Safety culture basic teaching experiment research method and system

Abstract

The invention belongs to the field of teaching experiments, and particularly discloses a safety culture basic teaching experiment research method and system. The method comprises the steps of adopting a literature review method to conclude and organize existing definitions about safety culture and materialize safety culture elements; selecting a security culture measurement questionnaire as a security culture quantitative measurement method, and selecting a corresponding security culture definition and a related security culture element setting questionnaire; according to the specific personnel composition and the corresponding proportion of the unit to be measured, selecting a proper sampling method to calculate the sample capacity, and collecting and sorting questionnaires after quantitative measurement of the safety culture of teachers and students of the school; and carrying out reliability and validity test, independent sample test and single variance factor analysis on the recovered effective questionnaire, and proposing corresponding improvement measures of a tested unit according to an analysis result. According to the invention, a mixed teaching mode is designed, so that the teaching means are improved and perfected, and the innovation and practice capabilities of students for safe culture learning are improved.

Description

Technical Field

[0001] The present invention belongs to the field of teaching experiments, and particularly relates to a research method and system for basic teaching experiments of safety culture. Background Art

[0002] At present, vigorously strengthening the construction of safety culture has become one of the major measures for various countries in the world to prevent accidents and reduce economic losses. As the talent source for the management levels of various units in the future, whether the talents cultivated by universities have a high level of safety culture literacy will play a fundamental role in the construction of safety culture in the whole society. However, the education and teaching work specifically targeting safety culture started relatively late, and there are still many problems in teaching content and teaching methods. On the one hand, safety culture is not yet an independent teaching content in the teaching syllabuses of many safety engineering majors in current universities. On the other hand, the current teaching methods of safety culture are single, which is not conducive to the cultivation of students' innovative thinking and practical abilities. Summary of the Invention

[0003] In order to solve the deficiencies of the prior art, the present invention aims to provide a research method for basic teaching experiments of safety culture, which organically combines teachers, students, and teaching resources to construct a hybrid teaching mode that combines online and offline, can effectively infiltrate safety culture into classroom teaching, realize the integration of "teaching and practice" of safety culture, and can effectively solve problems such as single teaching methods faced in the current safety culture teaching process.

[0004] In order to achieve the above object, the technical solution adopted by the present invention is as follows:

[0005] A research method for basic teaching experiments of safety culture, which is implemented based on the following steps:

[0006] S1. Using the literature review method, summarize and sort out the existing definitions of safety culture, and specify safety culture elements;

[0007] S2. Select a safety culture measurement questionnaire as a quantitative measurement method for safety culture, and use the method of Likert scale, Thurstone scale, or Guttman scale to set the questionnaire by selecting the corresponding safety culture definitions and the involved safety culture elements summarized and sorted out in step S1;

[0008] S3. According to the specific personnel composition and corresponding proportions of the unit to be measured, use the stratified sampling method to calculate the sample size, conduct quantitative measurement of the safety culture of the personnel of the unit to be measured, and then collect and sort out the questionnaires;

[0009] S4. Conduct reliability, validity tests, independent sample tests, and one-way analysis of variance on the recovered valid questionnaires, and propose corresponding improvement measures for the unit to be measured according to the analysis results.

[0010] Furthermore, step S1 specifically includes:

[0011] S1-1. Comprehensively analyze the definitions of safety culture at home and abroad, and observe and analyze the two core elements of attitude and values involved in the definition of safety culture; among them, the definition of safety culture includes the content of behavior patterns, organizational structures, frameworks, and physical states;

[0012] S1-2. Specify the elements of safety culture, including the core elements of the definition itself, the elements related to safety culture, and the elements affected by safety culture.

[0013] Among them, the core elements of the definition itself include safety awareness, safety attitude, and safety behavior; the elements related to safety culture include safety training, safety commitment, and safety regulations; the elements affected by safety culture include the safety of the working environment, the support and supervision of the leadership.

[0014] Furthermore, step S2 specifically includes: Select a measurement questionnaire as the quantitative measurement method for safety culture. For the definition of safety culture selected in the measurement questionnaire for students, it mainly includes the following three categories:

[0015] 1) The core elements of safety concepts include attitude, values, and beliefs;

[0016] 2) The comprehensive definition of safety concepts and behaviors is to add behavioral elements on the basis of the concept level;

[0017] 3) The comprehensive theory includes the spiritual level elements related to safety, and the content of the physical level, system level, and behavior level.

[0018] Among them, in step S2, in order to ensure the integrity and systematicness of the questionnaire design, the questionnaire design is set from two aspects: the "associated logic" and "skip logic" between each item; the question types of the questionnaire design include screening questions, basic background information questions, basic attitude questions, and core variable questions.

[0019] Furthermore, step S3 specifically includes:

[0020] S3-1. After analyzing and comparing the probability sampling and non-probability sampling methods, select the stratified sampling method in probability sampling and apply it to the safety culture sample sampling of the measured unit;

[0021] S3-2. Determine the corresponding sample size according to the specific allocation method, specifically:

[0022]

[0023] In the formula, V represents the variance of the mean estimator, W h represents the layer weight, S h represents the standard deviation of each layer, S h2 Represents the variance of each layer, n h Represents the sample size of each layer, N represents the total population, L represents the summation will proceed to L terms, and h represents the summation will start from the h-th term;

[0024] S3-3. Determined sample size allocation: n h = nω h , h = 1, 2, …, L; Substituting it into the above formula, we get:

[0025]

[0026] In the formula, n represents the total sample size, and ω h Represents the proportion of the sample size extracted from each layer;

[0027] When using proportional allocation, ω h = W h , and we can get:

[0028]

[0029] When using Neyman allocation:

[0030]

[0031] Then we can get:

[0032]

[0033] When using optimal allocation,

[0034] In the formula, c h Represents the average survey cost; then we can get:

[0035]

[0036] Furthermore, step S4 specifically includes:

[0037] S4-1. Use the SPSS analysis software to complete the reliability and validity tests of the questionnaire;

[0038] S4-2. Through independent sample tests, verify whether there are differences in the questionnaire results set with different safety culture definitions;

[0039] S4-3. Through one-way analysis of variance, determine whether there are significant differences in the impacts of individual influencing factors on the safety concepts, safety behaviors, and other aspects related to safety of the personnel in the measured unit;

[0040] S4-4. Based on the questionnaire survey results, further analyze from multiple aspects including personnel structure, personnel experience, differences in understanding among different employees, and element differences, and propose improvement measures.

[0041] Accordingly, the present invention also proposes a safety culture basic teaching experiment system, which includes a student end, a teacher end, a management end and a data processing subsystem;

[0042] After starting to run the system, the student terminal uses the identity information to enter the main interface of the system and selects the experimental content to be completed according to the learning needs; each experimental system provides students with four learning modules: experimental introduction, experimental teaching, after-class exercises and experimental reports. Students complete the learning and operation of the corresponding experiment according to the guidance of the system;

[0043] The teacher end is mainly used for online teaching to help teachers complete the relevant teaching tasks of safety culture; by adopting the form of system structure diagram for design, the system functional decomposition from the top to the bottom is completed to meet the actual needs of teachers' online teaching and help teachers complete teaching tasks; according to the actual teaching needs and taking into account the actual teaching situation, the teacher end functional modules are mainly divided into four parts: announcement module, teaching content, assessment plan and discussion module;

[0044] The management end is used to solve the main problems and required functions faced in the actual operation and maintenance of the system; relevant personnel are required to manage and maintain the system to ensure that students and teachers can complete teaching tasks with the help of the system platform and ensure the smooth progress of various tasks; the management end is divided into four modules according to functional modules: system management, class management, teaching management and experimental attributes;

[0045] The data processing subsystem is used to process various types of data generated by students when they complete experiments with the help of the system platform. The data association and interaction are completed through the data processing subsystem. The system records and processes the data, which makes it convenient for students and teachers to grasp the learning situation in real time and make targeted adjustments. The data processing subsystem is divided into four modules according to application functions: theoretical learning data, experimental verification data, exercise completion data and learning outcome evaluation.

[0046] Preferably, the hybrid teaching model framework of the system includes a pre-class guidance stage, a classroom teaching stage, and an after-class consolidation stage;

[0047] The pre-class guidance stage: teachers release resources through the system platform, and students complete the pre-study tasks of relevant knowledge and skills through offline self-study, laying the foundation for subsequent classroom teaching;

[0048] The classroom teaching stage: students mainly learn online, supplemented by necessary offline activities to promote students to complete learning tasks.

[0049] The after-class consolidation stage: adopts an online and offline approach to ensure that students complete knowledge consolidation and reflection.

[0050] Preferably, the data processing subsystem is specifically divided into a data acquisition module, a data processing module, a data analysis module, and a result application module according to the functional architecture;

[0051] The data acquisition module is used to select one of the three definitions of safety culture as the basis for subsequent experiments;

[0052] The data processing module is used to specify safety culture elements, select a safety culture measurement questionnaire as a safety culture quantitative measurement method, and use the methods of Likert scale, Thurstone scale or Guttman scale to set the questionnaire according to the corresponding safety culture definition and the safety culture elements involved;

[0053] The data analysis module is used to calculate the sample size by selecting an appropriate sampling method according to the specific personnel composition and corresponding proportion of the unit to be measured. After quantitatively measuring the safety culture of the personnel in the unit to be measured, reliability, validity tests, independent sample tests and single variance factor analysis are carried out on the recovered valid questionnaires, and corresponding improvement measures are proposed according to the analysis results;

[0054] The result application module is used to construct a basic safety culture teaching experiment system, and send the results to managers at all levels through a computer terminal, so that managers at all levels can apply and improve teaching measures and learning methods targeted according to the results, and improve the innovation and practical ability of students in learning safety culture.

[0055] The beneficial effects of the present invention are:

[0056] The present invention summarizes the existing definitions of safety culture through the literature review method, specifies the safety culture elements, and aims at the drawback that most domestic safety culture education focuses on the general description of its content and lacks the research on safety culture education practice. Based on the MVC design pattern, the design of a basic teaching experiment system for safety culture is carried out, and a safety culture measurement questionnaire is selected to quantitatively measure the safety culture of the personnel in the unit to be measured. The MVC design pattern includes three parts: Model, View, and Controller. The model layer is the core processing layer, mainly responsible for the processing of relevant data such as data access and business logic in the system, and solving the business requirements in the actual work of the system, such as data addition, update, and deletion. The view layer serves as the interaction interface between the system and the user, responsible for storing and displaying the processed data. The control layer acts as a bridge between the model layer and the view layer in the MVC design pattern, responsible for data transmission between the two layers. This hybrid teaching mode can effectively infiltrate safety culture into classroom teaching, thus realizing the integration of "teaching and practice" of safety culture, enhancing students' innovation and practice abilities in learning safety culture, and providing a useful reference for the problems faced in the current safety culture teaching process. Description of the Drawings

[0057] Figure 1 is a schematic flowchart of the method of the present invention;

[0058] Figure 2 is a system function module diagram of the present invention;

[0059] Figure 3 is a framework diagram of the hybrid teaching mode of the present invention;

[0060] Figure 4 is a system structure diagram of the present invention. Detailed Embodiment

[0061] The principles and features of the present invention will be described below with reference to the accompanying drawings. The examples given are only for explaining the present invention and do not limit the scope of use of the present invention.

[0062] As Figures 1-4 shown, the present invention proposes a research method for basic teaching experiments on safety culture, which specifically includes the following steps:

[0063] S1. Adopt the literature review method to summarize and sort out the existing definitions of safety culture and specify the safety culture elements. Specifically, it includes:

[0064] S1-1. By comprehensively analyzing the definitions of safety culture at home and abroad, it can be observed that most definitions of safety culture involve two core elements: attitude and values. In addition, some definitions also cover aspects such as behavior patterns, organizational structures, frameworks, and physical states. Existing research scholars have classified these definitions into three categories based on the content they contain:

[0065] ① Safety culture is the collective embodiment of safety concepts, and its core lies in a series of deep - level elements, including attitudes, values, and beliefs, etc.

[0066] ② Safety culture is the combination of safety concepts and behaviors. This type of definition mainly adds behavioral elements on the basis of the concept level.

[0067] ③ The comprehensive theory holds that safety culture not only covers the spiritual - level elements related to safety, but also includes the content of the physical state level, the institutional level, and the behavioral level. In short, safety culture can be regarded as the combination of safety spiritual wealth and safety material wealth.

[0068] The summarized definitions are shown in Table 1 below:

[0069] Table 1

[0070]

[0071] S1-2. The concretization of safety culture elements not only covers the core elements of the definition itself, such as safety awareness, safety attitude, safety behavior, etc., but also incorporates elements closely related to safety culture, such as safety training, safety commitment, safety regulations, etc. In addition, elements that affect safety culture are also considered, such as the safety of the working environment, the support and supervision of the leadership. The specific safety culture elements are shown in Table 2 below:

[0072] Table 2

[0073]

[0074]

[0075] S2. Select the safety culture measurement questionnaire as the method for quantitatively measuring safety culture, and use methods such as the Likert scale, the Thurstone scale, or the Guttman scale, etc. Select the corresponding safety culture definitions and the involved safety culture elements sorted out in step S1 to set up the questionnaire. Specifically:

[0076] The measurement questionnaire is favored for its simplicity and economy, and is easier for students to practice. Therefore, the measurement questionnaire is selected as the method for quantitatively measuring safety culture.

[0077] The safety culture definitions selected in the measurement questionnaire for students mainly include the following three categories:

[0078] 1) Safety culture is the collective embodiment of safety concepts, and its core lies in a series of deep - level elements, including attitudes, values, and beliefs, etc.

[0079] 2) Safety culture is the synthesis of safety concepts and behaviors. This type of definition mainly adds behavioral elements on the basis of the concept level.

[0080] 3) The comprehensive theory holds that safety culture not only covers the spiritual elements related to safety, but also includes the physical, institutional, and behavioral aspects. In short, safety culture can be regarded as the synthesis of safety spiritual wealth and safety material wealth.

[0081] To ensure the integrity and systematicness of the questionnaire design, the questionnaire is designed from two aspects: the "correlation logic" and "skip logic" among items; the questionnaire design follows the principles of purposefulness, appropriateness, singularity, objectivity, and acceptability. The main question types include screening questions, basic background information questions, basic attitude questions, core variable questions, and others.

[0082] S3. According to the specific personnel composition and corresponding proportions of the measured unit, use the stratified sampling method to calculate the sample size, conduct quantitative measurement of the safety culture of the personnel in the measured unit, and then collect and collate the questionnaires. According to the actual situation of the measured unit, in most units, the management personnel usually account for a relatively small proportion, while the number of other types of personnel accounts for the majority.

[0083] Step S3 specifically includes:

[0084] S3 - 1. After analyzing and comparing the probability sampling and non - probability sampling methods, select the stratified sampling method in probability sampling to be applied to the safety culture sample sampling of the measured unit;

[0085] S3 - 2. Determine the corresponding sample size according to the specific allocation method, specifically:

[0086]

[0087] In the formula, V represents the variance of the mean estimator, W h represents the stratum weight, S h represents the standard deviation of each stratum, S h 2 represents the variance of each stratum, n h represents the sample size of each stratum, N represents the total population, L represents the sum will be carried out to the Lth term, h represents the sum will start from the hth term;

[0088] S3 - 3. Determine the sample size allocation: n h = nω h , h = 1, 2, …, L; Substitute it into the above formula, then there is:

[0089]

[0090] In the formula, n represents the total number of samples, and ω h represents the proportion of the sample size extracted from each layer;

[0091] When using proportional allocation, ω h =W h and the following can be obtained:

[0092]

[0093] When using Neyman allocation:

[0094]

[0095] Then the following can be obtained:

[0096]

[0097] When using optimal allocation,

[0098] In the formula, c h represents the average survey cost; then the following can be obtained:

[0099]

[0100] S4. Conduct reliability, validity tests, independent sample tests, and one-way variance factor analysis on the recovered valid questionnaires, and propose corresponding improvement measures for the measured unit according to the analysis results. Specifically, it includes:

[0101] S4-1. Use the SPSS analysis software to complete the reliability and validity tests of the questionnaire;

[0102] S4-2. Through independent sample tests, verify whether there are differences in the questionnaire results set with different safety culture definitions;

[0103] S4-3. Through one-way variance factor analysis, obtain whether there are significant differences in the influence of individual influencing factors on the safety concepts, safety behaviors, and other aspects related to safety of the personnel of the measured unit;

[0104] S4-4. According to the questionnaire survey results, further analyze from multiple aspects including personnel structure, personnel experience, differences in understanding among different employees, and element differences, and propose improvement measures.

[0105] Correspondingly, as Figure 2 shown, based on the above safety culture basic teaching experiment research method, the present invention also proposes a safety culture basic teaching experiment system, which includes a student end, a teacher end, a management end, and a data processing subsystem;

[0106] On the student side, after starting the system, students enter the system main interface by using their identity information and select the experimental content to be completed based on their learning needs. Each experimental system provides students with four major learning modules: experimental introduction, experimental teaching, after-class exercises and experimental reports. Students complete the learning and operation of the corresponding experiments according to the system's guidance.

[0107] The teacher side mainly uses this experimental system to provide a teaching platform for online teaching, helping teachers to better complete the relevant teaching tasks of safety culture. By adopting the form of system structure diagram for design, the system's functional decomposition from the top to the bottom is completed to meet the actual needs of teachers' online teaching and help teachers complete teaching tasks; according to the actual teaching needs and taking into account the actual teaching situation, the teacher side functional modules are mainly divided into four parts: announcement module, teaching content, assessment plan and discussion module.

[0108] The management end is used to solve the main problems and required functions faced in the actual operation and maintenance of the system; relevant personnel are required to manage and maintain the system to ensure that students and teachers can complete teaching tasks with the help of the system platform and ensure the smooth progress of various tasks; the functional modules of the management end specifically include four modules: system management, class management, academic affairs management, and experimental properties.

[0109] The data processing subsystem is used to process various types of data generated by students when they complete experiments with the help of this system platform. The data association and interaction are completed through the data processing subsystem. The system records and processes data to facilitate students and teachers to grasp the learning situation in real time and make targeted adjustments. The data processing subsystem is divided into four modules according to application functions: theoretical learning data, experimental verification data, exercise completion data and learning outcome evaluation.

[0110] like Figure 3 As shown in the figure, the hybrid teaching model framework of the safety culture basic teaching experiment system includes:

[0111] Pre-class guidance stage: teachers release resources through the system platform, and students complete the preview tasks of relevant knowledge and skills through offline self-study, laying the foundation for subsequent classroom teaching.

[0112] Classroom teaching stage: students mainly learn online, supplemented by necessary offline activities to effectively promote students to complete learning tasks.

[0113] After-class consolidation stage: a combination of online and offline methods is adopted to ensure that students complete knowledge consolidation and reflection.

[0114] The present invention designs a hybrid teaching mode from three aspects: pre-class guidance, classroom teaching, and after-class consolidation, improves and perfects teaching methods, and enhances students' innovation and practical ability in safety culture learning.

[0115] In addition, as Figure 4 shown, the data processing subsystem of the present invention specifically includes a data acquisition module, a data processing module, a data analysis module, and a result application module according to the functional architecture.

[0116] The data acquisition module selects one of the three safety culture definitions as the basis for subsequent experiments.

[0117] The data processing module is used to specify safety culture elements, select a safety culture measurement questionnaire as a safety culture quantitative measurement method, and use methods such as Likert scale, Thurstone scale, or Guttman scale to set the questionnaire according to the corresponding safety culture definition and the safety culture elements involved.

[0118] The data analysis module is used to calculate the sample size by selecting an appropriate sampling method according to the specific personnel composition and corresponding proportions of the measured unit. After quantitatively measuring the safety culture of the personnel in the measured unit, it conducts reliability, validity tests, independent sample tests, and one-way analysis of variance on the recovered valid questionnaires, and proposes corresponding improvement measures according to the analysis results.

[0119] The result application module is used to construct a basic safety culture teaching experiment system, and send the results to managers at all levels through computer terminals, so that managers at all levels can apply and improve teaching measures and learning methods targeted according to the results, and enhance students' innovation and practical abilities in learning safety culture.

[0120] The present invention summarizes and organizes the existing definitions of safety culture through the literature review method, specifies safety culture elements, and aims at the disadvantage that domestic safety culture education mostly focuses on the general description of its content and lacks the research on safety culture education practice. Based on the MVC design pattern, it designs a basic safety culture teaching experiment system, and selects a safety culture measurement questionnaire to quantitatively measure the safety culture of the personnel in the measured unit. This hybrid teaching mode can effectively infiltrate safety culture into classroom teaching, thus realizing the integration of "teaching and practice" of safety culture, enhancing students' innovation and practical abilities in learning safety culture, and providing a useful reference for the problems faced in the current safety culture teaching process.

[0121] Obviously, the embodiments described above are only a part of the embodiments of the present application, rather than all embodiments. The accompanying drawings show preferred embodiments of the present application, but do not limit the patent scope of the present application. The present application can be implemented in many different forms. On the contrary, the purpose of providing these embodiments is to make the understanding of the disclosed content of the present application more thorough and comprehensive. Although the present application has been described in detail with reference to the foregoing embodiments, for those skilled in the art, they can still modify the technical solutions described in the foregoing specific embodiments, or perform equivalent replacements on some of the technical features. Any equivalent structure made by using the content of the specification and drawings of the present application, directly or indirectly applied in other related technical fields, is similarly within the scope of patent protection of the present application.

Claims

1. A safety culture basic teaching experimental research method, characterized by: The method is implemented based on the following steps: S1. Use literature review method to summarize and organize existing definitions of safety culture and specify the elements of safety culture; S2. Select the safety culture measurement questionnaire as the quantitative measurement method for safety culture, and use the Likert scale, Shafer-Through scale or Gutman scale to select the corresponding safety culture definition and the safety culture elements involved in the summary and collation in step S1 to set up the questionnaire; S3. According to the specific personnel composition and corresponding proportion of the unit under test, the sample size is calculated using the stratified sampling method, and the safety culture of the personnel of the unit under test is quantitatively measured and the questionnaires are collected and sorted; S4. Conduct reliability and validity tests, independent sample tests and one-way factor analysis on the collected valid questionnaires, and propose corresponding improvement measures for the tested units based on the analysis results.

2. The safety culture basic teaching experimental research method according to claim 1 is characterized by: Step S1 specifically includes: S1-1. Comprehensively analyze the definitions of safety culture at home and abroad, and observe and analyze the two core elements of attitude and values ​​involved in the definition of safety culture; the definition of safety culture includes behavioral patterns, organizational structure, framework and physical content; S1-2. Specify the elements of safety culture, including the core elements of the definition itself, elements related to safety culture, and elements that influence safety culture.

3. The safety culture basic teaching experimental research method according to claim 2 is characterized by: The core elements of the definition itself include safety awareness, safety attitude, and safety behavior; elements related to safety culture include safety training, safety commitment, and safety procedures; elements that influence safety culture include the safety of the work environment and the support and supervision of leadership.

4. The safety culture basic teaching experimental research method according to claim 1 is characterized by: Step S2 specifically includes: selecting a measurement questionnaire as a quantitative measurement method for safety culture. The safety culture definitions selected in the measurement questionnaire for students mainly include the following three categories: 1) The core elements of safety philosophy include attitudes, values ​​and beliefs; 2) The comprehensive definition of safety concepts and behaviors is to add behavioral elements to the concept level; 3) Comprehensive theory includes spiritual elements related to security, as well as physical, institutional and behavioral aspects.

5. The safety culture basic teaching experimental research method according to claim 4 is characterized by: In step S2, in order to ensure the integrity and systematicness of the questionnaire design, the questionnaire design is set from the two aspects of "association logic" and "jump question logic" between each item; the questionnaire design question types include screening questions, basic background information questions, basic attitude questions and core variable questions.

6. The safety culture basic teaching experimental research method according to claim 1 is characterized by: Step S3 specifically includes: S3-1. After analyzing and comparing probability sampling and non-probability sampling methods, the stratified sampling method in probability sampling is selected to be used for sampling the safety culture samples of the units under test; S3-2. Determine the corresponding sample size according to the specific allocation method, specifically: In the formula, V represents the variance of the estimator, W h Representative layer power, S h Represents the standard deviation of each layer, S h 2 represents the variance of each layer, n h represents the sample size of each layer, N represents the total number of the population, L represents that the summation will proceed to the Lth item, and h represents that the summation will start from the hth item; S3-3. Determined sample size allocation: n h =nω h , h=1,2,…,L; Substituting it into the above formula, we have: In the formula, n represents the total number of samples, ω h Represents the proportion of sample size drawn from each stratum; When proportional allocation is adopted, ω h =W h , we can get: When using Nieman allocation: Then we can get: When the optimal allocation is adopted, In the formula, c h represents the average cost of the survey; then we can get:

7. The safety culture basic teaching experimental research method according to claim 1 is characterized by: Step S4 specifically includes: S4-1. Use SPSS analysis software to complete the reliability and validity test of the questionnaire; S4-2. Through independent sample testing, verify whether there are differences in the questionnaire results when different safety culture definitions are selected; S4-3. Through univariate factor analysis, determine whether there is a significant difference in the impact of a single influencing factor on the safety concept, safety behavior and other aspects of safety of the personnel of the measured unit; S4-4. Based on the questionnaire survey results, further analysis is conducted from multiple aspects including personnel structure, personnel experience, differences in understanding among different employees, and differences in elements, and improvement measures are proposed.

8. The safety culture basic teaching experiment research method according to claim 1 is implemented based on a safety culture basic teaching experiment system, characterized in that: The system includes a student terminal, a teacher terminal, a management terminal and a data processing subsystem; After starting to run the system, the student terminal uses the identity information to enter the main interface of the system and selects the experimental content to be completed according to the learning needs; each experimental system provides students with four learning modules: experimental introduction, experimental teaching, after-class exercises and experimental reports. Students complete the learning and operation of the corresponding experiment according to the guidance of the system; The teacher end is mainly used for online teaching to help teachers complete the teaching tasks related to safety culture. By adopting the form of system structure diagram for design, the system functional decomposition from the top to the bottom is completed to meet the actual needs of teachers for online teaching and help teachers complete teaching tasks. According to actual teaching needs and comprehensive consideration of actual teaching situations, the teacher-side functional modules are mainly divided into four parts: announcement module, teaching content, assessment plan, and discussion module; The management end is used to solve the main problems and required functions faced in the actual operation and maintenance of the system; relevant personnel are required to manage and maintain the system to ensure that students and teachers can complete teaching tasks with the help of the system platform and ensure the smooth progress of various tasks; the management end is divided into four modules according to functional modules: system management, class management, teaching management and experimental attributes; The data processing subsystem is used to process various types of data generated by students when they complete experiments with the help of the system platform. The data association and interaction are completed through the data processing subsystem. The system records and processes the data, which makes it convenient for students and teachers to grasp the learning situation in real time and make targeted adjustments. The data processing subsystem is divided into four modules according to application functions: theoretical learning data, experimental verification data, exercise completion data and learning outcome evaluation.

9. The safety culture basic teaching experiment system according to claim 8 is characterized by: The hybrid teaching model framework of this system includes pre-class guidance stage, classroom teaching stage and post-class consolidation stage; The pre-class guidance stage: teachers release resources through the system platform, and students complete the pre-study tasks of relevant knowledge and skills through offline self-study, laying the foundation for subsequent classroom teaching; The classroom teaching stage: students mainly learn online, supplemented by necessary offline activities to promote students to complete learning tasks. The after-class consolidation stage: adopts an online and offline approach to ensure that students complete knowledge consolidation and reflection.

10. The safety culture basic teaching experiment system according to claim 8 is characterized by: The data processing subsystem specifically includes a data acquisition module, a data processing module, a data analysis module and a result application module according to the functional architecture; The data acquisition module is used to select one of the three safety culture definitions as the basis for subsequent experiments; The data processing module is used to specify the safety culture elements, select the safety culture measurement questionnaire as the safety culture quantitative measurement method, and adopt the Likert scale, Shafer-Thunder scale or Gutman scale method to select the corresponding safety culture definition and the involved safety culture elements to set the questionnaire; The data analysis module is used to select an appropriate sampling method to calculate the sample size according to the specific personnel composition and corresponding proportion of the measured unit, conduct a quantitative measurement of the safety culture of the personnel of the measured unit, conduct reliability and validity tests, independent sample tests and univariate factor analysis on the collected valid questionnaires, and propose corresponding improvement measures based on the analysis results; The result application module is used to construct a safety culture basic teaching experiment system, and send the results to managers at all levels through computer terminals, so that managers at all levels can apply the results in a targeted manner to improve teaching measures and learning methods, and enhance students' innovation and practical ability in safety culture learning.

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