Course resource development method

Abstract

A course resource development method. The method comprises: constructing a Chongqing regional culture key element recognition model, and extracting a cultural core having an educational value and an ideological and political orientation function; establishing a mapping logical framework between regional cultures and ideological and political theories, and performing structured correspondence on the cultural core and key knowledge points in course standards for ideological and political education in higher vocational education, so as to form a multi-dimensional mapping relationship matrix taking cultural carriers, value orientation and teaching targets as logical chains; on the basis of student cognitive features and professional backgrounds, dynamically generating contextualized teaching resource units; integrating multi-modal resources such as text, images and virtual scenes to form a reconfigurable multi-modal resource integration platform; and implementing continuous iterative optimization of the resources by means of teaching feedback data.

Description

A Methodology for Developing Course Resources Technical Field

[0001] This application falls within the interdisciplinary field of educational technology and ideological and political education, specifically involving a method for developing higher vocational ideological and political education curriculum resources that integrates the spirit of Chongqing city with the subjectivity of regional culture. Background Technology

[0002] With the deepening of digital transformation in vocational education and the reform of ideological and political education, exploring and utilizing local cultural resources to assist curriculum development has become a key approach for higher vocational colleges to improve their educational effectiveness. Traditional ideological and political education systems emphasize the integrity of the theoretical framework and the guiding role of core values. Especially in the context of emphasizing the coordinated development of professional skills and humanistic qualities, integrating local cultural characteristics into the development of ideological and political resources has significant practical implications for enhancing students' cultural identity and sense of professional belonging.

[0003] Among them, the spirit of Chongqing and its regional culture, as a microcosm of China's modern revolutionary history and reform and opening-up practice, provide rich material support for ideological and political education courses in higher vocational colleges. Resource development targeting the subjectivity of Chongqing's regional culture aims to transform the abstract urban spirit into inspiring and motivating teaching content through a systematic logical construction. This places higher demands on the organizational dimensions, mapping mechanisms, and content relevance of course resources. Technical issues

[0004] However, existing curriculum resource development models often suffer from severe homogenization, lacking a precise extraction of the deep connotations of regional culture, resulting in a superficial integration of cultural elements and ideological and political theories. Simultaneously, traditional resource management methods are largely based on static texts or the accumulation of discrete materials, lacking a coupled analysis of the evolutionary logic of regional culture and students' cognitive patterns, making it difficult to achieve dynamic resource connections across time and space and multiple dimensions. Furthermore, existing resource development paths rely excessively on generalized cases, failing to effectively capture and transform the unique subjective values ​​within Chongqing's regional culture, resulting in a lack of dynamism and relevance in conveying the city's spirit, thus failing to meet the diverse and personalized learning needs of vocational college students.

[0005] Therefore, we hope to develop a method for developing ideological and political education resources for higher vocational colleges that integrates the spirit of Chongqing city with the subjectivity of regional culture. Technical solutions

[0006] The purpose of this invention is to provide a method for developing ideological and political education course resources in higher vocational colleges that integrates the spirit of Chongqing city with the subjectivity of regional culture, which can effectively solve the problems mentioned in the background art.

[0007] To achieve the above objectives, the technical solution adopted by this invention is as follows: a method for developing ideological and political education course resources for higher vocational colleges that integrates the spirit of Chongqing city with the subjectivity of regional culture, comprising the following specific steps:

[0008] Step 1: Construct a core element identification model for Chongqing regional culture. Based on historical documents, local chronicles, oral histories, and public cultural archives, systematically sort out representative cultural symbols and extract the cultural core with educational value and ideological and political guidance function through semantic clustering and theme modeling techniques.

[0009] Step 2: Establish a mapping logic framework between regional culture and ideological and political theory, and structurally correspond the extracted cultural core with the core knowledge points in the higher vocational ideological and political curriculum standards to form a multi-dimensional mapping relationship matrix with "cultural carrier - value orientation - teaching objectives" as the logical chain;

[0010] Step 3: Design a dynamic course resource generation mechanism. Based on students' cognitive development stage, professional background and learning behavior data, adaptively adjust the mapping relationship matrix to generate teaching resource units with contextuality, narrative and interactivity.

[0011] Step 4: Build a multimodal resource integration platform to integrate various media formats such as text, images, audio, virtual scenes and interactive cases, organize resource sequences according to teaching logic and cultural evolution, and support teachers to call and reorganize resources as needed;

[0012] Step 5: Implement a teaching feedback and resource iteration optimization mechanism. Through classroom observation, learning effectiveness assessment, and student emotional feedback data, continuously calibrate and update the content, presentation, and cultural fit of resources.

[0013] Preferably, in step 1, the extraction process of cultural symbols adopts a multi-source heterogeneous data fusion strategy, covering digitized texts of paper archives, descriptions of local museum collections, records of intangible cultural heritage, and narrative texts of urban public spaces, to ensure the comprehensiveness and representativeness of cultural elements.

[0014] Preferably, in step 1, semantic clustering adopts a distance metric method based on word vector space, which classifies cultural keywords into several topic clusters according to semantic similarity, and each topic cluster corresponds to a value dimension that can be transformed into ideological and political education.

[0015] Preferably, in step 2, the construction of the mapping logic framework follows the educational logic of "from the surface to the core, from things to principles," using concrete cultural events or stories of people as the introduction carriers to gradually guide the internalization of abstract value concepts, ensuring the deep integration of cultural resources and ideological and political theories rather than simple splicing.

[0016] Preferably, in step 2, the multidimensional mapping relationship matrix contains three levels: the first level is the cultural symbol identifier, the second level is the code of the associated ideological and political knowledge points, and the third level is the description of the expected teaching objectives. The three levels are linked by a bidirectional index established through a unique identifier.

[0017] Preferably, in step 3, the student's cognitive development stage is divided according to the Guidelines for the Development of Ideological and Political Literacy of Higher Vocational Students issued by the Ministry of Education, the professional background information comes from the professional category classification standards in the school's academic affairs system, and the learning behavior data includes online learning time, interaction frequency and test feedback results.

[0018] Preferably, in step 3, the generation of teaching resource units adopts a modular design principle. Each unit includes five components: learning prompts, cultural narratives, theoretical links, thinking tasks, and extensions, ensuring the integrity and flexibility of the teaching logic.

[0019] Preferably, in step 4, the multimodal resource integration platform adopts a layered architecture design, with the bottom layer being a resource repository, the middle layer being a logic organization engine, and the upper layer being a teaching application interface, supporting multi-dimensional retrieval and combination by cultural theme, ideological and political knowledge point, or teaching scenario.

[0020] Preferably, in step 4, the virtual scene resources are constructed based on the typical geographical and historical spaces of Chongqing, and the immersive experience enhances students' emotional resonance and value recognition of the regional culture.

[0021] Preferably, in step 5, the teaching feedback data collection covers the entire process of pre-class preparation, in-class interaction, and post-class reflection, and adopts a non-intrusive data collection method to avoid interfering with the normal teaching order.

[0022] Preferably, in step 5, the resource iterative optimization mechanism sets periodic evaluation nodes. A resource quality review is initiated after each teaching cycle is completed. Based on the evaluation results, the resource content is added, deleted, replaced, or reorganized to ensure the timeliness and appropriateness of the resource system. Beneficial effects

[0023] Compared with existing technologies, this invention has the following beneficial effects: By constructing a cultural element identification model and a mapping framework for ideological and political theory, this invention realizes the systematic transformation of Chongqing regional culture from fragmented materials to structured teaching resources, effectively overcoming the problems of superficial cultural connotations and vague value orientations in traditional resource development; by introducing a dynamic generation mechanism and a multimodal integration platform, course resources can be adaptively adjusted according to student characteristics and teaching needs, significantly improving the relevance and teaching suitability of resources; by establishing a closed-loop feedback and iterative optimization mechanism, the resource system is ensured to continuously evolve, aligning with the contemporary requirements and educational goals of higher vocational ideological and political education; the overall approach strengthens the dominant position of regional culture in ideological and political courses, enabling the spirit of Chongqing to be concretized, contextualized, and endogenized in teaching practice, thereby effectively enhancing students' cultural confidence, national sentiment, and sense of professional mission. Attached Figure Description

[0024] Figure 1 is a flowchart of the overall technical solution architecture of a method for developing ideological and political education course resources in higher vocational colleges that integrates the spirit of Chongqing city and the subjectivity of regional culture, according to an embodiment of this application.

[0025] Figure 2 is a logical framework diagram of the Chongqing regional culture core element identification model and its semantic clustering constructed according to the embodiments of this application;

[0026] Figure 3 is a schematic diagram of the principle of the multidimensional mapping relationship matrix based on cultural carrier-value orientation-teaching objectives according to the embodiments of this application;

[0027] Figure 4 is a logic diagram of dynamic curriculum resource generation based on student characteristics and cognitive stages according to an embodiment of this application;

[0028] Figure 5 is a closed-loop framework diagram of the multimodal resource integration platform and teaching feedback iteration mechanism according to the embodiments of this application. Embodiments of the present invention

[0029] Example 1

[0030] To make the objectives, technical solutions, and advantages of this invention clearer, the invention will be further described in detail below with reference to specific embodiments.

[0031] In a method for developing vocational college ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture, step 1, constructing a core element identification model of Chongqing regional culture, specifically includes the following detailed implementation process. Based on historical documents, local chronicles, oral histories, and public cultural archives, representative cultural symbols are systematically sorted out. In this process, the extraction of cultural symbols adopts a multi-source heterogeneous data fusion strategy, covering digitized texts of paper archives, descriptions of local museum collections, records of intangible cultural heritage, and narrative texts of urban public spaces, ensuring the comprehensiveness and representativeness of cultural elements. Specifically, for paper archives, optical character recognition technology is used for text conversion, and the converted strings are stored in a preset original text database; for local museum collections, their corresponding metadata tags are extracted, including time, space, people, and core event descriptions; for records of intangible cultural heritage, the focus is on extracting high-frequency core words from their oral texts.

[0032] After data collection, semantic clustering and topic modeling techniques were used to extract the core cultural elements with educational value and ideological and political guidance. Semantic clustering employed a distance metric based on word vector space, grouping cultural keywords into several topic clusters according to semantic similarity. The specific process was as follows: First, all collected text data was segmented to remove meaningless stop words. Second, a neural network model was used to map each effective word into a numerical vector in a high-dimensional space, representing the semantic features of the word. Next, the Euclidean distance or cosine similarity between word vectors was calculated, and words with a spatial distance less than a preset threshold were grouped into a topic cluster. Each topic cluster corresponds to a value dimension that can be transformed into ideological and political education. Finally, a latent Dirichlet distribution model was used for topic modeling. By calculating the distribution probability of words and topics in documents, the deep logical structure implicit in cultural materials was automatically identified, thus forming a hierarchical model for identifying the core elements of Chongqing regional culture. This model can output the weight distribution of different cultural themes, providing a quantitative basis for the targeted development of subsequent resources.

[0033] Step 2 establishes a mapping logic framework between regional culture and ideological and political theory. The extracted cultural core is structurally mapped to the core knowledge points in the vocational college ideological and political curriculum standards, forming a multi-dimensional mapping matrix with "cultural carrier—value orientation—teaching objectives" as the logical chain. The construction of this mapping logic framework follows the educational logic of "from surface to essence, from events to principles," using concrete cultural events or stories as introductory vehicles to gradually guide the internalization of abstract value concepts, ensuring a deep integration of cultural resources and ideological and political theory.

[0034] Specifically, the multidimensional mapping matrix comprises three levels: the first level consists of cultural symbol identifiers, used to uniquely identify specific elements within Chongqing's regional culture, such as the ID numbers of specific historical figures, coordinates of historical sites, or names of typical cultural artifacts; the second level consists of associated ideological and political knowledge point codes, corresponding to chapter numbers and specific theoretical entries in higher vocational ideological and political textbooks; and the third level consists of descriptions of the expected teaching objectives, covering three sub-dimensions: knowledge, skills, and emotional attitudes and values. A bidirectional index is established between these three levels through unique identifiers, supporting the retrieval of corresponding teaching objectives from cultural symbols and the retrieval of appropriate cultural materials based on the teaching objectives. When constructing the matrix, the system calculates the correlation strength between cultural carriers and ideological and political theories, based on semantic overlap and consistency of historical logic. This mapping is not a simple text connection but a nested logical structure, ensuring that each regional cultural element accurately serves specific ideological and political teaching needs by establishing many-to-many relationship tables in the database.

[0035] Step 3 involves designing a dynamic course resource generation mechanism. Based on students' cognitive development stages, professional backgrounds, and learning behavior data, the mapping matrix is ​​adaptively adjusted to generate teaching resource units that are contextual, narrative, and interactive. Students' cognitive development stages are divided according to the Ministry of Education's Guidelines for the Development of Ideological and Political Literacy in Higher Vocational Colleges, typically into the basic cognitive stage, the value resonance stage, and the unity of knowledge and action stage. Professional background information comes from the professional category classification standards in the school's academic affairs system, covering science and engineering, economics and management, and arts, among others. Learning behavior data includes online learning time, interaction frequency, and test feedback results.

[0036] In practice, the system creates a dynamic profile for each student. When a student enters the learning system, it automatically retrieves their major attributes and historical learning data. If a student is majoring in mechanical manufacturing, the adaptive adjustment algorithm will increase the weight of regional cultural carriers related to industrial construction and master craftsmen. For example, when showcasing the history of Chongqing's struggle in the mountain city, it will focus on promoting industrial heritage resources from the Third Front construction period. The generation of teaching resource units adopts a modular design principle. Each unit includes five components: learning prompts, cultural narratives, theoretical links, thinking tasks, and extensions. The learning prompts module is responsible for introducing the context using Chongqing dialect or landmark images; the cultural narrative module presents cultural details through digital means; the theoretical link module elevates the narrative content to ideological and political theory; the thinking task module designs interactive questions based on regional scenarios; and the extensions module provides suggestions for field trips. The modules are connected through parameterized interfaces, allowing the system to replace specific materials within the module in real time according to the student's current learning rate and interests, thereby achieving personalized resource customization.

[0037] Step 4 involves constructing a multimodal resource integration platform. This platform integrates various media formats, including text, images, audio, virtual scenes, and interactive cases, organizing resources according to teaching logic and cultural evolution, allowing teachers to access and reorganize them as needed. The multimodal resource integration platform adopts a layered architecture: the bottom layer is a resource repository responsible for the distributed storage and backup of massive amounts of heterogeneous data; the middle layer is a logic organization engine responsible for the correlation calculation, sorting, and encapsulation of resources; and the upper layer is the teaching application interface, providing a visual interactive interface.

[0038] During multimodal integration, the platform synchronizes and annotates different media resources on the same cultural theme along a timeline. The platform supports multi-dimensional searching and combination by cultural theme, ideological and political knowledge point, or teaching scenario. Teachers can preset resource playback sequences before class using drag-and-drop interaction, or switch resource presentation modes in real-time according to the classroom atmosphere. The platform also supports cross-terminal access, ensuring consistent presentation and interaction logic across mobile devices, web pages, and large screens.

[0039] Step 5 involves implementing a teaching feedback and resource iteration optimization mechanism. Through classroom observation, learning effectiveness assessment, and student emotional feedback data, the content, presentation style, and cultural relevance of resources are continuously calibrated and updated. Teaching feedback data collection covers the entire process from pre-class preparation, in-class interaction, and post-class reflection, employing a non-intrusive data collection method. For example, the system automatically records the duration of students' attention and eye movement paths when viewing a virtual scene to determine the resource's attractiveness; by analyzing students' text keywords in the discussion area, its emotional attitude polarity is extracted to assess the degree of achievement of teaching objectives.

[0040] The resource iteration and optimization mechanism sets periodic evaluation nodes, initiating a resource quality review after each teaching cycle. The evaluation logic includes the following steps: First, calculate the activity index of each resource unit, which is equal to the weighted sum of the number of learners, the number of interactions, and the positive review rate; second, use cluster analysis to identify resource modules with poor feedback and retrieve specific negative review texts for semantic analysis; third, add, delete, replace, or reorganize resource content based on the evaluation results. For example, if a narrative video causes cognitive bias among students, the system will automatically trigger an update command, selecting materials with the second highest relevance but different narrative style from the resource pool for replacement. Through this closed-loop feedback, it ensures that the resource system is always in a state of dynamic evolution, maintaining a high degree of consistency with the times and changes in students' psychology.

[0041] To further refine the technical implementation of this embodiment, the data processing procedures involved are discussed in detail below. When constructing the Chongqing regional cultural core element recognition model, the preprocessing of the original text is crucial to ensuring the model's accuracy. During word segmentation, the system loads an extended dictionary specifically tailored for Chongqing dialect and regional terms. In the vector space construction stage, multi-dimensional matrix operations are used to calculate the cluster centers of word vectors. Assuming several initial cluster centers exist, the system iteratively calculates the Euclidean distance between each word vector and the center point, classifying the word vectors into the cluster with the shortest distance. The cluster centers are then recalculated based on the mean of all members within the cluster until the positional offset of the cluster centers is less than a preset minimum value, thus achieving convergence of the clustering process.

[0042] When establishing the multidimensional mapping matrix, the implementation of the logical chain relies on the topological structure of the graphical database. Each cultural carrier is treated as a node, and directed edges are established between it and its corresponding value orientation and teaching objective nodes. The weight values ​​on the edges represent the tightness of the association. When generating teaching resources, the system prioritizes resource retrieval and logical assembly along paths with high weights. This structured mapping not only supports direct queries but also supports finding indirect associations through logical reasoning.

[0043] In the dynamic course resource generation mechanism, adaptive adjustment logic is implemented through a weighted scoring algorithm. When the "major attribute" field in the student profile is "electronic information," the system retrieves keyword coefficients matching that attribute from the configuration table. Simultaneously, the system monitors the student's "fatigue level." If a student clicks on multiple plain text resources consecutively within a short period, the system automatically inserts a short, highly saturated video or interactive virtual scene into the next module to adjust the student's cognitive load. This real-time adjustment based on data feedback achieves precise matching between the resource supply side and the learning demand side.

[0044] The virtual scene construction process of the multimodal resource integration platform involves a sophisticated 3D reconstruction workflow. Massive amounts of image data are acquired through on-site photogrammetry of specific historical buildings in Chongqing. Feature point matching algorithms are used to reconstruct the spatial geometry of the buildings and generate high-density point clouds. Next, surface reconstruction technology is used to convert the point clouds into triangular mesh models and perform texture mapping. To improve interactive performance, the models undergo hierarchical detail optimization before being uploaded to the platform, automatically switching between different resolutions based on the observer's distance from the model. At the interaction layer, the platform uses a scripting language to define rich trigger events. For example, if a student clicks on an old wooden door in the virtual scene, the system will immediately trigger the playback of a voice-over narration about the historical changes of that location, achieving real-time fusion of audiovisual information.

[0045] In the teaching feedback and iteration phase, non-intrusive data collection primarily relies on front-end tracking and natural language processing technologies. Front-end tracking captures every click, swipe, and zoom action a student makes on the learning interface, encoding these action sequences into a JSON-formatted data stream and sending it to the backend analysis server. The analysis server uses a long short-term memory neural network model to process this time-series data and predict trends in student engagement. If a significant drop in engagement is predicted at a specific point in time, the system automatically marks the corresponding resource segment as "needs optimization." Furthermore, for student emotional feedback, the system employs a deep learning-based emotion recognition model, capable of identifying various emotional states such as "appreciation," "doubt," and "resistance" in the text, and using these emotion distributions as a core indicator of resource cultural fit. At the end of each semester, the system automatically generates an evaluation report detailing which resource modules need to be removed due to outdated features or declining appeal, thus ensuring the vitality of the entire resource library. Example

[0046] Based on Example 1, this example provides a method for developing vocational college ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture based on a cloud-based collaborative architecture. It focuses on describing the distributed resource processing and collaborative optimization mechanism in a large-scale concurrent teaching environment.

[0047] In step 4, when building the multimodal resource integration platform, a distributed storage solution based on a Content Delivery Network (CDN) was adopted to cope with the high concurrency requests during large-scale online learning in vocational colleges. Multimodal resources were prioritized according to file size and access frequency. High-bandwidth resources such as high-definition videos and large 3D models were pre-pushed to edge nodes closer to students' geographical locations, while lightweight information such as text and metadata was stored in the central cloud. When students access resources, the system automatically calculates the optimal transmission path and uses a load balancing algorithm to direct requests to the lightest-loaded server node, ensuring that the rendering of virtual scenes is not delayed and video playback is smooth even when tens of thousands of students are learning online simultaneously.

[0048] In the feedback mechanism of step 5, this embodiment introduces a cross-school collaborative evaluation system. Due to differences in the professional settings and student distribution among different vocational colleges in Chongqing, the platform aggregates anonymized learning behavior data from multiple colleges. Through cluster analysis of cross-school data, high-quality resources with universal applicability can be identified. For example, if a resource unit generally achieves extremely high interaction and pass rates in science and engineering vocational colleges, the system will automatically increase the weight of that unit across the entire network. Conversely, if a resource is only effective in a specific school, the system will mark it as a "school-based characteristic resource" and restrict its priority in the general resource library. This optimization mechanism based on large-scale collective intelligence ensures that the iteration of course resources does not rely solely on data from a single school, but rather incorporates feedback from the entire vocational education community in the region.

[0049] In the dynamic generation logic of step 3, this embodiment adds a "team collaboration task" module. Based on students' learning behavior trajectories, the system automatically matches students with complementary professional backgrounds into learning groups. For example, a logistics major student might be paired with a big data major student to jointly complete a virtual simulation project on "Smart Logistics at Chongqing Guoyuan Port and the Spirit of the Silk Road." The system generates specific interactive scenarios for each group, requiring group members to solve specific social practice problems within the virtual scenario based on their respective professional knowledge. During this process, the system monitors the intensity of collaboration and communication quality within the groups in real time, storing this as emotional feedback data in the database of step 5 for calibration of subsequent resource interaction logic.

[0050] To ensure the standardization of resource development, the platform also integrates an automated content compliance review engine. During step 1, when extracting cultural elements, all collected data undergoes semantic filtering by this engine before entering the recognition model. Based on authoritative dictionaries of ideological and political theory and a regional cultural standard terminology database, the engine intercepts sensitive words, erroneous expressions, and content deviating from mainstream values. This review mechanism, based on natural language understanding technology, not only identifies literal errors but also analyzes the underlying logic of passages, ensuring that all Chongqing regional cultural resources integrated into ideological and political courses are absolutely accurate in terms of political direction and cultural connotation.

[0051] To enhance the interactive experience of the virtual scene, this embodiment introduces a cross-platform rendering framework based on WebXR technology in step 4. This means that students do not need to install specific plugins or clients; they can simply access a highly realistic historical and geographical space of Chongqing through a browser on their smartphone or tablet. To further enhance the realism of the interaction, the platform embeds physics-based collision detection and lighting changes into the virtual scene.

[0052] In terms of resource iterative optimization, this embodiment designs a resource recombination scheme based on a genetic algorithm. The system treats each teaching resource unit as a chromosome, and its included modules such as guidance, narrative, and theory as genes. Through a comprehensive evaluation of student assessment scores and feedback data, high-performing "parental resources" are selected. The system simulates the process of gene crossover and mutation, randomly combining excellent modules from different units to generate a new generation of candidate resource sequences. These candidate sequences are first tested on a small scale; if their teaching effect is superior to existing resources, they are officially added to the database. This biomimetic evolutionary algorithm enables ideological and political education course resources to adapt to changes in the teaching environment and audience characteristics, like biological evolution, achieving true intelligent growth. Example

[0053] This embodiment focuses on describing the technical details of this development method in terms of ensuring data security and protecting cultural subjectivity.

[0054] In the cultural symbol identification process of step 1, considering the sensitivity and preciousness of some historical documents and public cultural archives, this embodiment introduces a blockchain-based copyright management and data traceability mechanism. For each identified and extracted cultural element, its source, digitization time, processing personnel, and every subsequent access record are recorded in a distributed encrypted ledger. This ensures that the subjectivity of Chongqing's regional cultural resources is not tampered with during the digitization process, while also protecting the intellectual property rights of relevant cultural institutions. When teachers and students access these resources, the system verifies their access permissions and embeds unique dynamic traceability information into the resource's watermark.

[0055] In the mapping logic framework of step 2, to prevent the one-sided interpretation of ideological and political theories, the system establishes a "logic verification layer" maintained by an expert committee. All mapping relationships automatically generated by the recognition model must pass through this verification layer before being formally entered into the matrix. The verification layer contains a set of judgment rules based on logical predicates. For example, if the model incorrectly associates a purely commercial cultural symbol with an ideological and political point of the core revolutionary spirit, the system will trigger an alert and require a second manual review. This human-machine collaborative verification mechanism ensures the rigor and scientific nature of the mapping between regional culture and ideological and political theories.

[0056] In the multimodal resource integration platform of step 4, this embodiment applies data encryption and integrity protection technologies to address the high-volume transmission of virtual scenes and image resources. All transmitted data streams are processed using symmetric encryption algorithms to prevent unauthorized interception or tampering during network transmission. Simultaneously, the platform integrates a lightweight security detection module on the client side, capable of identifying the security of the operating environment and preventing malicious collection of resources. For digital assets related to Chongqing's regional culture, the platform implements tiered and categorized protection, storing resources with high political and historical value in a physically isolated private cloud area, providing limited access only through a controlled logical gateway.

[0057] In step 5, during the collection of teaching feedback, all collected learning behavior data undergoes anonymization before being input into the evaluation model to protect students' privacy. The system employs differential privacy technology, adding a suitable amount of noise to the original data so that the analysis results reflect group characteristics but cannot be traced back to the privacy information of a specific student. The text analysis of sentiment feedback also undergoes preliminary semantic normalization on the local terminal; only the de-identified sentiment index is uploaded to the cloud, thus improving resource quality while ensuring the compliance and security of the teaching environment.

[0058] To further enhance the interactive nature of resource development, this embodiment introduces a "Student Content Generation (UGC)" model in step 3. The platform provides a simplified multimodal creation tool, encouraging vocational college students to use their spare time to explore the streets and alleys of Chongqing, collect local cultural symbols, and upload them to the system. The system automatically uses the recognition model from step 1 to analyze the uploaded content. If the content has high educational value, it will be included in the resource pool after review. This approach not only expands the sources of resources but also transforms students from recipients to creators, deepening their understanding of the spirit of Chongqing through practice.

[0059] In terms of the organization logic of the resource sequence, this embodiment adopts a non-linear organization method based on spatiotemporal topology. In step 4, the resources are no longer simply arranged according to the traditional chapter order, but are established in a spatiotemporal coordinate system with Chongqing's geographical coordinates as the dimension. Students can click on any landmark on the map, and the system will automatically display the cultural features of that coordinate point in different historical periods and the related ideological and political theories. This exploratory learning path based on spatiotemporal correlation breaks the linear constraints of traditional ideological and political education, allowing students to understand the evolutionary logic of regional culture and the inheritance of national spirit through spatial travel.

[0060] To adapt to different terminals, the platform utilizes responsive design technology in step 4. By analyzing the terminal device's screen resolution, operating system performance parameters, and network bandwidth, it automatically selects the most suitable rendering strategy. For mobile terminals with weaker performance, the system automatically converts the 3D virtual scene into a high-definition panoramic display and optimizes text layout to ensure a smooth learning experience. For high-performance desktops or professional training room equipment, the highest level of lighting effects and complex physical interaction functions are enabled. This adaptive terminal presentation technology ensures the broad applicability of ideological and political education course resources in different teaching scenarios.

[0061] This embodiment also addresses the sustainability of resource development by designing an open access standard based on APIs. This allows third-party cultural institutions or educational technology providers to develop and contribute new resource modules according to the mapping logic framework of this invention. Through this ecological and standardized interface design, the development of Chongqing's regional cultural resources is no longer a closed process, but an open system capable of attracting participation from all sectors of society, providing a continuous stream of fresh materials for ideological and political education in higher vocational colleges.

[0062] At the specific algorithm application level, to achieve accurate analysis of student learning behavior data, this embodiment employs a prediction model based on a weighted Markov chain in step 5. The system defines students' learning states as different sets and constructs a state transition matrix by analyzing the probability of students switching between different resource modules. This matrix reveals students' cognitive path preferences when encountering specific regional cultural resources. Based on this discovery, the system automatically adjusts the mapping logic matrix, increasing the association weight between video resources and such thinking tasks, thereby achieving scientific optimization of the teaching logic.

[0063] To deeply extract the cultural core, this embodiment introduces cross-modal alignment technology in step 1. By comparing and analyzing the audio track information and video content of historical documentaries, the system can automatically mark key historical moments and emotional high points in the video. This multi-dimensional sensory data fusion ensures that the extracted cultural core not only possesses textual logic but also depth in terms of emotion and context, greatly enhancing the appeal of ideological and political resources.

[0064] Regarding platform operation and disaster recovery, this embodiment implements a dual-active architecture in step 4. Two real-time synchronized data centers are established in Chongqing and another in a remote location. When the primary data center experiences hardware failure or a network attack, the backup center can take over business requests within seconds, ensuring uninterrupted teaching activities. Simultaneously, the platform utilizes containerization technology to microservice-ize each functional module, supporting independent upgrades and fault isolation. This means that even if a component of the system (such as the virtual scene rendering engine) requires version iteration, it will not affect the normal use of other modules (such as text retrieval or feedback collection). This highly available technical architecture provides a solid operational guarantee for the large-scale, long-cycle development of ideological and political education course resources.

[0065] Furthermore, this embodiment places special emphasis on integrating "vocational education characteristics" in the mapping logic of step 2. The system deeply links elements of Chongqing's regional culture, such as traditional arts and crafts and modern advanced manufacturing, with ideological and political examination points such as professional qualities and ethics. The system automatically matches professional cases from relevant industries, allowing students to intuitively feel the concrete manifestation of professional spirit in regional culture while learning about their hometown culture, thereby enhancing the vocational relevance and appeal of ideological and political education.

[0066] Finally, in step 5 of this embodiment, a resource quality assessment subsystem based on expert feedback was established. In addition to student data feedback, the system regularly invites ideological and political experts and cultural scholars to score and comment on newly generated resource units online. These expert scores are given high weight and participate in the genetic algorithm's selection process. This combination of quantitative data analysis and qualitative expert guidance ensures that the iterative optimization of resources aligns with students' learning psychology while maintaining a high level of professionalism and theoretical depth. Through this series of precise processes and advanced technologies, the entire system achieves a deep integration of Chongqing's regional cultural identity with the goals of higher vocational ideological and political education, constructing an intelligent, dynamic, and high-quality curriculum resource development ecosystem.

[0067] In practical engineering implementation, all computational logic is supported by a high-efficiency server cluster. For example, the word vector generation process is completed within a distributed computing framework, which divides the large-scale corpus into multiple data fragments and distributes them to different computing nodes for parallel neural network training. In the clustering analysis phase, the system employs an acceleration algorithm, reducing unnecessary distance calculations through a pre-built index structure, enabling the clustering process to be completed within minutes even with millions of words. This engineered processing capability ensures that the method of this invention possesses excellent scalability and real-time response capabilities in practical deployments.

[0068] During the dynamic resource generation process, the system strictly controls the response time of each generation request. By establishing a resource caching mechanism, resource combinations corresponding to common student profile features are pre-generated and stored. When a new learning request arrives, the system first performs feature matching. If the matching degree exceeds 95%, the resources are directly retrieved from the cache, greatly saving the computational overhead required for real-time generation. For personalized parts that need to be generated instantly, the system adopts a pipelined processing approach, parallelizing text generation, multimodal calls, and logic assembly, ensuring that the waiting time from entering the system to seeing the complete resource unit does not exceed 1.5 seconds, thus guaranteeing a good user experience.

[0069] The multimodal resource integration platform also provides a complete set of API interface documentation, supporting seamless integration with third-party learning management systems (LMS). Through internationally standardized interface protocols, the platform can push Chongqing regional cultural resources into existing online courses in schools in the form of standard packages. This compatibility design allows the results of this invention to quickly cover more schools and majors, greatly enhancing the social benefits and impact of the resources. In terms of interface security, a token-based authentication mechanism and access frequency restrictions are adopted to ensure that only authorized systems can legally access these valuable teaching resources.

[0070] The foregoing has shown and described the basic principles, main features, and advantages of the present invention. Those skilled in the art should understand that the present invention is not limited to the above embodiments. The embodiments and descriptions in the specification are merely illustrative of the principles of the invention. Various changes and modifications can be made to the invention without departing from its spirit and scope, and all such changes and modifications fall within the scope of the present invention as claimed. The scope of protection of this invention is defined by the appended claims and their equivalents.

Claims

1. A method for developing ideological and political education course resources in higher vocational colleges that integrates the spirit of Chongqing city with the subjectivity of regional culture, characterized by: Includes the following steps: A core element identification model for Chongqing regional culture was constructed. Based on historical documents, local chronicles, oral histories, and public cultural archives, representative cultural symbols were systematically sorted out, and cultural cores with educational value and ideological and political guidance functions were extracted through semantic clustering and theme modeling techniques. Establish a mapping logic framework between regional culture and ideological and political theory, and structurally correspond the core of the culture with the core knowledge points in the higher vocational ideological and political curriculum standards to form a multi-dimensional mapping relationship matrix with cultural carriers, value orientations and teaching objectives as logical chains; A dynamic course resource generation mechanism is designed, which adaptively adjusts the multidimensional mapping relationship matrix based on students' cognitive development stage, professional background and learning behavior data to generate teaching resource units with contextuality, narrative and interactivity. Construct a multimodal resource integration platform to integrate text, images, audio, virtual scenes and interactive cases, organize resource sequences according to teaching logic and cultural evolution timeline, and support on-demand access and reorganization of resources; Implement a teaching feedback and resource iteration optimization mechanism, and calibrate and update the content, presentation, and cultural fit of resources through classroom observation, learning effectiveness assessment, and student emotional feedback data.

2. The method for developing vocational college ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, In the construction of the Chongqing regional culture core element identification model, the extraction process of cultural symbols adopts a multi-source heterogeneous data fusion strategy, specifically including the following processing steps: For paper archives, optical character recognition technology is used to convert the text, and the converted string is stored in a preset original text database; for local museum collections, their corresponding metadata tags are extracted, including time, space, people, and core event descriptions; for intangible cultural heritage records, high-frequency core words are extracted from their oral texts; during the extraction process, an extended dictionary customized for Chongqing regional terms is loaded to ensure that specific regional terms are not split.

3. The method for developing higher vocational ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, The semantic clustering includes the following processing steps: segmenting all collected text data and removing stop words; using a neural network model to map each effective word into a numerical vector in a high-dimensional space to represent the semantic features of the word; The method calculates the Euclidean distance or cosine similarity between word vectors, where the Euclidean distance is obtained by calculating the sum of squared differences in the coordinates of two word vectors in each dimension and then taking the square root of the sum of squared differences. Words with a spatial distance less than a preset threshold are grouped into a topic cluster, so that each topic cluster corresponds to a value dimension that can be transformed into ideological and political education. The method uses an implicit Dirichlet distribution model for topic modeling, and identifies the implicit hierarchical structure in cultural materials by calculating the distribution probability of words and topics in documents, and outputs the weight distribution of different cultural topics.

4. The method for developing higher vocational ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, The multidimensional mapping matrix comprises three logical levels: the first level consists of cultural symbol identifiers, used to uniquely identify specific elements in Chongqing's regional culture, including historical figure numbers, historical site coordinates, or names of typical cultural artifacts; the second level consists of associated ideological and political knowledge point codes, corresponding to chapter numbers and specific theoretical entries in higher vocational ideological and political textbooks; the third level consists of descriptions of expected teaching objectives, covering three sub-dimensions: knowledge, ability, and emotional attitudes and values; the three levels are linked by a bidirectional index using unique identifiers, supporting the retrieval of corresponding teaching objectives from cultural symbols and the retrieval of appropriate cultural materials based on the teaching objectives.

5. The method for developing higher vocational ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, The construction of the multidimensional mapping relationship matrix also includes a step of calculating the correlation strength between cultural carriers and ideological and political theories. The specific logic is as follows: based on semantic overlap and consistency of historical logic, a many-to-many association table is established in the database, and the logical chain is realized through the topological structure of the graphical database; cultural carriers, value orientations, and teaching objectives are respectively used as nodes in the graphical database, and directed edges are established between the nodes, where the weight value on the directed edge represents the tightness of the association; when performing resource retrieval, logical assembly is prioritized along paths with weight values ​​higher than the preset standard, and indirect associations can be found through logical reasoning.

6. The method for developing higher vocational ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, The dynamic course resource generation mechanism includes the following steps: creating a dynamic profile for each student. When a student enters the learning system, their major attributes and historical learning data are automatically retrieved. If the student belongs to a specific major category, the weight of regional cultural carriers related to that major is increased through an adaptive adjustment algorithm. The weight adjustment logic is as follows: the keyword coefficient matching the major attribute is retrieved from the configuration table, and the original weight of the resource module involving the corresponding industrial development history or industry background is multiplied by the keyword coefficient, so that the matching resources are ranked higher in the generated resource list. At the same time, the student's fatigue level is monitored. If the number of times a student clicks on plain text resources exceeds a threshold within a preset time, a video or interactive virtual scene is inserted into the subsequent module.

7. The method for developing higher vocational ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, The teaching resource unit adopts a modular design principle, and each unit includes the following connected modules: a learning guidance module, which uses local dialects or landmark images to introduce the context; The cultural narrative module presents cultural details through digital means; The theoretical linking module elevates the narrative content to ideological and political theory; the thinking task module designs interactive questions based on regional scenarios; the extension module provides suggestions for field investigation; and the modules are connected through a parameterized interface, allowing the system to replace specific materials within each module in real time based on the student's current learning rate and interests.

8. The method for developing higher vocational ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, The multimodal resource integration platform adopts a layered architecture design: the bottom layer is a resource repository responsible for the distributed storage of massive heterogeneous data; the middle layer is a logical organization engine responsible for the correlation calculation, sorting and encapsulation of resources; The upper layer provides a teaching application interface and a visual interactive interface. During the multimodal integration process, the platform synchronously annotates different media resources on the same cultural theme on the timeline. Among them, the virtual scene resources are based on the typical geographical and historical space of Chongqing for three-dimensional reconstruction. The processing flow includes: obtaining image data through on-site photogrammetry, restoring the spatial geometry of buildings and generating point clouds using feature point matching algorithms, converting the point clouds into triangular mesh models through surface reconstruction technology, and performing texture mapping.

9. The method for developing higher vocational ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture as described in claim 1, characterized in that, In the implementation of the teaching feedback and resource iteration optimization mechanism, the collection of feedback data adopts a non-intrusive method, specifically including: using front-end tracking technology to capture the click, swipe, and zoom action sequences of students on the learning interface, encoding the action sequences into a data stream and sending it to the backend; using a long short-term memory neural network model to process the data stream, predict the trend of student participation changes, and mark the resource segments corresponding to the decline in participation as the state to be optimized; using a deep learning-based emotion recognition model to analyze the text keywords of students in the discussion area, extracting the polarity of emotional attitudes, and using emotion distribution as the core indicator for measuring the cultural fit of resources.

10. A method for developing vocational college ideological and political education course resources that integrates the spirit of Chongqing city and the subjectivity of regional culture, as described in claim 1, is characterized in that... The resource iterative optimization mechanism sets periodic evaluation nodes. The evaluation and optimization logic includes: calculating the activity index of each resource unit, where the activity index is equal to the weighted sum of the number of learners, the number of interactions, and the positive review rate; using cluster analysis to identify resource modules with feedback results lower than preset values; adopting a resource recombination scheme based on genetic algorithms, treating each teaching resource unit as a chromosome and its constituent modules as genes, selecting parent resources with excellent activity indices, and combining modules from different units by simulating gene crossover and mutation to generate a new generation of candidate resource sequences; testing the candidate resource sequences within a preset range, and if the teaching effect evaluation results are better than the existing resources, then the original resources are replaced and added to the database.

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