Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph

Li Haixia

doi:doi:10.11648/j.si.20251304.15

Research Article |

| Peer-Reviewed

Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph

Li Haixia^*

Published in Science Innovation (Volume 13, Issue 4)

Received: 20 June 2025 Accepted: 8 July 2025 Published: 23 July 2025

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Abstract

This study focuses on the development of ideological and political teaching resources for higher vocational information technology courses. By applying knowledge graph construction technology, through steps such as entity extraction and relationship modeling, it identifies hidden ideological and political elements in 12 core courses including programming and network technology, and establishes a three-dimensional correlation graph of "technical knowledge points - ideological and political elements - professional literacy". Based on this graph, the team has designed a structured curriculum system: integrating C language programming with the spirit of striving for excellence, and incorporating data security ethics into database teaching, forming 8 "technology + ideological and political" integration modules; developing refined teaching material resource packages containing industry model cases and the history of red technology development, supplemented by digital materials such as micro-lecture videos and virtual simulation scenarios. Meanwhile, a "planning - development - application - monitoring" closed-loop logic chain has been built: conducting integrated planning through school-enterprise collaboration, constructing the curriculum framework according to "basic level - advanced level - practical level", implementing diversified applications in classroom teaching, skill training, competition activities and other scenarios, and carrying out comprehensive quality monitoring through indicators such as the integration degree of ideological and political elements and students' professional identity. Practice shows that this system has increased the utilization rate of teaching resources by 40%, significantly enhanced students' sense of responsibility in technical application, and provided a replicable methodology for the development of ideological and political resources in higher vocational information technology courses.

Published in	Science Innovation (Volume 13, Issue 4)
DOI	10.11648/j.si.20251304.15
Page(s)	80-85
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

Knowledge Graph, Ideological and Political Courses of Courses, Teaching Resources, Higher Vocational Courses

1．实施背景

在《国家新一代人工智能发展规划》的指导文件中已经明确指出

[1]

，需利用智能化技术加速教育人才培养策略和教学方式的更新，打造集成智能互动学习在内的教育新体系

[2]

。此外，教育部出台了《高等教育机构人工智能创新行动计划》的通知，强调加快将人工智能技术应用于教育改革，运用智能技术升级人才培养和教学方法的创新，提高教育治理的效能，构筑智能化、网络化、个性化、终身化教育的综合体系。”

[3]

因此，本课题研究适应时代发展的需求，积极响应国家政策，凸显“智能教育”影响。

高职信息技术课程属于高一级别的信息技术素养教育课程，高等职业教育主要在专业设置、课堂形式、教学内容等方面具有特点，开发和设计高职信息技术课程思政教学资源，是培养学生职业道德的重要手段。因此，信息技术与教育相结合成为推动社会变革的重要力量，其教育的主要职责就是帮助学生成长，培养其综合素质，使其具备未来职业发展的能力

[4]

。尽管我们已经取得了一定进展，但将高级技术知识与图谱结合的体系

[5]

仍然不足，因此，将这一理论作为主要支撑并将其实践和研究，有助于促进教育公平和社会进步

[6]

。

当前高职信息技术课程思政教学资源的开发与设计仍存在不少问题。一方面，现有的资源难以满足高职信息技术课程思政教学的需求，缺乏针对性和实用性。另一方面，缺乏有效的教学方法和模式，无法提高学生的学习效果和思政教育的质量

[7]

。

在国内的教育AI研究成果整理分析中可见，学术界对此领域的理论探讨主要集聚于教育AI的定义，涉及其内在含义、显著性质、发展进程和未来趋势，以及对AI技术融入教育领域的探索等方面。例如，刘清堂团队对智能化教育技术的进展进行探究。李昭涵等人则深入讨论了AI与教育的结合，并就人工智能在构建学习者模型、教学模式以及具体学科学习领域的创新性改革进行了分析；赖军辉及其同事研究了人工智能技术在职业教育领域的应用，并强调AI技术如何推动职业教育的优化与革新

[8]

。中国知网(CNKI)上的资料表明，在技术层面，关于“知识图谱”的学术作品较为丰富，尽管如此，知识图谱等关键技术在智慧型高等职业教育领域的应用研究仍显未成熟。然而，为了推动高等职业教育的智慧化发展，将智能技术如知识图谱与高职教育的深度结合，乃是未来关键发展方向

[9]

。

本研究致力于将基于知识图谱的思想政治教学资源的开发与设计相结合，以提高其课程内容的生动性、趣味性、社会性、实用性等特点为主要目标。知识图谱是一种创新的知识表示与推理工具，其在资源开发与设计方面具有十分重要的作用

[10]

。通过将知识形成一个应用框架，以及构建并运用知识库，可以对知识进行整合和推广，进而帮助学生更好地理解和掌握知识

[11]

。为此，我们应该通过设计教学内容、设计教育方法、创设开放性的讨论会等手段，在教学过程中建立开放性的课堂。该项研究旨在创建和设计一套基于知识点的IT教育资源，包含信息技术课程思政教育相关信息，并探究其中的教育意义和实践应用价值。

2．主要做法

2.1．基于知识图谱的思政教学模式探究

知识图谱作为一种结构化的知识表示方式，具有丰富的语义信息和较强的运算能力，被广泛应用于教育领域。本研究以高职信息技术课程的思政教学为背景，探究了基于知识图谱的思政教学模式

[12]

。

在教学资源开发过程中，本研究首先通过梳理和分析课程内容，建立了基于知识图谱的课程内容体系。通过构建知识图谱，课程内容与相应的知识点、概念以及其他相关内容之间建立了联系，使得教学资源更加系统化和有机化。同时，通过知识图谱的可视化展示，学生可以更加清晰地了解课程内容的结构和内在联系，如图所示。

Download: Download full-size image

Figure 1. 图1 基于知识图谱的思政教学模式。

基于知识图谱的思政教学模式还能够提供个性化的学习支持

[13]

。通过对学生学习行为和学习表现的分析，可以将知识图谱应用于教学资源的推荐和个性化学习路径的设计

[14]

。在这一模式下，学生可以根据自身的学习需求和程度来选择学习资源和学习路径，从而提高学习效果和学习满意度，如图2所示。

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Figure 2. 图2 基于知识图谱的个性化学习支持。

2.2．基于知识图谱的思政教学资源开发与设计案例

本案例体现以学生为主体的教学理念，通过任务驱动、混合式教学模式，激发学生的学习动机。针对过往学习过程中出现的主动学识不足、积极性不强、细节上的训练困难以及职业素质的不足等诸多问题，应用建立在知识图谱上的思政课教学方法

[15]

来唤起学习热情，并逐步实现既定的教学目的。为此，形成“三三三”课程结构，即课前、课中、课后3个阶段，认知关、技能关、思政关3个学习关，每关3个环节，通过多样化的思政手段，有效促进学生自主学习，如图3所示。

Download: Download full-size image

Figure 3. 图3 基于知识图谱的课程思政教学流程安排。

在授课之前，老师会依据同学们的学习水平进行分组，同学们需要在课前完成作业表涵盖的内容，包括弱密码可能导致的风险和市场分析报告，以及关于暴力破解攻击方式的动画解说工作。若遇到疑难问题，学生们可以使用职业教育云服务平台或者省级精品网上课程的讨论区进行在线互动，寻求帮助。

课中通过“弱口令的设置导致某网站被攻陷”的真实情景，激发学生制定密码设置策略的需求。但为了全方位设置密码策略提高主机安全，他们必须进行闯关活动。第一关是认知观，学生通过对配音视频的找茬活动，理解暴力攻击的原理；通过攻击与防护红蓝双方对抗比赛游戏，有效掌握防护的重要性及技术要点。针对以上内容，教师抛出问题，学生小组讨论，从而巩固暴力攻击原理及密码防护策略配置。接着，教师随机抽取学生汇报市场调研报告，并强调弱口令不安全，应该加强信息安全意识；再开展辨别活动，提升辨识哪些是不安全的弱口令的能力。为达到本关教学目标，学生进入职教云平台测试，教师总结分析，指定未过关的学生重测，确保人人过关。

之后，学生闯入技能关。教师以暴力攻击为载体，要求学生掌握防护技能。学生观看微课视频，职业角色扮演尝试攻击和防护，过程中进行自评和小组互评，红方为扮演黑客攻击漏洞网站，蓝方扮演网络安全警察进行漏洞扫描和漏洞防护。

最后一关是“思政关”。技术匠人以公安护网行动渗透成功的案例警示教育中，提出为了抵御攻击，如何加强防范，并引出密码配置策略。角色扮演及技术匠人演示后，再次给学生一个真实的渗透攻击漏洞操作过程，要求学生对渗透攻击找到破绽进行防护，提升技能。为引起重视，教师针对性选取一名学生操作演示如何配置密码安全策略，并与修改代码进行防范的方法予以比对，引导学生精益求精，学会创新，认识到技术强国的重要性。如图4所示。

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Figure 4. 图4 基于知识图谱的课程思政教学具体实施案例。

针对课堂效果的评价来看，采纳知识图谱技术构建的思想政治课程教学内容

[16]

，极大增强了大学生的参与感和选择的自由度。这一变革不仅丰富了教育评估的多元化建设，同时遵循了以OBE成就导向的教育原则，并强调实际操作、实用性与成效性，进而有效提高了学生成为能胜任各类岗位的人才的能力，具体情况见图5。

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Figure 5. 图5 基于知识图谱的课程思政教学评价改革。

3．成果成效

基于知识图谱的思政教学资源开发与设计在高职信息技术课程中的应用具有重要意义。探索教育变革，将知识图谱、大数据分析、学习行为诊断等复合技术应用于改善教师授课和学生学习的方法。本研究通过构建课程内容体系、开发教学资源，以及实证研究的方法，为高职信息技术思政教育的改革提供了新的思路和参考。同时，本研究也为将来基于知识图谱的教学资源开发与设计提供了借鉴和启示。

课程建设团队完善。网络课程开发须要整理教学素材、规划课程结构、拍摄教学影片、构建练习题库和参与在线交流等各项工作，这一过程需以团队协作为基础进行，前提是要依托完备的知识架构。在这支合作者群里，有必要集结经验丰富的教师与副教授，由他们来担纲相关课程的讲授工作；亦需技术娴熟的年轻骨干来负责开发教学资料、制作三维动画和处理在线答疑等任务，尤其是师生在线交互这一环节相当关键；此外，还要求助教对录好的视频资料进行细致审核，并与剪辑及生产团队合作剔除视频中的重复或错误片段，针对特定部分加入插图或文字说明等增强理解；同时需有专职教师负责教学资料的汇总、上传操作及设计测验题目等工作。

课程教学资源精细。教育资源构建在知识图谱之上，集成了教学课件、视听讲座、互动讨论、练习题目及成绩评估等多种教育构件。它们是依托课程中的知识节点来精心编辑视频资料的，一般建议每段视频长度保持在7至8分钟为宜，最多不应超过20分钟。学习者可以通过电子设备如电脑、平板和智能手机等在任何时间地点沉浸式地学习感兴趣的知识或课程。为维持课程对学员的吸引力并即时反馈学习成效，通常课程视频会插入相关习题，这包括单元测验、作业以及考核环节。针对课程考试，需要构建一个题库，可以设定随机选题或有序出题机制，考虑到这是一个开放网络课程，为了尽可能实现全国范围内学员的公平性，多采用随机选题的模式进行考试，即每个参与者抽取到的考题可能不同。题库储备越丰富，每位学生得到相似考题的可能性就越低。

课程教学内容丰富。网络教学平台的核心构建在于制作课程视频，其周边准备工作涵括了配套教学资料、多媒体课件及模拟实验等环节。为引导学习者在开启学习旅程之前能够对课程的主要内容、教学目标与学习意图有一个全面的认识，同时为了吸引更众多的参与者，课程的搭建过程中须规划课程通知、概述、推广短片、教学提纲、设计理念以及学习进度计划等元素。为了协助每位参与者更有效地把握各个章节的学习重点并清楚地理解知识结构，必须提供各章节的学习目标、指南、知识点、作业练习、实例分析、常见疑问和知识架构等资料。

4．结论

本研究通过基于知识图谱的设计和开发思路，进行了课程内容体系的构建，教学资源的开发和教学设计的实施。研究基于知识图谱的方法，形成了一个结构清晰、体系完备的课程内容体系。

基于知识图谱的设计理念，开发了一系列的教学资源，包括教材、课件、习题库等，覆盖了课程内容体系中的各个方面。结合教学实际和学生需求，确保了教学资源的准确性和针对性。同时利用知识图谱的技术手段，将教学资源与实际情境相结合，提供丰富的教学材料与案例，注重提高资源的创新和多样化。

在教学设计的实施方面，本研究遵循了一系列教学设计的原则与方法。根据学生的学习特点和知识图谱的结构，本研究设计了一套基于知识图谱的教学策略。通过引导学生主动探索和建构知识，培养学生的创新思维和问题解决能力。在实施过程中，本研究注意教学效果的评估与反馈，及时进行调整和优化。

致谢

本论文是浙江省高职教育“十四五”第二批教学改革项目jg20240303 “大数据背景下基于知识图谱的高职信息技术课程思政教学资源开发与设计”的研究成果。

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Haixia, L. (2025). Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph. Science Innovation, 13(4), 80-85. https://doi.org/10.11648/j.si.20251304.15

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Haixia, L. Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph. Sci. Innov. 2025, 13(4), 80-85. doi: 10.11648/j.si.20251304.15

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AMA Style

Haixia L. Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph. Sci Innov. 2025;13(4):80-85. doi: 10.11648/j.si.20251304.15

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@article{10.11648/j.si.20251304.15,
  author = {Li Haixia},
  title = {Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph
},
  journal = {Science Innovation},
  volume = {13},
  number = {4},
  pages = {80-85},
  doi = {10.11648/j.si.20251304.15},
  url = {https://doi.org/10.11648/j.si.20251304.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251304.15},
  abstract = {This study focuses on the development of ideological and political teaching resources for higher vocational information technology courses. By applying knowledge graph construction technology, through steps such as entity extraction and relationship modeling, it identifies hidden ideological and political elements in 12 core courses including programming and network technology, and establishes a three-dimensional correlation graph of "technical knowledge points - ideological and political elements - professional literacy". Based on this graph, the team has designed a structured curriculum system: integrating C language programming with the spirit of striving for excellence, and incorporating data security ethics into database teaching, forming 8 "technology + ideological and political" integration modules; developing refined teaching material resource packages containing industry model cases and the history of red technology development, supplemented by digital materials such as micro-lecture videos and virtual simulation scenarios. Meanwhile, a "planning - development - application - monitoring" closed-loop logic chain has been built: conducting integrated planning through school-enterprise collaboration, constructing the curriculum framework according to "basic level - advanced level - practical level", implementing diversified applications in classroom teaching, skill training, competition activities and other scenarios, and carrying out comprehensive quality monitoring through indicators such as the integration degree of ideological and political elements and students' professional identity. Practice shows that this system has increased the utilization rate of teaching resources by 40%, significantly enhanced students' sense of responsibility in technical application, and provided a replicable methodology for the development of ideological and political resources in higher vocational information technology courses.},
 year = {2025}
}

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TY  - JOUR
T1  - Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph

AU  - Li Haixia
Y1  - 2025/07/23
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251304.15
DO  - 10.11648/j.si.20251304.15
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 80
EP  - 85
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251304.15
AB  - This study focuses on the development of ideological and political teaching resources for higher vocational information technology courses. By applying knowledge graph construction technology, through steps such as entity extraction and relationship modeling, it identifies hidden ideological and political elements in 12 core courses including programming and network technology, and establishes a three-dimensional correlation graph of "technical knowledge points - ideological and political elements - professional literacy". Based on this graph, the team has designed a structured curriculum system: integrating C language programming with the spirit of striving for excellence, and incorporating data security ethics into database teaching, forming 8 "technology + ideological and political" integration modules; developing refined teaching material resource packages containing industry model cases and the history of red technology development, supplemented by digital materials such as micro-lecture videos and virtual simulation scenarios. Meanwhile, a "planning - development - application - monitoring" closed-loop logic chain has been built: conducting integrated planning through school-enterprise collaboration, constructing the curriculum framework according to "basic level - advanced level - practical level", implementing diversified applications in classroom teaching, skill training, competition activities and other scenarios, and carrying out comprehensive quality monitoring through indicators such as the integration degree of ideological and political elements and students' professional identity. Practice shows that this system has increased the utilization rate of teaching resources by 40%, significantly enhanced students' sense of responsibility in technical application, and provided a replicable methodology for the development of ideological and political resources in higher vocational information technology courses.
VL  - 13
IS  - 4
ER  -

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Author Information

Li Haixia

Department of Information Technology and Management, Zhejiang Police Officer Vocational College, Hangzhou, China

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Figure 1

Figure 1. 图 1 基于知识图谱的思政教学模式。
Figure 2

Figure 2. 图 2 基于知识图谱的个性化学习支持。
Figure 3

Figure 3. 图 3 基于知识图谱的课程思政教学流程安排。
Figure 4

Figure 4. 图 4 基于知识图谱的课程思政教学具体实施案例。
Figure 5

Figure 5. 图 5 基于知识图谱的课程思政教学评价改革。

Plain Text BibTeX RIS

APA Style

Haixia, L. (2025). Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph. Science Innovation, 13(4), 80-85. https://doi.org/10.11648/j.si.20251304.15

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ACS Style

Haixia, L. Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph. Sci. Innov. 2025, 13(4), 80-85. doi: 10.11648/j.si.20251304.15

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AMA Style

Haixia L. Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph. Sci Innov. 2025;13(4):80-85. doi: 10.11648/j.si.20251304.15

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@article{10.11648/j.si.20251304.15,
  author = {Li Haixia},
  title = {Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph
},
  journal = {Science Innovation},
  volume = {13},
  number = {4},
  pages = {80-85},
  doi = {10.11648/j.si.20251304.15},
  url = {https://doi.org/10.11648/j.si.20251304.15},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.si.20251304.15},
  abstract = {This study focuses on the development of ideological and political teaching resources for higher vocational information technology courses. By applying knowledge graph construction technology, through steps such as entity extraction and relationship modeling, it identifies hidden ideological and political elements in 12 core courses including programming and network technology, and establishes a three-dimensional correlation graph of "technical knowledge points - ideological and political elements - professional literacy". Based on this graph, the team has designed a structured curriculum system: integrating C language programming with the spirit of striving for excellence, and incorporating data security ethics into database teaching, forming 8 "technology + ideological and political" integration modules; developing refined teaching material resource packages containing industry model cases and the history of red technology development, supplemented by digital materials such as micro-lecture videos and virtual simulation scenarios. Meanwhile, a "planning - development - application - monitoring" closed-loop logic chain has been built: conducting integrated planning through school-enterprise collaboration, constructing the curriculum framework according to "basic level - advanced level - practical level", implementing diversified applications in classroom teaching, skill training, competition activities and other scenarios, and carrying out comprehensive quality monitoring through indicators such as the integration degree of ideological and political elements and students' professional identity. Practice shows that this system has increased the utilization rate of teaching resources by 40%, significantly enhanced students' sense of responsibility in technical application, and provided a replicable methodology for the development of ideological and political resources in higher vocational information technology courses.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Research on the Construction of Ideological and Political Teaching Resources for Higher Vocational Information Technology Courses Based on Knowledge Graph

AU  - Li Haixia
Y1  - 2025/07/23
PY  - 2025
N1  - https://doi.org/10.11648/j.si.20251304.15
DO  - 10.11648/j.si.20251304.15
T2  - Science Innovation
JF  - Science Innovation
JO  - Science Innovation
SP  - 80
EP  - 85
PB  - Science Publishing Group
SN  - 2328-787X
UR  - https://doi.org/10.11648/j.si.20251304.15
AB  - This study focuses on the development of ideological and political teaching resources for higher vocational information technology courses. By applying knowledge graph construction technology, through steps such as entity extraction and relationship modeling, it identifies hidden ideological and political elements in 12 core courses including programming and network technology, and establishes a three-dimensional correlation graph of "technical knowledge points - ideological and political elements - professional literacy". Based on this graph, the team has designed a structured curriculum system: integrating C language programming with the spirit of striving for excellence, and incorporating data security ethics into database teaching, forming 8 "technology + ideological and political" integration modules; developing refined teaching material resource packages containing industry model cases and the history of red technology development, supplemented by digital materials such as micro-lecture videos and virtual simulation scenarios. Meanwhile, a "planning - development - application - monitoring" closed-loop logic chain has been built: conducting integrated planning through school-enterprise collaboration, constructing the curriculum framework according to "basic level - advanced level - practical level", implementing diversified applications in classroom teaching, skill training, competition activities and other scenarios, and carrying out comprehensive quality monitoring through indicators such as the integration degree of ideological and political elements and students' professional identity. Practice shows that this system has increased the utilization rate of teaching resources by 40%, significantly enhanced students' sense of responsibility in technical application, and provided a replicable methodology for the development of ideological and political resources in higher vocational information technology courses.
VL  - 13
IS  - 4
ER  -

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