Article Preview
TopDeep Neural Network-Based Resource Recommendation For Ideology Theory Courses Online
In the context of the new era, network resources have become an important support for achieving the teaching objectives of the ideology theory course in higher vocational education. Ideology teachers should adapt their teaching ideas in line with the demands of the network information age (Shao et al., 2019). In the ideological and political education (IPE) in colleges and universities, integrating network instructional resources can enrich the content of IPE in higher vocational colleges. Concurrently, the strengthening of the screening, mining, and integration of network IPE resources is conducive to the innovation of new models, new methods, and new paths of IPE, as well as the enhancement of the quality and level of IPE in higher vocational colleges (Dalacoura, 2021). In this way, it can improve the utilization of instructional resources, especially when there are many shared instructional resources in the teaching assistant system. The recommendation system can assist students in locating instructional resources that align with their interests, thereby enhancing their engagement and the quality of their learning. In the construction of online teaching resources, there is a misguided value orientation whereby the assumption is that advanced educational ideas necessitate the support of high-tech and new technologies. Consequently, the technical content is perceived as the primary factor in evaluating the quality of teaching resources (Epstein, 2017). In the pursuit of technological advancement, many educational institutions have been observed disregarding the realities of their operational contexts, the actual impact of technology, and the implementation of technical support teaching while pursuing the advancement of specific development technologies, such as development platforms, operating systems, and programming modes, without due consideration of the aforementioned factors. It is not uncommon for instances of technology misuse and inadequate investment returns to occur (Simas, 2018). Consequently, the education management department must assume a leading role in unifying all online education teaching resources into a single plan, unified development platform, and standards. This will enhance the universality, interchangeability, compatibility, and sharing of teaching resources (Straubhaar, 2020). The integration should be tailored to local conditions, taking into account the time factor, and it should be carefully designed to be practical, with the objective of reducing the integration cost and avoiding the duplication of labor and the waste of resources. In the process of developing online teaching resources in colleges and universities, constructing the hard environment is the initial step. Although the network speed and bandwidth are constantly increasing, the construction of online learning resources has not achieved synchronous growth (Gray & Jenkins, 2019). In particular, the development of online courses is limited in quantity and quality. The accumulation of knowledge in traditional colleges and universities provides an important foundation for the development of online resources. Moreover, the majority of college teachers are the owners of these knowledge contents, and they play a pivotal role in the construction of online learning resources (Xia & Ahmad, 2022; Liu, 2022; Neller, 2017). The construction of network teaching resources requires the utilization of network technology. However, online resources that are merely technological in nature and devoid of meaningful content are of little value. Ting and Anping (2021) recommended that colleges and universities facilitate the participation of teachers in the design of online courses and the development of online courseware. To facilitate the acquisition of skills in network technology by teachers, colleges and universities should consider the opinions of teachers when cooperating with technology companies.