A safety culture basic teaching experiment research method and system

Abstract

The present invention belongs to the field of teaching experiments, and specifically discloses a safety culture basic teaching experiment research method and system. The method includes: using a literature review method to summarize and organize existing definitions of safety culture and concretize safety culture elements; selecting a safety culture measurement questionnaire as a quantitative measurement method for safety culture, selecting a corresponding safety culture definition and the safety culture elements involved to set up a questionnaire; according to the specific personnel composition and corresponding proportion of the measured unit, selecting a suitable sampling method to calculate the sample capacity, and collecting and organizing questionnaires after conducting quantitative measurements of safety culture on teachers and students in the school; conducting reliability and validity tests, independent sample tests and single-variance factor analysis on the collected valid questionnaires, and proposing corresponding improvement measures for the measured unit based on the analysis results. The present invention designs a hybrid teaching model to improve and perfect teaching methods and enhance students' innovation and practical ability in safety culture learning.

Description

Technical Field

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

[0002] Currently, vigorously strengthening safety culture development has become a major initiative for countries around the world to prevent accidents and reduce economic losses. As a source of talent for future management teams, universities and colleges must cultivate individuals with a high level of safety literacy, which plays a fundamental role in fostering a safety culture for society as a whole. However, my country's dedicated safety culture education and teaching efforts started relatively late, and numerous issues remain regarding teaching content and methods. For one thing, many universities' safety engineering majors currently lack a separate curriculum component for safety culture. Furthermore, current safety culture teaching methods are limited, hindering the development of students' innovative thinking and practical skills. Summary of the Invention

[0003] In order to address the shortcomings of the existing technology, the present invention aims to provide a safety culture basic teaching experimental research method, which organically combines teachers, students and teaching resources to construct a hybrid teaching model that combines online and offline, and can effectively infiltrate safety culture into classroom teaching, realize the integration and unification of "teaching and practice" of safety culture, and effectively solve the problems faced in the current safety culture teaching process such as the single teaching method.

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

[0005] A safety culture basic teaching experimental research method is implemented based on the following steps:

[0006] S1. Use literature review method to summarize and organize existing definitions of safety culture and specify the elements of safety culture;

[0007] S2. Select the Safety Culture Questionnaire as the quantitative measurement method for safety culture and use the Likert scale, Sachs scale, or Gutman scale to select the corresponding safety culture definition and related safety culture elements summarized in step S1 to set up the questionnaire;

[0008] S3. Based on the specific personnel composition and corresponding proportions of the measured units, a stratified sampling method is used to calculate the sample size, and a quantitative measurement of the safety culture of the measured unit personnel is conducted, followed by the collection and compilation of questionnaires;

[0009] 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.

[0010] Furthermore, step S1 specifically includes:

[0011] S1-1. Comprehensively analyze domestic and international definitions of safety culture, observing and analyzing the two core elements of safety culture: attitudes and values. Safety culture definitions include behavioral patterns, organizational structures, frameworks, and physical aspects.

[0012] 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.

[0013] Among them, 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.

[0014] Furthermore, step S2 specifically includes: selecting a measurement questionnaire as a quantitative measurement method for safety culture, and the safety culture definitions selected in the student measurement questionnaire mainly include the following three categories:

[0015] 1) The core elements of safety philosophy include attitudes, values ​​and beliefs;

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

[0017] 3) Comprehensive theory includes spiritual elements related to security, as well as physical, institutional and behavioral aspects.

[0018] In step S2, in order to ensure the integrity and systematicness of the questionnaire design, the questionnaire design is set up 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.

[0019] Furthermore, step S3 specifically includes:

[0020] S3-1. After analyzing and comparing probability sampling and non-probability sampling methods, the stratified sampling method in probability sampling was selected to select safety culture samples of the units under test;

[0021] S3-2. Determine the appropriate sample size based on the specific allocation method, specifically:

[0022]

[0023] Where V represents the variance of the mean estimator, W h Representative power, 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 stratum, 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;

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

[0025]

[0026] In the formula, n represents the total number of samples, ω h represents the proportion of sample size drawn from each stratum;

[0027] When proportional allocation is adopted, ω h =W h , we can get:

[0028]

[0029] When using Nieman allocation:

[0030]

[0031] Then we can get:

[0032]

[0033] When the optimal allocation is adopted,

[0034] Where c h represents the average cost of the survey; then we can get:

[0035]

[0036] Furthermore, step S4 specifically includes:

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

[0038] S4-2. Use independent sample testing to verify whether there are differences in the questionnaire results when different safety culture definitions are selected.

[0039] S4-3. Use univariate factor analysis to determine whether there is a significant difference in the impact of a single influencing factor on the safety awareness, safety behavior, and other safety-related aspects of the personnel in the tested 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 differences in elements, and propose improvement measures.

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

[0042] After starting the system, the student terminal uses their identity information to enter the system's main interface and select the experiment content they need to complete based on their learning needs. Each experiment system provides students with four learning modules: experiment introduction, experiment teaching, after-class exercises, and experiment report. Students complete the learning and operation of the corresponding experiment according to the system's guidance.

[0043] The teacher side is mainly used for online teaching, helping teachers complete safety culture-related teaching tasks. By adopting the form of a system structure diagram, the system is decomposed from the top to the bottom, meeting the actual needs of teachers in online teaching and helping teachers complete teaching tasks. According to actual teaching needs and taking into account the actual teaching situation, the functional modules of the teacher side are mainly divided into four parts: announcement module, teaching content, assessment plan, and discussion module.

[0044] The management side 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 their teaching tasks with the help of the system platform and ensure the smooth progress of various tasks; the management side is divided into four modules according to the functional modules: system management, class management, academic management, and experimental properties;

[0045] The data processing subsystem is used to process various types of data generated by students when completing 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 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 major 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 a combination of online and offline methods to ensure that students complete knowledge consolidation and reflection.

[0050] Preferably, the data processing subsystem is 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 safety culture definitions as the basis for subsequent experiments;

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

[0053] The data analysis module is used to select an appropriate sampling method to calculate the sample size based on the specific personnel composition and corresponding proportions of the measured unit. After quantitatively measuring the safety culture of the personnel of the measured unit, the collected valid questionnaires are tested for reliability and validity, independent sample test, and single-variance factor analysis, and corresponding improvement measures are proposed based on the analysis results.

[0054] The result application module is used to build 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 make targeted applications based on the results to improve teaching measures and learning methods, thereby enhancing students' innovation and practical ability in safety culture learning.

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

[0056] This paper summarizes and organizes existing definitions of safety culture through a literature review, specifically defining its elements. Addressing the shortcomings of domestic safety culture education, which primarily focuses on general descriptions of its content and lacks practical research on safety culture education, this paper designs a basic safety culture teaching experiment system based on the MVC design pattern. A safety culture measurement questionnaire is used to quantitatively measure the safety culture of the personnel in the surveyed units. The MVC design pattern comprises three components: Model, View, and Controller. The Model layer is the core processing layer, primarily responsible for data access and business logic processing in the system, addressing operational needs such as data addition, update, and deletion. The View layer serves as the interface between the system and the user, storing and displaying processed data. The Controller layer, in the MVC design pattern, serves as a bridge between the Model and View layers, responsible for data transmission between the two layers. This hybrid teaching model effectively integrates safety culture into classroom instruction, achieving a unified "teaching and practice" approach to safety culture, enhancing students' innovative and practical skills in safety culture learning, and providing a valuable reference for addressing current challenges in safety culture education. BRIEF DESCRIPTION OF THE DRAWINGS

[0057] Figure 1 Schematic diagram of the method flow of the present invention;

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

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

[0060] Figure 4 This is a system structure diagram of the present invention. DETAILED DESCRIPTION

[0061] The principles and features of the present invention are described below with reference to the accompanying drawings. The examples given are only used to explain the present invention and are not intended to limit the scope of application of the present invention.

[0062] like Figure 1-4 As shown, the present invention proposes a safety culture basic teaching experimental research method, which specifically includes the following steps:

[0063] S1. Use literature review method to summarize and organize existing definitions of safety culture and specify the elements of safety culture. Specifically include:

[0064] S1-1. A comprehensive analysis of safety culture definitions both domestically and internationally reveals that most include two core elements: attitudes and values. Furthermore, some definitions also encompass behavioral patterns, organizational structures, frameworks, and physical states. Current researchers categorize these definitions into three categories based on their inclusion:

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

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

[0067] The third comprehensive theory argues that safety culture encompasses not only the spiritual aspects of safety but also the physical, institutional, and behavioral aspects. In short, safety culture can be seen as a synthesis of both the spiritual and material aspects of safety.

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

[0069] Table 1

[0070]

[0071] S1-2. The specific elements of safety culture not only cover the core elements of the definition itself, such as safety awareness, safety attitude, and safety behavior, but also incorporate elements closely related to safety culture, such as safety training, safety commitment, and safety procedures. In addition, factors that influence safety culture are also considered, such as the safety of the work environment and the support and supervision of leadership. Specific safety culture elements are shown in Table 2 below:

[0072] Table 2

[0073]

[0074]

[0075] S2. Select the safety culture measurement questionnaire as a quantitative measurement method for safety culture, and use methods such as the Likert scale, Sachs scale, or Gutman scale to select the corresponding safety culture definition and the safety culture elements involved in the questionnaire summarized in step S1. Specifically:

[0076] The measurement questionnaire is popular for its simplicity and economy, and is easier for students to practice, so the measurement questionnaire is chosen as the quantitative measurement method of safety culture.

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

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

[0079] 2) Safety culture is a combination of safety concepts and behaviors. This type of definition mainly adds behavioral elements to the conceptual level.

[0080] The third comprehensive theory argues that safety culture encompasses not only the spiritual aspects of safety but also the physical, institutional, and behavioral aspects. In short, safety culture can be seen as a synthesis of both the spiritual and material aspects of safety.

[0081] To ensure the integrity and systematic nature of the questionnaire, the design incorporates both "association logic" and "jump-to-question logic" between items. The questionnaire adheres to the principles of purpose, appropriateness, singularity, objectivity, and acceptability. Key question types include screening questions, basic background information questions, basic attitude questions, core variable questions, and others.

[0082] S3. Based on the specific personnel composition and corresponding proportions of the surveyed units, a stratified sampling method was used to calculate the sample size. After conducting a quantitative safety culture measurement of the surveyed units' personnel, questionnaires were collected and collated. Based on the actual situation of the surveyed units, management personnel generally make up a smaller proportion in most units, while other types of personnel make up the majority.

[0083] Step S3 specifically includes:

[0084] S3-1. After analyzing and comparing probability sampling and non-probability sampling methods, the stratified sampling method in probability sampling was selected to select safety culture samples of the units under test;

[0085] S3-2. Determine the appropriate sample size based on the specific allocation method, specifically:

[0086]

[0087] Where V represents the variance of the mean estimator, W h Representative 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 stratum, 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;

[0088] S3-3. Determined sample size allocation: n h =nω h , h=1,2,…,L; Substituting it into the above formula, we have:

[0089]

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

[0091] When proportional allocation is adopted, ω h =W h , we can get:

[0092]

[0093] When using Nieman allocation:

[0094]

[0095] Then we can get:

[0096]

[0097] When the optimal allocation is adopted,

[0098] Where c h represents the average cost of the survey; then we can get:

[0099]

[0100] S4. Conduct reliability and validity tests, independent sample tests, and single variance factor analysis on the returned valid questionnaires, and propose corresponding improvement measures for the tested units based on the analysis results. Specifically, this includes:

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

[0102] S4-2. Use independent sample testing to verify whether there are differences in the questionnaire results when different safety culture definitions are selected.

[0103] S4-3. Use univariate factor analysis to determine whether there is a significant difference in the impact of a single influencing factor on the safety awareness, safety behavior, and other safety-related aspects of the personnel in the tested unit.

[0104] 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 differences in elements, and propose improvement measures.

[0105] Correspondingly, such as Figure 2 As 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 terminal, a teacher terminal, a management terminal and a data processing subsystem;

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

[0107] The teacher side primarily uses this experimental system to provide a teaching platform for online classes, helping teachers better complete safety culture-related teaching tasks. Designed using a system structure diagram, the system's functional decomposition from the top to the bottom meets the actual needs of teachers in online teaching and helps them complete their teaching tasks. Based on actual teaching needs and taking into account the actual teaching situation, the teacher side's functional modules are mainly divided into four parts: announcement module, teaching content, assessment plan, and discussion module.

[0108] The management side is used to solve the main problems and required functions faced during 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 side specifically include four major 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 completing 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 experimental 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 model 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, if Figure 4 As shown, the data processing subsystem of the present invention is divided into a data acquisition module, a data processing module, a data analysis module and a result application module according to the functional architecture.

[0116] In the data acquisition module, one of the three safety culture definitions was selected as the basis for subsequent experiments.

[0117] The data processing module is used to concretize the elements of safety culture, select the safety culture measurement questionnaire as the quantitative measurement method of safety culture, and use methods such as Likert scale, Shafer scale or Gutman scale to select the corresponding safety culture definition and the safety culture elements involved to set up the questionnaire.

[0118] The data analysis module is used to select an appropriate sampling method to calculate the sample size based on the specific personnel composition and corresponding proportions of the measured unit. After quantitatively measuring the safety culture of the personnel of the measured unit, the collected valid questionnaires are tested for reliability and validity, independent sample test, and univariate factor analysis, and corresponding improvement measures are proposed based on the analysis results.

[0119] The result application module is used to build 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 make targeted applications based on the results to improve teaching measures and learning methods, and enhance students' innovation and practical ability in safety culture learning.

[0120] This paper summarizes and organizes existing definitions of safety culture through a literature review method, concretizes the elements of safety culture, and addresses the shortcomings of domestic safety culture education, which mostly focuses on a general description of its content and lacks practical research on safety culture education. Based on the MVC design pattern, this paper designs a basic safety culture teaching experiment system and selects a safety culture measurement questionnaire to quantitatively measure the safety culture of the personnel of the measured units. This hybrid teaching model can effectively integrate safety culture into classroom teaching, thereby achieving the integration of "teaching and practice" of safety culture, enhancing students' innovation and practical ability in safety culture learning, and providing a useful reference for the problems faced in the current safety culture teaching process.

[0121] Obviously, the embodiments described above are only some of the embodiments of the present application, rather than all of the embodiments. The preferred embodiments of the present application are given in the accompanying drawings, but they 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 disclosure of the present application more thorough and comprehensive. Although the present application has been described in detail with reference to the aforementioned embodiments, for those skilled in the art, it is still possible to modify the technical solutions described in the aforementioned specific embodiments, or to make equivalent replacements for some of the technical features therein. Any equivalent structure made using the contents of the present application specification and the accompanying drawings, directly or indirectly used in other related technical fields, is also within the scope of patent protection of the present application.

Claims

1. A safety culture basic teaching experiment system, characterized by: The system includes student side, teacher side, management side and data processing subsystem; After starting the system, the student terminal uses their identity information to enter the system's main interface and select the experiment content they need to complete based on their learning needs. Each experiment system provides students with four learning modules: experiment introduction, experiment teaching, after-class exercises, and experiment report. Students complete the learning and operation of the corresponding experiment according to the system's guidance. The teacher terminal is mainly used for online teaching, helping teachers complete teaching tasks related to safety culture. By adopting the form of a system structure diagram, the system is decomposed from the top to the bottom, meeting the actual needs of teachers in online teaching and helping teachers complete their teaching tasks. According to actual teaching needs and comprehensive consideration of actual teaching conditions, the teacher-side functional modules are mainly divided into four parts: announcement module, teaching content, assessment plan and discussion module; The management side 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 their teaching tasks with the help of the system platform and ensure the smooth progress of various tasks; the management side is divided into four modules according to the functional modules: system management, class management, academic management, and experimental properties; The data processing subsystem is used to process various types of data generated by students during the process of completing experiments using the system platform. The data is associated and interacted through the data processing subsystem. With the help of the system, the data is recorded and processed, making 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. The data processing subsystem is divided into four modules according to functional architecture, including data acquisition module, data processing module, data analysis module, and result application module. 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 quantitative measurement method of safety culture, and use the Likert scale, Shaftesbury scale or Gutman scale to select the corresponding safety culture definition and the safety culture elements involved to set up the questionnaire; The data analysis module is used to select a corresponding sampling method to calculate the sample size based on the specific personnel composition and corresponding proportions of the measured unit. After quantitatively measuring the safety culture of the personnel of the measured unit, the collected valid questionnaires are tested for reliability and validity, independent sample test, and single-variance factor analysis, and corresponding improvement measures are proposed based on the analysis results. The result application module is used to build 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 make targeted improvements to teaching measures and learning methods based on the results, thereby enhancing students' innovation and practical ability in safety culture learning; The sampling methods specifically include: After analyzing and comparing probability sampling and non-probability sampling methods, the stratified sampling method in probability sampling was selected to be used for sampling the safety culture samples of the units under test; The corresponding sample size is determined according to the specific allocation method, specifically: Where V represents the variance of the estimator, W h Representative 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 stratum, 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; 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, Where c h represents the average cost of the survey; then we can get:

2. The safety culture basic teaching experiment system according to claim 1 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 learn online, supplemented by necessary offline activities to facilitate students to complete their learning tasks; The after-class consolidation stage: adopts a combination of online and offline methods to ensure that students complete knowledge consolidation and reflection.

3. The safety culture basic teaching experiment research method implemented by the safety culture basic teaching experiment system according to claim 1 is 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 Questionnaire as the quantitative measurement method for safety culture and use the Likert scale, Sachs scale, or Gutman scale to select the corresponding safety culture definition and related safety culture elements summarized in step S1 to set up the questionnaire; S3. Based on the specific personnel composition and corresponding proportions of the measured units, a stratified sampling method is used to calculate the sample size, and a quantitative measurement of the safety culture of the measured unit personnel is conducted, followed by the collection and compilation of questionnaires; 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.

4. The safety culture basic teaching experimental research method according to claim 3 is characterized by: Step S1 specifically includes: S1-1. Comprehensively analyze domestic and international definitions of safety culture, observing and analyzing the two core elements of safety culture: attitudes and values. Safety culture definitions include behavioral patterns, organizational structures, frameworks, and physical aspects. 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.

5. The safety culture basic teaching experimental research method according to claim 4 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.

6. The safety culture basic teaching experimental research method according to claim 3 is characterized by: Step S2 specifically includes: selecting a measurement questionnaire as a quantitative measurement method for safety culture, and the safety culture definitions selected in the student measurement questionnaire 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.

7. The safety culture basic teaching experimental research method according to claim 6 is characterized by: In step S2, to ensure the integrity and systematic nature of the questionnaire design, the questionnaire was designed from two aspects: "association logic" and "jump-to-question logic" between items. The questionnaire design question types included screening questions, basic background information questions, basic attitude questions, and core variable questions.

8. The safety culture basic teaching experimental research method according to claim 3 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. Use independent sample testing to verify whether there are differences in the questionnaire results when different safety culture definitions are selected. S4-3. Use univariate factor analysis to determine whether there is a significant difference in the impact of a single influencing factor on the safety awareness, safety behavior, and other safety-related aspects of the personnel in the tested unit. 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 differences in elements, and propose improvement measures.

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