# Research on the Difficulties and Countermeasures of the Practical Teaching of Ideological and Political Theory Courses in Colleges and Universities Based on Wireless Communication and Artificial Intelligence Decision Support

Authors: Chaozhen Tang
Journal: Wireless Communications and Mobile Computing
 (2021)

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## Abstract

The rapid development of wireless communication technology has caused the computing speed and performance of information terminals to increase exponentially. Artificial intelligence technology emerged in this context. As an efficient work system, artificial intelligence has been introduced into many areas of social life. Especially in the field of education, it has made outstanding contributions. At this stage, the conflict between Eastern and Western civilizations is intensifying. As the most active ideological group, college students have not yet formed a scientific understanding of the pros and cons of Eastern and Western civilizations, and it is easy for them to fall into confusion in this kind of ideological turmoil. This requires that the ideological and political education in our country’s colleges and universities effectively play a role, strengthen ideological guidance, and create a new system of practical teaching of college ideological and political theory courses under the background of wireless communication. Ideological and political education, as one of the courses with outstanding characteristics in our country’s university education courses, has a guiding role that cannot be ignored for university students. This paper uses a questionnaire survey method to conduct an online survey of 500 college students from 6 universities in Shanghai to obtain first-hand information on the current ideological and political practice courses of Chinese universities and then sort out the emergence of artificial intelligence-based decision support systems in China. The practical class encountered difficulties and explored strategies to alleviate this dilemma, hoping to provide a useful reference for the development of ideological and political teaching in China in the future.


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## Body

## 1. Introduction

With the rapid development and maturity of wireless communication and artificial intelligence technology, decision support systems based on artificial intelligence have become a new hot research field. The decision support system (DSS) is a system based on operation research and management, cybernetics, and behavioral sciences, using computer simulation and other technical means, comprehensively using existing data, information, and models to assist decision-makers in improving the efficiency and accuracy of decision-making [1]. The application of artificial intelligence-based decision support systems in the field of education plays an important role in education reform in the information age.In recent years, my country has continuously strengthened the ideological-oriented function of ideological and political practice courses in colleges and universities and made joint efforts in many aspects such as the staffing of teachers, the promotion of advanced characters, and the interpretation of the Marxist-Leninist era [2, 3]. In 2017, the current state of ideological and political education in colleges and universities with the largest scale since the founding of the People’s Republic of China started and ended successfully at the end of that year. After investigation, it is found that after years of hard work, the recognition of ideological and political teaching and ideological and political teachers by college students in our country is very high [4]. After years of hard work, the current ideological and political education has become one of the courses that college students quite like. Both the students’ recognition of ideological and political courses and the recognition of ideological and political teachers have been greatly improved. It shows that the achievements of ideological and political education in colleges and universities in our country are remarkable [5, 6].At the level of theoretical research, many scholars have carried out deep research in this field and put forward a series of valuable viewpoints. Feng Weiya believes that ideological and political practice courses in colleges and universities are a useful supplement to theoretical courses. With the help of the development of information technology, microclasses and other forms can better highlight the key points of teaching and have more flexibility in the selection of teaching subjects and sharing of teaching resources [7, 8]. Therefore, colleges and universities should strengthen cooperation and realize the sharing of microcourse resources, which has a very significant effect on the development of ideological and political practice courses. Zhang Jinliang and Jiang Dong use VR technology to combine red tourism and other forms with ideological and political education through practical research, effectively alleviating the defects of traditional ideological and political practice courses such as solidification and single form, allowing the ideological and political practice courses to be issued, giving new life [9]. From the perspective of improving the teaching effect of ideological and political courses, Wang Yuehui put forward suggestions such as “equal emphasis on theory and practice,” perfecting the guarantee system, and innovating the assessment mechanism [10]. These representative studies have studied ideological and political teaching in contemporary colleges and universities from multiple levels, but how to carry out this work in the context of wireless communication and artificial intelligence decision-making and the students’ attitudes towards existing teaching reforms are not analyzed in depth.In addition to theoretical research, many colleges and universities are also actively exploring artificial intelligence decision support in college ideological and political practice courses in the context of wireless communication [11, 12]. For example, some colleges and universities have closely followed the antiepidemic theme in the ideological and political practice classes, starting with discovering antiepidemic heroes around them, to why major countries are actively developing vaccines and other drugs with independent intellectual property rights, and then why countries will adopt measures in the face of the epidemic [13]. Different strategies, etc., conducted research based on artificial intelligence decision support. Through independent analysis, students deepen their scientific understanding of current affairs, thereby enhancing their scientific understanding of ideological and political theories. Some universities uploaded the ideological and political classroom records to the website through live webcasts, which received a large number of clicks from college students, and successfully realized the scientific sharing of teaching resources with the help of wireless communication technology [14, 15]. This paper wants to comb out the current situation of artificial intelligence-based ideological and political practice courses, analyzed the difficulties encountered in the practice courses, and discussed strategies to alleviate this dilemma, hoping to provide useful references for the development of ideological and political education in China in the future.


## 2. Artificial Intelligence Decision Support System

The decision support system involves management, computer, information, and other disciplines. Its objects include decision information and decision models, decision problems and their environment, organizational structure and decision-makers, and related computer, information, and communication technologies. Among them, decision information, decision models, and decision-makers are the three basic elements of a decision support system. The structure of DSS three libraries is shown in Figure1.Figure 1
DSS three-database structure.


### 2.1. Architecture of Artificial Intelligence Decision Support System

Artificial intelligent decision support systems (IDSS) are a product of the combination of decision support systems (DSS) and artificial intelligence (AI) technologies. Intelligent decision support systems (IDSS) are formed by integrating artificial intelligence expert systems on the basis of decision support systems (DSS). The decision support system is mainly composed of problem processing and human-computer interaction system (composed of language system and problem processing system), model library system (composed of model library management system and model library), database system (composed of database management system and database), and other composition. The expert system is mainly composed of the knowledge base, inference engine, and knowledge base management system. The decision support system and the expert system are integrated into an intelligent decision support system, as shown in Figure2.Figure 2
Architecture diagram of intelligent decision support system.


### 2.2. Characteristics of Artificial Intelligence Decision Support System

The artificial intelligence decision support system has the following characteristics: selecting a suitable decision model, tracking the problem-solving process, assisting in diagnosing the boundary conditions and environment of the problem, simulating the thinking of the decision-maker, etc., as shown in Table1.
(1)
IDSS has a reasoning mechanism that can simulate the thinking process of decision-makers, so it can guide decision-makers to choose a suitable decision model according to the needs of decision-makers, through conversation, analysis of problems, and application of relevant knowledge(2)
The reasoning mechanism of IDSS can track the problem-solving process, so as to prove the correctness of the model and increase the credibility of the decision-maker to the decision-making plan(3)
When decision-makers use DSS to solve semistructured and unstructured problems, sometimes they are not very clear about the boundary or conditions of the problem itself, but IDSS can assist in diagnosing the boundary conditions and environment of the problem by asking the decision-maker(4)
IDSS can track and simulate the thinking and thoughts of decision-makers, so that decision-makers not only know the conclusion but also know why such a conclusion is reached. The intelligent decision support system gives full play to the expert system’s characteristic of solving qualitative analysis problems in the form of knowledge reasoning, and the decision support system’s characteristic of solving quantitative analysis problems with model calculation as the core, and fully achieves the organic combination of qualitative analysis and quantitative analysis, making a big development in the ability and scope of problem-solvingTable 1
Characteristics of artificial intelligence decision support system.
FeaturesDescriptionChoose the right decision modelAccording to the needs of decision-makers, through conversations, analysis of problems, and application of relevant knowledge to guide decision-makers to choose a suitable decision modelTracking the problem-solving processTrack the problem-solving process, prove the correctness of the model, and increase the credibility of the decision-maker for the decision-making planBoundary conditions and environment to assist in diagnosing problemsWhen the decision-maker is not clear about the boundary or conditions of the problem itself, he can assist in diagnosing the boundary conditions and environment of the problem by asking the decision-makerSimulate the thinking of decision-makersSo that decision-makers not only know the conclusion but also why they came to such a conclusion


### 2.3. Evaluation of AI Decision Support Results

The patterns and rules discovered in the decision support stage are evaluated, and redundant and irrelevant patterns are eliminated. If the model does not meet the user requirements, then the entire discovery process needs to return to the discovery stage before reselecting the data, adopting a new data transformation method, setting new data mining parameter values, or changing a mining algorithm to recalculate and extract rules. For those valuable and correct results, the information is presented to users in a graphical way. The system flow chart is shown in Figure3. First, the initial data is cleaned and integrated, then the data is sorted through selection and transformation, then decision-making support is given to a specific data set, and finally, the decision-making result is evaluated.Figure 3
Flow chart of artificial intelligence decision-making.


## 2.1. Architecture of Artificial Intelligence Decision Support System

Artificial intelligent decision support systems (IDSS) are a product of the combination of decision support systems (DSS) and artificial intelligence (AI) technologies. Intelligent decision support systems (IDSS) are formed by integrating artificial intelligence expert systems on the basis of decision support systems (DSS). The decision support system is mainly composed of problem processing and human-computer interaction system (composed of language system and problem processing system), model library system (composed of model library management system and model library), database system (composed of database management system and database), and other composition. The expert system is mainly composed of the knowledge base, inference engine, and knowledge base management system. The decision support system and the expert system are integrated into an intelligent decision support system, as shown in Figure2.Figure 2
Architecture diagram of intelligent decision support system.


## 2.2. Characteristics of Artificial Intelligence Decision Support System

The artificial intelligence decision support system has the following characteristics: selecting a suitable decision model, tracking the problem-solving process, assisting in diagnosing the boundary conditions and environment of the problem, simulating the thinking of the decision-maker, etc., as shown in Table1.
(1)
IDSS has a reasoning mechanism that can simulate the thinking process of decision-makers, so it can guide decision-makers to choose a suitable decision model according to the needs of decision-makers, through conversation, analysis of problems, and application of relevant knowledge(2)
The reasoning mechanism of IDSS can track the problem-solving process, so as to prove the correctness of the model and increase the credibility of the decision-maker to the decision-making plan(3)
When decision-makers use DSS to solve semistructured and unstructured problems, sometimes they are not very clear about the boundary or conditions of the problem itself, but IDSS can assist in diagnosing the boundary conditions and environment of the problem by asking the decision-maker(4)
IDSS can track and simulate the thinking and thoughts of decision-makers, so that decision-makers not only know the conclusion but also know why such a conclusion is reached. The intelligent decision support system gives full play to the expert system’s characteristic of solving qualitative analysis problems in the form of knowledge reasoning, and the decision support system’s characteristic of solving quantitative analysis problems with model calculation as the core, and fully achieves the organic combination of qualitative analysis and quantitative analysis, making a big development in the ability and scope of problem-solvingTable 1
Characteristics of artificial intelligence decision support system.
FeaturesDescriptionChoose the right decision modelAccording to the needs of decision-makers, through conversations, analysis of problems, and application of relevant knowledge to guide decision-makers to choose a suitable decision modelTracking the problem-solving processTrack the problem-solving process, prove the correctness of the model, and increase the credibility of the decision-maker for the decision-making planBoundary conditions and environment to assist in diagnosing problemsWhen the decision-maker is not clear about the boundary or conditions of the problem itself, he can assist in diagnosing the boundary conditions and environment of the problem by asking the decision-makerSimulate the thinking of decision-makersSo that decision-makers not only know the conclusion but also why they came to such a conclusion


## 2.3. Evaluation of AI Decision Support Results

The patterns and rules discovered in the decision support stage are evaluated, and redundant and irrelevant patterns are eliminated. If the model does not meet the user requirements, then the entire discovery process needs to return to the discovery stage before reselecting the data, adopting a new data transformation method, setting new data mining parameter values, or changing a mining algorithm to recalculate and extract rules. For those valuable and correct results, the information is presented to users in a graphical way. The system flow chart is shown in Figure3. First, the initial data is cleaned and integrated, then the data is sorted through selection and transformation, then decision-making support is given to a specific data set, and finally, the decision-making result is evaluated.Figure 3
Flow chart of artificial intelligence decision-making.


## 3. Investigation of the Status Quo of Ideological and Political Classrooms in Colleges and Universities Based on theK-Means Clustering Algorithm Model

This article first collects the current situation of ideological and political classrooms in colleges and universities in the form of questionnaire surveys, hoping to grasp the true feelings of students about the ideological and political classrooms in colleges and universities through students’ responses to the questionnaire, and provides strong evidence for the discovery of key issues. Then, the artificial intelligence decision support system was used to filter, process, and analyze the data.


### 3.1. Research Purpose

Improving the effectiveness of ideological and political classrooms in colleges and universities is our key goal in recent years. The purpose of this research is to better respond to the challenges posed by the global spread of the new crown epidemic and to explore ways to improve the effectiveness of the ideological and political classroom by making full use of the technological dividends brought by “cloud computing.” It is hoped that through research, students will be guided to take a scientific view of the development of ideological and political courses in the new era and meet the needs of students for ideological and political courses.


### 3.2. Research Object

The questionnaire selected in this article is mainly distributed to 500 sophomores from six universities in Shanghai. The selection and design of the questions in the questionnaire have been thoroughly and scientifically demonstrated. After uploading to the questionnaire star, the class counselor will organize the students to answer. The questionnaire is anonymous. After summarizing, the six colleges and universities submitted a total of 487 valid answer sheets, with an effective rate of over 97%, indicating that college students have a strong willingness to cooperate.


### 3.3. Research Tools

The research tools used in this study mainly include online questionnaires, information capture tool python, and data statistics tool SPSS12.0.


#### 3.3.1. Online Questionnaire

Due to the impact of various factors such as the epidemic situation, this study chose the online questionnaire in the questionnaire distribution method, which is to organize students to answer and submit online in the form of online questionnaires. This not only saves research time and funds to a certain extent but also speeds up the questionnaire issuance and recovery. Answering papers through information terminals is in line with the current living habits of college students, allowing them to use fragmented time to answer, ensuring their enthusiasm for participation.


#### 3.3.2. Information Grabbing Tool Python

Python is what we often call “crawler,” and it is a very practical tool for crawling network information at this stage. After the questionnaire is retrieved, by searching for several keywords, such as “recognition” and “teacher ability,” the data proportion of each item can be clearly displayed, so that this research can conduct a more adequate horizontal comparison.


#### 3.3.3. Data Statistics Tool SPSS13.0

In terms of data operation, this article chooses theK-Means Clustering Algorithm Model as the main operation tool and uses this K-Means Clustering Algorithm Model to comprehensively process the data to find out the deep-level associations between the questionnaire data. After the preliminary data analysis and comparison work, the research uses SPSS13.0 to perform terminal processing on the data. The reason for using SPSS13.0 is that it can support the retrieval of ultralong bytes, and the obtained data is carried out in the form of graphs. Intuitive display is helpful for the further development of research.


## 3.1. Research Purpose

Improving the effectiveness of ideological and political classrooms in colleges and universities is our key goal in recent years. The purpose of this research is to better respond to the challenges posed by the global spread of the new crown epidemic and to explore ways to improve the effectiveness of the ideological and political classroom by making full use of the technological dividends brought by “cloud computing.” It is hoped that through research, students will be guided to take a scientific view of the development of ideological and political courses in the new era and meet the needs of students for ideological and political courses.


## 3.2. Research Object

The questionnaire selected in this article is mainly distributed to 500 sophomores from six universities in Shanghai. The selection and design of the questions in the questionnaire have been thoroughly and scientifically demonstrated. After uploading to the questionnaire star, the class counselor will organize the students to answer. The questionnaire is anonymous. After summarizing, the six colleges and universities submitted a total of 487 valid answer sheets, with an effective rate of over 97%, indicating that college students have a strong willingness to cooperate.


## 3.3. Research Tools

The research tools used in this study mainly include online questionnaires, information capture tool python, and data statistics tool SPSS12.0.


### 3.3.1. Online Questionnaire

Due to the impact of various factors such as the epidemic situation, this study chose the online questionnaire in the questionnaire distribution method, which is to organize students to answer and submit online in the form of online questionnaires. This not only saves research time and funds to a certain extent but also speeds up the questionnaire issuance and recovery. Answering papers through information terminals is in line with the current living habits of college students, allowing them to use fragmented time to answer, ensuring their enthusiasm for participation.


### 3.3.2. Information Grabbing Tool Python

Python is what we often call “crawler,” and it is a very practical tool for crawling network information at this stage. After the questionnaire is retrieved, by searching for several keywords, such as “recognition” and “teacher ability,” the data proportion of each item can be clearly displayed, so that this research can conduct a more adequate horizontal comparison.


### 3.3.3. Data Statistics Tool SPSS13.0

In terms of data operation, this article chooses theK-Means Clustering Algorithm Model as the main operation tool and uses this K-Means Clustering Algorithm Model to comprehensively process the data to find out the deep-level associations between the questionnaire data. After the preliminary data analysis and comparison work, the research uses SPSS13.0 to perform terminal processing on the data. The reason for using SPSS13.0 is that it can support the retrieval of ultralong bytes, and the obtained data is carried out in the form of graphs. Intuitive display is helpful for the further development of research.


## 3.3.1. Online Questionnaire

Due to the impact of various factors such as the epidemic situation, this study chose the online questionnaire in the questionnaire distribution method, which is to organize students to answer and submit online in the form of online questionnaires. This not only saves research time and funds to a certain extent but also speeds up the questionnaire issuance and recovery. Answering papers through information terminals is in line with the current living habits of college students, allowing them to use fragmented time to answer, ensuring their enthusiasm for participation.


## 3.3.2. Information Grabbing Tool Python

Python is what we often call “crawler,” and it is a very practical tool for crawling network information at this stage. After the questionnaire is retrieved, by searching for several keywords, such as “recognition” and “teacher ability,” the data proportion of each item can be clearly displayed, so that this research can conduct a more adequate horizontal comparison.


## 3.3.3. Data Statistics Tool SPSS13.0

In terms of data operation, this article chooses theK-Means Clustering Algorithm Model as the main operation tool and uses this K-Means Clustering Algorithm Model to comprehensively process the data to find out the deep-level associations between the questionnaire data. After the preliminary data analysis and comparison work, the research uses SPSS13.0 to perform terminal processing on the data. The reason for using SPSS13.0 is that it can support the retrieval of ultralong bytes, and the obtained data is carried out in the form of graphs. Intuitive display is helpful for the further development of research.


## 4. Analysis and Discussion of Research Results

### 4.1. The Current Dilemma Faced by the Practical Teaching of Ideological and Political Courses in Colleges and Universities

#### 4.1.1. The Mismatch between the Lack of Faculty and Student Expectations

Through investigation, it is found that many students have a very clear understanding of the important value of ideological and political courses. In recent years, China has attached great importance to ideological and political courses and has made a lot of efforts in reforming the teaching content and teaching mode of ideological and political courses in colleges and universities. Contemporary ideological and political teaching has shifted from the memorization of classical theories in the past to the analysis of practical problems. This change has made students highly affirm the effectiveness and orientation of the ideological and political courses. Students have moved from passive learning under academic pressure in middle and high school to regard it as important for future life development. The subjects of guiding significance come to learn. This kind of learning attitude and the improvement of learning desire are very beneficial to the development of ideological and political practice teaching. Therefore, almost the vast majority of students have high expectations for the teaching of ideological and political courses.However, judging from reality, there is a big gap between the current state of ideological and political teaching in our country and the expectations of students. The main reason for this phenomenon is the lack of teachers. Although the registered ideological and political teachers in my country’s colleges and universities have exceeded the 100,000 mark by the end of 2020, it is still difficult to meet the needs of college ideological and political education. At the same time, the abilities of existing ideological and political teachers are also uneven. As a result, there is a big gap between the students’ expectations of ideological and political courses and their realistic feelings.It can be seen from Table2 that there is a big gap between the expected value of the ideological and political teachers’ abilities and the practicality of the curriculum and the actual scores of college students in our country. The average expectation of students is as high as 4.8 points, which shows that college students generally have higher expectations for ideological and political teachers. However, judging from the students’ actual scores, it is only 4.0 points. It proves that there is still a lot of room for improvement in the teaching level of ideological and political teachers in our country.Table 2
Comparison of college students’ expectations and actual scores for ideological and political courses.
CategoryExpected valueActual scoreTeacher ability4.84.1Course practicality4.94.0


#### 4.1.2. The Contradiction between the Massive Resources in the Cloud and the Solidification of the Content of Ideological and Political Courses

At this stage, students are using information terminals for longer and longer, which enables them to be more closely linked with society. Their thoughts are more active, they have their own unique insights into heroic images, and they hope to find shining points from ordinary people around them. After the outbreak of the new crown epidemic, the people of the whole country are committed to a city, and many ordinary people have shown their heroic glory. These can become excellent materials for our ideological and political theory practice courses. However, under the influence of traditional utilitarian thinking, ideological and political education in my country’s colleges and universities still pays too much attention to its role in political construction and economic development services, resulting in a disconnect between instrumental and educational features and neglecting the satisfaction of the needs of the student era.For example, in practical classes, teachers use class time mainly to illustrate national current affairs and politics and analysis of national policies, but they rarely organize teaching content according to the actual needs of students. In order to show the openness of the classroom, teachers usually take the form of letting students have group discussions, expounding their own understanding of specific content. This teaching model is a considerable improvement compared with the simple teacher teaching in the past; in fact, the subject of the classroom is still planned by the teacher in advance, and the student’s dominant position has not been truly realized.It can be seen from Table3 that at this stage, the classroom themes of the ideological and political theory and practice courses in various universities are still based on the teachers’ self-design, accounting for 84% of the total. Only 16% of the ideological and political classrooms are based on the collective wishes of the students. Although this kind of established classroom content can better realize the control of teaching, it ignores the advantage of stimulating students’ interest in topics that interest students, thus turning ideological and political classrooms into formal innovations, but internally. It is still the traditional model of “teaching as the mainstay.”Table 3
Analysis of sources of ideological and political topics in colleges and universities.
The source of teaching themesTeachers’ self-impositionStudents’ collective agreementProportion84%16%


### 4.2. Countermeasures to Develop High-Efficiency Ideological and Political Theory and Practice Courses

#### 4.2.1. Improve the Professional Ability of Ideological and Political Teachers in Colleges and Universities

The fundamental research that causes a large gap between the expected value of learning and the actual score is that the professional ability of ideological and political teachers in colleges and universities is uneven. Therefore, to alleviate this contradiction, we must start with improving their professional ability. At this stage, college ideological and political teachers generally have higher academic qualifications and have a higher level of theoretical cultivation. What they lack is the ability to combine theoretical cultivation with politics.In this regard, a coordinated improvement method can be adopted at multiple levels. The education department organizes outstanding experts to demonstrate and explain and upload the video to the cloud for ideological and political teachers to learn. Colleges and universities with similar majors can also form teaching and research groups together to gather the strength of teachers and work together to improve in the form of joint lesson preparation.At the same time, it is necessary to strengthen the use of information terminals for ideological and political teachers. The survey shows that ideological and political teachers generally lack the ability to use information terminals. At this stage, the influence of information terminals on students is increasing, and students are gradually accustomed to learning through information terminals. Ideological and political teachers must also follow this trend, pay attention to improving their own ability to combine in this area, and use information equipment to enhance teacher-student interaction in the teaching process.


#### 4.2.2. Broaden the Scope of Materials for Practical Topics

In the design of the theme of the practical class, ideological and political teachers should adopt a more open attitude and way to introduce the current political topics that students are concerned about into the classroom and replace the teacher’s explanation with the discussion and speech of the students, so as to enhance the students’ understanding of the classroom, attention, and participation. For example, Fudan University and Shanghai University have introduced epidemic fighting and prevention and control into the classroom, encouraging students to tell the deeds of antiepidemic heroes around them, and then, the teacher summarizes, analyzes the spiritual essence, finds the inner connection, and integrates the content, returning to teaching materials to realize the combination of ideological and political education theory and practice. Broadening the range of subject matter selection in class can help students get rid of the constraints of fixed thoughts and recognize the close connection between social life and ideological education, so as to take a long-term view of learning and take the initiative to use what they have learned when encountering social problems, thinking about theoretical knowledge,


## 4.1. The Current Dilemma Faced by the Practical Teaching of Ideological and Political Courses in Colleges and Universities

### 4.1.1. The Mismatch between the Lack of Faculty and Student Expectations

Through investigation, it is found that many students have a very clear understanding of the important value of ideological and political courses. In recent years, China has attached great importance to ideological and political courses and has made a lot of efforts in reforming the teaching content and teaching mode of ideological and political courses in colleges and universities. Contemporary ideological and political teaching has shifted from the memorization of classical theories in the past to the analysis of practical problems. This change has made students highly affirm the effectiveness and orientation of the ideological and political courses. Students have moved from passive learning under academic pressure in middle and high school to regard it as important for future life development. The subjects of guiding significance come to learn. This kind of learning attitude and the improvement of learning desire are very beneficial to the development of ideological and political practice teaching. Therefore, almost the vast majority of students have high expectations for the teaching of ideological and political courses.However, judging from reality, there is a big gap between the current state of ideological and political teaching in our country and the expectations of students. The main reason for this phenomenon is the lack of teachers. Although the registered ideological and political teachers in my country’s colleges and universities have exceeded the 100,000 mark by the end of 2020, it is still difficult to meet the needs of college ideological and political education. At the same time, the abilities of existing ideological and political teachers are also uneven. As a result, there is a big gap between the students’ expectations of ideological and political courses and their realistic feelings.It can be seen from Table2 that there is a big gap between the expected value of the ideological and political teachers’ abilities and the practicality of the curriculum and the actual scores of college students in our country. The average expectation of students is as high as 4.8 points, which shows that college students generally have higher expectations for ideological and political teachers. However, judging from the students’ actual scores, it is only 4.0 points. It proves that there is still a lot of room for improvement in the teaching level of ideological and political teachers in our country.Table 2
Comparison of college students’ expectations and actual scores for ideological and political courses.
CategoryExpected valueActual scoreTeacher ability4.84.1Course practicality4.94.0


### 4.1.2. The Contradiction between the Massive Resources in the Cloud and the Solidification of the Content of Ideological and Political Courses

At this stage, students are using information terminals for longer and longer, which enables them to be more closely linked with society. Their thoughts are more active, they have their own unique insights into heroic images, and they hope to find shining points from ordinary people around them. After the outbreak of the new crown epidemic, the people of the whole country are committed to a city, and many ordinary people have shown their heroic glory. These can become excellent materials for our ideological and political theory practice courses. However, under the influence of traditional utilitarian thinking, ideological and political education in my country’s colleges and universities still pays too much attention to its role in political construction and economic development services, resulting in a disconnect between instrumental and educational features and neglecting the satisfaction of the needs of the student era.For example, in practical classes, teachers use class time mainly to illustrate national current affairs and politics and analysis of national policies, but they rarely organize teaching content according to the actual needs of students. In order to show the openness of the classroom, teachers usually take the form of letting students have group discussions, expounding their own understanding of specific content. This teaching model is a considerable improvement compared with the simple teacher teaching in the past; in fact, the subject of the classroom is still planned by the teacher in advance, and the student’s dominant position has not been truly realized.It can be seen from Table3 that at this stage, the classroom themes of the ideological and political theory and practice courses in various universities are still based on the teachers’ self-design, accounting for 84% of the total. Only 16% of the ideological and political classrooms are based on the collective wishes of the students. Although this kind of established classroom content can better realize the control of teaching, it ignores the advantage of stimulating students’ interest in topics that interest students, thus turning ideological and political classrooms into formal innovations, but internally. It is still the traditional model of “teaching as the mainstay.”Table 3
Analysis of sources of ideological and political topics in colleges and universities.
The source of teaching themesTeachers’ self-impositionStudents’ collective agreementProportion84%16%


## 4.1.1. The Mismatch between the Lack of Faculty and Student Expectations

Through investigation, it is found that many students have a very clear understanding of the important value of ideological and political courses. In recent years, China has attached great importance to ideological and political courses and has made a lot of efforts in reforming the teaching content and teaching mode of ideological and political courses in colleges and universities. Contemporary ideological and political teaching has shifted from the memorization of classical theories in the past to the analysis of practical problems. This change has made students highly affirm the effectiveness and orientation of the ideological and political courses. Students have moved from passive learning under academic pressure in middle and high school to regard it as important for future life development. The subjects of guiding significance come to learn. This kind of learning attitude and the improvement of learning desire are very beneficial to the development of ideological and political practice teaching. Therefore, almost the vast majority of students have high expectations for the teaching of ideological and political courses.However, judging from reality, there is a big gap between the current state of ideological and political teaching in our country and the expectations of students. The main reason for this phenomenon is the lack of teachers. Although the registered ideological and political teachers in my country’s colleges and universities have exceeded the 100,000 mark by the end of 2020, it is still difficult to meet the needs of college ideological and political education. At the same time, the abilities of existing ideological and political teachers are also uneven. As a result, there is a big gap between the students’ expectations of ideological and political courses and their realistic feelings.It can be seen from Table2 that there is a big gap between the expected value of the ideological and political teachers’ abilities and the practicality of the curriculum and the actual scores of college students in our country. The average expectation of students is as high as 4.8 points, which shows that college students generally have higher expectations for ideological and political teachers. However, judging from the students’ actual scores, it is only 4.0 points. It proves that there is still a lot of room for improvement in the teaching level of ideological and political teachers in our country.Table 2
Comparison of college students’ expectations and actual scores for ideological and political courses.
CategoryExpected valueActual scoreTeacher ability4.84.1Course practicality4.94.0


## 4.1.2. The Contradiction between the Massive Resources in the Cloud and the Solidification of the Content of Ideological and Political Courses

At this stage, students are using information terminals for longer and longer, which enables them to be more closely linked with society. Their thoughts are more active, they have their own unique insights into heroic images, and they hope to find shining points from ordinary people around them. After the outbreak of the new crown epidemic, the people of the whole country are committed to a city, and many ordinary people have shown their heroic glory. These can become excellent materials for our ideological and political theory practice courses. However, under the influence of traditional utilitarian thinking, ideological and political education in my country’s colleges and universities still pays too much attention to its role in political construction and economic development services, resulting in a disconnect between instrumental and educational features and neglecting the satisfaction of the needs of the student era.For example, in practical classes, teachers use class time mainly to illustrate national current affairs and politics and analysis of national policies, but they rarely organize teaching content according to the actual needs of students. In order to show the openness of the classroom, teachers usually take the form of letting students have group discussions, expounding their own understanding of specific content. This teaching model is a considerable improvement compared with the simple teacher teaching in the past; in fact, the subject of the classroom is still planned by the teacher in advance, and the student’s dominant position has not been truly realized.It can be seen from Table3 that at this stage, the classroom themes of the ideological and political theory and practice courses in various universities are still based on the teachers’ self-design, accounting for 84% of the total. Only 16% of the ideological and political classrooms are based on the collective wishes of the students. Although this kind of established classroom content can better realize the control of teaching, it ignores the advantage of stimulating students’ interest in topics that interest students, thus turning ideological and political classrooms into formal innovations, but internally. It is still the traditional model of “teaching as the mainstay.”Table 3
Analysis of sources of ideological and political topics in colleges and universities.
The source of teaching themesTeachers’ self-impositionStudents’ collective agreementProportion84%16%


## 4.2. Countermeasures to Develop High-Efficiency Ideological and Political Theory and Practice Courses

### 4.2.1. Improve the Professional Ability of Ideological and Political Teachers in Colleges and Universities

The fundamental research that causes a large gap between the expected value of learning and the actual score is that the professional ability of ideological and political teachers in colleges and universities is uneven. Therefore, to alleviate this contradiction, we must start with improving their professional ability. At this stage, college ideological and political teachers generally have higher academic qualifications and have a higher level of theoretical cultivation. What they lack is the ability to combine theoretical cultivation with politics.In this regard, a coordinated improvement method can be adopted at multiple levels. The education department organizes outstanding experts to demonstrate and explain and upload the video to the cloud for ideological and political teachers to learn. Colleges and universities with similar majors can also form teaching and research groups together to gather the strength of teachers and work together to improve in the form of joint lesson preparation.At the same time, it is necessary to strengthen the use of information terminals for ideological and political teachers. The survey shows that ideological and political teachers generally lack the ability to use information terminals. At this stage, the influence of information terminals on students is increasing, and students are gradually accustomed to learning through information terminals. Ideological and political teachers must also follow this trend, pay attention to improving their own ability to combine in this area, and use information equipment to enhance teacher-student interaction in the teaching process.


### 4.2.2. Broaden the Scope of Materials for Practical Topics

In the design of the theme of the practical class, ideological and political teachers should adopt a more open attitude and way to introduce the current political topics that students are concerned about into the classroom and replace the teacher’s explanation with the discussion and speech of the students, so as to enhance the students’ understanding of the classroom, attention, and participation. For example, Fudan University and Shanghai University have introduced epidemic fighting and prevention and control into the classroom, encouraging students to tell the deeds of antiepidemic heroes around them, and then, the teacher summarizes, analyzes the spiritual essence, finds the inner connection, and integrates the content, returning to teaching materials to realize the combination of ideological and political education theory and practice. Broadening the range of subject matter selection in class can help students get rid of the constraints of fixed thoughts and recognize the close connection between social life and ideological education, so as to take a long-term view of learning and take the initiative to use what they have learned when encountering social problems, thinking about theoretical knowledge,


## 4.2.1. Improve the Professional Ability of Ideological and Political Teachers in Colleges and Universities

The fundamental research that causes a large gap between the expected value of learning and the actual score is that the professional ability of ideological and political teachers in colleges and universities is uneven. Therefore, to alleviate this contradiction, we must start with improving their professional ability. At this stage, college ideological and political teachers generally have higher academic qualifications and have a higher level of theoretical cultivation. What they lack is the ability to combine theoretical cultivation with politics.In this regard, a coordinated improvement method can be adopted at multiple levels. The education department organizes outstanding experts to demonstrate and explain and upload the video to the cloud for ideological and political teachers to learn. Colleges and universities with similar majors can also form teaching and research groups together to gather the strength of teachers and work together to improve in the form of joint lesson preparation.At the same time, it is necessary to strengthen the use of information terminals for ideological and political teachers. The survey shows that ideological and political teachers generally lack the ability to use information terminals. At this stage, the influence of information terminals on students is increasing, and students are gradually accustomed to learning through information terminals. Ideological and political teachers must also follow this trend, pay attention to improving their own ability to combine in this area, and use information equipment to enhance teacher-student interaction in the teaching process.


## 4.2.2. Broaden the Scope of Materials for Practical Topics

In the design of the theme of the practical class, ideological and political teachers should adopt a more open attitude and way to introduce the current political topics that students are concerned about into the classroom and replace the teacher’s explanation with the discussion and speech of the students, so as to enhance the students’ understanding of the classroom, attention, and participation. For example, Fudan University and Shanghai University have introduced epidemic fighting and prevention and control into the classroom, encouraging students to tell the deeds of antiepidemic heroes around them, and then, the teacher summarizes, analyzes the spiritual essence, finds the inner connection, and integrates the content, returning to teaching materials to realize the combination of ideological and political education theory and practice. Broadening the range of subject matter selection in class can help students get rid of the constraints of fixed thoughts and recognize the close connection between social life and ideological education, so as to take a long-term view of learning and take the initiative to use what they have learned when encountering social problems, thinking about theoretical knowledge,


## 5. Conclusion

With the further deepening of economic and cultural exchanges between countries in the world, the deep-seated conflicts between Eastern and Western civilizations have gradually emerged. Various decadent trends of thought have caused very serious negative effects on the healthy development of my country’s society, economy, and culture. At the same time, my country’s tendency to one-sidedly attach importance to economic construction after reform and opening up has also caused us to pay a very heavy price. In order to reverse this trend, my country has vigorously promoted the development of ideological and political education in recent years and strengthened the status of ideological and political education in schools at all levels, especially colleges and universities, so that the marginalized ideological and political education has gradually become the favorite of students. As one of the courses, especially in the context of cloud computing, ideological and political education can be more closely integrated with students’ daily lives. Relying on theK-Means Clustering Algorithm Model, this article investigates the true feelings of some sophomores in six universities in Shanghai about the current ideological and political theory practice courses, finds out the difficulties faced by the further development of ideological and political courses, and proposes targeted solutions. I hope to more calmly face the new challenges brought by the development of the times to ideological and political education. Therefore, colleges and universities must pay sufficient attention to the teaching of ideological and political theory and practice courses; comprehensively exert their efforts in curriculum design, teacher construction, and other fields; and seek opportunities and methods to break through difficulties in active innovation, so that ideological and political education can be effective for colleges and universities. The guiding role of students in the growth process has been better brought into play.



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*Source: 3229051-2021-12-06.xml*