A method for constructing a double-layer knowledge graph driven interdisciplinary subject teaching paradigm

Abstract

The application discloses a kind of double-layer knowledge graph driven interdisciplinary theme teaching paradigm construction method, belong to educational informatization and artificial intelligence auxiliary teaching technical field.The method contains three core stages: the first stage constructs IT-CKG double-layer knowledge graph, first layer is central subject knowledge graph layer, including chapter entity, knowledge point entity, core concept entity and skill entity;Second layer is interdisciplinary theme and resource layer;Second stage executes seven-step teaching design paradigm with IT-CKG as whole process data source.Third stage realizes the continuous optimization of IT-CKG through three dynamic updating paths, forms complete closed loop.The application verifies the universality and effectiveness of the scheme under different disciplines, school stages and theme types through three parallel examples (information technology seventh grade project class, science eighth grade problem class, mathematics sixth grade situation class), solves the technical problems of knowledge integration tool missing, theme resource adaptation difficulty and unclear teaching design path in interdisciplinary teaching.

Description

Technical Field

[0001] This invention relates to the field of educational informatization and artificial intelligence-assisted teaching, specifically to a method for constructing an interdisciplinary thematic teaching paradigm based on a two-layer knowledge graph. Background Technology

[0002] The current compulsory education curriculum explicitly requires each subject to dedicate no less than 10% of class time to interdisciplinary thematic learning, aiming to break down disciplinary barriers and cultivate students' core competencies in comprehensively applying multidisciplinary knowledge to solve real-world problems. Knowledge graphs, as a technological tool for organizing and representing knowledge in a graph structure, have been widely used in education for the structured presentation of single-subject knowledge systems, learning path planning, and personalized learning recommendations. However, existing technologies still have significant shortcomings in supporting the design of interdisciplinary thematic instructional programs.

[0003] The single-discipline limitations of knowledge structuring tools. Existing educational knowledge graphs employ a flat, single-layer structure, only capable of presenting the conceptual hierarchy and logical connections within a single discipline. When teachers need to conduct interdisciplinary thematic teaching, they cannot rely on existing graphing tools to describe the semantic, causal, and application connections between knowledge points from different disciplines. Teachers are forced to manually search for intersections between multiple isolated disciplinary knowledge systems, resulting in interdisciplinary teaching content that appears as a "discipline patchwork" at the knowledge level rather than an organic integration based on deep semantic connections, thus failing to guarantee the logical coherence of knowledge integration.

[0004] A disconnect exists between theme refinement and resource adaptation. In existing educational knowledge graph systems, subject knowledge points, interdisciplinary teaching themes, and multimodal teaching resources belong to different data systems, lacking a structured mapping mechanism between them. When designing interdisciplinary lessons, teachers cannot complete the full decision-making chain within a single knowledge tool: "What is the core knowledge of the interdisciplinary theme?", "Which subjects and which knowledge points need to be integrated for this theme?", and "What teaching resources should support the implementation of this theme?". Theme selection and resource matching rely excessively on teachers' personal experience, lacking standardized and reusable technical support.

[0005] The lack of operational pathways for instructional design is a significant issue. Existing interdisciplinary instructional design methods often remain at the theoretical framework level. While they propose concepts and principles of interdisciplinary integration, they lack operational pathways that systematically drive the entire instructional design process from knowledge graph data. When designing interdisciplinary teaching units, frontline teachers often struggle to translate the knowledge structure within the knowledge graph into specific learning objectives, questions, tasks, and activities, resulting in time-consuming design processes, unclear logic, and poor replicability.

[0006] Therefore, there is an urgent need for a complete technical solution that can organize multidisciplinary knowledge in an interdisciplinary structure, map knowledge points with themes and teaching resources in a three-dimensional way, and use a graph as the core driving tool to generate interdisciplinary teaching design schemes. Summary of the Invention

[0007] (a) Technical problems to be solved To address the shortcomings of existing technologies, this invention provides a method for constructing an interdisciplinary theme-based teaching paradigm driven by a two-layer knowledge graph. By constructing an interdisciplinary theme-resource association knowledge graph with a two-layer architecture, and using this graph as the core driving tool, a standardized and operable interdisciplinary theme-based teaching design paradigm is formed, solving three major technical problems in existing technologies: lack of interdisciplinary knowledge integration tools, disconnect between theme and resource adaptation, and unclear teaching design operation path.

[0008] To achieve the above objectives, this invention provides the following technical solution: a method for constructing a two-layer knowledge graph-driven interdisciplinary topic teaching paradigm, comprising the following steps: Step S100: Construct an interdisciplinary topic-resource association knowledge graph IT-CKG, wherein the IT-CKG includes a first layer of central subject knowledge graph layer and a second layer of interdisciplinary topic and resource layer, and the first layer and the second layer are connected through cross-layer association relationship to form a two-layer heterogeneous graph structure; Step S200: Using the IT-CKG as the data source and decision support tool, execute seven steps in sequence: selecting interdisciplinary topics, constructing interdisciplinary concept groups, designing problem chains, formulating teaching objectives, designing task clusters, designing teaching activities, and collecting evidence sets to form an interdisciplinary topic teaching design scheme; Step S300: Feed back the graph optimization suggestions generated in the evidence set collection step in step S200 to step S100, perform IT-CKG dynamic update, and form a dynamic iterative closed loop of construction-application-evaluation-optimization.

[0009] Preferably, the construction of IT-CKG in step S100 specifically includes: Step S110: Using the central subject curriculum standards and corresponding textbooks as data sources, extract four types of first-level entities: chapter entities, knowledge point entities, core concept entities, and skill entities. Establish four types of intra-level semantic relationships among the four types of entities: inclusion relationship, sequence relationship, causal relationship, and application relationship. Store all entity and relationship triples in the graph database to form the first-level central subject knowledge graph. Step S120: Based on the first-layer graph, add three types of second-layer entities: interdisciplinary topic entities, related subject entities, and teaching resource entities. Establish three types of cross-layer relationships: knowledge point-topic relationship, topic-related subject relationship, and topic-teaching resource relationship. Merge and store the second-layer graph with the first-layer graph to form a complete IT-CKG. Step S130: Perform the first-level entity quality check, the second-level relation quality check, and the third-level overall graph consistency check on the constructed IT-CKG in sequence.

[0010] Preferably, the attributes of the first-layer entity include: The knowledge point entity includes the knowledge point name, the chapter identifier, the learning level requirement, and the corresponding curriculum standard coding attribute. The learning level requirement ranges from knowing, understanding, mastering, and applying. The core concept entity includes the concept name, concept definition, abstraction level, and a list of knowledge point identifiers. The abstraction level can be categorized as a concrete concept, an intermediate concept, or an abstract concept. The skill entity includes a skill name, a skill type tag, a list of associated knowledge point identifiers, and an operation complexity level attribute. The value range of the skill type tag is operation skill and thinking skill, and the value range of the operation complexity level is basic, intermediate, and advanced. The interdisciplinary topic entity includes topic name, topic type, applicable grade level, applicable semester, context description text, and topic complexity level attributes. The topic type can be classified as context, project, or problem. The topic complexity level can be classified as basic, intermediate, or challenging. The associated subject entity includes a subject name, a list of associated knowledge points, an integration method tag, and an integration depth level attribute. The value range of the integration method tag is parallel integration, nested integration, and fusion integration. The value range of the integration depth level is main integration and auxiliary integration. The teaching resource entity includes resource name, resource type tag, resource format, storage path, list of applicable theme identifiers and quality rating attribute. The value range of the resource type tag is video, literature, learning website, practical tool and case material. The value range of the quality rating is recommended, general and alternative. The knowledge point-topic association includes the role tag attribute, and the value range of the role tag is knowledge base, skill carrier and concept bridging; The topic-related subject association includes an integration degree tag attribute, and the value range of the integration degree tag is main integration and auxiliary integration; The topic-teaching resource association includes resource usage stage tags and resource usage method description attributes. The value range of the resource usage stage tags is the introduction stage, the exploration stage, and the evaluation stage.

[0011] Preferably, the three-level quality control verification in step S130 specifically includes: The first-level entity quality verification includes completeness verification, uniqueness verification and attribute integrity verification. The completeness verification compares the extracted knowledge point entity set with the knowledge requirement items in the curriculum standard one by one to confirm that there are no omissions. The uniqueness verification performs name and semantic duplication detection on entities within the same level and performs splitting or merging operations. The second-level relation quality verification includes directional consistency verification, acyclicity verification, coverage verification, and cross-layer relation verification. The acyclicity verification performs topological sorting analysis on the directed graph formed by all sequential relations to detect learning order loops. The preset threshold for the proportion of isolated knowledge point nodes in the coverage verification is 15%. The overall consistency verification of the third-level graph includes semantic consistency review and structural balance analysis. The semantic consistency review is conducted by interdisciplinary experts who judge the rationality of the cross-level relationship samples one by one. The structural balance analysis statistically evaluates the distribution of the number of knowledge points associated with each interdisciplinary subject entity, the number of associated disciplines, and the number of teaching resources.

[0012] Preferably, the construction of the interdisciplinary concept group in step S200 adopts a three-stage semantic association analysis method, specifically including: Phase 1: Central subject concept anchoring. Traverse the knowledge point nodes related to the selected topic and their attached core concept entities from IT-CKG to form a set of central anchor points. Phase Two: Introduction of Related Subject Concepts. Extract related subject entities and their related knowledge point lists from IT-CKG. Teachers of the corresponding subjects extract a set of related concepts and identify bridging and complementary concepts. The bridging concepts are those that have corresponding expressions in both the central subject and related subjects and have highly overlapping semantics. The complementary concepts are those that exist only in related subjects but have the necessary explanatory power for solving the topic problem. The third stage is conceptual relationship mapping and integration. This involves performing pairwise semantic analysis on all concepts in the central anchor set and the associated concept set to identify four types of semantic relationships: equivalence relationship, hierarchical relationship, mutual interpretation relationship, and synergistic relationship. All concepts are then integrated into a networked interdisciplinary concept group.

[0013] Preferably, the design problem chain described in step S200 adopts a four-level progressive hierarchical structure, with the four levels as follows: The first level of factual cognition questions points to the type of factual knowledge, and the design is based on the knowledge point entities in the first layer of the IT-CKG graph whose learning level requirements are "understanding" and "comprehension". The second level of related understanding questions points to the related knowledge of what categories, and is designed based on the causal and application relationships in the first layer of the IT-CKG graph; The third level of integrated analysis questions focuses on how to view the integrated knowledge of classes, and its design is based on the distribution of bridging and complementary concepts in the concept group; The fourth level, the creative application problem, is the core big problem, which points to how to creatively apply knowledge. The design is based on the contextual description attributes of interdisciplinary thematic entities in the second layer of the IT-CKG graph.

[0014] Preferably, in step S200, the design task cluster models the dependencies between subtasks using three types of dependencies: data dependencies, knowledge dependencies, and collaborative dependencies. A task cluster dependency graph is constructed with all subtasks as nodes and the three types of dependencies as directed edges. The task cluster dependency graph satisfies the following constraints: there are no cycles in the directed subgraphs formed by data dependencies and knowledge dependencies; there is at least one starting subtask with an in-degree of zero and one terminating subtask with an out-degree of zero; and the phased products of the terminating subtask cover all components of the core problem solution.

[0015] Preferably, in step S200, the design of instructional activities involves simultaneously designing a scaffolding support system for each sub-task, including cognitive scaffolding, operational scaffolding, and evaluation scaffolding, wherein: The cognitive scaffolding includes a concept map template pre-generated based on the concept group structure, a problem prompt card for problem chain transformation, and a multidisciplinary perspective transformation guide table; The operational scaffolding includes a step-by-step guide to the operational process, a quick reference table of core functions, and a library of templates and examples. The evaluation scaffolding includes a subtask completion checklist, a peer review rubric designed from three dimensions: content accuracy, clarity of expression, and innovation, and a structured learning reflection log template.

[0016] Preferably, the evidence set collected in step S200 is comprehensively analyzed using a three-dimensional, three-level evaluation matrix, wherein the three evaluation dimensions are as follows: The knowledge mastery dimension corresponds to the first level of basic knowledge mastery objectives, with the core evaluation indicators being the accuracy of understanding core concepts and the standardization of basic skills operation. The interdisciplinary thinking dimension corresponds to the second-level disciplinary thinking objective, and the core evaluation indicators are the fluency of switching between multidisciplinary perspectives and the rationality of the explanation of concept associations. In the comprehensive practice dimension, corresponding to the third level of advanced literacy goals, the core evaluation indicators are the rationality of the scheme design, the completeness of the work quality, and the effectiveness of problem-solving. Each dimension is set with three performance levels: initial, developmental, and proficient. Individual evaluation reports and graph optimization suggestions are generated based on the evaluation matrix.

[0017] Preferably, the dynamic update of IT-CKG in step S300 is driven collaboratively by the following three triggering paths: The curriculum standards and textbook update-driven path is triggered when the curriculum standards or textbooks of the central subject are revised. This process involves adding, deleting, and modifying knowledge point entities and relationships in the first-level graph, and simultaneously reviewing the affected cross-level relationships in the second level. The evidence-driven approach to teaching practice is triggered after each interdisciplinary thematic teaching session. Based on the graph optimization suggestions generated from the evidence collection steps, the IT-CKG is modified and supplemented in a targeted manner. The resource library expansion drive path is triggered when the teaching resource library is updated in batches, which will add new high-quality multimodal resources into IT-CKG and establish a relationship with the adapted topic nodes; After any trigger path is completed, the level 3 quality control verification in step S130 must be re-executed.

[0018] (III) Beneficial Effects Compared with existing technologies, this invention provides a method for constructing an interdisciplinary topic-based teaching paradigm driven by a two-layer knowledge graph, which has the following beneficial effects: First, this invention proposes for the first time a two-layer heterogeneous graph architecture, which integrates single-discipline knowledge graphs and interdisciplinary topic resource graphs into an integrated knowledge tool with a clear hierarchical structure and cross-layer relationships. This breaks through the limitations of traditional educational knowledge graphs, which can only describe single-discipline knowledge networks, and realizes the integrated carrying of the three functions of "knowledge sorting, topic condensation, and resource adaptation" in the same graph tool.

[0019] Second, this invention designs a three-dimensional association structure of "knowledge-topic-resource", which uses seven precisely defined semantic relationship types to structurally associate and map central subject knowledge points, interdisciplinary topics and multimodal teaching resources, enabling teachers to conduct bidirectional retrieval along any dimension, significantly reducing the cognitive load and time cost of interdisciplinary instructional design.

[0020] Third, this invention uses IT-CKG as the core driving tool to establish a complete closed-loop instructional design paradigm from "graph query - concept extraction - problem design - goal setting - task decomposition - activity implementation - evidence evaluation - graph optimization", providing teachers with standardized and replicable operation paths for different disciplines and lowering the implementation threshold of interdisciplinary teaching.

[0021] Fourth, this invention ensures the data quality and continuous effectiveness of IT-CKG through a three-level quality control verification mechanism and three dynamic update paths, supporting a virtuous cycle of teaching improvement. Attached Figure Description

[0022] Figure 1 This is a schematic diagram of the overall architecture of the technical solution of the present invention.

[0023] Figure 2 This is a schematic diagram of the ontology structure of the IT-CKG two-layer knowledge graph.

[0024] Figure 3 This is a flowchart of the three-level verification process for IT-CKG image quality control.

[0025] Figure 4 A schematic diagram of the three-stage construction process for interdisciplinary concept groups.

[0026] Figure 5 This is a schematic diagram of a four-level progressive hierarchical structure of the problem chain.

[0027] Figure 6 A schematic diagram for modeling the dependency relationships of task clusters.

[0028] Figure 7 Generate flowcharts for evidence analysis and feedback.

[0029] Figure 8 A diagram illustrating the interaction between the seven-step instructional design paradigm and IT-CKG.

[0030] Figure 9 This is the task cluster dependency graph for Implementation Example 1, "Cloud-based Intangible Cultural Heritage Skills Inheritance Plan".

[0031] Figure 10 This is the task cluster dependency graph for Example 2, "Community Carbon Footprint Investigator".

[0032] Figure 11 This is the task cluster dependency graph for Example 3, "Design of Campus Weather Station Construction Scheme". Detailed Implementation

[0033] To better understand the purpose, structure, and function of this invention, the following description, in conjunction with the accompanying drawings, provides a more detailed account of a method for constructing an interdisciplinary thematic teaching paradigm driven by a two-layer knowledge graph.

[0034] This invention: 1. Overall Implementation Architecture See Figure 1The overall implementation architecture of the two-layer knowledge graph-driven interdisciplinary subject teaching paradigm construction method provided by this invention includes three major stages: the IT-CKG two-layer knowledge graph construction stage (step S100), the IT-CKG-based seven-step instructional design paradigm execution stage (step S200), and the IT-CKG dynamic update and iterative optimization stage (step S300). The three stages are executed sequentially and form a dynamic iterative closed loop through feedback loops.

[0035] 2. Specific implementation method of the IT-CKG two-layer knowledge graph construction stage (step S100) 2.1 IT-CKG Ontology Model Definition Before constructing the graph, the ontology model of IT-CKG is formally defined. IT-CKG is represented as a seven-tuple structure, consisting of seven elements: entity set, relation set, attribute set, first-level entity subset, second-level entity subset, intra-level relation subset, and cross-level relation subset.

[0036] The entity collection contains seven entity types. The identifier prefix, hierarchy, and core attribute definitions for each entity type are shown in the table below: Chapter Entity CH First layer Chapter title, volume, chapter number, and level depth Knowledge Entities KP First layer Knowledge point name, chapter identifier, learning level requirement, and corresponding curriculum standard code Core concept entity CC First layer List of concept names, concept definitions, abstraction levels, and related knowledge point identifiers Skill Entity SK First layer Skill name, skill type tag, list of associated knowledge points, and operation complexity level. Interdisciplinary thematic entities IT Second floor Topic Name, Topic Type, Applicable Grade Level, Applicable Semester, Contextual Description Text, Topic Complexity Level Related discipline entities DS Second floor Subject Name, List of Related Knowledge Points, Integration Method Tags, Integration Depth Level Teaching resource entities TR Second floor Resource name, resource type tag, resource format, storage path, list of applicable theme tags, quality rating The relation set contains seven relation types, divided into two categories: intra-level relations and cross-level relations. The definitions of each relation type are shown in the table below: Inclusion relationship R-CON Inside the layer Chapter entity or knowledge point entity Knowledge point entities or core concept entities Includes hierarchy depth Order relation R-SEQ Inner layer Knowledge Entities Knowledge Entities Priority level causation R-CAU Inside the layer Knowledge Entities Knowledge Entities Causal strength level Application Relationship R-APP Inside the layer Knowledge Entities Knowledge Entities Application scenario description Knowledge Points - Theme Relevance R-KT cross-layer Knowledge Entities Interdisciplinary thematic entities Assigning role labels Theme - Related Disciplines R-TD cross-layer Interdisciplinary thematic entities Related discipline entities Integration level label Topic-Teaching Resource Association R-TR cross-layer Interdisciplinary thematic entities Teaching resource entities Resource usage stage tags, resource usage method description Among them, the learning level requirement attribute ranges from four levels: understanding, comprehension, mastery, and application; the topic type attribute ranges from three categories: situational, project-based, and problem-based; the integration method tag attribute ranges from three methods: parallel integration, nested integration, and fusion integration; the resource type tag attribute ranges from five types: videos, documents, learning websites, practical tools, and case materials; the role tag attribute ranges from three roles: knowledge base, skill carrier, and concept bridging; the integration degree tag attribute ranges from two levels: primary integration and auxiliary integration; and the resource usage stage tag attribute ranges from three stages: introduction stage, exploration stage, and evaluation stage. See Figure 2 The bulk structure of the IT-CKG two-layer map is shown in the figure below: Construction of the first layer of the central subject knowledge graph (step S110) The construction of the first layer of the graph adopts a top-down strategy, using the curriculum standards as the top-level framework and textbook content as the specific data source, and is carried out in the following four sub-steps: Sub-step S111: Extraction of chapter entities and knowledge point entities.

[0037] Based on the curriculum standards for the central subject, the entire textbook for the central subject was systematically reviewed according to a four-level hierarchy of "volume-chapter-section-knowledge point". Entity records were created for each chapter and knowledge point, each assigned a unique identifier conforming to the identifier prefix specification. When creating knowledge point entities, the description of the knowledge point in the curriculum standards was used to fill in the knowledge point name, its corresponding chapter identifier, and learning level requirement attributes. The learning level requirements were determined based on the action verbs used in the curriculum standards: verbs such as "list", "state", and "identify" were marked as "understand"; verbs such as "explain", "describe", and "compare" were marked as "comprehend"; verbs such as "apply", "calculate", and "operate" were marked as "master"; and verbs such as "design", "evaluate", and "create" were marked as "apply". Simultaneously, the knowledge requirement coding system of the curriculum standards was consulted, and the corresponding coding attributes of the curriculum standards were filled in for each knowledge point entity.

[0038] Sub-step S112: Extraction of core concept entities.

[0039] Semantic analysis is performed on each knowledge point entity to extract the key disciplinary concepts contained within it. A knowledge point can correspond to one or more core concepts, and a core concept can belong to multiple knowledge points. An entity record is created for each core concept, filling in the concept name, concept definition (referring to the standardized expression in textbooks or curriculum standards), and abstraction level (divided into three levels: concrete concept, intermediate concept, and abstract concept). An inclusion relationship is established between the knowledge point entity and the core concept entity it is attached to.

[0040] Sub-step S113: Skill entity extraction.

[0041] For each knowledge point entity, analyze the operational or thinking skills that students should master after learning that knowledge point. Create an entity record for each skill, fill in the skill name, skill type label (value can be operational skill or thinking skill), and operational complexity level (divided into three levels: basic, intermediate, and advanced), and establish the inclusion relationship between knowledge point entities and skill entities.

[0042] Sub-step S114: Annotate the relationships between knowledge points within a layer.

[0043] A team of subject matter experts meticulously reviewed and annotated the relationships between all pairs of knowledge point entities. For each pair of knowledge points, they sequentially determined whether a sequential relationship existed (whether knowledge point A is a prerequisite for knowledge point B), a causal relationship (whether understanding knowledge point A directly explains or supports knowledge point B), and an application relationship (whether knowledge point A is invoked in the practical application of knowledge point B). For knowledge point pairs with confirmed relationships, a relation triple was recorded and assigned relation attribute values ​​(prerequisite necessity level, causal strength level, or application scenario description). After all annotations were completed, all entities and relation triples were imported into a graph database to form the first-level graph.

[0044] 2.3 Construction of the second-layer interdisciplinary themes and resources (step S120) The construction of the second-layer map is based on the first-layer map, and is carried out in sequence according to the following four sub-steps: Sub-step S121: Establishment of interdisciplinary subject entities.

[0045] Based on the overall requirements for interdisciplinary thematic learning in the curriculum standards, and combined with real-world social issues and students' life experiences, an interdisciplinary teaching and research team has identified and named several interdisciplinary themes. An entity record is created for each theme, including the theme name, theme type (situational, project-based, or problem-based), applicable grade level, applicable semester, contextual description text, and theme complexity level (divided into basic, intermediate, and challenging levels). The contextual description text should detail the real-world context corresponding to the theme, including the phenomena, problems, and possible directions for investigation involved.

[0046] Sub-step S122: Establishing the relationship between knowledge points and topics.

[0047] For each interdisciplinary topic entity, conduct knowledge analysis to identify the core subject knowledge points required for teaching that topic. Locate these knowledge point entities in the first-level IT-CKG graph, establish R-KT triplet relationships between knowledge point entities and interdisciplinary topic entities, and assign a role-based label attribute value to each relationship, indicating whether the knowledge point plays the role of "knowledge base," "skill carrier," or "concept bridging" in that topic. An interdisciplinary topic should establish relationships with at least two first-level knowledge point entities. Sub-step S123: Establishment of related subject entities and establishment of topic-subject relationship.

[0048] For each interdisciplinary topic, identify the other disciplines that need to be integrated to complete the teaching of that topic. Create an entity record for each related discipline, filling in the discipline name, a list of related knowledge points (listing the specific knowledge point names in that discipline that are relevant to the topic), and an integration method tag attribute. Establish R-TD relationship triples between the interdisciplinary topic entity and the related discipline entities, and assign an integration degree tag attribute value. An interdisciplinary topic should have at least one relationship with a related discipline entity.

[0049] Sub-step S124: Establishment of teaching resource entities and establishment of topic-resource association relationships.

[0050] For each interdisciplinary topic, suitable multimodal teaching resources are selected from the teaching resource repository. An entity record is created for each resource, including the resource name, resource type tag, resource format, storage path, and quality rating (recommended, general, and alternative levels). R-TR association triples are established between the interdisciplinary topic entity and the teaching resource entity, and attribute values ​​are assigned to the resource usage stage tag and resource usage description. An interdisciplinary topic should be associated with at least two teaching resource entities.

[0051] After completing the above four sub-steps, import all the newly added entities and relation triples of the second-layer graph into the graph database, merge them with the first-layer graph, and store them to form a complete IT-CKG two-layer knowledge graph.

[0052] 2.4 Level 3 Quality Control Verification (Step S130) See Figure 3 After the IT-CKG is built, a three-level quality control check is performed to ensure the quality of the map data.

[0053] Level 1: Entity quality verification (sub-step S131).

[0054] It includes three verification rules: Completeness verification—the extracted set of knowledge point entities is compared one by one with the knowledge requirement items in the curriculum standard to confirm that there are no omissions, and the omissions are marked as "entities to be supplemented"; Uniqueness verification—all entities at the same level are checked for name and semantic duplication, entities with the same name but different semantics are split, and entities with different names and overlapping semantics are merged; Attribute integrity verification—each entity is checked to see if the required attributes are complete and meet the value range constraints.

[0055] Level 2: Relationship quality verification (sub-step S132).

[0056] It includes four verification rules: Directional consistency verification—checking whether the start and end entity types of all directed relations conform to the relation definition constraints; Cycle aversion verification—performing topological sorting analysis on the directed graph formed by all sequential relations to detect whether there are learning sequence loops. If a loop is found, it is broken by a subject matter expert; Coverage verification—statistically calculating the proportion of isolated knowledge point nodes. If it exceeds a preset threshold (preferably, the threshold is 15%), a re-examination is prompted; Cross-layer relation verification—confirming that each cross-disciplinary topic entity has established a relationship with at least one knowledge point entity, one related subject entity, and one teaching resource entity.

[0057] Level 3: Overall consistency verification of the map (sub-step S133).

[0058] It includes two verification items: semantic consistency—extracting cross-layer relationship samples for review by interdisciplinary experts, deleting or correcting unreasonable associations; structural balance—statistically analyzing the distribution of the number of knowledge points associated with each topic entity, the number of associated disciplines, and the number of teaching resources, and marking topics below the preset lower limit as "to be improved" for supplementation.

[0059] 2.5 IT-CKG Query Function The completed IT-CKG supports the following three core query functions, providing data support for the seven-step instructional design paradigm in step S200: Query Function 1: Knowledge Point Association Query. Input the identifier of a specific knowledge point entity, and the function returns a list of all related knowledge point entities that have sequential, causal, or application relationships with it, along with the type and attribute values ​​of each relationship. This function supports teachers in step S220 to understand the internal knowledge structure of the central subject and in step S230 to design question chains based on knowledge relationships.

[0060] Query Function 2: Thematic Knowledge Tracing Query. Enter the identifier of a cross-disciplinary thematic entity or keywords related to the thematic name. This returns a complete information package corresponding to that thematic entity, including a set of associated core subject knowledge points and their roles, a list of associated subjects and their integration methods and specific knowledge points, and a list of suitable teaching resources and their usage stages and methods. This function supports teachers in obtaining comprehensive thematic information in step S210.

[0061] Query Function 3: Knowledge Point-Topic Reverse Query. Enter the identifier of a knowledge point entity, and the function returns a list of all interdisciplinary topic entities associated with that knowledge point, along with the topic type, applicable grade level, and complexity level for each topic. This function supports teachers in quickly locating candidate topics based on teaching progress in step S210.

[0062] 3. Specific implementation methods for the seven-step instructional design paradigm execution phase (step S200), see [link to relevant documentation]. Figure 8 3.1 Step S210: Select an interdisciplinary topic Teachers determine the scope of core subject knowledge points that have been completed or are about to be learned based on the current teaching progress, use the "Knowledge Point-Topic Reverse Query" function of IT-CKG to obtain a list of candidate interdisciplinary topics, and then use the "Topic Knowledge Source Query" function to obtain a complete information package for each candidate topic.

[0063] Teachers assess the suitability of candidate topics based on the following three dimensions: Knowledge coverage and adaptability: Check whether the core subject knowledge points related to the topic fall within the scope of the knowledge points in the current teaching progress, calculate the overlap between the topic-related knowledge points and the knowledge points in the current teaching scope, prioritize topics with high overlap, and avoid introducing a large amount of advanced or lagging knowledge content. Authentic relevance: Read the contextual description text of the topic and assess the relevance of the context to the students' local area, age group, and life experience. Prioritize topics with authentic and relatable contexts and questions that have practical significance. Resource Availability: Review the list of teaching resources associated with the topic to confirm that the listed resources are available and operable in the current teaching environment (e.g., practical tools require the school to have the corresponding hardware conditions), and prioritize topics with complete resource support.

[0064] After the evaluation is completed, an optimal interdisciplinary topic is identified, and its complete topic information package is saved as input for subsequent steps.

[0065] 3.2 Step S220: Constructing an interdisciplinary concept group See Figure 4 The construction of interdisciplinary concept groups adopts a three-stage semantic association analysis method: Phase 1: Anchoring the concept of the central discipline.

[0066] Extract all knowledge point nodes associated with the selected topic through R-KT relationships from the first layer of the IT-CKG graph. Then, traverse downwards along the R-CON containment edges to obtain all core concept entities attached to each knowledge point node. These core concepts constitute the "central anchor set" of the concept group, representing the core knowledge contributed by the central discipline to this interdisciplinary teaching. Simultaneously, record the abstract hierarchy attributes of each core concept to provide a reference for subsequent concept relationship mapping.

[0067] Phase Two: Introduction of the concept of related disciplines.

[0068] Extract all related subject entities connected to the selected topic through R-TD relationships from the second-level IT-CKG graph, and obtain the related knowledge point list attribute for each related subject entity. Teachers of the corresponding subjects then extract concepts from these related knowledge points to form a "set of related concepts." During the extraction process, the following two types of concepts are identified: The concept of bridging refers to a concept that has corresponding expressions in both the central discipline and related disciplines, with highly overlapping semantics but different disciplinary perspectives. Such concepts naturally have the function of bridging different disciplinary knowledge systems.

[0069] Complementary concepts refer to concepts that exist only in related disciplines but have the necessary explanatory or operational support for solving the subject problem. The introduction of such concepts can fill the knowledge gaps of the central discipline in specific problem-solving scenarios.

[0070] Phase 3: Conceptual Relationship Mapping and Concept Group Integration.

[0071] Perform pairwise semantic association analysis on all concepts in the set of central anchor points and the set of associated concepts to identify the following four types of associations: Equivalent association—Two concepts, under different disciplinary terminology systems, point to the same or highly similar essential meanings, and can be regarded as different disciplinary expressions of the same knowledge node in a group of concepts.

[0072] Superordinate relationship – one concept is higher than another concept at the level of abstraction, and the extension of the former includes the extension of the latter.

[0073] Mutual interpretation and connection—one concept can provide explanations, analogies, or supplementary explanations for another concept from different disciplinary perspectives, and the two enhance each other's understanding.

[0074] Synergistic association—Two concepts need to be invoked simultaneously when solving a specific problem; using either concept alone is insufficient to fully solve the problem.

[0075] After completing the relation mapping, all concepts are treated as nodes and all semantic relationships as edges, integrating them into a networked interdisciplinary concept group. The formation of this concept group signifies that the knowledge boundaries and knowledge structure of this interdisciplinary teaching have been clearly defined.

[0076] 3.3 Step S230: Design the problem chain See Figure 5 The problem chain adopts a four-level progressive hierarchical structure, with each level corresponding to different cognitive complexity requirements.

[0077] Level 1 – Factual Cognition Questions. These questions focus on factual knowledge related to "what is it?", requiring students to recall, identify, and state basic knowledge points within a single subject within a concept group. The design of these factual cognition questions is based on knowledge point entities in the IT-CKG Level 1 map whose learning level requirements are "knowledge" and "understanding." This level of questions should enable students to develop a preliminary understanding of core concepts.

[0078] Level Two – Relationship Understanding Questions. These questions focus on "why"-related knowledge, requiring students to explain the inherent relationships between two or more concepts within a concept group. The design is based on the causal and application relationship edges in the first-level IT-CKG graph. Questions at this level should enable students to understand the logical connections between knowledge points.

[0079] Level Three – Integrative Analysis Problems. These focus on integrative knowledge related to "how to view" issues, requiring students to comprehensively analyze the same phenomenon or problem from multidisciplinary perspectives. The design is based on the distribution of bridging and complementary concepts within a concept group. Problems at this level should enable students to achieve an initial integration of interdisciplinary thinking.

[0080] Level 4 – Creating Application Problems. These are the core problems, focusing on the creative application of "how" knowledge, requiring students to integrate multidisciplinary knowledge to propose practical solutions. The design is based on the contextual description attributes of interdisciplinary thematic entities in the IT-CKG second-level graph.

[0081] After the problem chain design is completed, logical verification is required: confirm that all sub-problems can find knowledge support nodes from the concept group, and that the progressive relationship between sub-problems is consistent with the sequential relationship of knowledge points in IT-CKG.

[0082] 3.4 Step S240: Set learning objectives The formulation of teaching objectives uses the core competency dimensions of the curriculum standards as the vertical framework and the problem chain formed by step S230 as the horizontal reference to construct a three-level progressive teaching objective system.

[0083] Level 1 – Mastery of Basic Skills: Focusing on the core knowledge points and basic skills within the concept cluster, this level clarifies what students should "know, understand, and be able to do." It corresponds to the problem-solving needs of the first and second level sub-problems in the problem chain, emphasizing accurate understanding of knowledge and standardized operation of basic skills. The objectives are expressed using observable behavioral verbs such as "can explain," "can identify," "can describe," and "can operate."

[0084] Level Two – Disciplinary Thinking Objectives: Focusing on interdisciplinary concept integration and knowledge transfer abilities, this level clarifies that students should be able to make analogies, transformations, and collaborative analyses between different disciplinary perspectives. Corresponding to the problem-solving needs of the third-level sub-problems in the problem chain, this level emphasizes the cultivation of interdisciplinary logical thinking. The objectives are expressed using observable action verbs such as "can analyze," "can compare," "can connect," and "can explain."

[0085] Level Three – Higher-Order Competency Objectives: Focusing on innovative practice and comprehensive problem-solving abilities, this level clarifies that students should be able to comprehensively apply knowledge from multiple disciplines to propose solutions and complete practical creations. It corresponds to the final solution of the core problem at Level Four in the problem chain, emphasizing comprehensive competency performance in real-world contexts. The objectives are expressed using observable behavioral verbs such as "can design," "can produce," "can evaluate," and "can improve."

[0086] The alignment between the problem chain hierarchy and the level of teaching objectives and subsequent task types is shown in the table below: Level 1 factual cognition What is it? Level 1 Basic Skills Mastery Survey and cognition Single-discipline core concepts Second-level connection understanding Why First to Second Level Transition Analysis and Discussion Relationship between concepts Level 3 Integration Analysis How to view Second-level subject thinking Collaborative Inquiry Bridging and complementarity concepts Level 4 Creative Application How to do it Level 3 Advanced Literacy Practical Creation Full Concept Group 3.5 Step S250: Design the task cluster See Figure 6 Task clusters are the specific behavioral carriers of students' problem-solving chains. Each subtask corresponds to one or several adjacent sub-problems in the problem chain.

[0087] Task cluster design follows four principles: The principle of relevance: The result of completing each subtask serves as the input premise or reference for the next subtask. The principle of gradual progression: The cognitive complexity and operational difficulty of the sub-tasks increase with the sequence number, corresponding to the three levels of teaching objectives.

[0088] Operational principle: Each subtask clearly defines its required materials, operating steps, and completion standards, and teaching resource entities are matched for each subtask from IT-CKG.

[0089] Product-oriented principle: Each sub-task has a clear phased product or result.

[0090] Subtasks are modeled using three types of dependency relationships: Data dependency: The execution of subsequent subtasks requires the phased products produced by previous subtasks as data input.

[0091] Knowledge dependency: The execution of subsequent subtasks requires the knowledge or skills that students have acquired in previous subtasks as a cognitive prerequisite.

[0092] Collaborative dependency: Two subtasks have no direct data or knowledge dependency, but need to be executed in parallel and share intermediate results.

[0093] Construct a task cluster dependency graph by treating all subtasks as nodes and the three types of dependencies as directed edges. The dependency graph must satisfy the following constraints: there are no directed cycles consisting of data dependencies or knowledge dependencies; there is at least one starting subtask with an in-degree of zero and at least one terminating subtask with an out-degree of zero; the products of the terminating subtask can fully cover all components of the core problem solution. 3.6 Step S260: Design teaching activities The instructional activity design uses sub-tasks as the basic unit, and for each sub-task, a sequence of instructional activities is designed that organically combines the following four activity types: Contextualization Activities: Use video or case study materials in IT-CKG to present authentic interdisciplinary scenarios and activate students' existing knowledge and experience.

[0094] Independent Inquiry Activities: Guide students to independently explore core concepts and knowledge points using the literature and learning website resources in IT-CKG.

[0095] Group collaborative activities: Organize students to conduct collaborative research in groups to achieve the convergence and integration of multidisciplinary perspectives.

[0096] Practical Creation Activities: Guide students to use the practical tools and resources in IT-CKG to transform interdisciplinary knowledge into tangible practical results.

[0097] When designing each teaching activity, three types of scaffolding support strategies are designed simultaneously: Cognitive scaffolding includes concept map templates (pre-generated templates with missing nodes based on concept group structures), problem prompt cards (transforming sub-problems into progressive prompt cards), and multidisciplinary perspective conversion guide tables (guiding students to analyze the same phenomenon from different disciplinary perspectives in turn).

[0098] Operation scaffolding: Includes a step-by-step operation guide (breaking down complex operations into five to eight clear steps), quick reference cards for tool usage (a concise quick reference table of core functions), and a library of templates and examples (high-quality examples or templates of the same type).

[0099] Evaluation scaffolding includes a subtask completion checklist (listing the quality standards for each stage of the product), a peer review rubric (designed from three dimensions: accuracy of content, clarity of expression, and innovation), and a learning reflection log template (a structured reflection outline). 3.7 Step S270: Collect evidence set See Figure 7 The evidence set was constructed using the three-level teaching objectives as a benchmark framework, and evaluation evidence was collected from three sources: Source 1: Evidence of process performance. This includes classroom observation records, group collaboration participation records, and records of independent inquiry behavior, mainly corresponding to the evaluation of the achievement of basic knowledge and skills mastery objectives and subject-specific thinking objectives.

[0100] Source 2: Evidence from practical works. This includes the interim products of each sub-task and the final comprehensive results, which are evaluated for quality against the task cluster completion standards, mainly corresponding to the achievement evaluation of higher-order competency goals.

[0101] Source 3: Student self-evaluation evidence. Metacognitive reflection data on students' knowledge acquisition, thinking development, and problem-solving abilities were collected through structured self-assessment scales and learning reflection logs.

[0102] The evidence analysis employs a "three-dimensional, three-level" evaluation matrix: Knowledge mastery dimension Basic knowledge and skills mastery target Accuracy of conceptual understanding and standardization of skill operation One-sided understanding, requires frequent guidance Accurate understanding and standardized operation under guidance Deep understanding, self-regulated operation Interdisciplinary thinking dimension Subject-specific thinking goals Smoothness of perspective transitions and reasonableness of related explanations Analysis from a single discipline perspective Attempting multiple perspectives but lacking sufficient integration Smooth multi-perspective comprehensive analysis Comprehensive Practice Dimension Higher-order competency goals Reasonableness of the design scheme and completeness of the work The plan is incomplete and its quality needs improvement. The plan is basically reasonable and meets the basic standards. The plan is scientific, comprehensive, and innovative. After the evidence analysis is completed, two types of feedback outputs are generated: one is a comprehensive evaluation report on the development level of core competencies of individual students; the other is optimization suggestions for IT-CKG and the teaching paradigm itself, which serve as input for step S300. 4. Specific implementation methods for the IT-CKG dynamic update and iterative optimization phase (step S300) The dynamic updates of IT-CKG are driven by three triggering paths working together: Path 1: Curriculum Standards and Textbook Updates Driven by Revisions. When the curriculum standards or textbooks for the core subject are revised, the entities and relationships in the first layer of the IT-CKG graph are added, deleted, or modified according to the new version. Specific operations include: establishing entities and labeling relationships for newly added knowledge points, removing entities and cleaning up relationships for deleted knowledge points, and updating attributes and adjusting relationships for modified knowledge points. Simultaneously, the affected interdisciplinary topic relationships in the second layer of the graph are reviewed, and any incomplete subject knowledge base caused by changes in knowledge points is repaired.

[0103] Path Two: Evidence-Driven by Teaching Practice. Based on the graph optimization suggestions generated from the comprehensive analysis of the evidence set in step S270, the IT-CKG is specifically modified. Specific operations include: supplementing missing associations for nodes identified by evidence analysis; correcting the relationship type or attribute value for nodes with incorrect associations; and adding newly emerging effective topics from teaching practice to the second-level graph and establishing complete associations.

[0104] Path Three: Resource Repository Expansion Driven. As the teaching resource repository continues to accumulate, newly added high-quality multimodal resources will be incorporated into the IT-CKG. Specific operations include: establishing teaching resource entities for new resources, assessing the scope of interdisciplinary topics they are suitable for, establishing R-TR relationships between new resources and suitable topics, and updating the resource support lists for existing topics.

[0105] The recommended execution frequencies for the three paths are as follows: Path 1 should be executed with the curriculum standard revision cycle (usually once every few years); Path 2 should be executed after each interdisciplinary thematic teaching implementation; and Path 3 should be executed when the resource database undergoes batch updates. The three paths can be triggered independently or in combination. The execution of any path requires re-execution of the three-level quality control verification step S130 after the update is completed to ensure the quality of the updated map. Example

[0106] The following three parallel embodiments illustrate the specific implementation process of the technical solution of the present invention under different central disciplines, different educational stages and different subject types, and verify the universality and transferability of the solution.

[0107] 5.1 Example 1: Project-based theme centered on information technology – “Cloud-based Intangible Cultural Heritage Skills Transmission Project” I. Background and Applicable Scenarios This embodiment takes the seventh-grade information technology course as the core subject and selects the interdisciplinary project-based theme "Intangible Cultural Heritage Skills Cloud Transmission Project" in IT-CKG for implementation. It is suitable for interdisciplinary theme learning activities after completing the teaching of the "Multimedia Technology" chapter.

[0108] II. Step S100 Implementation: IT-CKG Construction (1) Construction of the first layer map Using the seventh-grade information technology curriculum standards and textbooks as data sources, sub-steps S111 to S114 are executed. Taking the "Multimedia Technology" chapter as an example, the extracted entities and relationships are as follows: Chapter Entity: CH-07-03 ("Multimedia Technology" chapter, belonging to the seventh grade, first semester, level depth 2).

[0109] Knowledge Point Entities: KP-0301 (Multimedia Material Acquisition, Learning Level: Mastery), KP-0302 (Multimedia Works Production, Learning Level: Application), KP-0303 (Online Information Publishing, Learning Level: Mastery), KP-0304 (Information Security and Ethics, Learning Level: Understanding).

[0110] Core conceptual entities: CC-030101 (Digital Media, an intermediate concept at the abstract level), CC-030201 (Multimedia Production Process, a concrete concept at the abstract level), CC-030301 (Online Publishing Specifications, a concrete concept at the abstract level).

[0111] Skill Entities: SK-030101 (Image Acquisition and Processing Skill, Type: Operational Skill, Complexity: Basic), SK-030201 (Video Editing Skill, Type: Operational Skill, Complexity: Intermediate), SK-030301 (Web Content Publishing Skill, Type: Operational Skill, Complexity: Basic).

[0112] Intra-layer relationships: R-CON inclusion relationship from CH-07-03 to KP-0301 to KP-0304; R-SEQ order relationship from KP-0301 to KP-0302 (high prerequisite necessity level, material collection must be mastered before creating works); R-SEQ order relationship from KP-0302 to KP-0303 (medium prerequisite necessity level); R-CAU causal relationship from KP-0303 to KP-0304 (medium causal strength level, network publishing involves information security issues); R-APP application relationship from KP-0301 to KP-0302 (application scenario: material collection skills are directly called in the creation of works).

[0113] (2) Construction of the second-layer map Interdisciplinary Theme Entity: IT-0301 (“Intangible Cultural Heritage Skills Cloud Transmission Project”, theme type: project, applicable grade level: seventh grade, applicable semester: first semester, scenario description: “Local intangible cultural heritage skills are facing difficulties in transmission, and students use digital technology to record intangible cultural heritage skills and spread culture through online platforms”, complexity: advanced).

[0114] Related subject entities: DS-0301 (Chinese Language and Literature, related knowledge points list: "Narrative Writing, Basic Copywriting", integration method: nested integration, integration depth: main integration); DS-0302 (Fine Arts, related knowledge points list: "Visual Composition Principles, Basic Color Matching", integration method: nested integration, integration depth: auxiliary integration); DS-0303 (History, related knowledge points list: "Intangible Cultural Heritage Concept, Local Historical and Cultural Background", integration method: parallel integration, integration depth: auxiliary integration).

[0115] Teaching resource entities: TR-030101 ("Documentary on Intangible Cultural Heritage Inheritors", type: video, format: MP4, quality rating: recommended); TR-030102 ("Multimedia Production Software Operation Tutorial", type: learning website, quality rating: recommended); TR-030103 ("Digital Exhibition Platform for Intangible Cultural Heritage", type: practical tool, quality rating: recommended); TR-030104 ("Collection of Reference Samples for Copywriting", type: document, quality rating: average); TR-030105 ("Visual Design Color Scheme Library", type: case study material, quality rating: average).

[0116] Cross-layer relationships: R-KT relationship from KP-0301 to IT-0301 (role as skill carrier); R-KT relationship from KP-0302 to IT-0301 (role as knowledge base); R-KT relationship from KP-0303 to IT-0301 (role as skill carrier); R-TD relationship from IT-0301 to DS-0301 (integration level is primary integration); R-TD relationship from IT-0301 to DS-0302 (integration level is auxiliary integration); IT-030 The R-TD relationship from 1 to DS-0303 (integration level is auxiliary integration); the R-TR relationship from IT-0301 to TR-030101 (use stage is introduction stage, use method is classroom playback to arouse interest); the R-TR relationship from IT-0301 to TR-030102 (use stage is exploration stage, use method is student self-study); the R-TR relationship from IT-0301 to TR-030103 (use stage is exploration stage, use method is work publishing platform).

[0117] (3) Quality control verification The execution step S130 is a level 3 verification: Entity quality verification confirms that KP-0301 to KP-0304 cover all knowledge requirements of the multimedia technology chapter in the curriculum standards; Relationship quality verification confirms that there are no loops in the sequential relationships and that KP-0304 is not isolated (associated with KP-0303 through R-CAU); Overall consistency verification confirms that IT-0301 is associated with three knowledge points, three related subjects, and five teaching resources, and that the structure is balanced.

[0118] III. Implementation of Step S200: The Seven-Step Instructional Design Paradigm (1) Step S210 is implemented. After completing the teaching of KP-0301 and KP-0302, teachers can use the knowledge point-topic reverse query function, taking KP-0301 and KP-0302 as input. The system returns a list of candidate topics including IT-0301 "Intangible Cultural Heritage Skills Cloud Transmission Plan". Topic information packages can be obtained using topic knowledge tracing queries. Adaptability assessment results: Knowledge coverage adaptability—KP-0301 and KP-0302, which are related to the topic, have been learned, and KP-0303 will be learned synchronously during topic implementation, with a high degree of overlap; Real-world context relevance—The school's community has a provincial-level intangible cultural heritage skills transmission project, resulting in a high degree of contextual relevance; Resource accessibility—The school's computer lab is equipped with multimedia production software, and the network environment allows access to intangible cultural heritage exhibition platforms, ensuring resource availability. IT-0301 is confirmed as the preferred choice.

[0119] (2) Step S220 is implemented. Central subject concept anchoring: Extract CC-030101 (digital media), CC-030201 (multimedia production process), and CC-030301 (online publishing specifications) to form a set of central anchor points.

[0120] The introduction of related subject concepts: Language arts teachers extracted the concepts of "narrative structure" and "audience awareness"; art teachers extracted the concepts of "visual communication principles" and "color expression"; and history teachers extracted the concepts of "intangible cultural heritage value" and "cultural memory." The bridging concept of "information delivery" was identified—information technology emphasizes digital communication methods, language arts emphasizes written narrative communication, and art emphasizes visual communication; all three point to the core semantic meaning of "effectively delivering specific content to the target audience." The complementary concept of "cultural memory" (unique to history, providing deeper value support for the theme) was also identified.

[0121] Conceptual Relationship Mapping: CC-030201 "Multimedia Production Process" and "Narrative Structure" are synergistically related (the technical process and narrative logic must be considered simultaneously when creating a work); CC-030101 "Digital Media" and "Visual Communication Principles" are mutually explanatory (the presentation effect of digital media is constrained by visual communication principles); "Intangible Cultural Heritage Value" and CC-030301 "Online Publishing Standards" are synergistically related (published content must respect the value of intangible cultural heritage); "Narrative Structure" and "Audience Awareness" are hierarchically related (Audience awareness is the higher-level guiding principle for narrative structure design).

[0122] It is integrated into an interdisciplinary concept group, which contains 9 concept nodes and the aforementioned multiple semantic relationship edges.

[0123] (3) Step S230 is implemented. Core question (Level 4): "How can we use digital technology to create high-quality works of local intangible cultural heritage skills for online dissemination?" Sub-problem chain design: Level 1 factual knowledge questions: What are the core craft characteristics of local intangible cultural heritage techniques? What are the main forms of presentation in digital media? Second-level related understanding questions: Why does the digital recording of intangible cultural heritage skills need to consider both technical specifications and narrative logic? What are the advantages of different types of digital media materials in expressing the characteristics of intangible cultural heritage skills? The third level of integrated analysis question: How to organically integrate visual communication principles, narrative structure, and multimedia production technology to enhance the dissemination effect of intangible cultural heritage works? Level 4: Creating application problems: namely, core big problems.

[0124] Logical verification: The first level of questions is supported by CC-030101 and "the value of intangible cultural heritage"; the second level of questions is supported by the synergistic relationship between CC-030201 and "narrative structure" and the application relationship between CC-030101 and various media types; the third level of questions is supported by the bridging concept of "information transmission" and multiple mutual interpretations and synergistic relationships; the progressive relationship is consistent with the sequential relationship from KP-0301 to KP-0302.

[0125] (4) Step S240 is implemented. Basic knowledge and skills mastery objectives: Students should be able to explain the basic process of multimedia production and the key points of each step; be able to describe the core cultural connotations of local intangible cultural heritage skills; and be able to operate image acquisition and processing tools in a standardized manner.

[0126] Subject-specific thinking objectives: Students will be able to analyze the impact of narrative structure and visual communication principles on the dissemination effect of multimedia works; and be able to connect the value of intangible cultural heritage with the presentation methods of digital media.

[0127] Advanced competency goals: Students will be able to independently complete the entire creative process from collecting intangible cultural heritage materials, writing copy, producing works, to publishing them online; and will be able to evaluate and reflect on the cultural dissemination effects of their works.

[0128] (5) Step S250 is implemented. The task cluster design includes five subtasks: Subtask T1 – “Intangible Cultural Heritage Research and Knowledge Learning”: Students will research the historical background, craft characteristics, and current status of transmission of local intangible cultural heritage techniques, while simultaneously learning basic digital media knowledge. Required Resources: TR-030101 (documentary video), local intangible cultural heritage literature provided by history teachers. Completion Standard: Submit a research report that includes a description of the core craft characteristics of the intangible cultural heritage technique and an analysis of its cultural value. Expected Product: Thematic research report.

[0129] Subtask T2 – “Theme Design and Copywriting”: Students determine the narrative thread and copywriting content of their work based on research findings. Required Resources: TR-030104 (Collection of Copywriting Reference Samples). Completion Standard: Complete a copywriting design draft that includes the theme positioning, narrative structure design, and a written script. Expected Deliverables: Written script and narrative plan.

[0130] Subtask T3 – “Multimedia Material Collection and Organization”: Students will use digital tools to photograph and record images, videos, and audio materials related to intangible cultural heritage skills. Required Resources: School-provided photography equipment, SK-030101 skill support. Completion Standard: Submit a categorized and organized material package; the material quality must meet production requirements. Expected Product: Multimedia material package.

[0131] Subtask T4 – “Multimedia Work Design and Production”: Students will integrate scripts, visual design schemes, and materials into a complete multimedia work. Required Resources: TR-030102 (Software Tutorial), TR-030105 (Color Scheme Library), SK-030201 Skill Support. Completion Standards: The work should be complete in content, have a clear narrative, good visual effects, and meet technical specifications. Expected Product: A multimedia work on the theme of intangible cultural heritage.

[0132] Subtask T5 – “Cloud-based Publication and Dissemination Evaluation of Works”: Students will publish their completed works on an online platform and conduct data statistics and analysis on the dissemination effect. Required Resources: TR-030103 (Intangible Cultural Heritage Exhibition Platform), SK-030301 Skill Support. Completion Standard: Successful publication of the work with an accompanying dissemination data analysis report. Expected Product: Publication link and dissemination data report.

[0133] Task cluster dependency modeling (see Figure 9 ): Dependency graph verification: T1 is the starting subtask with an in-degree of zero, and T5 is the ending subtask with an out-degree of zero; the paths formed by data dependencies and knowledge dependencies are T1 to T2 to T4 to T5 and T1 to T3 to T4 to T5, both of which are directed acyclic paths; the collaborative dependency between T2 and T3 requires that the two overlap in time windows to align the copywriting content and material collection direction; the products of T5 (publishing links and dissemination reports) fully cover the core problem-solving needs.

[0134] (6) Step S260 is implemented. The teaching activity sequence corresponding to T1 is as follows: Contextualization activity – the class plays the TR-030101 intangible cultural heritage documentary to spark students' interest in and exploration of local intangible cultural heritage techniques; Independent inquiry activity – students work in groups to research intangible cultural heritage documents and complete research reports. Cognitive scaffolding: A "Guide to Intangible Cultural Heritage Research" is provided, listing the dimensions to be researched (craft characteristics, historical origins, current status of inheritance, and cultural value).

[0135] The teaching activity sequence corresponding to T2 is as follows: Group collaborative activities—each group discusses and determines the narrative thread and target audience of the work; Independent inquiry activities—writing a written script based on the TR-030104 sample text collection. Cognitive scaffolding: Provides a "narrative structure design template" (introduction, development, climax, and conclusion). Operational scaffolding: Provides a step-by-step guide to copywriting.

[0136] The teaching activity sequence corresponding to T3 is as follows: Group cooperative activity—groups go out to collect pictures, videos, and audio materials from intangible cultural heritage skills sites; Independent inquiry activity—after returning, classify, organize, and technically process the materials. Scaffolding provided: "Material Collection Operation Flowchart" and "Material Classification and Organization Template" are provided.

[0137] The teaching activity sequence corresponding to T4 is: Practical Creation Activity – Students use multimedia production software to integrate text, visual designs, and materials into a complete work. Operational Scaffolding: Provides a TR-030102 software operation quick reference card and a TR-030105 color scheme reference. Evaluation Scaffolding: Provides a "Work Production Quality Checklist" (including self-check items in four dimensions: content completeness, narrative clarity, visual effects, and technical specifications).

[0138] The teaching activity sequence corresponding to T5 is as follows: Group collaborative activity—collective discussion on work release strategies and dissemination channel selection; Practical creative activity—completing work release and collecting dissemination data on the TR-030103 platform. Evaluation scaffolding: Providing a "Dissemination Effectiveness Evaluation Template" and peer evaluation rubrics.

[0139] (7) Step S270 is implemented. Evidence of process performance: Classroom observation records of teachers during the implementation process from T1 to T5 (including three observation dimensions: participation, quality of cooperation, and depth of inquiry); Audio records of group discussions in T2 and T3 stages.

[0140] Evidence of practical works: T1 research report, T2 copy design draft, T3 material package, T4 multimedia works, and T5 communication data report, totaling five phased products.

[0141] Evidence of self-evaluation: Learning reflection logs filled out by students after each subtask (using a structured template); comprehensive self-evaluation questionnaires filled out by students after all subtasks were completed.

[0142] Evaluation and analysis results (example): Among the 36 students in the class, 32 students reached the advanced level or above in the knowledge mastery dimension, 26 students reached the advanced level or above in the interdisciplinary thinking dimension, but 10 students were at the initial level (mainly manifested in the lack of smooth thinking transition between text narrative logic and multimedia technology integration), and 30 students reached the advanced level or above in the comprehensive practice dimension. Graph Optimization Suggestions: The weakness in the interdisciplinary thinking dimension reflects insufficient synergy between "multimedia production process" and "narrative structure" in CC-030201, which is not adequately supported in teaching. It is recommended to add a case study resource on "technology narrative integration" to the IT-0301 theme in IT-CKG, marking the usage stage as the exploration stage, and add the note "narrative logic guidance needs to be strengthened in the production process" to the integration depth attribute of related subject entities in DS-0301 Chinese. 5.2 Example 2: A problem-based theme centered on science: "Community Carbon Footprint Investigator" I. Background and Applicable Scenarios This implementation plan uses the eighth-grade science curriculum as its core subject and selects the interdisciplinary topic "Community Carbon Footprint Investigator" from the IT-CKG (Information Technology and Chemistry Group) for implementation. It is suitable for interdisciplinary thematic learning activities after completing the "Matter and Energy Conversion" chapter. This implementation plan differs from Implementation Plan 1 in three dimensions: core subject (science vs. information technology), grade level (eighth grade vs. seventh grade), and topic type (problem-based vs. project-based). This difference is used to verify the interdisciplinary, inter-grade, and inter-type transferability of the plan.

[0143] II. Step S100 Implementation: IT-CKG Construction (1) Construction of the first layer map Data is sourced from the eighth-grade science curriculum standards and textbooks. Taking the "Matter and Energy Transformation" chapter as an example: Chapter Entity: CH-08-05 ("Matter and Energy Transformation" chapter, Grade 8, Volume 1, Level Depth 2).

[0144] Knowledge Points: KP-0501 (Material Cycle, Learning Level: Understanding), KP-0502 (Energy Conversion and Conservation, Learning Level: Mastery), KP-0503 (Greenhouse Effect Principle, Learning Level: Understanding), KP-0504 (Sources and Impacts of Carbon Emissions, Learning Level: Knowledge), KP-0505 (Ecosystem Balance, Learning Level: Understanding).

[0145] Core conceptual entities: CC-050101 (carbon cycle, intermediate concept), CC-050201 (energy conservation, abstract concept), CC-050301 (greenhouse gas, specific concept), CC-050401 (carbon emission factor, specific concept).

[0146] Skill Entities: SK-050101 (Scientific Observation and Recording Skills, Thinking Skills, Basic Level), SK-050201 (Data Collection and Organization Skills, Operational Skills, Intermediate Level), SK-050301 (Scientific Argumentation and Reasoning Skills, Thinking Skills, Advanced Level).

[0147] Intralayer relationships: R-CON inclusion relationship from CH-08-05 to KP-0501 to KP-0505; R-CAU causal relationship from KP-0501 to KP-0503 (high causal strength: carbon cycle imbalance in material cycling leads to an aggravated greenhouse effect); R-APP application relationship from KP-0502 to KP-0503 (energy conversion knowledge is used to explain the heat absorption mechanism in the greenhouse effect); R-SEQ order relationship from KP-0503 to KP-0504 (high prerequisite necessity: the principle of the greenhouse effect must be understood before analyzing the sources of carbon emissions); R-CAU causal relationship from KP-0504 to KP-0505 (carbon emissions affect ecosystem balance).

[0148] (2) Construction of the second-layer map Interdisciplinary Thematic Entity: IT-0501 (“Community Carbon Footprint Investigator”, thematic type is problem-based, applicable grade level is 8, applicable semester is 1, the scenario description is “In the context of global climate change, students investigate the current status of carbon emissions in their community, analyze the emission structure, and propose scientific and feasible community carbon reduction action plans”, complexity is advanced).

[0149] Related subject entities: DS-0501 (Mathematics, related knowledge points list is "Data Collection and Statistical Methods, Chart Creation and Analysis", integration method is nested integration, integration depth is main integration); DS-0502 (Geography, related knowledge points list is "Climate Change and Regional Environmental Characteristics, Relationship between Human Activities and Natural Environment", integration method is parallel integration, integration depth is auxiliary integration); DS-0503 (Ethics and Law, related knowledge points list is "Citizens' Environmental Responsibility, Green Development Concept and Related Policies and Regulations", integration method is parallel integration, integration depth is auxiliary integration).

[0150] Teaching resource entities: TR-050101 ("Online Carbon Emission Calculator Tool", type: practical tool, quality rating: recommended); TR-050102 ("Community Energy Use Case Dataset", type: case material, quality rating: recommended); TR-050103 ("Climate Change Science Popularization Video", type: video, quality rating: recommended); TR-050104 ("Compilation of National Carbon Neutrality Policy Documents", type: literature, quality rating: average); TR-050105 ("Tutorial on Statistical Chart Creation Tool", type: learning website, quality rating: average).

[0151] Cross-layer relationships: R-KT relationship from KP-0503 to IT-0501 (role is knowledge base); R-KT relationship from KP-0504 to IT-0501 (role is knowledge base); R-KT relationship from KP-0501 to IT-0501 (role is concept bridge).

[0152] III. Implementation of Step S200: The Seven-Step Instructional Design Paradigm (1) Step S210 is implemented. Teachers input KP-0503 and KP-0504 as queries, and the system returns IT-0501. After the topic information package is retrieved, an adaptation assessment is conducted: Knowledge Coverage Adaptability—KP-0503 and KP-0504 related to the topic have been completed, and KP-0501 has also been completed; Real-World Relevance—The school is located in an urban residential area, and the carbon emission situation is perceptible; Resource Availability—The online carbon emission calculator is available for free, and climate science videos can be played online. IT-0501 is confirmed as the preferred choice.

[0153] (2) Step S220 is implemented. Central anchor set: CC-050101 (carbon cycle), CC-050201 (energy conservation), CC-050301 (greenhouse gases), CC-050401 (carbon emission factor).

[0154] Related concept sets: Mathematics teachers extracted two concepts: "data collection methods" and "statistical analysis"; Geography teachers extracted two concepts: "regional climate characteristics" and "human-land relationship"; Moral and Legal Education teachers extracted two concepts: "green development concept" and "citizen environmental protection behavior".

[0155] Bridging Concept Identification: "Carbon Emissions" - Science focuses on chemical mechanisms, mathematics on quantitative calculations, geography on the impact on regional climate, and law on the policy governance framework.

[0156] Complementary concept identification: "Citizens' environmental protection behavior" (unique to Taoism and Law, providing behavioral support for the implementation of the plan).

[0157] Conceptual Relationship Mapping: CC-050401 "Carbon Emission Factor" and "Data Acquisition Method" are synergistically related (calculating carbon emissions requires the use of emission factors and data acquisition); CC-050301 "Greenhouse Gases" and "Regional Climate Characteristics" are mutually explanatory (changes in greenhouse gas concentrations can be indirectly confirmed by regional climate data); "Green Development Concept" and CC-050101 "Carbon Cycle" are hierarchically related (green development is the higher-level social value expression of the carbon cycle balance concept). These are integrated into an interdisciplinary conceptual group containing 10 conceptual nodes.

[0158] (3) Step S230 is implemented. The core question (Level 4): "What is the carbon footprint of our community, and how can we develop a scientific and feasible community carbon reduction plan?" Sub-problem chain: Level 1: What are carbon emissions? What are some common sources of carbon emissions in the community? Level 2: What is the causal relationship between carbon emissions and the greenhouse effect? ​​How can emissions from different sources be quantitatively compared? Level 3: What regional environmental issues do community carbon emission data reflect? Which emission sources are the priority for emission reduction? Level 4: The core issues.

[0159] (4) Step S240 is implemented. Basic knowledge and skills mastery objectives: Students should be able to explain the principles of the greenhouse effect and the main sources of carbon emissions; be able to use carbon emission calculators to perform basic data calculations; and be able to describe the main carbon emission characteristics of their community.

[0160] Subject-specific thinking objectives: Students will be able to analyze community carbon emission data by combining scientific principles and mathematical statistical methods; and will be able to comprehensively evaluate the regional impact of carbon emissions and governance strategies from three perspectives: science, geography, and policy.

[0161] Higher-order competency objectives: Students will be able to comprehensively apply scientific knowledge, data analysis skills, and policy awareness to develop a complete, well-supported, and actionable community carbon reduction action plan, and then present and defend it publicly.

[0162] (5) Step S250 is implemented. The task cluster contains six subtasks: Subtask T1 – “Basic Knowledge of Carbon Emissions”: Learn the principles of the greenhouse effect and the classification of carbon emission sources. Resource: TR-050103. Product: Carbon Emissions Knowledge Card Set.

[0163] Subtask T2 – “On-site Collection of Community Carbon Emission Data”: Groups will investigate carbon emission-related data in the community, including electricity and water consumption, transportation modes, and waste sorting practices. Resources: TR-050101, TR-050102. Product: Raw data collection record form.

[0164] Subtask T3 – “Carbon Emission Data Statistical Analysis and Visualization”: This task involves using mathematical statistical methods to classify, summarize, calculate percentages, and create charts from the collected data. Resource: TR-050105. Product: Community carbon emission data statistical report (including charts).

[0165] Subtask T4 – “Correlation Analysis of Carbon Emissions and Regional Climate Impacts”: Analyze regional environmental issues reflected in community carbon emission data using geographical knowledge. Resources: Local climate data provided by the geography discipline. Product: Carbon emission-climate impact correlation analysis report.

[0166] Subtask T5 – “Review of Carbon Reduction Policies and Regulations and Survey of Citizens’ Behavior”: Review national carbon neutrality policy documents and investigate the environmental awareness and current behavior of community residents. Resource: TR-050104. Product: Policy review summary and residents’ environmental behavior survey report.

[0167] Subtask T6 – “Development and Public Presentation of Community Carbon Reduction Action Plan”: Develop a carbon reduction plan by integrating the results of T3, T4, and T5, and then present and defend it. Product: Community carbon reduction action plan document and presentation materials.

[0168] Task cluster dependency graph (see) Figure 10 ): (6) Step S260 is implemented. T1: Scenario creation activity (playing the TR-050103 climate change science video) plus independent inquiry activity (reading the textbook and making knowledge cards). Cognitive scaffolding: Blank template for a carbon emission concept map.

[0169] T2: Group collaborative activities (group design of questionnaires, field data collection). Scaffolding: Data collection record form template, TR-050101 carbon emission calculator quick reference card.

[0170] T3: Independent inquiry activity (individual calculation and statistics) plus group collaborative activity (group summary and discussion of data outlier handling). Operational scaffolding: TR-050105 Step-by-step guide to chart creation. Evaluation scaffolding: Statistical report quality checklist.

[0171] T4: Group collaborative activity (combining local climate data with carbon emission data for correlation analysis and discussion). Cognitive scaffolding: Multidisciplinary perspective conversion guide (scientific perspective on carbon emission mechanisms, geographical perspective on regional impacts).

[0172] T5: Independent inquiry activity (reviewing policy documents) plus group collaborative activity (designing and implementing a questionnaire survey on residents' environmental behavior). Scaffolding: Policy summary template, questionnaire design reference framework.

[0173] T6: Practical creative activities (proposal writing and presentation material production) plus group collaboration activities (division of labor within the group, and pre-rehearsal defense). Evaluation scaffolding: Carbon reduction proposal quality checklist (including four dimensions: sufficiency of scientific basis, completeness of data support, feasibility of the proposal, and clarity of presentation logic); peer review rubric (peer review from three dimensions: accuracy of content, clarity of expression, and innovation).

[0174] (7) Step S270 is implemented. Process performance evidence: behavioral observation records of the field collection activities in T2; participation coding records of group discussions in each stage from T3 to T5.

[0175] Evidence of practical work: T1 Knowledge Card Set, T3 Statistical Report, T4 Correlation Analysis Report, T5 Survey Report, and T6 Carbon Reduction Plan, totaling five phased products and presentation materials.

[0176] Evidence for self-evaluation: Learning reflection logs after each subtask; comprehensive self-evaluation scale data.

[0177] Evaluation and analysis results (example): Among the 34 students in the class, 31 students reached the advanced level or above in the knowledge mastery dimension; 24 students reached the advanced level or above in the interdisciplinary thinking dimension, and 10 students were at the initial level (mainly due to insufficient training in the conversion of science-geography interdisciplinary perspectives, and students had difficulty in effectively linking carbon emission data with regional climate change in T4); 28 students reached the advanced level or above in the comprehensive practice dimension.

[0178] Map optimization suggestions: In IT-CKG, add a teaching resource entity called "Science-Geography Interdisciplinary Carbon Emission Case Analysis Material Collection" for the IT-0501 theme, and mark the usage stage as the exploration stage; in the integration depth attribute of the DS-0502 geography-related subject entity, change "auxiliary integration" to "main integration" and add the note "Local climate change trend data should be provided to students in advance in the T4 stage to reduce data acquisition barriers".

[0179] 5.3 Example 3: A contextualized theme centered on mathematics: "Design of a Campus Weather Station Construction Plan" I. Background and Applicable Scenarios This embodiment focuses on the sixth-grade mathematics curriculum and selects the interdisciplinary theme "Design of Campus Weather Station Construction Scheme" from the IT-CKG for implementation. It is suitable for interdisciplinary theme learning activities after completing the "Data Collection and Organization" chapter. This embodiment differs from Embodiments 1 and 2 in three dimensions: central subject (mathematics), grade level (sixth grade, primary school stage), and theme type (contextual). This further verifies the comprehensive transferability of the scheme.

[0180] II. Step S100 Implementation: IT-CKG Construction (1) Construction of the first layer map Data sourced from the sixth-grade mathematics curriculum standards and textbooks: Chapter Entity: CH-06-04 ("Data Collection and Organization" chapter, Grade 6, Volume 1, Level Depth 2).

[0181] Knowledge Points: KP-0601 (Data Collection Methods, Learning Level: Mastery), KP-0602 (Data Classification and Organization, Learning Level: Mastery), KP-0603 (Bar Graphs and Line Graphs, Learning Level: Mastery), KP-0604 (Meaning and Calculation of the Mean, Learning Level: Mastery), KP-0605 (Preliminary Analysis and Interpretation of Data, Learning Level: Application).

[0182] Core conceptual entities: CC-060101 (data, concrete concept), CC-060301 (statistical chart, intermediate concept), CC-060401 (average, intermediate concept), CC-060501 (data analysis, abstract concept).

[0183] Skill Entities: SK-060101 (Data Recording Skill, Operational Skill, Basic Level), SK-060301 (Statistical Chart Drawing Skill, Operational Skill, Intermediate Level), SK-060501 (Data Interpretation and Judgment Skill, Thinking Skill, Intermediate Level).

[0184] Intra-layer relationships: R-CON inclusion relationship from CH-06-04 to KP-0601 to KP-0605; R-SEQ order relationship from KP-0601 to KP-0602 (high priority); R-SEQ order relationship from KP-0602 to KP-0603 (high priority); R-APP application relationship from KP-0603 to KP-0605 (statistical charts are called in data analysis); R-APP application relationship from KP-0604 to KP-0605 (means are used for data analysis); R-CAU causality relationship from KP-0601 to KP-0605 (the quality of data collection directly affects the accuracy of the analysis conclusions).

[0185] (2) Construction of the second-layer map Interdisciplinary Theme Entity: IT-0601 (“Design of Campus Weather Station Construction Plan”, theme type: scenario-based, applicable grade level: sixth grade, applicable semester: second semester, scenario description: “Students build a simple weather station for the campus, continuously collect and record campus meteorological data, understand the campus microclimate characteristics through data analysis, and submit a complete plan for the construction and operation of the weather station to the school”, complexity level: basic).

[0186] Related subject entities: DS-0601 (Science, related knowledge point list is "Cognition of meteorological elements - temperature, humidity, wind direction, precipitation, basic methods of meteorological observation", integration method is fusion integration, integration depth is main integration); DS-0602 (Information technology, related knowledge point list is "Basic operation of data recording tools", integration method is nested integration, integration depth is auxiliary integration); DS-0603 (Chinese language, related knowledge point list is "Basic expository writing, scheme text format", integration method is nested integration, integration depth is auxiliary integration).

[0187] Teaching resource entities: TR-060101 (“Campus Meteorological Observation Experiment Guidance Video”, type: video, quality rating: recommended); TR-060102 (“Instructions for Simple Weather Station Construction Material Package”, type: practical tool, quality rating: recommended); TR-060103 (“Meteorological Data Recording Spreadsheet Template”, type: practical tool, quality rating: recommended); TR-060104 (“Meteorological Scheme Report Writing Template”, type: literature, quality rating: average); TR-060105 (“Campus Historical Meteorological Data Reference Collection”, type: case study material, quality rating: average).

[0188] Cross-layer relationships: R-KT relationship from KP-0601 to IT-0601 (role is skill carrier); R-KT relationship from KP-0603 to IT-0601 (role is knowledge base); R-KT relationship from KP-0605 to IT-0601 (role is concept bridge); R-TD relationship from IT-0601 to DS-0601 to DS-0603; R-TR relationship from IT-0601 to TR-060101 to TR-060105 (the usage stages and methods of each relationship are marked in sequence).

[0189] (3) Quality control verification Execution step S130 Level 3 verification: Entity completeness verification confirms that KP-0601 to KP-0605 cover all knowledge requirements of the "Data Collection and Organization" chapter of the curriculum standard without omission; Relationship acyclicity verification confirms that the sequential relationship chain KP-0601→KP-0602→KP-0603→KP-0605 is a directed acyclic path; Cross-layer relationship verification confirms that IT-0601 relates to three knowledge points, three related subjects, and five teaching resources, with a balanced structure, and the verification passes.

[0190] III. Implementation of Step S200: The Seven-Step Instructional Design Paradigm (1) Step S210 is implemented. Teachers used KP-0601 to KP-0605 as query inputs, and the system returned IT-0601 as a candidate topic. Suitability assessment: Knowledge coverage—all five related knowledge points have been learned, indicating high suitability; Contextual relevance—the school has an open playground suitable for setting up a weather station, allowing students to directly experience weather changes; Resource availability—meteorological data recording spreadsheet templates are available free of charge, and the materials for a simple weather station are inexpensive. IT-0601 was selected.

[0191] (2) Step S220 is implemented. Central anchor point set: CC-060101 (data), CC-060301 (statistical chart), CC-060401 (mean), CC-060501 (data analysis).

[0192] Related concept sets: Science teachers extract two concepts: "meteorological elements" (a general term for temperature, humidity, wind direction, and precipitation) and "meteorological observation standards"; Information technology teachers extract the concept of "electronic recording tools"; and language arts teachers extract two concepts: "explanatory writing" and "scheme format standards".

[0193] Bridging concept identification: "Data recording" - Mathematics focuses on the standardized methods of data collection and organization, science focuses on the accuracy and continuity requirements of observational data, and information technology focuses on the operational norms of electronic tool-assisted recording. The three share the semantic core of "systematically recording real information to support subsequent analysis" and constitute the bridging concept.

[0194] Complementary concept identification: "Meteorological elements" (unique to science disciplines, providing students with the professional knowledge background required for meteorological station construction); "Proposal format specifications" (unique to language disciplines, providing standardized constraints for the expression of the final results).

[0195] Conceptual Relationship Mapping: CC-060501 "Data Analysis" and "Meteorological Elements" are synergistically related (meteorological station operation relies on continuous analysis of meteorological element data); CC-060301 "Statistical Charts" and "Meteorological Observation Standards" are mutually explanatory (the time axis design of statistical charts and the time interval standards for meteorological observations corroborate each other); CC-060401 "Averages" and "Meteorological Elements" are synergistically related (calculating monthly average temperature, monthly average precipitation, etc., requires the comprehensive use of both); "Explanatory Writing" and CC-060501 "Data Analysis" are synergistically related (the solution needs to use data analysis conclusions to support explanatory statements). These are integrated into an interdisciplinary concept group containing nine conceptual nodes.

[0196] (3) Step S230 is implemented. Core Question (Level 4): "How to design and implement a complete construction and operation plan for a campus weather station to ensure that the weather station continuously provides accurate and reliable campus climate data for teachers and students?" Sub-problem chain: Level 1 factual knowledge questions: What meteorological elements does a weather station need to observe? How should meteorological data be recorded in a standardized manner? The second level of understanding involves the following questions: How do the methods of data collection and recording standards affect the accuracy of subsequent statistical analysis conclusions? Which types of meteorological data trends are suitable for displaying different statistical charts? The third level of integrated analysis questions are: Based on the continuously collected campus meteorological data, what are the regular characteristics of our campus microclimate? How can data be used to support the scientific justification for the selection of a meteorological station site? Level 4: Creating application problems: namely, core big problems.

[0197] (4) Step S240 is implemented. Basic knowledge and skills mastery objectives: Students can explain the meaning of meteorological elements such as temperature, humidity, wind direction, and precipitation; can use spreadsheet tools to record meteorological data in a standardized manner; can correctly draw and interpret line graphs and bar graphs; and can calculate basic statistical quantities such as average temperature and average precipitation.

[0198] Subject-specific thinking objectives: Students will be able to analyze the impact of different data collection methods on the reliability of analytical conclusions; be able to select the most appropriate type of statistical chart based on data trends and provide reasons; and be able to comprehensively apply mathematical analysis and scientific observation knowledge to make evidence-based descriptions of campus climate characteristics.

[0199] Advanced competency objective: Students will be able to integrate and apply mathematical data analysis conclusions, scientific observation standards, and Chinese language writing standards to create a complete plan for the construction and operation of a campus weather station that is logically clear, data-rich, and well-written, and present it to the whole class.

[0200] (5) Step S250 is implemented. The task cluster contains five subtasks: Subtask T1 – “Meteorological Element Cognition and Data Recording Standards Learning”: Learn the basic concepts and observation and recording standards for temperature, humidity, wind direction, and precipitation. Resources: TR-060101 (Observation Guidance Video). Products: Meteorological Element Cognition Notes and Data Recording Standards Quick Reference Card.

[0201] Subtask T2 – “Design and Construction of a Simple Weather Station”: Design a site selection plan for a weather station based on the campus environment, and complete the construction of a simple weather station. Resources: TR-060102 (material package instructions). Products: Weather station site selection feasibility report (including campus map markings) and a completed physical weather station.

[0202] Subtask T3 – “Continuous Collection and Processing of Campus Meteorological Data”: Collect campus meteorological data continuously for two weeks using the established weather station, and process and categorize the data using a spreadsheet tool. Resource: TR-060103 (spreadsheet template). Product: Two weeks of complete meteorological data spreadsheet.

[0203] Subtask T4 – “Statistical Analysis and Visualization of Meteorological Data”: Perform statistical analysis on the collected data, calculate the average values ​​of each meteorological element, draw line graphs and bar graphs, and summarize the patterns of campus climate characteristics. Resource: TR-060105 (Historical Meteorological Data Reference Set). Product: Campus Climate Characteristics Statistical Analysis Report (including various statistical graphs).

[0204] Subtask T5 – “Writing and Presenting the Construction Proposal for a Campus Weather Station”: Integrate the site selection justification from T2 and the data analysis conclusions from T4 into a complete proposal, and present it to the whole class. Resources: TR-060104 (Proposal Report Writing Template). Products: Campus weather station construction and operation proposal and presentation materials.

[0205] Task cluster dependency graph (see) Figure 11 ): Dependency graph verification: T1 is the starting subtask with an in-degree of zero; T5 is the ending subtask with an out-degree of zero; there is a data dependency between T2 and T3 (data collection can only begin after the weather station is built), and there is also a data dependency between T2 and T4 (the site selection demonstration conclusion is part of the proposal, but it is integrated into T5 after being carried out in parallel with the data analysis of T4); the paths formed by data dependencies and knowledge dependencies are all directed acyclic paths; the product (proposal) of T5 fully covers the two components of the core major issues: "construction plan" and "operation plan".

[0206] (6) Step S260 is implemented. T1: Scenario Creation Activity – Play the TR-060101 Campus Meteorological Observation Experiment Guidance Video to guide students into the meteorological observation scenario; Independent Inquiry Activity – Students read relevant content in the textbook and create meteorological element recognition notes. Cognitive Scaffolding: Provide a meteorological element recognition framework table (including four columns: element name, physical meaning, commonly used units, and observation tools).

[0207] T2: Group Collaboration Activity – Each group discusses the factors to consider when selecting a weather station site (such as shelter from wind, sunlight, and drainage conditions) and marks the selected location on the campus map; Practical Creation Activity – Assemble a simple weather station according to the instructions in the TR-060102 material kit. Operation Scaffolding: Step-by-step operation guide for assembling a weather station (with illustrations); Cognitive Scaffolding: Site Selection Justification Dimension Guidance Card (providing site selection dimension prompts from two perspectives: scientific observation standards and mathematical representative sampling).

[0208] T3: Practical Creation Activity – Students take turns observing data daily and recording it using the TR-060103 spreadsheet template; Independent Inquiry Activity – Data is compiled weekly and missing values ​​are checked. Operational Scaffolding: Data Recording Standards Checklist (including observation time, valid value range, and instructions for handling missing data). Evaluation Scaffolding: Two-week data integrity checklist.

[0209] T4: Independent Inquiry Activity – Students calculate the average value of each meteorological element and draw statistical charts according to their assigned tasks; Group Collaboration Activity – Summarize the charts from each group and collectively discuss and summarize the characteristics and patterns of the campus climate. Cognitive Scaffolding: Multidisciplinary Perspective Conversion Guide Table (Mathematical Perspective – Central Tendency and Dispersion of Data; Scientific Perspective – Causes and Change Patterns of Meteorological Elements); Operational Scaffolding: Standardized Template for Statistical Chart Drawing (including coordinate axis labels, legends, and title specifications).

[0210] T5: Practical Creation Activity – Students write the main body of the proposal, organizing the content according to the format and specifications of the TR-060104 template; Group Collaboration Activity – Group rehearsals and presentations, with students offering suggestions for improvement; Practical Creation Activity – After integrating the suggestions, students complete the final draft and present it to the whole class for a Q&A session. Evaluation Scaffolding: Proposal Quality Checklist (including five dimensions: scientific validity of site selection justification, completeness of data analysis, standardization of charts and graphs, feasibility of the proposal, and standardization of language expression); Peer Evaluation Rubric (evaluating other groups' proposals from three dimensions: accuracy of content, clarity of expression, and innovation).

[0211] (7) Step S270 is implemented. Process performance evidence: behavioral observation records of T2 building activities and T3 data collection activities; participation records of T4 group discussions; classroom observation records of T5 defense session.

[0212] Evidence of practical works: T1 Cognitive Notes, T2 Site Selection Demonstration Report and Physical Weather Station, T3 Meteorological Data Spreadsheet, T4 Statistical Analysis Report (including statistical charts), and T5 Proposal, totaling five products.

[0213] Evidence for self-evaluation: Learning reflection logs for each subtask; comprehensive self-evaluation scale (including self-evaluation of one's data thinking, scientific inquiry attitude and writing style).

[0214] Evaluation and analysis results (example): Among the 38 students in the class, 35 students reached the advanced level or above in the knowledge mastery dimension (they had a good grasp of statistical chart drawing and average calculation); 27 students reached the advanced level or above in the interdisciplinary thinking dimension, and 11 students were at the initial level (mainly showing difficulty in explaining the causes of meteorological data from a scientific perspective in T4, only staying at the level of mathematical description); 32 students reached the advanced level or above in the comprehensive practice dimension.

[0215] Graph optimization suggestions: In IT-CKG, refine the integration method label for the related subject entity DS-0601 Science of the IT-0601 theme from "Integration and Integration" to "Integration and Integration (an additional scientific cause interpretation activity needs to be set up in the T4 stage)". Also, add a teaching resource entity "Scientific Interpretation Video of Campus Meteorological Elements" to the teaching resources corresponding to the T4 stage, and label the usage stage as the exploration stage.

[0216] It is understood that the present invention has been described through some embodiments, and those skilled in the art will recognize that various changes or equivalent substitutions can be made to these features and embodiments without departing from the spirit and scope of the invention. Furthermore, under the teachings of the present invention, these features and embodiments can be modified to adapt to specific situations and materials without departing from the spirit and scope of the invention. Therefore, the present invention is not limited to the specific embodiments disclosed herein, and all embodiments falling within the scope of the claims of this application are within the protection scope of the present invention.

Claims

1. A method for constructing a two-layer knowledge graph-driven interdisciplinary thematic teaching paradigm, characterized in that, Includes the following steps: Step S100: Construct an interdisciplinary topic-resource association knowledge graph IT-CKG, wherein the IT-CKG includes a first layer of central subject knowledge graph layer and a second layer of interdisciplinary topic and resource layer, and the first layer and the second layer are connected through cross-layer association relationship to form a two-layer heterogeneous graph structure; Step S200: Using the IT-CKG as the data source and decision support tool, execute seven steps in sequence: selecting interdisciplinary topics, constructing interdisciplinary concept groups, designing problem chains, formulating teaching objectives, designing task clusters, designing teaching activities, and collecting evidence sets to form an interdisciplinary topic teaching design scheme; Step S300: Feed back the graph optimization suggestions generated in the evidence set collection step in step S200 to step S100, perform IT-CKG dynamic update, and form a dynamic iterative closed loop of construction-application-evaluation-optimization.

2. The method according to claim 1, characterized in that, Step S100, which involves constructing the IT-CKG, specifically includes: Step S110: Using the central subject curriculum standards and corresponding textbooks as data sources, extract four types of first-level entities: chapter entities, knowledge point entities, core concept entities, and skill entities. Establish four types of intra-level semantic relationships among the four types of entities: inclusion relationship, sequence relationship, causal relationship, and application relationship. Store all entity and relationship triples in the graph database to form the first-level central subject knowledge graph. Step S120: Based on the first-layer graph, add three types of second-layer entities: interdisciplinary topic entities, related subject entities, and teaching resource entities. Establish three types of cross-layer relationships: knowledge point-topic relationship, topic-related subject relationship, and topic-teaching resource relationship. Merge and store the second-layer graph with the first-layer graph to form a complete IT-CKG. Step S130: Perform the first-level entity quality check, the second-level relation quality check, and the third-level overall graph consistency check on the constructed IT-CKG in sequence.

3. The method according to claim 2, characterized in that, The attributes of the first-level entity include: The knowledge point entity includes the knowledge point name, the chapter identifier, the learning level requirement, and the corresponding curriculum standard coding attribute. The learning level requirement ranges from knowing, understanding, mastering, and applying. The core concept entity includes the concept name, concept definition, abstraction level, and a list of knowledge point identifiers. The abstraction level can be categorized as a concrete concept, an intermediate concept, or an abstract concept. The skill entity includes a skill name, a skill type tag, a list of associated knowledge point identifiers, and an operation complexity level attribute. The value range of the skill type tag is operation skill and thinking skill, and the value range of the operation complexity level is basic, intermediate, and advanced. The interdisciplinary topic entity includes topic name, topic type, applicable grade level, applicable semester, context description text, and topic complexity level attributes. The topic type can be classified as context, project, or problem. The topic complexity level can be classified as basic, intermediate, or challenging. The associated subject entity includes a subject name, a list of associated knowledge points, an integration method tag, and an integration depth level attribute. The value range of the integration method tag is parallel integration, nested integration, and fusion integration. The value range of the integration depth level is main integration and auxiliary integration. The teaching resource entity includes resource name, resource type tag, resource format, storage path, list of applicable theme identifiers and quality rating attribute. The value range of the resource type tag is video, literature, learning website, practical tool and case material. The value range of the quality rating is recommended, general and alternative. The knowledge point-topic association includes the role tag attribute, and the value range of the role tag is knowledge base, skill carrier and concept bridging; The topic-related subject association includes an integration degree tag attribute, and the value range of the integration degree tag is main integration and auxiliary integration; The topic-teaching resource association includes resource usage stage tags and resource usage method description attributes. The value range of the resource usage stage tags is the introduction stage, the exploration stage, and the evaluation stage.

4. The method according to claim 2, characterized in that, The three-level quality control verification mentioned in step S130 specifically includes: The first-level entity quality verification includes completeness verification, uniqueness verification and attribute integrity verification. The completeness verification compares the extracted knowledge point entity set with the knowledge requirement items in the curriculum standard one by one to confirm that there are no omissions. The uniqueness verification performs name and semantic duplication detection on entities within the same level and performs splitting or merging operations. The second-level relation quality verification includes directional consistency verification, acyclicity verification, coverage verification, and cross-layer relation verification. The acyclicity verification performs topological sorting analysis on the directed graph formed by all sequential relations to detect learning order loops. The preset threshold for the proportion of isolated knowledge point nodes in the coverage verification is 15%. The overall consistency verification of the third-level graph includes semantic consistency review and structural balance analysis. The semantic consistency review is conducted by interdisciplinary experts who judge the rationality of the cross-level relationship samples one by one. The structural balance analysis statistically evaluates the distribution of the number of knowledge points associated with each interdisciplinary subject entity, the number of associated disciplines, and the number of teaching resources.

5. The method according to claim 1, characterized in that, The construction of the interdisciplinary concept group in step S200 employs a three-stage semantic association analysis method, specifically including: Phase 1: Central subject concept anchoring. Traverse the knowledge point nodes related to the selected topic and their attached core concept entities from IT-CKG to form a set of central anchor points. Phase Two: Introduction of Related Subject Concepts. Extract related subject entities and their related knowledge point lists from IT-CKG. Teachers of the corresponding subjects extract a set of related concepts and identify bridging and complementary concepts. The bridging concepts are those that have corresponding expressions in both the central subject and related subjects and have highly overlapping semantics. The complementary concepts are those that exist only in related subjects but have the necessary explanatory power for solving the topic problem. The third stage is conceptual relationship mapping and integration. This involves performing pairwise semantic analysis on all concepts in the central anchor set and the associated concept set to identify four types of semantic relationships: equivalence relationship, hierarchical relationship, mutual interpretation relationship, and synergistic relationship. All concepts are then integrated into a networked interdisciplinary concept group.

6. The method according to claim 1, characterized in that, The design problem chain described in step S200 adopts a four-level progressive hierarchical structure, with the four levels as follows: The first level of factual cognition questions points to the type of factual knowledge, and the design is based on the knowledge point entities in the first layer of the IT-CKG graph whose learning level requirements are "understanding" and "comprehension". The second level of related understanding questions points to the related knowledge of what categories, and is designed based on the causal and application relationships in the first layer of the IT-CKG graph; The third level of integrated analysis questions focuses on how to view the integrated knowledge of classes, and its design is based on the distribution of bridging and complementary concepts in the concept group; The fourth level, the creative application problem, is the core big problem, which points to how to creatively apply knowledge. The design is based on the contextual description attributes of interdisciplinary thematic entities in the second layer of the IT-CKG graph.

7. The method according to claim 1, characterized in that, The design task cluster described in step S200 models the dependencies between subtasks using three types of dependencies: data dependencies, knowledge dependencies, and collaborative dependencies. A task cluster dependency graph is constructed with all subtasks as nodes and the three types of dependencies as directed edges. The task cluster dependency graph satisfies the following constraints: there are no cycles in the directed subgraph formed by data dependencies and knowledge dependencies; there is at least one starting subtask with an in-degree of zero and one terminating subtask with an out-degree of zero. The phased products of the terminated subtasks cover all components of the core problem solution.

8. The method according to claim 1, characterized in that, The instructional activities described in step S200 involve simultaneously designing a scaffolding support system for each sub-task, including cognitive scaffolding, operational scaffolding, and evaluation scaffolding, wherein: The cognitive scaffolding includes a concept map template pre-generated based on the concept group structure, a problem prompt card for problem chain transformation, and a multidisciplinary perspective transformation guide table; The operational scaffolding includes a step-by-step guide to the operational process, a quick reference table of core functions, and a library of templates and examples. The evaluation scaffolding includes a subtask completion checklist, a peer review rubric designed from three dimensions: content accuracy, clarity of expression, and innovation, and a structured learning reflection log template.

9. The method according to claim 1, characterized in that, The evidence set collected in step S200 is comprehensively analyzed using a three-dimensional, three-level evaluation matrix. The three evaluation dimensions are as follows: The knowledge mastery dimension corresponds to the first level of basic knowledge mastery objectives, with the core evaluation indicators being the accuracy of understanding core concepts and the standardization of basic skills operation. The interdisciplinary thinking dimension corresponds to the second-level disciplinary thinking objective, and the core evaluation indicators are the fluency of switching between multidisciplinary perspectives and the rationality of the explanation of concept associations. In the comprehensive practice dimension, corresponding to the third level of advanced literacy goals, the core evaluation indicators are the rationality of the scheme design, the completeness of the work quality, and the effectiveness of problem-solving. Each dimension is set with three performance levels: initial, developmental, and proficient. Individual evaluation reports and graph optimization suggestions are generated based on the evaluation matrix.

10. The method according to claim 1, characterized in that, The dynamic update of IT-CKG in step S300 is driven by the following three triggering paths: The curriculum standards and textbook update-driven path is triggered when the curriculum standards or textbooks of the central subject are revised. This process involves adding, deleting, and modifying knowledge point entities and relationships in the first-level graph, and simultaneously reviewing the affected cross-level relationships in the second level. The evidence-driven approach to teaching practice is triggered after each interdisciplinary thematic teaching session. Based on the graph optimization suggestions generated from the evidence collection steps, the IT-CKG is modified and supplemented in a targeted manner. The resource library expansion drive path is triggered when the teaching resource library is updated in batches, which will add new high-quality multimodal resources into IT-CKG and establish a relationship with the adapted topic nodes; After any trigger path is completed, the level 3 quality control verification in step S130 must be re-executed.

Images