Research on the Construction and Application of College Moral Education Case Library Based on Big Data Technology

https://doi.org/10.65281/639917

Lei Zhao¹ , Zhenbin Liu¹, Zhaona Wang^2*

1.College of Science and Information Science, Qingdao Agricultural University, Qingdao 266109, China

2.College of Information Engineering, Haidu College·Qingdao Agricultural University, Laiyang 265200, China

*Corresponding Author: wzn6639@sina.com

Abstract: The integration of ideals, values, moral development, and professional ethics into the curriculum reform of professional courses is not just a vital avenue for the seamless advancement of moral education in colleges, but also serves as a formidable launchpad for broader educational objectives. The establishment of a moral education case database within academic curricula is a crucial component of building a comprehensive moral framework within Chinese higher education institutions. Currently, the scarcity of professional moral education resources and the challenges in melding moral education with professional training are significant obstacles to the effective delivery of moral education through academic programs. In this study, we employed web scraping technologies, advanced data cleaning methods, and content-based recommendation techniques to create a moral education case database aimed at enhancing both teaching outcomes and student learning efficiency. Participants for this experiment were drawn from XXX University, where the same instructor taught identical courses across different sections using traditional teaching methods and the newly developed moral education case database. The findings indicate that the implementation of the moral education case database not only broadens the accessibility of case study resources but also offers a valuable and convenient source of moral case materials for university educators to incorporate into their teaching. This innovation has fostered an intelligent, personalized, and precise approach to moral education within academic courses, markedly elevating the overall quality of both educators and students. Consequently, this research holds significant promise for advancing the construction of a moral education system within universities.

Keywords: Moral education; education case database; big data; ideological and political attainment; psychological education

1. INTRODUCTION

Moral education is the general term for students’ ideological morality, moral character, ability accomplishment and cultural accomplishment. The main content of moral education is Marxism, which mainly cultivates students’ patriotism, honesty, faithfulness, devotion to duty, concentrated research, protection of family and country, serving the country with science and technology, craftsman spirit, etc. At the National Conference on Ideological and Political Work in Colleges and Universities, General Secretary Xi Jinping pointed out: “To promote the ideological and political work in colleges and universities, we must make good use of the main channels of classroom teaching and constantly improve the ideological and political theory courses. All other courses should assume their due responsibilities, so that various courses develop in the same direction as the ideological and political theory course to form a synergistic effect” [1]. The Ministry of education of the People’s Republic of China issued the guiding opinions on the construction of moral education in higher education to comprehensively promote the construction of Moral Education [2]. With the advent of the Internet + era, big data technology has prominent advantages in moral education. The emergence of big data can effectively improve the passive phenomenon of “following the rules and adhering to the rules”, help the head teacher accurately grasp the situation in the shortest time, greatly reduce the work pressure of the head teacher, and thus improve the effectiveness of Moral Education [3]. Therefore, the research and analysis of the cultivation role of big data technology in moral education aims to contribute to the improvement of the homogenization effect of moral education in Colleges and universities.

1.1 Current Studies in Foreign Countries

Throughout the history, many ruling parties took moral education as a long-term educational practice for the society, and this practice was highly valued and actively explored in different ways in all countries. In foreign countries, the concept of “moral education” does not exist in theoretical research, but rather scholars conduct theoretical research in the areas of basic education, moral education, and national cultivation, and integrate the relevant research with disciplines as education, ethics, psychology, and medicine [4]. With the modernization process, the moral education in western countries improves moral judgment by developing the values of the educated based on full respect for the educator.

In the United States, universities do not limit moral education only to civic education courses, but also infiltrate it into disciplines such as psychology, economics and political science, so that the professional courses are permeated with moral education ideas [5]. In Germany, universities have individualistic religious objectives in moral education, serving the interests of the bourgeoisie and teaching the values of freedom, equality and fraternity based on the principles of humanity [6]. In Singapore, its moral education follows The White Paper for the Shared Values, emphasizes the importance of social practices, and pays attention to the development of citizens’ sense of national belonging; in addition to the specialized courses, students receive moral education through second classes, such as visits to museums and memorials [7]. In Western Europe, moral education also permeates through vocational education and psychological counselling [8]. In Japan, moral education is emphasized in the hidden curriculum, and education on patriotism, the culture of “harmony”, and the outlook on life is infused in extracurricular and in-class teaching activities [9]. For the application of big data technology in education, foreign research mainly focuses on personalization and personality characteristics. The good application of big data technology and personalized setting make the technology adapt to various learners with different characteristics are hot research points that researchers pay attention to. Researchers’ research on the application of big data technology in education and teaching. The research on cloud computing, data mining and other technologies will more effectively promote the application of big data technology in education and teaching.

1.2 Current Studies in China

At present, there are abundant research results and novel viewpoints on “moral education” in China. Moral education has become one of the hot research issues in the reform of professional education in universities. Scholars have focused on connotation, implementation meaning, as well as path and construction of case database. In terms of the connotation of moral education, scholars hold different opinions. Moral education is deemed as a basic ability and method for cultivating students’ understanding and transformation of the world [10]. According to a study, moral education is a kind of curriculum view, which mainly integrates moral education fully in all aspects of teaching [11]. Moral education not only refers to the same direction of professional knowledge and moral education, but also includes moral education for students in the second classroom and at home. Moral education is to build a new pattern of collaborative education by constructing all-staff education, whole process education and all-round education pattern, and resonating professional courses, second class and labor education with Ideology and Politics course, and to advocate that “moral and political education” is the fundamental goal of cultivating talents in universities [12]. In the process of implementing “moral education”, it is necessary to take the growth and success of students as the goal, make all courses play a role in education, encourage all teachers to take the educating responsibility, and make all classrooms become the main educating channel. Therefore, “moral education” can be understood as the integration of moral education into every aspect of curriculum teaching under the guidance of basic Marxist theories and methods, as well as the formation of an all-round and multi-faceted three-dimensional curriculum system. Scholars have mainly studied the significance of implementing moral education in terms of establishing moral education, forming a synergy between moral education, and unifying explicit and implicit education [10, 13, 14]. Some studies showed that the development of moral education is the essential requirement of moral education; it conforms to the basic rules of moral education, and becomes the inevitable way to uphold “Four-sphere Confidence” and nurture talents for China [10]. The education and teaching reform of “moral education”, with Ideology and Politics theory courses as the core, is the innovation of Chinese universities to improve “all-staff education, whole process education and all-round education”, which is necessary to enhance the ideological and value guidance [13]. In various courses of Chinese universities, it is necessary to guide young students to link their personal dreams with the Chinese Dream, to establish the common ideal of socialism with Chinese characteristics, to improve the “four understandings”, to enhance the “Four-sphere Confidence”, to improve the “all-staff education, whole process education and all-round education” and to raise the ideological and moral quality of students [14]. The path of moral education implementation is a key direction of scholars’ research. Studies showed that it is necessary to highlight the problem-oriented approach [11], grasp the dialectical relationship between moral education and Ideology and Politics course, change the ideological concept of professional teachers in universities, strengthen the institutional guarantee of moral education in universities [15], and actively promote the combination of Ideology and Politics course and moral education means, thus constructing the moral education discourse system in professional courses, and carrying out moral education in professional courses in a subtle way [16]. In addition, teachers should start from themselves to enhance the awareness of the times, integrate various resources in the teaching of professional subjects with the actual thinking and knowledge acquisition ability of students, adjust and improve the curriculum and teaching system, and scientifically infiltrate the content of moral education, so as to achieve the effect of “fostering virtue through education” [17].

In construction of moral education teaching case database, the data sources of education case database built by scholars at present are mostly structured data, but less involved in unstructured data, such as video, audio, pictures and other unstructured education case data. However, in the era of big data, the role of unstructured data in educating people cannot be ignored, as video, audio and images have a better effect on educating people than boring text [18]. Therefore, the use of big data technology to build a case database of moral education can effectively solve the problems of professional teachers “not actively implementing it”, “not knowing how to do it”, and “failing to stick to it for a long term” [19, 20].

In the domestic research on the application of big data in education and teaching, several key words are: information technology, learning process, classroom teaching, independent learning, aspiration, teaching effect, etc. [21]. “Information technology” focuses more on the impact of technology itself on the application of big data technology in education and teaching [22]. As a kind of information technology, big data technology is a key issue to better integrate the two in the exploration of applying big data technology to education and teaching, understanding big data technology, paying attention to the development of big data technology, and researching how to make big data technology more suitable for educational applications [23]. “Classroom teaching” and “mooching” reflect researchers’ exploration of how big data technology can be applied to teaching. Applying big data technology to classroom teaching, which links in classroom teaching can reasonably use big data technology, and what are the advantages and disadvantages of classroom teaching under the application of big data technology have become the focus of researchers’ research [24, 25].

Scholars have conducted a lot of studies on “moral education”, e.g. connotation of moral education, significance of promoting implementation of moral education, the implementation path of moral education, and construction of case database, providing the basis for subsequent studies.

In recent years, Chinese scholars devoted more time and efforts to moral education. After searching the keywords “moral education” from CNKI (China National Knowledge Infrastructure), we found that the quantity and quality of literature related to this topic have been increasing year by year, as shown in Table 1. In addition, in order to further deepen the education and teaching reform and improve teachers’ moral education ability and talent cultivation quality, some universities in Shandong, China, are also carrying out special teaching reform of moral education. The number of special teaching reform projects of moral education in 2020 is shown in Figure 1.

Table 1. Number of papers on moral education in 2015-2023

Figure 1. Moral education teaching reform projects in some universities in Shandong in 2023

(SDU: Shandong University; OUC: Ocean University of China; CUP: China University of Petroleum; QUST: Qingdao University of Science and Technology; SUST: Shandong University of Science and Technology; UOJ: University of Jinan)

1.3 Problems Facing Moral Education

According to Table 1 and Figure 2, the university administrations and researchers in China are paying more and more attention to the research on moral education, and have put in a lot of efforts and financial resources. “The dilemma and countermeasures of educational data ethics in the age of intelligence” discusses ethical challenges posed by big data technology in moral education, including privacy, autonomy, and potential biases in educational data. “The Integration of Moral Education and a Professional Course to Better Strengthen Moral Education and Cultivate Students” explores how integrating moral education with professional courses can enhance the effectiveness of moral education and student development. “The Analysis of Teachers’ Perceptions of Moral Education Curriculum” shows increasing teacher attention to moral education for students, especially using information technology to address moral education issues. However, there are still some urgent problems to be solved in the current research on moral education:

(1) In the practice of moral education, the limited level of professional teachers in ideological and political attainment, the lack of professional moral education materials, and difficulty of effective integration of existing Ideology and Politics materials with professional teaching are the problems to be solved;

(2) There are data islands in educational cases between universities, schools, and majors, affecting the integration and sharing of data resources in the case database of moral education; therefore, it is urgent to build a unified data platform of moral education between departments vertically and horizontally;

(3) At present, moral education cases are mostly static and structured; there are a small number of semi-structured text publications; and the unstructured data such as student learning behavior data, video format data, audio format data, and image format data are seriously missing, resulting in the lag and data incompleteness of the current moral education case resources. Therefore, it is an important task to further enrich the data types of the case database and improve the education case database in the era of big data;

(4) In the conventional case database, a large amount of data on teachers’ and students’ learning behaviors, including the number of readings and reading time, is only stored in the database, and the potential value in the data has not been analyzed through the big data mining technology.

1.4 Research Contribution

In order to improve the efficiency of curriculum education in universities, promote the sharing of case data of education in various majors, better integrate moral education into professional teaching, and improve the overall moral quality of students, the research team has carried out relevant research work.

It is worthwhile to highlight several aspects of the contributions here:

(1) This research team has successfully built the cloud platform of education case library, and developed HTTP and HTTPS interfaces to facilitate the docking of third-party curriculum platforms.

(2) The educational case base of this study includes computer science, communication science, electronics science, etc., and the amount of data in the case base meets the needs of teachers in related disciplines to prepare lessons.

(3) This research can help the third-party curriculum platform generate more student learning data and facilitate the school to carry out accurate education.

2. MATERIALS AND METHODS

2.1 Feasibility of Integrating Big Data Technology with Moral Education

Big data provides technical and data support for construction of moral education case database, and renders an open, shared interface and platform for the dissemination and sharing of moral education cases. In the big data era, the construction of moral education case database is an important way for professional courses to “guard a section of the channel” and an important tool for professional teachers to improve the level of moral education. With the big data technology, the data mining, analysis and visualization are carried out in the moral education case database, which can accelerate the sharing and dissemination of the case database and guide the growth of the education case database in a positive direction.

(1) The diversity of big data types matches the need for diversity of cases in the education case database. The diversity of big data types refers to the varied data sources, various data types, complex structures, and diverse data. The data in the education case database also needs to include a diversity of types, and all data in the case database must be accessible and analyzable data resources. Such data includes unstructured data as text, video, audio, etc., and also conventional structured data as SqlServer, Oracle, MySQL, etc. The data mining and analysis technology can be used to analyze the education cases from the education case data that are suitable for the needs of professional courses and improve the efficiency of moral education teaching reform [26].

(2) The high-speed growth of big data fits with the real-time nature of cases in the education case database. Big data features of high-speed growth and real-time nature. With the development of 5G and mobile Internet devices, the daily data generated by each device terminal is faster and spreads more widely, which also adds more communication ways, such as short videos, WeChat Moments, microblogs, etc. Therefore, the rapid growth of big data requires higher configuration of hardware devices and implementation of big data processing technology. Besides, the case data of education case database must be updated in real time, and the network hot contents, current affairs news and network public opinion should be timely paid attention to and increased. The timeliness of data acquisition, publication and processing not only updates the case data in time, but also provides the case basis for professional teachers and students’ teaching and research work, and enhances the effect of moral education in professional teaching [27].

(3) The accuracy of big data meets the requirements for accuracy of the education case database. The working mechanism of moral education case database is to dynamically acquire online education cases, accurately match professional teaching contents, and encourage students to achieve education purposes in real time. The education case database should have a timely and comprehensive understanding of students’ thought dynamics, grasp the behavioral habits of different groups, carry out scientific and accurate analysis with the help of big data, scientifically study and judge the development trend of students’ thoughts, and push relevant education cases according to the analysis results, so as to achieve the advance and accurate education and improve the educating accuracy and real-time [28].

In this study, the web crawler technology, big data cleaning technology and content-based recommendation method were used to build the case database of ideological and political education in the course. In the case entry of education case database, the web crawler technology was utilized to obtain social hot spots and celebrity cases on the network. Big data cleaning technology was mainly used to handle incomplete data crawled by web crawler technology, and content-based recommendation method was mainly used when education cases are accurately pushed to students.

2.2 Current Problems in Construction of Education Case Database

2.2.1 Slow Updating of Data

The conventional education case database is based on local relational databases (such as SqlServer, Oracle, MySQL, etc.), the data mainly sources from manual entry, and the platform is generally based on local servers. Therefore, the conventional education case database has the problems as data barriers, data chimneys, lagging platform system construction and failed data sharing [29].

2.2.2 Low Matching Degree between Conventional Case and Teaching Content

Generally, the data entry of the case database is done by professional teachers. After deep understanding of their own professional talent training program, teaching content, moral education elements mining, professional teachers discover the Ideology and Politics cases in professional teaching and enter them into case database. As a result, when teachers of each major or course complete Ideology and Politics cases related to their respective majors or courses, there may be a problem of low matching degree or even mismatching between cases and the content of professional courses. In this way, the case database not only fails to enhance the reform of teaching methods of moral education, but also causes the inconsistency between Ideology and Politics cases and the professional content [30].

2.2.3 Low Ideological and Political Attainment of Professional Teachers

Moral education cases are found to have distinctive ideological and political characteristics when compared with cases of other courses. Therefore, professional teachers should have high political attainment when they carry out moral education case writing, and they need to reflect socialist core values, guide students positively and promote the main theme of society through moral education cases, and correctly guide student value in a subtle manner. This requires teachers to develop a high level of ideological and political attainment. Only when teachers have improved their own quality can they integrate their professional knowledge and social practice content and develop students’ sense of social responsibility [31].

2.3 Construction of Moral Education Case Database Based on Big Data Technology

To address the problems of the conventional education case database, this study proposes the construction of moral education case database in the era of big data. The operation mechanism of the education case platform is shown in Figure 2. This study mainly studies the method of constructing the case base of ideological and political education in the curriculum. As shown in Figure 2, first, the two methods of big data collection and manual collection are used to collect educational cases that meet the educational objectives of the syllabus. Big data collection needs to meet the Ideology and Politics indicators of the curriculum. Teachers and administrators can record and update educational cases. In addition, this research will build a cloud platform of education case library, develop interfaces to connect with the third-party online course platform, automatically recommend education cases and feed back teaching data according to the course content of the course platform. Students use the course platform to learn and generate learning behavior data. Teachers can adjust their teaching methods and strategies according to students’ learning behavior data. The workflow diagram is shown in Figure 3. Figure 3 mainly presents the collection process of case library data, the way the case library interacts with third-party platforms, and the data transfer between teachers, students, and administrators. Through the above platform operation mode, we can build a collaborative and personalized education mechanism.

Figure 2. Operating mechanism of the platform

Figure 3. Work flow chart

The case database mainly includes the following aspects.

2.3.1 Composition of Ideology and Politics Case Attributes

Currently, most of the Ideology and Politics cases constructed are structured data, so the case data should meet the requirements of relational database. In general, each case should include case ID, case name, case introduction, case theme, case keywords, case background, case origin, suitable professional knowledge, example description, and case data type.

Case ID is generally generated automatically by the system. To ensure that the case ID is always unique, UUID is used as the case ID, and the general number of bits is 18.

The case name is generally composed of Chinese characters and letters, to convey the information of the case material in a simple and clear way, and the number of Chinese characters should not be too many. As per the requirements of SqlServer database, it is generally recommended within 50 Chinese characters.

The case introduction should describe the case details, including the location, time, participants, detailed process and the case effects, etc. The number of Chinese characters should not be too many, and it is recommended to be within 2000 Chinese characters.

The case theme should generally sublimate the theme of this case and extend the educating theme, such as fostering virtue through education, family sentiment, craftsmanship, excellence, dedication, etc.

Case keywords are generally the precise condensation of this case, which can express the theme embodied in the case accurately and facilitate teachers to inquire about the case content suitable for their professional courses by using the platform.

Case background is generally the social environment or the background of the times in which the case occurred, convenient for teachers to make subsequent updates and adjustments to the case content according to the case background in the case use process, so as to ensure the sustainable development of the case database.

Case origin generally includes the location where the case is found, such as textbooks, internet, TV media, newspapers, etc. The source should be indicated in the case database, and the requirements or conventions for teaching references should be stated to avoid intellectual property disputes.

The section of suitable professional knowledge points should introduce in details the cases suitable for majors or professional courses, including specific teaching content, course knowledge points, professional syllabus and training program, etc.

The example description can help professional teachers quickly introduce the case into their own professional course teaching. The teaching design includes the teaching purpose, the path of moral education integration and the process of teaching implementation, which generally includes quality objectives, ability objectives and knowledge objectives. Case data types generally include text, audio, video, image, relational data, etc. Some case data tables are shown in Table 2.

Table 2. Case data sheet

2.3.2 Case Data Collection

In the era of big data, data collection by manual entry can no longer meet the requirements for big data real-time updating. In this study, python was used to write web crawlers program to obtain data from the Internet, perform preliminary screening of the data, and finally get normalized data to deposit into the big data cloud platform.

Web crawlers is an application or script program that automatically extracts web pages according to certain rules [32]. It is a key technology to build the big data platform, which can download website information, such as text, audio, video, images, and other materials, on the Web page according to pre-entered keywords. Crawler is to save the information on the Web page to the cloud server. By analyzing the initial URL, crawler captures the new web page link and performs repeated operations until all the web pages are captured and analyzed. Through data operations, such as data integration, data cleaning, data variation and discretization, data statute and data desensitization, the crawled data can then be stored in the database with the obtained data.

2.4 Study Methods

2.4.1 Web Crawler Technology

Web crawler is mainly a program or script to automatically obtain web contents, to realize the functions of automatic copying, moving and analysis of web contents. It is the main method of data collection in the era of big data. The talent method was also adopted for case database of Ideology and Politics education based on big data, to increase the data set during the initial database construction.

The main process of data collection is as follows:

First, the crawler will request to visit the target website, analyze the text content in the web page, and match the database keywords. If the matching is successful, it will automatically obtain the web page content, including text, video, audio and pictures. Then through the analysis function of crawler technology, researchers can get other secondary links in the web page, and take these links as the target of the next crawl. At present, web design is generally based on structured design, so the crawler technology can automatically complete data collection without manual intervention [33].

The crawler mainly processes the request and response of HTTP access, which is basically consistent with the principle of using browsing tools to open web pages. When a user needs to browse a page, the browser initiates a request for the target web page, and the server where the target web page is located responds to the get request and transmits the web page content to the browser in the default format. The browser displays the web page content to the browser through the analysis of the response packet, and then completes the web page rendering of the browser [34].

2.4.2 Big Data Cleaning Technology

The uncertainty and inconsistency of Ideology and Politics case data is the biggest problem in the construction of case database. Inaccurate cases refer to case data containing incomplete, uncertain data and noise. The most important work of case data analysis is the process of extracting useful information from incomplete and fuzzy data, so as to facilitate the accurate push of subsequent case data. Inaccurate data will lead to unreliable push results and reduce the efficiency of data mining. Therefore, big data cleaning technology must be used to eliminate inaccurate case data [35, 36].

In order to facilitate the determination of the correlation degree of the data source, the tables in the relational database can be imported into the data warehouse to synthesize the final data table. Set  as the set of large synthetic data tables of each data source, n as the number of data tables,  as the set of attributes in a single table, and m as the number of attributes.

Based on the correlation comparison design between data attributes to the comparison design of character data, there are three methods to deal with the similarity of string, such as editing distance, LCS (long common subsequence) similarity and n-gram similarity compared with LCS and n-gram, editing distance has the advantage of high tolerance to character order in dealing with the similarity of string, and is easy to implement. It performs well in practice. The data is not limited to Euclidean distance, and it is quite robust. Therefore, we used editing distance as a measure of the correlation between the two tables.

Editing distance refers to the minimum number of basic operations required to convert the source string into the target string between two series of strings through three basic operations: insert, delete and replace. The larger the editing distance value, the smaller the similarity. Convert attribute set  of table  into string , field set  of table  into string , and define the distance between two strings  and   as , then

(1)

Where,  stands for string  to insert a letter, stands for string  to delete a letter, and then when , there is no cost.

If , there is no correlation between data table  and data table .

If , data table  and data table  are interrelated.

Where, the threshold  is the empirical parameter and  is the correlation coefficient between data table  and data table .

(2)

Where, A represents the number of tables synthesized by all data sources,  represents a candidate data source, and  represents the correlation between data source classes. By judging the importance of the data source, the data table set with the highest correlation can be selected and the irrelevant data table can be reduced.

2.4.3 Content Based Recommendation Method

The content-based recommendation method was adopted in Ideology and Politics case database to accurately recommend cases. This method comes from information retrieval.

In the case database, the content-based recommendation method mainly includes three types of data: the content feature description of the case, the accurate portrait of students and the professional characteristics of teachers. The recommendation mechanism can be described as a technology to identify Ideology and Politics cases with high similarity with students’ portraits and teachers’ professional characteristics from the case database and recommend them to students and teachers.

The specific implementation steps for the content-based recommendation method are as follows:

Step 1: Build a portrait of Ideology and Politics cases. The case portrait is a structured representation method  of a series of content features of Ideology and Politics cases, such as the subject, background, involved majors, Ideology and Politics index points and other information of the case. The student portrait is a structured representation  of students’ characteristics, such as students’ interest, learning state and ideological trend, and the student portrait is obtained according to students’ learning history data, learning behavior and achievement composition.

Step 2: Find more suitable Ideology and Politics cases from the case database for accurate recommendation, according to the accurate portraits of students.

The study showed that the content-based recommendation method could efficiently and accurately identify suitable case data, with three main advantages: high recommendation efficiency, intuitive and clear results of case recommendation, and no data sparsity issue. With the increase in the number of Ideology and Politics cases and the complexity of students’ preferences and data sources, the content-based recommendation methods also have many problems, mainly including varied case features, difficult extraction, too single recommended content, and cold start of new users.

3. RESULTS AND DISCUSSION

3.1 Analysis of Teaching Effect

The research team conducted a controlled experiment at XXX University in China. A total of 35 students are selected from the School of Science and Information Science as subjects for each class, and experimental courses are selected as major courses. The same teacher teaches the same lessons to different classes. Students in class A are taught in the form of moral education case bases, and students in class B are taught in a conventional way. After one semester, the following findings were observed.

(1) The use of educational case library improves the efficiency of teachers’ lesson preparation. This study primarily surveyed 53 computer science teachers. Survey methods include questionnaires, face-to-face discussions, telephone interviews and emails. The survey time is the end of the semester. According to the survey (please refer to the supplementary materials for the content of the questionnaire), 93% of the teachers who used the education case library said that the efficiency of lesson preparation was higher and their ideological and political literacy had improved. As shown in Figure 4, the questionnaire has a total of 5 observation points, of which the highest value of student identity is 96.3%, while the lowest value of teaching organization is 90.4%, and the average of all observations is “better” and 93.8%. It shows that the use of educational case library improves the overall teaching effect.

Figure 4. Analysis of teaching effects. Better: The change is more obvious and the effect is better; Common: The change is average and the effect is average; Unchanged: There is no change.

(2) The educational case library significantly improves the students’ learning enthusiasm. As shown in Figure 5, there are 5 teaching effect observation points in the questionnaire, among which the highest value of learning interaction observation point is 97.8%, the lowest value of learning enthusiasm observation point is 92.6%, and the average “better” among all observation points is 94.86%.

Figure 5. Analysis of learning effect. Better: The change is more obvious and the effect is better; Common: The change is average and the effect is average; Unchanged: There is no change.

The data suggests that the educational case library is a valuable resource that significantly contributes to teaching and learning effectiveness. Future efforts could focus on understanding the barriers faced by the minority who reported ‘average’ or ‘no change’ and finding ways to improve the applicability and usability of the case library for all educators.

3.2 Analysis of Examination Results

In this study, SPSS software was used to analyze the students’ course examination results under the mode of educating case database, so as to evaluate the teaching effect of educating case database mode. In the control group, the conventional teaching methods were used, such as preview before class, multimedia teaching in class and homework assignment after class. In the experimental group, the online preview before class, multimedia in class + online learning cases and homework assignment after class were used. As for the final examination of the two groups of students, the closed-book exam was implemented. The questions include five parts: single choice questions, blank filling questions, concept questions, short answer questions and discussion questions. The content of the examination mainly involves the professional knowledge points of the course “Advanced Language Programming”, and examines the degree of students’ mastery of the knowledge and their ability to analyze problems with professional knowledge. The examination papers of the two classes were reviewed by teachers, with the same scoring standards.

Under the two teaching modes, SPSS was used for descriptive analysis on students’ paper scores. The examination results are shown in Table 3, and the analysis results are shown in Table 4.

Table 3. Examination results

Table 4. Descriptive statistics

Note: ** represent the significance levels of 5%.

It can be seen from Table 1 and Table 3 that the average value of the conventional teaching method at the end of the term is 79.886, and the average value of the case library method is 84.943 higher than that of the conventional teaching method. The minimum values for the two methods are 58 and 70, and the maximum values are 93 and 98, respectively. Neither teaching mode has full or single-digit grades. The coefficients of variation (CV) of the two methods were 0.114 and 0.073, respectively, both less than 0.15. In addition, the scores were analyzed for normal distribution by SPSS software, as shown in Figure 6.

Figure 6. Two methods of normality test

As can be seen from Figure 6, the histograms of the score distributions of the two teaching methods intuitively reflect the normal distribution of the paper scores. According to the KS test results in Table 1, the conventional teaching method P= 0.284>0.05, the case teaching method P = 0.909>0.05, both higher than 0.05, it is determined that the results of the two groups obey the normal distribution, and the independent sample t test is used to compare the two teaching methods The significant difference of the analysis output is shown in Table 5 and Table 6.

Table 5. Homogeneity test of variance

Note: ** represent the significance levels of 5%.

As can be seen from Table 4 and Table 5, the average of students’ grades under the case library method is 84.943, which is higher than the average of 79.886 under the conventional teaching method. The standard deviation of students’ performance under the conventional teaching method is 9.081, while the standard deviation of students’ performance under the case library method is 6.183.

According to the results of the homogeneity of variance test in Table 5, for the scores, a significant P-value = 0.018**, indicating that it is significant at the level and rejects the null hypothesis. Therefore, the two groups of data do not meet the homogeneity of variance, and the independent sample Mann-Whitney test method was used for analysis. The test results are shown in Table 6, and the frequency histogram of the Mann-Whitney U test is shown in Figure 8.

Table 6. Analysis result of Mann-Whitney U Test

Note: ** represent the significance levels of 5%.

Figure 7. Frequency histogram of Mann-Whitney U test

According to the analysis results in Table 6 and Figure 7, the median scores of the case library method and the conventional teaching method were 86.0/82.0, respectively, P = 0.028**. The range of variance in traditional teaching methods Cohen’s D value was 0.651, a medium variance range.

To further analyze the students’ grades, the grades are divided into five grades, 90 or more is excellent, 80-89 is good, 70-79 is medium, 60-69 is passing, and less than 60 is failing. As shown in Figure 8 and Figure 9, under the two teaching methods, the proportions of outstanding and pass students are 12% and 17%, 26% and 0%, respectively. The case database method is 14% higher than the traditional teaching method. The teaching effect varies significantly, and there are no students who fail the case library method.

Figure 8. The conventional teaching method

Figure 9. The case database method

3.3 Discussion

The use of the educational case library improves the efficiency of teachers’ lesson preparation, deepens the teachers’ understanding of the true meaning of moral education, and improves the teachers’ educational initiative and moral education ability. 93% of teachers who used the education case library said that lesson preparation was more efficient and their ideological and political literacy improved. Among them, the highest value of student identity is 96.3%, while the lowest value of teaching organization is 90.4%. The average value of the three observations of pre-school preparation, teaching effect and after-class is 93.8%. The overall teaching effect. The education case library has significantly improved students’ enthusiasm for learning. During the pre-class preview process, the positive and accurate push of moral education cases has enhanced students’ interest and motivation in learning. The platform data shows that students’ active learning in the form of discussion and interaction on the platform has increased significantly; the enthusiasm of students to participate in teaching assistants and volunteer service activities as volunteers has also increased significantly. The highest value of learning interaction observation points is 97.8%, the lowest value of learning enthusiasm observation points is 92.6%, and the average “better” among all observation points is 94.86%, indicating that the use of educational case bases has a good effect on students’ learning enthusiasm.

For students’ final exam scores, the average of the conventional teaching method was 79.886, and the average of the case library method was 84.943 higher than the average of the conventional teaching method. The minimum values for the two methods are 58 and 70, and the maximum values are 93 and 98, respectively. Neither teaching mode has full or single-digit grades. The CVs of the two methods are 0.114 and 0.073, both less than 0.15, indicating that the probability of outliers in the current two sets of data is very small. The score distribution histogram of the two teaching methods intuitively reflects the normal distribution of the paper scores, and the data are all in line with the normal distribution, but the case teaching method P=0.909 is higher than the traditional teaching method P=0.284. Therefore, compared with the traditional teaching method, the results of the case teaching method are more in line with the normal distribution. The average of students’ grades under the case library method is 84.943, which is higher than the average of 79.886 under the conventional teaching method. The standard deviation of students’ grades under the conventional teaching method is 9.081, while the standard deviation of students’ grades under the case-base method is 6.183, indicating that the grades under the case-base method are more concentrated than the mean. Students’ grades under the traditional teaching method are more discrete, while the students’ grades under the traditional teaching method are more discrete. The results of the homogeneity of variance test, for the scores, a significant P-value = 0.018**, indicating that it is significant at the level, rejecting the null hypothesis. Therefore, the two groups of data do not meet the homogeneity of variance, and the independent sample Mann-Whitney test method was used for analysis. The results of the Mann-Whitney test showed that the median scores of the case library method and the conventional teaching method were 86.0/82.0, respectively, P= 0.028**, indicating that the scores of the case library method and the traditional teaching method were significantly different. The range of variance for traditional teaching methods Cohen’s D value was 0.651, a medium variance range. Under the traditional teaching method and the case library method, the proportions of excellent and pass students are 12% and 17%, 26% and 0% respectively. Therefore, the case database method is 14% higher than the traditional teaching method, the teaching effect is significantly different, and there are no students who fail the case database method.

Compared with the case database teaching method, it has indeed improved students’ learning enthusiasm and academic performance in moral education courses, and at the same time, it can also improve the efficiency of teachers’ lesson preparation. Colleges and universities can use big data technology to improve the efficiency of course teaching in course teaching, and then cultivate high-quality comprehensive talents.

4. CONCLUSION

The construction and use of courses with a moral education case database are of positive significance for enhancing teachers’ abilities in moral education and promoting the construction of a college moral education curriculum system. The moral education case database can promote the reform of teachers’ Ideology and Politics teaching, significantly enhance students’ moral education, and have a positive impact on achieving precise moral education through online courses. Based on the principles of standardization, practicality, real-time, and convenience, and the effective application of big data technology in moral education, a big data cloud platform has been established using new generation information technologies such as big data, cloud computing, and the Internet of Things. With the support of big data technology and moral education theories, the moral education case database has expanded the sources and types of educational data, increased the scope of case resource sharing, constructed an intelligent, personalized, and precise moral education work model, and established a scientific, robust, and collaborative education mechanism adapted to the needs of the big data era, which has produced good effects on improving teachers’ comprehensive literacy in politics, morality, learning, and social aspects. Furthermore, the construction of the case database can ensure coordination and unity among case databases of different themes, promote mutual penetration and complementarity among case databases of the same theme, avoid fragmentation in the construction of case databases and education, and also provide various types of data support for teaching researchers in moral education courses, so as to better serve teaching and research in universities.

Future research in this article will focus on the following directions:

(1)Advancements and applications of technology: Explore how to further utilize advanced technologies such as artificial intelligence and machine learning to enhance the intelligence level of the moral education case database, and how to more effectively apply these technologies in the selection, recommendation, and personalized teaching of moral education cases.

(2)Diversification and in-depth study of cases: Investigate how to enrich the types and content of cases in the case database and how to delve into the educational value of cases to improve the effectiveness of case teaching.

(3)Interdisciplinary integration and innovation: Examine how to integrate the moral education case database with other disciplinary fields to promote innovation and development in interdisciplinary teaching.

(4)Long-term effects and evaluation mechanisms: Establish and perfect a long-term tracking and evaluation mechanism for the use of the case database to scientifically assess the actual effects and impacts of the moral education case database in different educational environments.

(5)Global perspective and local practice: In the context of globalization, research how to combine China’s actual conditions, draw on international experiences and practices, and construct a moral education case database suited to Chinese characteristics..

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