Construction of Micro-Project-Based Teaching Model for Ideological and Political Courses in Higher Vocational Colleges under the Digital Era: A Study on Teaching Effectiveness Evaluation Based on Student Participation
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Abstract
Vocational school students generally value practice more than abstract theory, and their cognitive characteristics make traditional teaching models difficult t o a dapt t o c ontemporary classroom needs. This study constructs a digital micro-project-based teaching model for ideological and political theory courses and examines its effect on teaching effectiveness with student participation as the mediating variable. To strengthen its relevance for engineering-oriented talent cultivation, the model organizes learning tasks through data-supported platforms and scenario-based micro-projects that can be connected with technical, communication, and manufacturing contexts. A total of 270 students from three classes in a higher vocational college were selected as research subjects, and experimental comparison was combined with questionnaire surveys. After eight weeks of teaching practice, student participation was measured from behavioral, affective, and cognitive dimensions, and teaching effectiveness was evaluated accordingly. A micro-project task library, a digital support platform, and a full-process evaluation system were designed, while classroom observation data, platform behavior logs, and satisfaction survey data were collected and analyzed. Mediation analysis indicates that student participation fully mediates the relationship between micro-project teaching and teaching effectiveness. The results show that the digital micro-project model can stimulate classroom participation and improve the effectiveness of ideological and political education through deeper learner engagement.
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