Research on the Integration of New Media Technology and Ideological and Political Education Teaching
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The concept and characteristics of new media are summarized and summarized, and the influence of Ideological and political education in Colleges and universities is briefly analyzed, and the connotation and development process of Ideological and political education in Colleges and universities are briefly written. From two angles of the subject and object of Ideological and political education in Colleges and universities, the application of new media in the ideological and political education of colleges and universities is combined with the data from the questionnaire survey, and the quantitative and qualitative two analytical methods are used to analyze the application of the new media in the ideological and political education of colleges and universities. The existing problems are studied from four aspects: the application degree of the new media, the authority of the main body of education, the increase of education difficulty and the existing problems of the object of education. Through the in-depth study of the causes of the problem, the solution of the theoretical knowledge of other disciplines is put forward by the combination of theory and practice as a principle. Countermeasures and creatively explore new ways of combining new media with ideological and political education.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.004 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it