# The Teaching Effectiveness of Civics Class Based on the Optimization of Integrated Teaching and Deep Learning

Authors: Lingjuan Liu
Journal: Wireless Communications and Mobile Computing
 (2022)

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## Abstract

Due to the impact of the new crown pneumonia outbreak, offline teaching was conducted to varying degrees in schools and universities nationwide in spring 2020. After the epidemic was effectively controlled, students in various schools around the country returned to school one after another, and offline teaching was resumed. In order to deeply promote it, the School of Marxism of Guangdong Second Normal College developed and built an on-campus online open course on “Outline of Modern Chinese History” and carried out the reform and practice of a hybrid teaching on the basis of abandoning traditional teaching. The reform and practice of online teaching go hand in hand. Information technology is a high-tech product; hybrid teaching is a new thing; reform of Civics and Political Science class should be combined with the actual front-line teaching, for students’ ideas and cognitive characteristics of continuous improvement and student growth. Due to some shortcomings of the process of the current teaching mode of college teaching, such as large evaluation errors and long time, the paper proposed the evaluation method of college teaching mode with the goal of improving the accuracy of college teaching mode evaluation. Firstly, we analyze the current research status of college teaching mode evaluation and find the reasons for the poor results of current college teaching mode evaluation; then, we collect the college teaching mode evaluation data, adopt deep learning algorithm to learn the college teaching mode evaluation data, and establish the college teaching mode evaluation model; finally, we conduct the application example test of college teaching mode evaluation.


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## Body

## 1. Introduction

Facing the new situation, new tasks, and new challenges, how to adapt to the trend of “Internet+education” and explore the new law of growth and success of college students has become the starting and ending point of the teaching [1]. The School of Marxism of Guangdong Second Normal College (hereinafter referred to as “Guangdong Second Normal College”), on the basis of abandoning teaching, is keeping the righteousness and innovation, advancing with the times, optimizing course with the support of information technology, carrying out the reform and practice combining in the class of “Outline of Modern Chinese History” (hereinafter referred to as “Outline”). The reform and practice of online teaching go hand in hand, and the whole process focuses on giving full play to learning, which brings teachers and students a new experience and is generally recognized and welcomed [2–4].Online open courses have emerged, causing impact on the traditional teaching with their new teaching format of digitalization, informatization, and networking [5, 6]. Compared with traditional universities, this electronic course taught through the Internet and computer or smart phone software has significant advantages. With the help of low cost and high coverage, MOOC has developed rapidly, making the audience of higher education and teaching and learning greatly break through the time and space constraints of traditional universities—anyone can study at anytime and anywhere. Massive open online courses are also called “MOOC.” The advantages of MOOC are the “serialization,” “personalization” of teaching process, “interactivity,” the adoption of different teaching methods for different teaching objectives, and the collection and analysis of large-scale data, which provide a favorable support for the change of teaching methods in China. It is also possible to collect and analyze large-scale data and provides a favorable the change of teaching methods in China [7].The new pneumonia epidemic has stimulated the rapid development of online teaching, and a variety of online teaching platforms, open curriculum resources, and intelligent teaching aids have been rapidly built and put into use. At present, the domestic network live broadcast face-to-face teaching mode has been relatively mature, and such software has been used during the epidemic, such as Tencent conference, Dingding, Enterprise WeChat, TeamLink, WeLink, Feishu, and Xiaoyu Yilian. Different software is used for different teaching needs. Most of the teaching work in colleges and universities adopts this mode. Whether in the form of live online teaching or recorded teaching, as an emergency measure in special times, they all provide strong support for home learning with their advantages of intertemporality, openness, and resource sharing. As the epidemic is effectively controlled in China, students are returning to offline classes, and online teaching is entering the stage of reflecting on its effectiveness and expanding its articulation [8]. Front-line teaching practice, the phenomenon of “lively appearance but insufficient connotation” of teaching, and the fact that the teaching mode and teaching content have not changed although the teaching environment is different [9].


## 2. State of the Art

### 2.1. Connotation of Teaching Mode

#### 2.1.1. The Connotation of Teaching Model

China’s universities have introduced a large number of online open courses applied to teaching since 2013; other universities have cooperated with international platforms to develop online courses, launched Chinese style catechism platforms [10], and carried out teaching sharing based on catechism for domestic universities [11]. In May 2015, the Ministry of Education issued a document to promote the application and construction of catechism courses. The Department of Higher Education of the Ministry of Education put forward guidance on further promoting the application of catechism courses and the promotion of new teaching modes in colleges and universities, which set off a round of digital teaching resources and networked teaching platform construction [12]. There are new ways, new ideas, and new methods for Civics and Political Science courses[13].In the field of teaching Civics, facing the vigorous development of “catechism,” the School of Marxism of Tsinghua University took the lead in demonstrating and reforming, and on April 27, 2015, all the four compulsory Civics courses developed were launched online for all learners in the society, which expanded the audience and promoted the improvement of teaching efficiency. This has expanded the audience, enriched the teaching methods, and promoted the improvement of teaching efficiency and quality. In July of the same year, Propaganda and Education issued the Innovation Plan for the Construction System of Theory Courses in General clearly proposing to coordinate the construction of classroom teaching, practical teaching, and online teaching; give full of classroom teaching and the effective complementary role of practical teaching and online teaching; and actively carry out the pilot exploration of comprehensive reform [14].


#### 2.1.2. Research Application of Blended Teaching

The ultimate goal of blended teaching is not to use online platforms, build digital teaching resources, or carry out fancy teaching activities, but to effectively improve the learning depth of most students. Online resources are the premise of blended teaching, because the blended teaching we advocate is to move forward the traditional classroom teaching through the online form of micro video, give students sufficient learning time, and try to let every student enter the classroom with a better knowledge base, so as to fully ensure the quality of classroom teaching. In class, our lectures only focus on the key and difficult points or the common problems fed back by students in the process of online learning. Compared with developed countries, the research on blended teaching based on online courses in China is relatively weak and is practical exploration. In the past five or six years, blended teaching has been heating up, and the number of related papers has been growing fast. The research objects mainly focus on specific courses of higher mathematics, college English, physical education, and other disciplines, while the research on blended teaching in Civics and Political Science is relatively small. Such studies focus on exploring the practical path of blended teaching in line with localized characteristics to meet the challenges brought by large-scale online open courses and point out the common problems exposed in the current practical exploration and put forward corresponding solutions, which provide many useful references and references for deepening the reform of blended teaching mode [15]. On the whole, there are two distinct deficiencies in the previous studies: first, the theoretical height is not high enough and lacks deeper exploration; second, the strategies and paths proposed by some scholars are relatively hollow, not very operable, and of little value for general promotion. In the past, there are still some shortcomings in the application of hybrid teaching mode, mainly in the lack of grasp of the “degree” of integration of network technology and course teaching, insufficient teaching mode, insufficient articulation, and the establishment of the network platform, and classroom discussion cannot be combined organically. The effectiveness of network technology has not been maximized [16].In Civics in China’s colleges, the overall teaching situation has been significantly improved, and the sense of access of college students to Civics has been significantly enhanced, but there are still many weak links and the effectiveness. Some teachers tend to adopt one-way “duck-filling” indoctrination teaching, focusing on teaching abstract and conceptualized book knowledge to students, with a single teaching method, relatively boring teaching content, detached from the actual thinking of students, and not as infectious and attractive as the teaching. The teaching method is relatively single; the teaching content is relatively dry. Detached from the actual thinking of students, the infection and attraction are not strong, and the students’ head rate is not high. In addition, the content of several main courses of Civics is quite rich, but the class time is relatively insufficient, and a considerable number of students have the mentality of despising public courses, such as Civics, and do not have enough pre-study before class, so it is difficult to make the course knowledge clear by classroom teaching alone.Second, the simple network teaching had one-sided emphasis on the use of technology but ignored the scientific and systematic teaching design and the “human” factor. Civics class uses the main channel of classroom teaching, in order to achieve the full range of education; Students only watch teaching videos, take exams and participate in interactions through online platforms, and only master the basic knowledge of citizenship courses, which cannot be achieved through face-to-face rich body language, eyes, direct and real emotional, intellectual communication, and collision. The goal of the Civics class is to educate people with emotion and morality and to achieve the teaching purpose of “Two courses baptism”, which is not convenient for students to internalize theoretical knowledge into their own beliefs and implement them into concrete actions. Moreover, the network space is filled with a lot of negative information, which inevitably brings negative influence to the spiritual life of college students who are not strong in determination [17].


### 2.2. The Current State of Research on Deep Learning and Blended Learning

#### 2.2.1. The State of Deep Learning Research

Deep learning was first proposed relative to the shallow learning of passive reception and mechanical memory, emphasizing the understanding of knowledge and the connection between new knowledge and the knowledge system and focusing on aspects such as students’ initiative, critical understanding, and knowledge application ability in knowledge learning. Deep learning has become more and more popular in the international community and among educational researchers at home and abroad [18]. There are some differences in the connotation of deep learning depending on their research perspectives: foreign research on deep learning is mainly focused on high-level cognitive processing, knowledge transfer, and the ability to solve complex problems; domestic research on deep learning emphasizes more on the initiative, understanding, and practicality of learning [19]. For example, Guo Hua believes that deep learning is a learning activity sensory perception, in which thinking, emotion, and will are fully engaged; Zhang Xiaojuan believes that deep learning is the understanding of the nature of knowledge based on preconceptions to the point of critiquing, integrating, balancing, and constructing the learning content; some experts propose that deep learning is a necessary means to construct personal knowledge system and promote the development of higher-order thinking [20]. Research results of teaching design cases, classroom teaching strategies, teaching models, and teaching practice projects based on deep learning have emerged, which have become important teaching concepts for exploring higher education teaching reform and improving the quality of course effect [21].


#### 2.2.2. Status of Blended Learning Research

Domestic research on blended teaching mainly focuses on basic theory research, teaching model design and teaching practice research, teaching platform research, teaching resource construction, and teaching effect monitoring [22]. For example, Fengchun Li built a blended teaching design process based on the ADDIE model; Zhansheng Mou designed a MOOC Coursera teaching platform; Tao Liu built a blended teaching model of flipped+live+practical training combined with flipped classroom; Weihong Kong designed learning resources from the perspective MOODLE learning platform [23]. The learning resources are designed from the perspective of blended teaching and learning practice. There are many other research results such as these, especially in the context of “home learning” caused by the new pneumonia epidemic, basically, all frontline teachers have adopted online teaching methods, and the epidemic has become a catalyst to stimulate theoretical research and teaching practice of blended teaching [24]. However, looking at the front-line teaching effect, there are many problems with blended teaching in higher education at present [25]. Firstly, there is an understanding of blended theory and its teaching organization, especially the online teaching part, which only relies on the browsing and learning of resources such as videos, courseware, and electronic exercises [26]. It is easy to fall into the “superficialization” of knowledge learning, and the knowledge learning only stays at the cognitive level, lacking deep learning immersion, reflection, and creation; secondly, teachers and students are in Secondly, they are separated, the interpersonal interaction is poor, teachers can hardly grasp students’ knowledge reception immediately, and students lack learning reference and learning atmosphere, so “lonely” learning is more likely to make higher vocational students lose their learning goals, unclear important and difficult points, and scattered self-management. Thirdly, immersive learning experience is not enough and multidirectional. The multidirectional and integrated teaching context calls for a deeper physical experience of blended teaching [27]. That is the development trend of hybrid teaching in China.As for the future research of blended teaching in China, we can focus on the following aspects: (1) Combined with the perspective of multidimensional scale and social network analysis, continue to carry out systematic research on blended teaching and theoretical system under the background of educational informatization. (2) With the development of blended teaching in the global practice field and the deepening of theoretical research, international comparative research on blended teaching may become the key direction of blended teaching in China in the future. (3) Although domestic scholars have attached great importance to the analysis of teaching design research trend of blended teaching, their attention to “analysis,” “implementation,” and “evaluation” needs to be further improved. At the same time, there is still a lack of relevant research results on the historical review of teaching design of blended teaching, the positioning of teaching design of blended teaching, and the future outlook of teaching design of blended teaching.


## 2.1. Connotation of Teaching Mode

### 2.1.1. The Connotation of Teaching Model

China’s universities have introduced a large number of online open courses applied to teaching since 2013; other universities have cooperated with international platforms to develop online courses, launched Chinese style catechism platforms [10], and carried out teaching sharing based on catechism for domestic universities [11]. In May 2015, the Ministry of Education issued a document to promote the application and construction of catechism courses. The Department of Higher Education of the Ministry of Education put forward guidance on further promoting the application of catechism courses and the promotion of new teaching modes in colleges and universities, which set off a round of digital teaching resources and networked teaching platform construction [12]. There are new ways, new ideas, and new methods for Civics and Political Science courses[13].In the field of teaching Civics, facing the vigorous development of “catechism,” the School of Marxism of Tsinghua University took the lead in demonstrating and reforming, and on April 27, 2015, all the four compulsory Civics courses developed were launched online for all learners in the society, which expanded the audience and promoted the improvement of teaching efficiency. This has expanded the audience, enriched the teaching methods, and promoted the improvement of teaching efficiency and quality. In July of the same year, Propaganda and Education issued the Innovation Plan for the Construction System of Theory Courses in General clearly proposing to coordinate the construction of classroom teaching, practical teaching, and online teaching; give full of classroom teaching and the effective complementary role of practical teaching and online teaching; and actively carry out the pilot exploration of comprehensive reform [14].


### 2.1.2. Research Application of Blended Teaching

The ultimate goal of blended teaching is not to use online platforms, build digital teaching resources, or carry out fancy teaching activities, but to effectively improve the learning depth of most students. Online resources are the premise of blended teaching, because the blended teaching we advocate is to move forward the traditional classroom teaching through the online form of micro video, give students sufficient learning time, and try to let every student enter the classroom with a better knowledge base, so as to fully ensure the quality of classroom teaching. In class, our lectures only focus on the key and difficult points or the common problems fed back by students in the process of online learning. Compared with developed countries, the research on blended teaching based on online courses in China is relatively weak and is practical exploration. In the past five or six years, blended teaching has been heating up, and the number of related papers has been growing fast. The research objects mainly focus on specific courses of higher mathematics, college English, physical education, and other disciplines, while the research on blended teaching in Civics and Political Science is relatively small. Such studies focus on exploring the practical path of blended teaching in line with localized characteristics to meet the challenges brought by large-scale online open courses and point out the common problems exposed in the current practical exploration and put forward corresponding solutions, which provide many useful references and references for deepening the reform of blended teaching mode [15]. On the whole, there are two distinct deficiencies in the previous studies: first, the theoretical height is not high enough and lacks deeper exploration; second, the strategies and paths proposed by some scholars are relatively hollow, not very operable, and of little value for general promotion. In the past, there are still some shortcomings in the application of hybrid teaching mode, mainly in the lack of grasp of the “degree” of integration of network technology and course teaching, insufficient teaching mode, insufficient articulation, and the establishment of the network platform, and classroom discussion cannot be combined organically. The effectiveness of network technology has not been maximized [16].In Civics in China’s colleges, the overall teaching situation has been significantly improved, and the sense of access of college students to Civics has been significantly enhanced, but there are still many weak links and the effectiveness. Some teachers tend to adopt one-way “duck-filling” indoctrination teaching, focusing on teaching abstract and conceptualized book knowledge to students, with a single teaching method, relatively boring teaching content, detached from the actual thinking of students, and not as infectious and attractive as the teaching. The teaching method is relatively single; the teaching content is relatively dry. Detached from the actual thinking of students, the infection and attraction are not strong, and the students’ head rate is not high. In addition, the content of several main courses of Civics is quite rich, but the class time is relatively insufficient, and a considerable number of students have the mentality of despising public courses, such as Civics, and do not have enough pre-study before class, so it is difficult to make the course knowledge clear by classroom teaching alone.Second, the simple network teaching had one-sided emphasis on the use of technology but ignored the scientific and systematic teaching design and the “human” factor. Civics class uses the main channel of classroom teaching, in order to achieve the full range of education; Students only watch teaching videos, take exams and participate in interactions through online platforms, and only master the basic knowledge of citizenship courses, which cannot be achieved through face-to-face rich body language, eyes, direct and real emotional, intellectual communication, and collision. The goal of the Civics class is to educate people with emotion and morality and to achieve the teaching purpose of “Two courses baptism”, which is not convenient for students to internalize theoretical knowledge into their own beliefs and implement them into concrete actions. Moreover, the network space is filled with a lot of negative information, which inevitably brings negative influence to the spiritual life of college students who are not strong in determination [17].


## 2.1.1. The Connotation of Teaching Model

China’s universities have introduced a large number of online open courses applied to teaching since 2013; other universities have cooperated with international platforms to develop online courses, launched Chinese style catechism platforms [10], and carried out teaching sharing based on catechism for domestic universities [11]. In May 2015, the Ministry of Education issued a document to promote the application and construction of catechism courses. The Department of Higher Education of the Ministry of Education put forward guidance on further promoting the application of catechism courses and the promotion of new teaching modes in colleges and universities, which set off a round of digital teaching resources and networked teaching platform construction [12]. There are new ways, new ideas, and new methods for Civics and Political Science courses[13].In the field of teaching Civics, facing the vigorous development of “catechism,” the School of Marxism of Tsinghua University took the lead in demonstrating and reforming, and on April 27, 2015, all the four compulsory Civics courses developed were launched online for all learners in the society, which expanded the audience and promoted the improvement of teaching efficiency. This has expanded the audience, enriched the teaching methods, and promoted the improvement of teaching efficiency and quality. In July of the same year, Propaganda and Education issued the Innovation Plan for the Construction System of Theory Courses in General clearly proposing to coordinate the construction of classroom teaching, practical teaching, and online teaching; give full of classroom teaching and the effective complementary role of practical teaching and online teaching; and actively carry out the pilot exploration of comprehensive reform [14].


## 2.1.2. Research Application of Blended Teaching

The ultimate goal of blended teaching is not to use online platforms, build digital teaching resources, or carry out fancy teaching activities, but to effectively improve the learning depth of most students. Online resources are the premise of blended teaching, because the blended teaching we advocate is to move forward the traditional classroom teaching through the online form of micro video, give students sufficient learning time, and try to let every student enter the classroom with a better knowledge base, so as to fully ensure the quality of classroom teaching. In class, our lectures only focus on the key and difficult points or the common problems fed back by students in the process of online learning. Compared with developed countries, the research on blended teaching based on online courses in China is relatively weak and is practical exploration. In the past five or six years, blended teaching has been heating up, and the number of related papers has been growing fast. The research objects mainly focus on specific courses of higher mathematics, college English, physical education, and other disciplines, while the research on blended teaching in Civics and Political Science is relatively small. Such studies focus on exploring the practical path of blended teaching in line with localized characteristics to meet the challenges brought by large-scale online open courses and point out the common problems exposed in the current practical exploration and put forward corresponding solutions, which provide many useful references and references for deepening the reform of blended teaching mode [15]. On the whole, there are two distinct deficiencies in the previous studies: first, the theoretical height is not high enough and lacks deeper exploration; second, the strategies and paths proposed by some scholars are relatively hollow, not very operable, and of little value for general promotion. In the past, there are still some shortcomings in the application of hybrid teaching mode, mainly in the lack of grasp of the “degree” of integration of network technology and course teaching, insufficient teaching mode, insufficient articulation, and the establishment of the network platform, and classroom discussion cannot be combined organically. The effectiveness of network technology has not been maximized [16].In Civics in China’s colleges, the overall teaching situation has been significantly improved, and the sense of access of college students to Civics has been significantly enhanced, but there are still many weak links and the effectiveness. Some teachers tend to adopt one-way “duck-filling” indoctrination teaching, focusing on teaching abstract and conceptualized book knowledge to students, with a single teaching method, relatively boring teaching content, detached from the actual thinking of students, and not as infectious and attractive as the teaching. The teaching method is relatively single; the teaching content is relatively dry. Detached from the actual thinking of students, the infection and attraction are not strong, and the students’ head rate is not high. In addition, the content of several main courses of Civics is quite rich, but the class time is relatively insufficient, and a considerable number of students have the mentality of despising public courses, such as Civics, and do not have enough pre-study before class, so it is difficult to make the course knowledge clear by classroom teaching alone.Second, the simple network teaching had one-sided emphasis on the use of technology but ignored the scientific and systematic teaching design and the “human” factor. Civics class uses the main channel of classroom teaching, in order to achieve the full range of education; Students only watch teaching videos, take exams and participate in interactions through online platforms, and only master the basic knowledge of citizenship courses, which cannot be achieved through face-to-face rich body language, eyes, direct and real emotional, intellectual communication, and collision. The goal of the Civics class is to educate people with emotion and morality and to achieve the teaching purpose of “Two courses baptism”, which is not convenient for students to internalize theoretical knowledge into their own beliefs and implement them into concrete actions. Moreover, the network space is filled with a lot of negative information, which inevitably brings negative influence to the spiritual life of college students who are not strong in determination [17].


## 2.2. The Current State of Research on Deep Learning and Blended Learning

### 2.2.1. The State of Deep Learning Research

Deep learning was first proposed relative to the shallow learning of passive reception and mechanical memory, emphasizing the understanding of knowledge and the connection between new knowledge and the knowledge system and focusing on aspects such as students’ initiative, critical understanding, and knowledge application ability in knowledge learning. Deep learning has become more and more popular in the international community and among educational researchers at home and abroad [18]. There are some differences in the connotation of deep learning depending on their research perspectives: foreign research on deep learning is mainly focused on high-level cognitive processing, knowledge transfer, and the ability to solve complex problems; domestic research on deep learning emphasizes more on the initiative, understanding, and practicality of learning [19]. For example, Guo Hua believes that deep learning is a learning activity sensory perception, in which thinking, emotion, and will are fully engaged; Zhang Xiaojuan believes that deep learning is the understanding of the nature of knowledge based on preconceptions to the point of critiquing, integrating, balancing, and constructing the learning content; some experts propose that deep learning is a necessary means to construct personal knowledge system and promote the development of higher-order thinking [20]. Research results of teaching design cases, classroom teaching strategies, teaching models, and teaching practice projects based on deep learning have emerged, which have become important teaching concepts for exploring higher education teaching reform and improving the quality of course effect [21].


### 2.2.2. Status of Blended Learning Research

Domestic research on blended teaching mainly focuses on basic theory research, teaching model design and teaching practice research, teaching platform research, teaching resource construction, and teaching effect monitoring [22]. For example, Fengchun Li built a blended teaching design process based on the ADDIE model; Zhansheng Mou designed a MOOC Coursera teaching platform; Tao Liu built a blended teaching model of flipped+live+practical training combined with flipped classroom; Weihong Kong designed learning resources from the perspective MOODLE learning platform [23]. The learning resources are designed from the perspective of blended teaching and learning practice. There are many other research results such as these, especially in the context of “home learning” caused by the new pneumonia epidemic, basically, all frontline teachers have adopted online teaching methods, and the epidemic has become a catalyst to stimulate theoretical research and teaching practice of blended teaching [24]. However, looking at the front-line teaching effect, there are many problems with blended teaching in higher education at present [25]. Firstly, there is an understanding of blended theory and its teaching organization, especially the online teaching part, which only relies on the browsing and learning of resources such as videos, courseware, and electronic exercises [26]. It is easy to fall into the “superficialization” of knowledge learning, and the knowledge learning only stays at the cognitive level, lacking deep learning immersion, reflection, and creation; secondly, teachers and students are in Secondly, they are separated, the interpersonal interaction is poor, teachers can hardly grasp students’ knowledge reception immediately, and students lack learning reference and learning atmosphere, so “lonely” learning is more likely to make higher vocational students lose their learning goals, unclear important and difficult points, and scattered self-management. Thirdly, immersive learning experience is not enough and multidirectional. The multidirectional and integrated teaching context calls for a deeper physical experience of blended teaching [27]. That is the development trend of hybrid teaching in China.As for the future research of blended teaching in China, we can focus on the following aspects: (1) Combined with the perspective of multidimensional scale and social network analysis, continue to carry out systematic research on blended teaching and theoretical system under the background of educational informatization. (2) With the development of blended teaching in the global practice field and the deepening of theoretical research, international comparative research on blended teaching may become the key direction of blended teaching in China in the future. (3) Although domestic scholars have attached great importance to the analysis of teaching design research trend of blended teaching, their attention to “analysis,” “implementation,” and “evaluation” needs to be further improved. At the same time, there is still a lack of relevant research results on the historical review of teaching design of blended teaching, the positioning of teaching design of blended teaching, and the future outlook of teaching design of blended teaching.


## 2.2.1. The State of Deep Learning Research

Deep learning was first proposed relative to the shallow learning of passive reception and mechanical memory, emphasizing the understanding of knowledge and the connection between new knowledge and the knowledge system and focusing on aspects such as students’ initiative, critical understanding, and knowledge application ability in knowledge learning. Deep learning has become more and more popular in the international community and among educational researchers at home and abroad [18]. There are some differences in the connotation of deep learning depending on their research perspectives: foreign research on deep learning is mainly focused on high-level cognitive processing, knowledge transfer, and the ability to solve complex problems; domestic research on deep learning emphasizes more on the initiative, understanding, and practicality of learning [19]. For example, Guo Hua believes that deep learning is a learning activity sensory perception, in which thinking, emotion, and will are fully engaged; Zhang Xiaojuan believes that deep learning is the understanding of the nature of knowledge based on preconceptions to the point of critiquing, integrating, balancing, and constructing the learning content; some experts propose that deep learning is a necessary means to construct personal knowledge system and promote the development of higher-order thinking [20]. Research results of teaching design cases, classroom teaching strategies, teaching models, and teaching practice projects based on deep learning have emerged, which have become important teaching concepts for exploring higher education teaching reform and improving the quality of course effect [21].


## 2.2.2. Status of Blended Learning Research

Domestic research on blended teaching mainly focuses on basic theory research, teaching model design and teaching practice research, teaching platform research, teaching resource construction, and teaching effect monitoring [22]. For example, Fengchun Li built a blended teaching design process based on the ADDIE model; Zhansheng Mou designed a MOOC Coursera teaching platform; Tao Liu built a blended teaching model of flipped+live+practical training combined with flipped classroom; Weihong Kong designed learning resources from the perspective MOODLE learning platform [23]. The learning resources are designed from the perspective of blended teaching and learning practice. There are many other research results such as these, especially in the context of “home learning” caused by the new pneumonia epidemic, basically, all frontline teachers have adopted online teaching methods, and the epidemic has become a catalyst to stimulate theoretical research and teaching practice of blended teaching [24]. However, looking at the front-line teaching effect, there are many problems with blended teaching in higher education at present [25]. Firstly, there is an understanding of blended theory and its teaching organization, especially the online teaching part, which only relies on the browsing and learning of resources such as videos, courseware, and electronic exercises [26]. It is easy to fall into the “superficialization” of knowledge learning, and the knowledge learning only stays at the cognitive level, lacking deep learning immersion, reflection, and creation; secondly, teachers and students are in Secondly, they are separated, the interpersonal interaction is poor, teachers can hardly grasp students’ knowledge reception immediately, and students lack learning reference and learning atmosphere, so “lonely” learning is more likely to make higher vocational students lose their learning goals, unclear important and difficult points, and scattered self-management. Thirdly, immersive learning experience is not enough and multidirectional. The multidirectional and integrated teaching context calls for a deeper physical experience of blended teaching [27]. That is the development trend of hybrid teaching in China.As for the future research of blended teaching in China, we can focus on the following aspects: (1) Combined with the perspective of multidimensional scale and social network analysis, continue to carry out systematic research on blended teaching and theoretical system under the background of educational informatization. (2) With the development of blended teaching in the global practice field and the deepening of theoretical research, international comparative research on blended teaching may become the key direction of blended teaching in China in the future. (3) Although domestic scholars have attached great importance to the analysis of teaching design research trend of blended teaching, their attention to “analysis,” “implementation,” and “evaluation” needs to be further improved. At the same time, there is still a lack of relevant research results on the historical review of teaching design of blended teaching, the positioning of teaching design of blended teaching, and the future outlook of teaching design of blended teaching.


## 3. Methodology

### 3.1. BP Structure

Figure1 shows the structure.Figure 1
BP neural network structure.


### 3.2. Standard Algorithm

(1)
Initialize the network and learn parameters. The initialization parameters includeWhs, the hidden layer neuron threshold θh, and the output θs [28]. Initialize it with a random number between [-1, 1]. In addition to the above parameters, it is usually necessary to specify parameters such as the learning rate η and the error limit ε(2)
The training sample of BP neural network consists of two parts: the input vectorX=x1,⋯,xn1T and the expected output vector T=t1,⋯,tN3T, which represents the number of training patterns, that is, the sample pair(3)
Calculate the response forwardh and s which are(1)yhk=f∑i=1N1wih⋅xik+θh,osk=g∑h=1N2whsyhk+θs,where k is the kth sample in the sample set, k=1,2,..,N, θnandθs are the thresholds of hidden layer nodes and output nodes, respectively, and f and g are transfer functions.
(4)
Calculate the errorE of the network(2)Es=12∑S=1N3Tsk−OsK.E can also be used to judge of the network is consistent with the response output, and the error function is defined as
(3)E=12∑k=1N∑S=1N3Tsk−OSK.(5)
Determine whether the network learning is overWhen the errorE or error Es of the network is less than the preset limit value ε (when the network converges) or the number of learning times N is greater than the preset value M (when the network fails to converge), the network will stop learning. If the global sum of squares error E or the error Es of the network exceeds the preset limit value ε, proceed to the following steps.
(6)
Calculate the correction error and the hidden layerIf the output layer isTS=T1,⋯,TN3 and the actual output vector is OS=O1,⋯,ON3, then the correction error of each neuron in the output layer is
(4)dsk=tsk−oskosk1−osk,s=1,2,⋯,N3.According to the calculated correction errordsk of and whsandyh, the correction error of each neuron can be calculated as
(5)ehk=∑s=1n3dskwhskyhk1−yhk,h=1,2,..,N2.(7)
According to the back-propagation of the correction error, the weights and thresholds are correctedThe weight is corrected from the output layer, and then the prelayer weight is corrected; that is, the adjustment amount ofWhs is adjusted first, and then the Wih weight is adjusted as follows:
(6)Δwhs=−η∂E∂whs=ηdskyh,Δwih=−η∂E∂wih=ηehkxi.The corrected weight is(7)wk+1=wk+Δw=wk−ηk∂ek∂wk.ηk is the learning rate of the kth time; ∂ek/∂wk is the error gradient of the kth time.The amount of adjustment for the threshold is(8)θh=η∂E∂θh,θs=η∂E∂θs,θk+1=θk+η∂E∂θk.η is the learning step size, η∈0.01,0.1.


### 3.3. Genetic Algorithm

#### 3.3.1. Insufficiency

The standard BP algorithm is an algorithm, and its threshold is the fastest descent direction of the operation processing function. One iteration cycle of the algorithm is(9)wk+1=wk+Δw=wk−ηk∂ek∂wk.The iteration diagram is shown in Figure2 based on the above shortcomings.Figure 2
Performance analysis of BP neural network.


#### 3.3.2. DA-BP Algorithm Flow

The algorithm flow of teaching quality evaluation of two-course classrooms based on DA-BP can be summarized as follows:(1)
Initialize the BP neural network model. The coding lengthS can be expressed as [29](10)S=RS+S1S2+S1+S2(2)
Initialize DA algorithm parameter: population sizeN,T. Randomly initialize the step size vectorOXand randomly generate the positionX. Set the current number of iterationst=1(11)fitness=1k∑i=1kyi−y∧i2,where yi and y^i are the actual output and k is the number of samples.
(3)
Take the connection weightscjandwij,thresholdε, and θj corresponding to the optimal solution as the initial connection weights, train the BP neural network, and make predictions [30, 31]


## 3.1. BP Structure

Figure1 shows the structure.Figure 1
BP neural network structure.


## 3.2. Standard Algorithm

(1)
Initialize the network and learn parameters. The initialization parameters includeWhs, the hidden layer neuron threshold θh, and the output θs [28]. Initialize it with a random number between [-1, 1]. In addition to the above parameters, it is usually necessary to specify parameters such as the learning rate η and the error limit ε(2)
The training sample of BP neural network consists of two parts: the input vectorX=x1,⋯,xn1T and the expected output vector T=t1,⋯,tN3T, which represents the number of training patterns, that is, the sample pair(3)
Calculate the response forwardh and s which are(1)yhk=f∑i=1N1wih⋅xik+θh,osk=g∑h=1N2whsyhk+θs,where k is the kth sample in the sample set, k=1,2,..,N, θnandθs are the thresholds of hidden layer nodes and output nodes, respectively, and f and g are transfer functions.
(4)
Calculate the errorE of the network(2)Es=12∑S=1N3Tsk−OsK.E can also be used to judge of the network is consistent with the response output, and the error function is defined as
(3)E=12∑k=1N∑S=1N3Tsk−OSK.(5)
Determine whether the network learning is overWhen the errorE or error Es of the network is less than the preset limit value ε (when the network converges) or the number of learning times N is greater than the preset value M (when the network fails to converge), the network will stop learning. If the global sum of squares error E or the error Es of the network exceeds the preset limit value ε, proceed to the following steps.
(6)
Calculate the correction error and the hidden layerIf the output layer isTS=T1,⋯,TN3 and the actual output vector is OS=O1,⋯,ON3, then the correction error of each neuron in the output layer is
(4)dsk=tsk−oskosk1−osk,s=1,2,⋯,N3.According to the calculated correction errordsk of and whsandyh, the correction error of each neuron can be calculated as
(5)ehk=∑s=1n3dskwhskyhk1−yhk,h=1,2,..,N2.(7)
According to the back-propagation of the correction error, the weights and thresholds are correctedThe weight is corrected from the output layer, and then the prelayer weight is corrected; that is, the adjustment amount ofWhs is adjusted first, and then the Wih weight is adjusted as follows:
(6)Δwhs=−η∂E∂whs=ηdskyh,Δwih=−η∂E∂wih=ηehkxi.The corrected weight is(7)wk+1=wk+Δw=wk−ηk∂ek∂wk.ηk is the learning rate of the kth time; ∂ek/∂wk is the error gradient of the kth time.The amount of adjustment for the threshold is(8)θh=η∂E∂θh,θs=η∂E∂θs,θk+1=θk+η∂E∂θk.η is the learning step size, η∈0.01,0.1.


## 3.3. Genetic Algorithm

### 3.3.1. Insufficiency

The standard BP algorithm is an algorithm, and its threshold is the fastest descent direction of the operation processing function. One iteration cycle of the algorithm is(9)wk+1=wk+Δw=wk−ηk∂ek∂wk.The iteration diagram is shown in Figure2 based on the above shortcomings.Figure 2
Performance analysis of BP neural network.


### 3.3.2. DA-BP Algorithm Flow

The algorithm flow of teaching quality evaluation of two-course classrooms based on DA-BP can be summarized as follows:(1)
Initialize the BP neural network model. The coding lengthS can be expressed as [29](10)S=RS+S1S2+S1+S2(2)
Initialize DA algorithm parameter: population sizeN,T. Randomly initialize the step size vectorOXand randomly generate the positionX. Set the current number of iterationst=1(11)fitness=1k∑i=1kyi−y∧i2,where yi and y^i are the actual output and k is the number of samples.
(3)
Take the connection weightscjandwij,thresholdε, and θj corresponding to the optimal solution as the initial connection weights, train the BP neural network, and make predictions [30, 31]


## 3.3.1. Insufficiency

The standard BP algorithm is an algorithm, and its threshold is the fastest descent direction of the operation processing function. One iteration cycle of the algorithm is(9)wk+1=wk+Δw=wk−ηk∂ek∂wk.The iteration diagram is shown in Figure2 based on the above shortcomings.Figure 2
Performance analysis of BP neural network.


## 3.3.2. DA-BP Algorithm Flow

The algorithm flow of teaching quality evaluation of two-course classrooms based on DA-BP can be summarized as follows:(1)
Initialize the BP neural network model. The coding lengthS can be expressed as [29](10)S=RS+S1S2+S1+S2(2)
Initialize DA algorithm parameter: population sizeN,T. Randomly initialize the step size vectorOXand randomly generate the positionX. Set the current number of iterationst=1(11)fitness=1k∑i=1kyi−y∧i2,where yi and y^i are the actual output and k is the number of samples.
(3)
Take the connection weightscjandwij,thresholdε, and θj corresponding to the optimal solution as the initial connection weights, train the BP neural network, and make predictions [30, 31]


## 4. Result Analysis and Discussion

### 4.1. The Quality Evaluation System of Two-Course Teaching

With reference literature and teaching experience, the AHP structure model of evaluation in colleges is constructed by using it, as shown in Figure3.Figure 3
AHP model in two-course classrooms in colleges and universities.It mainly includes three layers, namely, the target layer, the criterion layer, and the element layer. Select the two-course teaching quality data of a 211 Engineering University from 2008 to 2017.


### 4.2. Experimental Results

The classroom teaching is divided into 5 grades, namely, very good, good, fair, and the evaluation grades shown in Table1. The collected data were scored by experts, and 1000 sets of data were obtained, as training sets to establish the DA-BP two-course classroom model.Table 1
Classification of evaluation grades.
Corresponding scoreEvaluation results[4.2, 5)Very good[3.4, 4.2)Jioahao[2.6, 3.4)Generally[1.8, 2.6)Poor[1, 1.8)Very badCommon transfer functions of BP network include tan-sigmoid-type function, and linear transfer function purelin. After many experiments, the settings of it in this paper are as follows: Log-sigmoid function is used between two layers. A purelin function is used between two layers. Figure4 is the training diagram of the DA-BP model.Figure 4
DA-BP neural network model training diagram.First, use it to process and predict the sample test set, and compare and analyze the value predicted by the model and the value obtained by the DA-BP neural network, so as to analyze the difference between the two and the optimized value. The prediction results are shown in Figure5.Figure 5
Prediction results of the BP neural network on the test set.It can be seen that the prediction error is too large. Compared with the standard BP neural network model, it can be seen that this model has better application value and scientific evaluation of teaching quality as shown in Figure6.Figure 6
BP neural network before and after optimization.The accuracy of the DA-BP model was compared with that of the GA-BP, PSO-BP, and BP models (scale:N=10, learning factor:c1=c2=2, search interval [-1, 1]). The following are the Genetic Algorithm (GA) algorithm parameters: sizeN=10,T=100,pc=0.7,pm=0.1,inputnum=25,thenumberofhiddenlayernodeshiddennum=50nodes,outputnum=1,themaximumnumberoftrainingtimes=1000,andthetrainingerrortarget=0.001. The results of different algorithms are shown in Figure 7 and Table 2.Figure 7
Evaluation results of two-course teaching quality with different algorithms.Table 2
Comparison of different algorithms.
MethodsTraining setTesting setRMSERRMSERDA-BP0.00890.99560.03730.9893GA-BP0.01620.97860.03920.9711PSO-BP0.01680.97630.04590.9642BP0.01760.96520.04720.9456Figure7 and Table 2 show the following: (1) From the overall the classroom teaching evaluation results, the results of DA-BP are better than those of GA-BP, PSO-BP, and BP. The RMSE of BP is the smallest, and the correlation coefficient R reaches the largest, indicating that this classroom teaching evaluation value of the DA-BP model has the highest correlation with the actual value of this classroom teaching evaluation, and the prediction effect is the best; (2) DA-BP, GA-BP, and PSO-BP evaluation accuracy is better than BP, the main reason is that the swarm intelligence algorithms DA, GA and PSO parameters of the BP model, which improves the evaluation accuracy of the BP model.


## 4.1. The Quality Evaluation System of Two-Course Teaching

With reference literature and teaching experience, the AHP structure model of evaluation in colleges is constructed by using it, as shown in Figure3.Figure 3
AHP model in two-course classrooms in colleges and universities.It mainly includes three layers, namely, the target layer, the criterion layer, and the element layer. Select the two-course teaching quality data of a 211 Engineering University from 2008 to 2017.


## 4.2. Experimental Results

The classroom teaching is divided into 5 grades, namely, very good, good, fair, and the evaluation grades shown in Table1. The collected data were scored by experts, and 1000 sets of data were obtained, as training sets to establish the DA-BP two-course classroom model.Table 1
Classification of evaluation grades.
Corresponding scoreEvaluation results[4.2, 5)Very good[3.4, 4.2)Jioahao[2.6, 3.4)Generally[1.8, 2.6)Poor[1, 1.8)Very badCommon transfer functions of BP network include tan-sigmoid-type function, and linear transfer function purelin. After many experiments, the settings of it in this paper are as follows: Log-sigmoid function is used between two layers. A purelin function is used between two layers. Figure4 is the training diagram of the DA-BP model.Figure 4
DA-BP neural network model training diagram.First, use it to process and predict the sample test set, and compare and analyze the value predicted by the model and the value obtained by the DA-BP neural network, so as to analyze the difference between the two and the optimized value. The prediction results are shown in Figure5.Figure 5
Prediction results of the BP neural network on the test set.It can be seen that the prediction error is too large. Compared with the standard BP neural network model, it can be seen that this model has better application value and scientific evaluation of teaching quality as shown in Figure6.Figure 6
BP neural network before and after optimization.The accuracy of the DA-BP model was compared with that of the GA-BP, PSO-BP, and BP models (scale:N=10, learning factor:c1=c2=2, search interval [-1, 1]). The following are the Genetic Algorithm (GA) algorithm parameters: sizeN=10,T=100,pc=0.7,pm=0.1,inputnum=25,thenumberofhiddenlayernodeshiddennum=50nodes,outputnum=1,themaximumnumberoftrainingtimes=1000,andthetrainingerrortarget=0.001. The results of different algorithms are shown in Figure 7 and Table 2.Figure 7
Evaluation results of two-course teaching quality with different algorithms.Table 2
Comparison of different algorithms.
MethodsTraining setTesting setRMSERRMSERDA-BP0.00890.99560.03730.9893GA-BP0.01620.97860.03920.9711PSO-BP0.01680.97630.04590.9642BP0.01760.96520.04720.9456Figure7 and Table 2 show the following: (1) From the overall the classroom teaching evaluation results, the results of DA-BP are better than those of GA-BP, PSO-BP, and BP. The RMSE of BP is the smallest, and the correlation coefficient R reaches the largest, indicating that this classroom teaching evaluation value of the DA-BP model has the highest correlation with the actual value of this classroom teaching evaluation, and the prediction effect is the best; (2) DA-BP, GA-BP, and PSO-BP evaluation accuracy is better than BP, the main reason is that the swarm intelligence algorithms DA, GA and PSO parameters of the BP model, which improves the evaluation accuracy of the BP model.


## 5. Conclusions

In view of the technical superiority of machine learning algorithms, it is highly integrated with IT courses in colleges, and it has become a good choice to explore new teaching models of IT courses in colleges from the perspectives of theoretical foundation, educational environment, practical teaching, etc. Focusing on the role of students and technology in the teaching of IT courses in colleges and machine learning algorithm technology, the paper analyzed a new model of IT teaching in the field. In order to improve accuracy of IT classroom teaching in colleges, this paper proposes a DA-BP based on this classroom teaching in colleges.



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