Computer-aided Instruction in Ideological and Political Courses Combining the Interactive Influence Distance Learning Model


  • Heti Li, Siyu Chai, Bo Song


To stimulate the innovative thinking of students, the internal relationship between the “Analysis-Synthesis-Evaluation” process model, the “Width-Depth First-Opportunistic” design strategy and the “Divergent-Convergent” thinking pattern are explored from the cognitive perspective: The thinking pattern of students promotes the design practice to follow the design process, and the design strategy is taken as the implementation principle for continuous implementation to establish an interactive influence distance learning model. Cognitive experiments and Linkography data analysis methods are used to verify the effectiveness of the model. Based on the interactive influence distance learning model, according to the thinking characteristics of the design process and the design strategy selection preference principle, the system resources that support the computer-aided innovation design of the ideological and political courses are organized and pushed to establish the computer-aided instruction in ideological and political courses in compliance with the law of interactive influence distance learning and inspiring the students' internal thinking mechanism, laying a theoretical basis for establishing highly efficient computer-aided innovation system for ideological and political courses.