Research on the Precise Integration Path of Curriculum-Based Ideological and Political Education Based on Learner Value Profile and Situated Learning Theory — Taking Hierarchical Task Design as the Practical Carrier

DOI

10.2991/978-94-6239-691-3_31How to use a DOI?

Keywords

Curriculum-based Ideological and Political Education; Learner Value Profile; Situated Learning Theory; Precision Teaching; Hierarchical Task Design

Abstract

Addressing the practical challenges of “awkward integration,” “mismatch between supply and demand,” and “difficulty in evaluating effects” in the current development of curriculum-based ideological and political education in universities, this study constructs and validates a closed-loop precision teaching model for ideological and political education, consisting of “learner value profile diagnosis—hierarchical contextual task assignment—multidimensional effect evaluation.” By integrating the objectives of ideological and political education with students’ cognitive patterns, a five-dimensional learner value profile model was developed, along with a reliable and valid diagnostic scale. The concept of “legitimate peripheral participation” from situated learning theory was creatively introduced into the field of ideological and political education. Through a one-semester quasi-experimental study, a mixed-methods approach was used to collect multi-source data. The empirical results show that: (1) Groups formed based on value profiles exhibited significantly higher learning engagement and achievement of ideological and political objectives compared to the control group (p < 0.05); (2) Hierarchical task design effectively stimulated deep cognitive and emotional identification among learners with different profile characteristics; (3) The growth heat map of learners’ ideological literacy, generated from process data, visually revealed the dynamic trajectory of ideological internalization.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Yanli Ma
AU  - Jie Zhao
AU  - Yanbing Heng
PY  - 2026
DA  - 2026/05/31
TI  - Research on the Precise Integration Path of Curriculum-Based Ideological and Political Education Based on Learner Value Profile and Situated Learning Theory — Taking Hierarchical Task Design as the Practical Carrier
BT  - Proceedings of the 2026 5th International Conference on Educational Innovation and Multimedia Technology (EIMT 2026)
PB  - Atlantis Press
SP  - 298
EP  - 309
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-94-6239-691-3_31
DO  - 10.2991/978-94-6239-691-3_31
ID  - Ma2026
ER  -