrated Application of Ideological and Political Teaching Resources Based on Artificial Intelligence Model Algorithms

In the new curriculum reform, city A emphasizes moral education as the core, focuses on innovative spirit and practical ability, and emphasizes the development of students as the foundation to provide a solid foundation for students’ all-round development and lifelong sustainable development. The special geographical location and long history and tradition of city A provide rich social resources for the teaching of ideological and political courses in high schools. At the same time, there are some problems in the use of social resources. This study examines the application of social resources in the teaching of urban ideological and political courses and analyzes the process of integrating moral education resources in ideological and political textbooks.


### 4.1. Investigation on the Application of Social Resources in the Teaching of Ideological and Political Courses in City A

In order to understand the use of social resources by ideological and political teachers in teaching, the author conducted a survey on some schools in city A. This research is mainly based on questionnaire survey, and some teachers and students are also interviewed in the process of questionnaire survey. A total of 500 questionnaires were distributed, and 495 were recovered, including 396 students and 99 political teachers who participated in the survey. The questionnaire is designed with multiple choice questions and a few subjective questions.By analyzing the data of the research questionnaire, combined with the corresponding interview results, we understand the use of social resources in the teaching of ideological and political courses in city A.In the questionnaire “Do you know Nantong’s local culture?”, 337 students chose to know it very well, 52 students chose to know something, and only 7 students chose not to know. In the questionnaire “Are you eager to learn about Nantong’s local culture?”, 299 students chose to know about it, 46 students chose not to care, and only 51 students chose not to know about it. The specific situation is shown in Figure6.Figure 6
“Do you know Nantong local culture” and “Are you eager to know Nantong local culture” survey results.From this, we can know that most of the students have a more or less understanding of the local culture of city A, and most of the students are eager to understand the culture of their hometown.In “Do you think the local culture of city A is important?”, 326 students chose very important, 29 students chose general, and 41 students chose not important. In “Do you think introducing the local culture of city A into the political classroom is helpful for learning?”, 245 students thought it was very helpful, 83 students thought it was somewhat helpful, and 68 students thought it was not helpful at all. The details are shown in Figure7.Figure 7
“Do you think Nantong local culture is important” and “Do you think introducing Nantong local culture into political classrooms is helpful for learning” survey results.From the above data, it can be found that students have a relatively positive understanding of the importance of the development and utilization of social resources.With the deepening of the new curriculum reform, how to develop and utilize curriculum resources has attracted the attention of the majority of educators and educational authorities. The proportion of young teachers in city A has been continuously increased, and the level of teacher education has also been greatly improved. In particular, city A has issued corresponding policies to provide support for the settlement of high-quality talents, which has led to an increasing number of highly educated teachers. In the author’s survey, 60 teachers have the first degree of undergraduate, 21 teachers have the first degree of master’s degree, and only 18 teachers have the first degree of junior college. The details are shown in Table1.Table 1
Results of the teacher education survey.
Academic qualificationsNumber of peoplePercentageJunior college1818.1%Undergraduate6060.6%Master’s degree2121.3%It is not difficult to find that teachers’ academic qualifications are mainly undergraduates, which indicates that the proportion of teachers who accept specialized educational theories is increasing. At the same time, in “Do you know about high school ideological and political curriculum resources,” 33 teachers choose to know very well, 39 teachers choose to know something, and 27 teachers choose not to know. It is not difficult to find that teachers have more or less understanding of the development and utilization of curriculum resources. In “Are you familiar with local social resources in Nantong,” 57 teachers chose to know very well, 30 teachers chose to know something, and only 12 teachers chose not to know. It can be found that most of the teachers have a certain degree of familiarity with the local social resources in Nantong. The details are shown in Figure8.Figure 8
“Are you familiar with high school ideological and political curriculum resources” and “Are you familiar with local social resources in Nantong” survey results.In “Do you think introducing the local social resources of city A into the political classroom is helpful for students’ learning?”, 84 teachers chose to be very helpful, 12 teachers chose to be helpful, and only 3 teachers chose to be completely unhelpful. It can be found that most teachers believe that the introduction of social resources in political classrooms is more or less helpful to students. Many teachers have the awareness of developing and utilizing course resources, and in the actual teaching, they will also strengthen the connection between teaching and the actual life of students and take the initiative to introduce life examples into the ideological and political teaching. In “Have you used social resources in your political class?”, 48 teachers chose to use it frequently, 39 teachers chose to use it but rarely, and 12 teachers chose to never use it, as shown in Figure9.Figure 9
“Do you think that introducing Nantong’s local social resources into the political classroom is helpful for students’ learning” and “Have you used social resources in your political class” survey results.It is not difficult to see that most teachers use social resources more or less in political teaching. In recent years, the education department of city A has actively developed curriculum resources. The entire city of A, especially in some schools with more advanced school-running concepts and excellent school-running conditions, has done a better job of new curriculum reform for educators. Some schools have achieved good results in the development and utilization of social resources. In addition to attaching importance to professional theoretical education for teachers, teachers will also be organized to participate in large-scale collective training to cultivate teachers’ awareness of curriculum development and utilization, attach importance to the use of social resources around the school, and develop relevant school-based courses based on local characteristics.


### 4.2. Process Integration of Moral Education Resources of Ideological and Political Textbooks in Senior High Schools

The integration of moral education resources in high school political textbooks is not a simple choice process but a multilevel comprehensive process. Due to the great diversity of moral education subjects and the richness and variety of moral education resources, the integration process of moral education resources must be carried out under certain operating procedures and paradigms. Only in this way can we truly ensure that moral education resources are scientifically, rationally, and effectively integrated and ultimately ensure the realization of moral education goals. Generally speaking, the integration of moral education resources includes screening, assignment, integration, and other links. The organic combination of these links is the process integration of moral education resources. Through the process integration of moral education resources, the processing procedures and coping methods of specific moral education resources can be transformed into general procedures and paradigms, providing models and rules that can be used for reference in the processing of other moral education resources. In this way, the expansibility and applicability of moral education resources can be greatly enhanced, and the utilization efficiency and use cost of moral education resources can be greatly improved. If the content integration and module integration of moral education resources focus on the object of integration, then the process integration is based on the integration activity itself.From the perspective of the carrier of moral education resources, the presentation of moral education resources in textbooks is mainly based on the main body of the textbooks. In addition to the text, the auxiliary text of the textbook also includes the moral education link, which is also an important way for students to obtain moral experience. On the nature of moral education resources, there are both positive moral education resources, negative moral education resources, and moral education resources that combine both positive and negative. From the moral education effect of moral education resources, there are both explicit moral education resources and recessive moral education resources. The specific presentation characteristics are shown in Table2. It is worth noting that the carrier of moral education resources is mainly concentrated in the textbook text but is involved in the auxiliary text and comprehensive inquiry.Table 2
Presentation distribution of moral education resources in high school political textbooks.
CarrierPropertiesThe effectBody/front/explicit70%80%58%Auxiliary text/back/invisible20%5%42%Comprehensive inquiry/pros and cons10%15%—


#### 4.2.1. Screening of Moral Education Resources in High School Ideological and Political Textbooks

High school ideological and political textbooks contain abundant moral education resources, which provide sufficient material for the implementation of moral education activities. However, these moral education resources do not have a realistic basis for the implementation of moral education: first, the connotation and extension of moral education resources lead to the overlapping of specific contents and the various names of moral education resources. Secondly, the knowledge system as the logical main line of textbooks leads to the distribution of moral education resources scattered in all corners of the textbooks; finally, the various forms of moral education resources affect the efficiency and effect of the use of moral education resources. Therefore, in order to scientifically integrate and even effectively use the moral education resources in textbooks, we must screen them on the basis of identification and classification. Such a screening process is the basis and premise of the entire moral education resource integration activities. The screening of moral education resources will help to systematically understand and grasp moral education resources and grasp the context structure and overall composition of moral education resources as a whole. At the same time, such a screening process also helps to further clarify the moral education concepts and values of educators and ultimately is conducive to the realization and implementation of the moral education goals. The entire high school ideological and political textbooks involve 386 moral education resources. There are four types: Economic Life, Political Life, Cultural Life, and Life and Philosophy. The specific proportions are shown in Table3.Table 3
Distribution of Moral Education Resource Modules in High School Political Textbooks.
Moral education resourcesQuantityPercentage“Economic Life”6316.3%“Political Life”11128.8%“Cultural Life”8421.8%“Life and Philosophy”12833.1%The determination of the content of moral education is affected by many factors, not only by macro-factors such as social development, but also directly by the goals and values of moral education. The content of moral education in high school ideological and political textbooks mainly includes three levels: basic morality, civic morality, and belief morality, as shown in Table4. The screening of moral education resources is based on the following: first, it conforms to the national regulations and requirements for middle school moral education. The selection of moral education resources should be based on the “Syllabus for Moral Education in Middle Schools” and “General Ideological and Political Curriculum Specifications for Senior Middle Schools” and should be carried out closely around the requirements and expectations of the country and society for moral education. The screening process of moral education resources is the process of further refinement and implementation of moral education goals. The second is to meet the needs of students’ moral growth. The moral education resources selected in the textbooks must have the potential function of moral education transformation, which is helpful for the improvement of students’ moral quality and the generation of moral practice ability. The selected moral education resources should focus not only on the deepening of moral cognition, but also on the cultivation of moral emotions and the participation of moral practice. The third is to adapt to the development of the new ideological and political curriculum in senior high schools. It strengthens the moral education attributes of ideological and political courses, but it does not mean that teachers can abandon or relax the teaching of social science knowledge to students. Therefore, the moral education resources selected in the textbooks are ultimately carried out in the classroom. The selected moral education resources should be integrated with the whole classroom teaching activities as much as possible, which is conducive to the smooth development of ideological and political classroom teaching. These moral education resources selected at the same time should be easily presented and arranged in the whole teaching design and planning.Table 4
Content distribution of moral education resources in high school political textbooks.
Content of moral educationQuantityContent of moral educationQuantityBasic morality112Belief in morality130Civic morality175Other20—287—150


#### 4.2.2. Assignment of Moral Education Resources in High School Ideological and Political Textbooks

The range of moral education resources in textbooks is very wide after screening, and their existence attributes and attributions have great uncertainty. These moral education resources have the dual dimensions of history and reality from the perspective of time span, different manifestations of explicit and implicit from the perspective of structural form, and different direct and indirect effects from the perspective of value function. Therefore, not all these moral education resources can be directly used in moral education activities and become useful materials for moral education workers. The main body of moral education must make reasonable and effective appointments to these moral education resources according to the moral education goals and give them specific moral education meanings and value orientations, so that the moral education resources can be developed and utilized more rationally and effectively. The assignment of moral education resources is the core of the whole moral education activities. The assignment of moral education resources helps to dig deeper and reveal its moral education connotation, awaken its moral education function, and stimulate its inner vitality. At the same time, the assigned moral education resources can more clearly point the path of the moral education goal and more in line with the moral growth needs of the moral education object.The assignment process of moral education resources must fully follow the general laws of moral education and at the same time pay full attention to the moral status of the moral education objects. Specifically, the first is to assign value through the comprehensive improvement of students’ moral knowledge, emotion, intention, behavior, etc., so that moral education resources can effectively promote the development of students’ morality. Among them, moral quality training in any link of knowledge, emotion, intention, and behavior can become the main task of moral activities, but the improvement of comprehensive moral quality is still the most ideal effect pursued by moral education. The second is to assign value from the continuous improvement of students’ moral ability structure, so that moral education resources can promote the overall improvement of individual moral ability. It not only pays attention to the improvement of students’ moral cognitive ability in the field of moral life, but also pays more attention to the generation of moral practical ability and moral criticism ability. The third is to assign value from stimulating students’ moral learning motivation, so that moral education resources become an important link between students’ spiritual world and real life. Through the expansion of the meaning of moral education resources close to life, students’ emotional cultivation is strengthened, so as to inspire students’ firm belief in pursuing a more perfect moral personality.


#### 4.2.3. Integration of Moral Education Resources in High School Ideological and Political Textbooks

The moral education effect of moral education resources in high school ideological and political textbooks can only be gradually generated through the sequential development of classroom activities, and the moral education effect produced by each class is relatively scattered and limited. Therefore, the moral education resources that have been screened and assigned must be reoptimized and combined into an organic whole, so as to achieve the continuity and integrity of the moral education effect. The integration of moral education resources is the further sublation and transcendence of moral education resources and is the key to the integration of moral education resources. Only the integrated moral education resources can have the sequence and hierarchy in the way of presentation and can realize the overall layout of the moral education functions and give full play to the concentrated advantages of the moral education resources. The integration of moral education resources can further refine and process the moral education materials suitable for classroom teaching, and provide positive resource conditions for the implementation of moral education in high school political classrooms.The effective integration of moral education resources in textbooks must pay attention to the following aspects: the first is the integration of specific contents of moral education resources. It is necessary to straighten out the relationship between the specific contents of moral education resources and pay attention to the mutual positive influence and overlapping advantages of moral education resources, incorporating specific moral education resources into the entire moral education activity system, and ensure it by formulating overall plans and programs for the implementation of political and moral education in senior high schools. The second is the integration of moral education resources and subject teaching. Moral education resources must be integrated into the whole classroom teaching activities and cannot be separated from political classroom teaching nor can moral education goals be directly applied to specific political classroom teaching activities. Moral education resources should be integrated with the whole classroom teaching through the improvement of teaching design and the optimization of teaching situation, so as to realize the seamless connection between moral education resources and classroom teaching. The third is the integration of moral education resources and moral education objects. The diversity of individual moral status of students determines that the selected and assigned moral education resources cannot be simply applied to moral education activities. Only by combining the moral education resources with the students’ moral growth can the reliability and validity of the moral education resources be better enhanced, and the social moral norms can be truly internalized into the moral identity of the students.


## 4.1. Investigation on the Application of Social Resources in the Teaching of Ideological and Political Courses in City A

In order to understand the use of social resources by ideological and political teachers in teaching, the author conducted a survey on some schools in city A. This research is mainly based on questionnaire survey, and some teachers and students are also interviewed in the process of questionnaire survey. A total of 500 questionnaires were distributed, and 495 were recovered, including 396 students and 99 political teachers who participated in the survey. The questionnaire is designed with multiple choice questions and a few subjective questions.By analyzing the data of the research questionnaire, combined with the corresponding interview results, we understand the use of social resources in the teaching of ideological and political courses in city A.In the questionnaire “Do you know Nantong’s local culture?”, 337 students chose to know it very well, 52 students chose to know something, and only 7 students chose not to know. In the questionnaire “Are you eager to learn about Nantong’s local culture?”, 299 students chose to know about it, 46 students chose not to care, and only 51 students chose not to know about it. The specific situation is shown in Figure6.Figure 6
“Do you know Nantong local culture” and “Are you eager to know Nantong local culture” survey results.From this, we can know that most of the students have a more or less understanding of the local culture of city A, and most of the students are eager to understand the culture of their hometown.In “Do you think the local culture of city A is important?”, 326 students chose very important, 29 students chose general, and 41 students chose not important. In “Do you think introducing the local culture of city A into the political classroom is helpful for learning?”, 245 students thought it was very helpful, 83 students thought it was somewhat helpful, and 68 students thought it was not helpful at all. The details are shown in Figure7.Figure 7
“Do you think Nantong local culture is important” and “Do you think introducing Nantong local culture into political classrooms is helpful for learning” survey results.From the above data, it can be found that students have a relatively positive understanding of the importance of the development and utilization of social resources.With the deepening of the new curriculum reform, how to develop and utilize curriculum resources has attracted the attention of the majority of educators and educational authorities. The proportion of young teachers in city A has been continuously increased, and the level of teacher education has also been greatly improved. In particular, city A has issued corresponding policies to provide support for the settlement of high-quality talents, which has led to an increasing number of highly educated teachers. In the author’s survey, 60 teachers have the first degree of undergraduate, 21 teachers have the first degree of master’s degree, and only 18 teachers have the first degree of junior college. The details are shown in Table1.Table 1
Results of the teacher education survey.
Academic qualificationsNumber of peoplePercentageJunior college1818.1%Undergraduate6060.6%Master’s degree2121.3%It is not difficult to find that teachers’ academic qualifications are mainly undergraduates, which indicates that the proportion of teachers who accept specialized educational theories is increasing. At the same time, in “Do you know about high school ideological and political curriculum resources,” 33 teachers choose to know very well, 39 teachers choose to know something, and 27 teachers choose not to know. It is not difficult to find that teachers have more or less understanding of the development and utilization of curriculum resources. In “Are you familiar with local social resources in Nantong,” 57 teachers chose to know very well, 30 teachers chose to know something, and only 12 teachers chose not to know. It can be found that most of the teachers have a certain degree of familiarity with the local social resources in Nantong. The details are shown in Figure8.Figure 8
“Are you familiar with high school ideological and political curriculum resources” and “Are you familiar with local social resources in Nantong” survey results.In “Do you think introducing the local social resources of city A into the political classroom is helpful for students’ learning?”, 84 teachers chose to be very helpful, 12 teachers chose to be helpful, and only 3 teachers chose to be completely unhelpful. It can be found that most teachers believe that the introduction of social resources in political classrooms is more or less helpful to students. Many teachers have the awareness of developing and utilizing course resources, and in the actual teaching, they will also strengthen the connection between teaching and the actual life of students and take the initiative to introduce life examples into the ideological and political teaching. In “Have you used social resources in your political class?”, 48 teachers chose to use it frequently, 39 teachers chose to use it but rarely, and 12 teachers chose to never use it, as shown in Figure9.Figure 9
“Do you think that introducing Nantong’s local social resources into the political classroom is helpful for students’ learning” and “Have you used social resources in your political class” survey results.It is not difficult to see that most teachers use social resources more or less in political teaching. In recent years, the education department of city A has actively developed curriculum resources. The entire city of A, especially in some schools with more advanced school-running concepts and excellent school-running conditions, has done a better job of new curriculum reform for educators. Some schools have achieved good results in the development and utilization of social resources. In addition to attaching importance to professional theoretical education for teachers, teachers will also be organized to participate in large-scale collective training to cultivate teachers’ awareness of curriculum development and utilization, attach importance to the use of social resources around the school, and develop relevant school-based courses based on local characteristics.


## 4.2. Process Integration of Moral Education Resources of Ideological and Political Textbooks in Senior High Schools

The integration of moral education resources in high school political textbooks is not a simple choice process but a multilevel comprehensive process. Due to the great diversity of moral education subjects and the richness and variety of moral education resources, the integration process of moral education resources must be carried out under certain operating procedures and paradigms. Only in this way can we truly ensure that moral education resources are scientifically, rationally, and effectively integrated and ultimately ensure the realization of moral education goals. Generally speaking, the integration of moral education resources includes screening, assignment, integration, and other links. The organic combination of these links is the process integration of moral education resources. Through the process integration of moral education resources, the processing procedures and coping methods of specific moral education resources can be transformed into general procedures and paradigms, providing models and rules that can be used for reference in the processing of other moral education resources. In this way, the expansibility and applicability of moral education resources can be greatly enhanced, and the utilization efficiency and use cost of moral education resources can be greatly improved. If the content integration and module integration of moral education resources focus on the object of integration, then the process integration is based on the integration activity itself.From the perspective of the carrier of moral education resources, the presentation of moral education resources in textbooks is mainly based on the main body of the textbooks. In addition to the text, the auxiliary text of the textbook also includes the moral education link, which is also an important way for students to obtain moral experience. On the nature of moral education resources, there are both positive moral education resources, negative moral education resources, and moral education resources that combine both positive and negative. From the moral education effect of moral education resources, there are both explicit moral education resources and recessive moral education resources. The specific presentation characteristics are shown in Table2. It is worth noting that the carrier of moral education resources is mainly concentrated in the textbook text but is involved in the auxiliary text and comprehensive inquiry.Table 2
Presentation distribution of moral education resources in high school political textbooks.
CarrierPropertiesThe effectBody/front/explicit70%80%58%Auxiliary text/back/invisible20%5%42%Comprehensive inquiry/pros and cons10%15%—


### 4.2.1. Screening of Moral Education Resources in High School Ideological and Political Textbooks

High school ideological and political textbooks contain abundant moral education resources, which provide sufficient material for the implementation of moral education activities. However, these moral education resources do not have a realistic basis for the implementation of moral education: first, the connotation and extension of moral education resources lead to the overlapping of specific contents and the various names of moral education resources. Secondly, the knowledge system as the logical main line of textbooks leads to the distribution of moral education resources scattered in all corners of the textbooks; finally, the various forms of moral education resources affect the efficiency and effect of the use of moral education resources. Therefore, in order to scientifically integrate and even effectively use the moral education resources in textbooks, we must screen them on the basis of identification and classification. Such a screening process is the basis and premise of the entire moral education resource integration activities. The screening of moral education resources will help to systematically understand and grasp moral education resources and grasp the context structure and overall composition of moral education resources as a whole. At the same time, such a screening process also helps to further clarify the moral education concepts and values of educators and ultimately is conducive to the realization and implementation of the moral education goals. The entire high school ideological and political textbooks involve 386 moral education resources. There are four types: Economic Life, Political Life, Cultural Life, and Life and Philosophy. The specific proportions are shown in Table3.Table 3
Distribution of Moral Education Resource Modules in High School Political Textbooks.
Moral education resourcesQuantityPercentage“Economic Life”6316.3%“Political Life”11128.8%“Cultural Life”8421.8%“Life and Philosophy”12833.1%The determination of the content of moral education is affected by many factors, not only by macro-factors such as social development, but also directly by the goals and values of moral education. The content of moral education in high school ideological and political textbooks mainly includes three levels: basic morality, civic morality, and belief morality, as shown in Table4. The screening of moral education resources is based on the following: first, it conforms to the national regulations and requirements for middle school moral education. The selection of moral education resources should be based on the “Syllabus for Moral Education in Middle Schools” and “General Ideological and Political Curriculum Specifications for Senior Middle Schools” and should be carried out closely around the requirements and expectations of the country and society for moral education. The screening process of moral education resources is the process of further refinement and implementation of moral education goals. The second is to meet the needs of students’ moral growth. The moral education resources selected in the textbooks must have the potential function of moral education transformation, which is helpful for the improvement of students’ moral quality and the generation of moral practice ability. The selected moral education resources should focus not only on the deepening of moral cognition, but also on the cultivation of moral emotions and the participation of moral practice. The third is to adapt to the development of the new ideological and political curriculum in senior high schools. It strengthens the moral education attributes of ideological and political courses, but it does not mean that teachers can abandon or relax the teaching of social science knowledge to students. Therefore, the moral education resources selected in the textbooks are ultimately carried out in the classroom. The selected moral education resources should be integrated with the whole classroom teaching activities as much as possible, which is conducive to the smooth development of ideological and political classroom teaching. These moral education resources selected at the same time should be easily presented and arranged in the whole teaching design and planning.Table 4
Content distribution of moral education resources in high school political textbooks.
Content of moral educationQuantityContent of moral educationQuantityBasic morality112Belief in morality130Civic morality175Other20—287—150


### 4.2.2. Assignment of Moral Education Resources in High School Ideological and Political Textbooks

The range of moral education resources in textbooks is very wide after screening, and their existence attributes and attributions have great uncertainty. These moral education resources have the dual dimensions of history and reality from the perspective of time span, different manifestations of explicit and implicit from the perspective of structural form, and different direct and indirect effects from the perspective of value function. Therefore, not all these moral education resources can be directly used in moral education activities and become useful materials for moral education workers. The main body of moral education must make reasonable and effective appointments to these moral education resources according to the moral education goals and give them specific moral education meanings and value orientations, so that the moral education resources can be developed and utilized more rationally and effectively. The assignment of moral education resources is the core of the whole moral education activities. The assignment of moral education resources helps to dig deeper and reveal its moral education connotation, awaken its moral education function, and stimulate its inner vitality. At the same time, the assigned moral education resources can more clearly point the path of the moral education goal and more in line with the moral growth needs of the moral education object.The assignment process of moral education resources must fully follow the general laws of moral education and at the same time pay full attention to the moral status of the moral education objects. Specifically, the first is to assign value through the comprehensive improvement of students’ moral knowledge, emotion, intention, behavior, etc., so that moral education resources can effectively promote the development of students’ morality. Among them, moral quality training in any link of knowledge, emotion, intention, and behavior can become the main task of moral activities, but the improvement of comprehensive moral quality is still the most ideal effect pursued by moral education. The second is to assign value from the continuous improvement of students’ moral ability structure, so that moral education resources can promote the overall improvement of individual moral ability. It not only pays attention to the improvement of students’ moral cognitive ability in the field of moral life, but also pays more attention to the generation of moral practical ability and moral criticism ability. The third is to assign value from stimulating students’ moral learning motivation, so that moral education resources become an important link between students’ spiritual world and real life. Through the expansion of the meaning of moral education resources close to life, students’ emotional cultivation is strengthened, so as to inspire students’ firm belief in pursuing a more perfect moral personality.


### 4.2.3. Integration of Moral Education Resources in High School Ideological and Political Textbooks

The moral education effect of moral education resources in high school ideological and political textbooks can only be gradually generated through the sequential development of classroom activities, and the moral education effect produced by each class is relatively scattered and limited. Therefore, the moral education resources that have been screened and assigned must be reoptimized and combined into an organic whole, so as to achieve the continuity and integrity of the moral education effect. The integration of moral education resources is the further sublation and transcendence of moral education resources and is the key to the integration of moral education resources. Only the integrated moral education resources can have the sequence and hierarchy in the way of presentation and can realize the overall layout of the moral education functions and give full play to the concentrated advantages of the moral education resources. The integration of moral education resources can further refine and process the moral education materials suitable for classroom teaching, and provide positive resource conditions for the implementation of moral education in high school political classrooms.The effective integration of moral education resources in textbooks must pay attention to the following aspects: the first is the integration of specific contents of moral education resources. It is necessary to straighten out the relationship between the specific contents of moral education resources and pay attention to the mutual positive influence and overlapping advantages of moral education resources, incorporating specific moral education resources into the entire moral education activity system, and ensure it by formulating overall plans and programs for the implementation of political and moral education in senior high schools. The second is the integration of moral education resources and subject teaching. Moral education resources must be integrated into the whole classroom teaching activities and cannot be separated from political classroom teaching nor can moral education goals be directly applied to specific political classroom teaching activities. Moral education resources should be integrated with the whole classroom teaching through the improvement of teaching design and the optimization of teaching situation, so as to realize the seamless connection between moral education resources and classroom teaching. The third is the integration of moral education resources and moral education objects. The diversity of individual moral status of students determines that the selected and assigned moral education resources cannot be simply applied to moral education activities. Only by combining the moral education resources with the students’ moral growth can the reliability and validity of the moral education resources be better enhanced, and the social moral norms can be truly internalized into the moral identity of the students.


## 4.2.1. Screening of Moral Education Resources in High School Ideological and Political Textbooks

High school ideological and political textbooks contain abundant moral education resources, which provide sufficient material for the implementation of moral education activities. However, these moral education resources do not have a realistic basis for the implementation of moral education: first, the connotation and extension of moral education resources lead to the overlapping of specific contents and the various names of moral education resources. Secondly, the knowledge system as the logical main line of textbooks leads to the distribution of moral education resources scattered in all corners of the textbooks; finally, the various forms of moral education resources affect the efficiency and effect of the use of moral education resources. Therefore, in order to scientifically integrate and even effectively use the moral education resources in textbooks, we must screen them on the basis of identification and classification. Such a screening process is the basis and premise of the entire moral education resource integration activities. The screening of moral education resources will help to systematically understand and grasp moral education resources and grasp the context structure and overall composition of moral education resources as a whole. At the same time, such a screening process also helps to further clarify the moral education concepts and values of educators and ultimately is conducive to the realization and implementation of the moral education goals. The entire high school ideological and political textbooks involve 386 moral education resources. There are four types: Economic Life, Political Life, Cultural Life, and Life and Philosophy. The specific proportions are shown in Table3.Table 3
Distribution of Moral Education Resource Modules in High School Political Textbooks.
Moral education resourcesQuantityPercentage“Economic Life”6316.3%“Political Life”11128.8%“Cultural Life”8421.8%“Life and Philosophy”12833.1%The determination of the content of moral education is affected by many factors, not only by macro-factors such as social development, but also directly by the goals and values of moral education. The content of moral education in high school ideological and political textbooks mainly includes three levels: basic morality, civic morality, and belief morality, as shown in Table4. The screening of moral education resources is based on the following: first, it conforms to the national regulations and requirements for middle school moral education. The selection of moral education resources should be based on the “Syllabus for Moral Education in Middle Schools” and “General Ideological and Political Curriculum Specifications for Senior Middle Schools” and should be carried out closely around the requirements and expectations of the country and society for moral education. The screening process of moral education resources is the process of further refinement and implementation of moral education goals. The second is to meet the needs of students’ moral growth. The moral education resources selected in the textbooks must have the potential function of moral education transformation, which is helpful for the improvement of students’ moral quality and the generation of moral practice ability. The selected moral education resources should focus not only on the deepening of moral cognition, but also on the cultivation of moral emotions and the participation of moral practice. The third is to adapt to the development of the new ideological and political curriculum in senior high schools. It strengthens the moral education attributes of ideological and political courses, but it does not mean that teachers can abandon or relax the teaching of social science knowledge to students. Therefore, the moral education resources selected in the textbooks are ultimately carried out in the classroom. The selected moral education resources should be integrated with the whole classroom teaching activities as much as possible, which is conducive to the smooth development of ideological and political classroom teaching. These moral education resources selected at the same time should be easily presented and arranged in the whole teaching design and planning.Table 4
Content distribution of moral education resources in high school political textbooks.
Content of moral educationQuantityContent of moral educationQuantityBasic morality112Belief in morality130Civic morality175Other20—287—150


## 4.2.2. Assignment of Moral Education Resources in High School Ideological and Political Textbooks

The range of moral education resources in textbooks is very wide after screening, and their existence attributes and attributions have great uncertainty. These moral education resources have the dual dimensions of history and reality from the perspective of time span, different manifestations of explicit and implicit from the perspective of structural form, and different direct and indirect effects from the perspective of value function. Therefore, not all these moral education resources can be directly used in moral education activities and become useful materials for moral education workers. The main body of moral education must make reasonable and effective appointments to these moral education resources according to the moral education goals and give them specific moral education meanings and value orientations, so that the moral education resources can be developed and utilized more rationally and effectively. The assignment of moral education resources is the core of the whole moral education activities. The assignment of moral education resources helps to dig deeper and reveal its moral education connotation, awaken its moral education function, and stimulate its inner vitality. At the same time, the assigned moral education resources can more clearly point the path of the moral education goal and more in line with the moral growth needs of the moral education object.The assignment process of moral education resources must fully follow the general laws of moral education and at the same time pay full attention to the moral status of the moral education objects. Specifically, the first is to assign value through the comprehensive improvement of students’ moral knowledge, emotion, intention, behavior, etc., so that moral education resources can effectively promote the development of students’ morality. Among them, moral quality training in any link of knowledge, emotion, intention, and behavior can become the main task of moral activities, but the improvement of comprehensive moral quality is still the most ideal effect pursued by moral education. The second is to assign value from the continuous improvement of students’ moral ability structure, so that moral education resources can promote the overall improvement of individual moral ability. It not only pays attention to the improvement of students’ moral cognitive ability in the field of moral life, but also pays more attention to the generation of moral practical ability and moral criticism ability. The third is to assign value from stimulating students’ moral learning motivation, so that moral education resources become an important link between students’ spiritual world and real life. Through the expansion of the meaning of moral education resources close to life, students’ emotional cultivation is strengthened, so as to inspire students’ firm belief in pursuing a more perfect moral personality.


## 4.2.3. Integration of Moral Education Resources in High School Ideological and Political Textbooks

The moral education effect of moral education resources in high school ideological and political textbooks can only be gradually generated through the sequential development of classroom activities, and the moral education effect produced by each class is relatively scattered and limited. Therefore, the moral education resources that have been screened and assigned must be reoptimized and combined into an organic whole, so as to achieve the continuity and integrity of the moral education effect. The integration of moral education resources is the further sublation and transcendence of moral education resources and is the key to the integration of moral education resources. Only the integrated moral education resources can have the sequence and hierarchy in the way of presentation and can realize the overall layout of the moral education functions and give full play to the concentrated advantages of the moral education resources. The integration of moral education resources can further refine and process the moral education materials suitable for classroom teaching, and provide positive resource conditions for the implementation of moral education in high school political classrooms.The effective integration of moral education resources in textbooks must pay attention to the following aspects: the first is the integration of specific contents of moral education resources. It is necessary to straighten out the relationship between the specific contents of moral education resources and pay attention to the mutual positive influence and overlapping advantages of moral education resources, incorporating specific moral education resources into the entire moral education activity system, and ensure it by formulating overall plans and programs for the implementation of political and moral education in senior high schools. The second is the integration of moral education resources and subject teaching. Moral education resources must be integrated into the whole classroom teaching activities and cannot be separated from political classroom teaching nor can moral education goals be directly applied to specific political classroom teaching activities. Moral education resources should be integrated with the whole classroom teaching through the improvement of teaching design and the optimization of teaching situation, so as to realize the seamless connection between moral education resources and classroom teaching. The third is the integration of moral education resources and moral education objects. The diversity of individual moral status of students determines that the selected and assigned moral education resources cannot be simply applied to moral education activities. Only by combining the moral education resources with the students’ moral growth can the reliability and validity of the moral education resources be better enhanced, and the social moral norms can be truly internalized into the moral identity of the students.


## 5. Discussion

The evaluation of moral education resource utilization is a very difficult task. Due to the complexity of moral education resources, the diversity of students’ moral structure, and the imperfection of evaluation methods, there are many difficulties in the evaluation of moral education resources. The evaluation of the utilization of moral education resources is a process in which the evaluator makes a comprehensive evaluation of the effect of the utilization of moral education resources. This process is based on the goal of moral education and makes correct value judgments on the activities and results of moral education by systematically analyzing the relevant information of the moral education process. Through the evaluation of the use of moral education resources in textbooks, it will help to further enhance the vitality of ideological and political classrooms, so that teachers and students can achieve dynamic generation in the process of interactive exploration and joint interpretation of moral education resources. At the same time, the adjustment of the moral education curriculum plan based on the evaluation results is helpful for the improvement of the moral education activity plan and the optimization of the moral education implementation strategy. It will help to further enhance the charm and tension of the political classroom, so that teachers and students can achieve emotional resonance in the collision of thinking. The evaluation of the use of moral education resources in ideological and political textbooks must be carried out closely around the moral education goals of ideological and political courses, and under the guidance of the scientific concept of moral education, it should be carried out from the perspective of promoting students’ moral growth. Through a comprehensive analysis of the key issues that have an impact on the effect of moral education, the actual effect of moral education in ideological and political courses is improved. The evaluation of the use of moral education resources includes not only the evaluation of the political teachers’ moral education implementation activities, but also the evaluation of the students’ moral quality. It includes not only the evaluation of the application process of moral education resources, but also the evaluation of the application effect of moral education resources; it includes not only the objective facts of the application of moral education resources, but also the value judgment of the application of moral education resources.


## 6. Conclusions

Education cannot exist without social life, and the teaching of ideological and political courses in high school should also be carried out in the large social classroom. In this regard, in addition to the school should actively seek cooperation with social resource units, the society should also take the initiative to strengthen contact with the school to find the intersection of social resources and school education. For example, if a movie theater near the school has a movie that meets the theme of ideological and political education, it can take the initiative to send an invitation to the school. With the advancement of curriculum reform and the development of society, people have new requirements and expectations for education, and the teaching of ideological and political courses in high school is no exception. Cultivating Chinese citizens with ideals, thoughts, dignity, and responsibility is the goal of high school ideological and political education, and it is also the goal that the whole society should achieve together. In this regard, the society should actively cooperate with school education, provide high-quality social resources, and jointly promote the development of ideological and political teaching. Of course, due to the limitation of knowledge and ability, there is still a lack of in-depth and detailed analysis and discussion on the relevant content involved in the article, and the mentioned plan strategies are only some preliminary ideas. The opinions and conclusions of the paper need further verification, and the research ideas also need to be continuously improved and perfected. These deficiencies are areas that need to be summed up and reflected continuously in future teaching practice and academic research.



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*Source: 2149733-2022-05-05.xml*