TITLE:
Research on the Development and Application of Simulation-Based Experimental Teaching Cases for Course-Based Ideological and Political Education: Taking Quantitative Analysis Techniques in Public Administration as an Example
AUTHORS:
Zhangsheng Liu, Yujie He
KEYWORDS:
Course-Based Ideological and Political Education, Simulation-Based Experimental Teaching, Case Development, Quantitative Analysis Techniques in Public Administration, Teaching Reform
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.13 No.12,
December
9,
2025
ABSTRACT: Course-based ideological and political education (CBIPE) serves as a vital pathway for fulfilling the fundamental mission of fostering virtue through education. Simulation-based experimental teaching, as an effective means to enhance graduate students’ research capabilities and comprehensive literacy, holds significant value for educational reform when integrated with CBIPE. Taking the course Quantitative Analysis Techniques in Public Administration as a case study, this paper addresses current challenges in graduate CBIPE—such as superficial integration of ideological elements, lagging case-based teaching, and monotonous teaching models. It proposes a four-dimensional integrated approach for constructing and applying simulation experiment teaching cases: “Why Build - How to Build - How to Use - How to Evaluate.” Through systematic design encompassing a “nine-dimensional integrated” teaching model—comprising three-dimensional guided learning (pre-class resource, context, and task scaffolding), three-dimensional interaction (teacher-student, peer-to-peer, and spatiotemporal engagement), and three-dimensional feedback (exercise, Q&A, and problem-extension)—a simulation experiment case repository integrating CBIPE was developed and validated for effectiveness in teaching practice. Results demonstrate that this model significantly enhances students’ quantitative analysis skills, research literacy, and value recognition (specifically, a deeper understanding of the social context of research, adherence to scientific integrity, and a sense of civic responsibility, as observed through classroom discussions and reflected in post-course reflections).