https://doi-001.org/1025/17637972654038

Jia Ru，Central University of Finance and Economics School of Marxism，

corresponding author：13716277628@126.com 

Abstract

In contemporary academia, the significance of teaching technology in China’s Civics and Politics courses in colleges has grown alongside advancements in information technology. However, despite the increasing awareness, the integration of teaching technologies in the Civic and Political Education courses in China’s colleges still faces obvious challenges. The status quo of technology integration is mostly superficial, often limited by resources such as teaching facilities.

In the era of booming information technology, colleges are still insufficiently aware of the cultivation of mainstream ideology with cyberspace as the main carrier, and college students have not yet established the value judgment and selection criteria for the vast amount of network information, which together constitute a major challenge for Civic and Political Education, making the traditional teaching mode unable to adapt to the contemporary educational environment.

This study aims to explore in depth the issue of technology-integrated teaching of Civics and Political Science within the context of information technology, and by extensively reviewing the relevant literature on Civics teaching, it endeavors to propose a scientific, systematic, and comprehensive optimization path for the technology-integrated teaching of Civics and Political Science under the background of information abundance. The study first summarizes the current situation of technology integration for teaching Civics and Political Science courses in the academic world, then outlines the scientific connotation of integration, focuses on the opportunities and challenges brought by the information age, and proposes targeted breakthrough strategies and supporting measures on this basis.

Keywords: Civics Class, Teaching Technology, Informatization, College Students

1 Introduction

The significance of civics theory courses in universities is obvious. As compulsory courses for holistic education of college students, these courses shoulder the significant task of cultivating socialist builders and successors in the new era (Liu, 2021; Nie, 2023). For a long time, the teaching methods of these courses have encountered numerous obstacles in both content and form, such as the boredom and disconnection of textbooks, as well as monotonous teaching methods. These problems seriously undermine teaching effectiveness and hinder the improvement of civics qualities among college students (Chen, 2022; Zhang et al., 2022; Zhou, 2021). With the rapid development of Internet technology, the information age has brought unprecedented opportunities and challenges to the teaching of civics theory courses in colleges and universities. As pioneers of the new era, college students have increasingly diverse learning methods and information sources, and traditional teaching methods are becoming inadequate to meet their needs. Therefore, actively exploring and applying modern teaching techniques to improve the teaching methods of civics theory courses has become an inevitable choice for the reform of civics education in universities (Develaki, 2012; Dziubaniuk et al., 2023; Lin, 2021; Pather, 2019; Zhou et al., 2024).

The use of teaching technology plays a crucial role in  enhancing civics theory courses and in achieving the objectives of civics education (Liu & Su, 2018). By analyzing the current situation of research both domestically and internationally, it can be found that, although certain achievements have been made in the networked carrier of civics education, media development and other aspects, the research on the systematic summary of the technologization of the teaching of civics theory courses in colleges in the age of information is still in its infancy. Most of the domestic scholars focus on the research on network means and carriers, while the foreign scholars mainly focus on the combination of informatization and civic education (Gao et al., 2022). These researches provide theoretical basis and practical experience for the development of teaching technologization of civics theory courses in colleges, but they also reveal the shortcomings of the researches (Gao et al., 2022; Sotto et al., 2009), such as the lack of a clear definition of the concept of teaching technologization and systematic researches on the application of teaching technology (Liu, 2020; Luo, 2023; Sotto et al., 2009; Yang & Zhong, 2023).

This study aims to conduct a systematic research on the technologization of teaching civics theory courses in colleges under the background of informatization, starting from the means of educational technology, analyzing in-depth the learning receptivity of college and university students, and relying on the needs and characteristics of the students as the starting point, and relying on the existing teaching technology. By summarizing the shortcomings of the current research and combining the relevant theories and ideas at home and abroad, We aim to enhance the comprehension of how technology is integrated into civics theory courses in colleges, and lay the foundation for promoting the development of teaching technology. At the same time, this paper will investigate ways to effectively merge modern information technology with civics theory education, innovate teaching methods, and elevate teaching standards, ensuring a better alignment with the evolving learning requirements of college students, and fostering future leaders with high civics quality (Deepika & Jeevapriya, 2023).

Studying the technologization of teaching civics theory courses in colleges has important theoretical significance and practical significance. From the theoretical level, through in-depth study of teaching technologization, it can provide theoretical guidance for the practice of teaching technologization of civics theory courses in colleges, improve the application level of the theory, and encourage the advancement of educational digitalization. At the same time, it also helps to deeply understand the inner law and rich connotation of teaching technologization, and provides scientific basis for the teaching of civics theory courses in colleges under the background of informationization (Hadžiomerović et al., 2022). From the practical level, the study of teaching technologization helps to improve the professionalism, technological literacy and information literacy of teachers of civics courses, promote the development of educational informatization, and cultivate college students with comprehensive development. In addition, it can also meet the needs of the deep integration of civics theory courses in colleges with modern science and technology under the background of informationization, and promote the modernization process of civics education (Hart, 2000).

In the research process, this paper will adopt the literature research method and multidisciplinary cross research method. Through extensive collection and combing of relevant literature, in-depth analysis of the current status of research at home and abroad, and summarization of experience and inspiration. At the same time, combining the knowledge and theories of pedagogy, psychology, informatics and communication and other multidisciplinary disciplines, this paper will conduct a comprehensive research on the technologization of teaching civics theory courses in colleges, with a view to proposing optimization solutions with scientific, feasible and innovative features, so as to provide useful references and lessons (Lata & and Librandi, 1995).

2 The Relationship between Teaching Technological Methods and Civics Courses for College Students

In today’s information age, teaching technologization, as an important means of educational change, significantly influences the teaching approach and outcomes of civics theory courses in colleges. The technologization of teaching involves not just the integration of information technology and education, but also serves as a vital avenue to assess the role of technology in the educational process. This paper will explore the relationship between teaching technologization and civics theory courses in colleges, and analyze the value of the application of teaching technologization in the civics courses and its role in promoting teaching reform.

2.1 The concept of teaching technologization

Technology itself is a multidimensional concept, from tool theory, material means theory, skill theory, empirical theory, to “process theory” and “practical knowledge system theory”, different perspectives have different interpretations of technology. According to this paper, technology is the methods and principles that people use to solve problems. The term “technologization” denotes a thorough and comprehensive transformation process. Therefore, the technologization of teaching refers to the process of deep integration of materialized technology and teaching, through the use of technological means, methods, etc., to transform boring textbook knowledge into lively and interesting interactive learning content, so as to improve students’ learning enthusiasm and teaching effect (Wang, 2024).

In the civics theory course of colleges, the core of teaching technology lies in the use of modern information technology to optimize the presentation of teaching content and enhance the attractiveness and infectious force of teaching. For example, through multimedia teaching means, the abstract political theory knowledge is transformed into intuitive images, videos and animations to help students better understand and accept. This integration of technology into teaching transforms traditional methods and revitalizes civics education, aligning it more closely with the contemporary learning needs of college students (Fu, 2022).

2.2 Characteristics of Teaching Technologization

Teaching technologization has the characteristics of intuition, universality, comprehensiveness and innovativeness, which make it have unique advantages and value in civics theory courses in colleges.

Through the use of technical methods, such as models, animation, virtual reality (VR), etc., teaching technologization enables students to directly perceive things from multiple senses, such as vision and touch, and gain perceptual understanding. This kind of intuition can not only help students better understand complex theoretical knowledge, but also stimulate students’ interest and enthusiasm in learning. For example, when teaching historical events, VR technology allows students to feel as if they are in the historical scene, and this immersive learning experience can greatly enhance students’ understanding and memory of historical events (Lai Wah & Hashim, 2021).

Teaching technologization can transform complex teaching content into animation, PPT, video and other forms, so that students can learn immersively. This form is suitable for students of various levels, while overcoming the constraints of time and space, allowing teaching content to be revisited repeatedly. For example, teachers can make the course content into online videos, which students can watch repeatedly after class to consolidate the learning content. This universality makes teaching technologization widely used in the teaching process of civics theory courses in colleges to meet the learning needs of different students (Nyemkova et al., 2022).

In the face of complex teaching content, teachers and students can make the teaching content into a number of images by technical means to show the details of the content in an all-round way. This kind of synthesis can not only help students better analyze and summarize the knowledge points, but also promote students’ comprehensive understanding and mastery of knowledge. For example, when teaching Marxist philosophy, teachers can use multimedia to illustrate the evolution of philosophical thought, enabling students to grasp the deeper meanings of philosophical theories from diverse viewpoints (Hamid et al., 2009; Tian & He, 2020; Van Rooy, 2012; Файнзильберг & Pomorskaya, 2018).

With the continuous development of information technology, the technical means of teaching are also constantly updated (Johnson et al., 2021; Schaad et al., 2008). Teaching technologization is not static, but with the changes of the times continue to meet the requirements of the times, to meet the needs of teachers and students on teaching technology. For example, from traditional multimedia teaching to today’s online education platform and artificial intelligence-assisted teaching, teaching technologization is always innovating, providing new ideas and methods (Andruseac et al., 2016; Zhai, 2020).

2.3 The significance of teaching technologization to the civics theory course of college students

Traditional teaching methods for civics theory courses in colleges tend to be monotonous, with content that fails to engage students and spark their  interest in learning (Liang et al., 2012). The application of teaching technologization can transform abstract theoretical knowledge into vivid and interesting interactive learning content, and enhance the attractiveness and infectious force of teaching. For example, through multimedia teaching tools, teachers can integrate political theory with real-world examples, presenting them through videos and images to make the material more accessible. This engaging approach significantly boosts student motivation and improves teaching outcomes (Jin et al., 2009).

College students in the new era have diversified learning needs and personality characteristics. Teaching technology can meet students’ individual needs through diversified teaching means (Abdulrahaman et al., 2020; Wang, 2021; Zengsheng et al., 2016). For example, through the online learning platform, students can choose different learning contents and learning methods according to their own learning progress and interests. This personalized learning experience can better improve their learning effect (Wang, 2018).

Civics theory courses in colleges should focus on imparting theoretical knowledge and emphasize developing students’ practical skills. Teaching technologization can enhance the practicality of the course through virtual practice, online discussion and other forms. For example, through the virtual practice platform, students can simulate actual social scenes and conduct practical operations to enhance their understanding and application of theoretical knowledge. This enhancement of practicality can help students better combine theoretical knowledge with reality and cultivate their practical ability and innovative spirit (Kim et al., 2023).

2.4 Demand for Teaching Technologization in Civic and Political Science Courses for College Students

The traditional teaching content of Civic and Political Science Class is abstract and boring, which is difficult to attract students’ attention. Teaching technologization can transform abstract theoretical knowledge into vivid and interesting teaching content through multimedia, animation, video and other forms to enhance the attractiveness of teaching. For example, when teaching the basic principles of Marxism, teachers can show the evolution of philosophical thought through animation to help students better understand the connotation of philosophical theories (Yuan et al., 2024).

The traditional teaching method of the Civics class is based on the teacher’s lecture, and the students’ participation is low. Teaching technologization can enhance the interactivity of teaching through online discussions, interactive platforms and other forms. For example, teachers can organize classroom discussions through online discussion platforms and encourage students to express their own views and opinions. This enhanced interactivity can increase students’ participation and enhance their learning (Wang et al., 2018).

Teaching technologization can improve teaching efficiency through online teaching platforms, multimedia teaching means and other forms. For example, teachers can release course content, assign homework and conduct tests through the online teaching platform, and students can study and complete homework independently after class. This efficient teaching method can save teaching time and resources and improve teaching efficiency.

The application of teaching technologization in civics theory courses in colleges has gradually become popular. Many colleges have established online teaching platforms, through which teachers can release course content, assign homework, conduct tests and so on. At the same time, multimedia teaching means have also been widely used, and teachers can display teaching content through PPT, video and other forms to enhance the attractiveness of teaching. In addition, some colleges have introduced advanced technologies such as virtual reality (VR) and artificial intelligence, further enhancing the teaching effect.

Although the application of teaching technologization in civics theory courses in colleges has achieved certain results, it still faces some challenges. First, some teachers are not well-versed in teaching technologization and face challenges in mastering and utilizing modern information technology effectively. This leads to the fact that in the teaching process, teachers are unable to make full use of technical means to optimize the teaching content and teaching methods. Secondly, the application of teaching technologization needs certain hardware and software support, and some colleges have deficiencies in hardware facilities and software resources, which limits the application effect of teaching technologization. Moreover, the effective use of teaching technologization requires strong teacher-student interaction, but in practice, limited interaction can hinder the effectiveness of teaching (Cui et al., 2023).

2.5 Strategies for the Application of Teaching Technologization in Civics Courses for College Students

Teachers are the implementation main body of teaching technologization, and the quality and ability of teachers directly affect the application effect of teaching technologization. Colleges should strengthen the training of teachers and improve their mastery and application ability of modern information technology. For example, colleges can arrange for teachers to attend information technology training courses, bring in experts to give lectures and guidance, and help teachers master multimedia teaching, online teaching platforms, virtual reality and other technical means. Enhancing teacher training can elevate the level of teaching technologization.

The application of teaching technologization requires certain hardware and software support. Colleges need to enhance their investment in facilities and upgrade the technological infrastructure. For example, colleges can establish multimedia classrooms, online teaching platforms, virtual reality laboratories, etc. to provide good hardware conditions for the application of teaching technologization. Colleges should simultaneously focus on developing and integrating high-quality software resources to enrich teaching materials and enhance educational outcomes.

The application of teaching technologization requires good interaction between teachers and students. Colleges should enhance the interactivity of teaching through a variety of ways to improve students’ learning enthusiasm and participation. For example, teachers can organize classroom discussions with students through online discussion platforms and encourage students to express their views and opinions. At the same time, teachers can use interactive platforms to address students’ questions and resolve issues they encounter during their learning journey. By enhancing the interactivity of teaching, the learning effect of students can be improved.

The application of teaching technologization requires an innovative teaching mode to adapt to the learning needs of college students in the new era. Colleges should actively explore and innovate the teaching mode, combining the traditional teaching mode with modern information technology. For example, colleges can adopt online and offline hybrid teaching mode, combining online teaching resources with offline classroom teaching to improve the teaching effect. At the same time, colleges can also introduce innovative teaching modes such as project-based learning and case teaching to enhance the practicality and interactivity of the courses (Wang, 2020).

There is a close relationship between teaching technologization and civics theory courses in colleges (Taibin & Rui, 2010). As an important means of educational change, teaching technologization can effectively solve the problems existing in the teaching of traditional civics theory courses, improve the teaching effect, meet the individual needs of students, and enhance the practicality of the courses. However, the application of teaching technologization also faces some challenges, such as teachers’ insufficient mastery of technology, insufficient hardware facilities.

3 The Technical Features of Teaching Civics and Political Science Courses for College Students

In the context of the information age, the technologization of teaching civics theory courses in colleges presents distinctive characteristics of the times. These features not only reflect the essential attributes of the technologization of teaching civics theory courses in colleges, but also its development trend and practical requirements in the new era. In this paper, we will discuss the characteristics of the technologization of teaching civics theory courses in colleges from the aspects of politics and effectiveness, openness and virtuality, innovation and uniqueness.

3.1 Politics and Effectiveness

3.1.1 Politics

Civics theory course in colleges is a key component of college education, and their technologization carries a unique political significance.

Purpose:

This goal determines that the choice of teaching content and teaching technology must serve the political direction and social system of the country. As part of the superstructure, civics theory courses reflect the fundamental will of the ruling class and serve its interests. Therefore, the technologization of teaching is not only the renewal of educational means, but also an important carrier of political education (Kaiqiang & Juan, 2013).

Sociality:

The technologization of teaching civics theory courses has a strong social nature (Xu et al., 2010). It is not only a part of school education, but also closely connected with all aspects of politics, economy and culture of the society. Through information technology, civics theory courses can better disseminate mainstream ideology and help students develop good values and worldviews. For example, by utilizing the network platform and new media technology, the Party’s theories and policies can be delivered to students in a timely manner, enhancing their sense of identity with the country and society.

Politics of the carrier:

Information technology itself is also a double-edged sword. It can bring convenience to civics education, but it may also bring negative effects (Xu et al., 2010). For example, all kinds of bad information, false information and bad culture on the network may mislead students. Therefore, the technologization of teaching civics theory courses in colleges must adhere to the correct political direction, use information technology to disseminate positive energy and resist the erosion of undesirable culture.

3.1.2 Effectiveness

The effectiveness of the technologization of the teaching of civics theory courses in colleges is an important indicator of its teaching effect. This effectiveness is mainly reflected in the following aspects:

Timeliness

It provides new methods for teaching civics theory courses in colleges (Hamid et al., 2009; Procter, 2007; Rogers & Embree, 2023; Santos et al., 2021). For example, the use of online learning platforms and multimedia teaching means can transform abstract theoretical knowledge into vivid and interesting teaching content and enhance students’ learning enthusiasm.

Social

The social nature of the technologization of teaching civics theory courses in colleges is reflected in its ability to combine students’ learning with social reality. Through information technology, students can better understand the hot issues in society and enhance their adaptability and sense of responsibility to society. For example, the use of network platforms to carry out social practice activities can guide students to combine theoretical knowledge with the actual, and improve students’ practical ability and innovative spirit (Cai, 2022).

Purposefulness

Through information technology, this goal can be better realized. For example, by utilizing data analysis technology, it is possible to understand the learning situation and ideological dynamics of students in a timely manner, providing a scientific basis for teaching. At the same time, through the network platform and new media technology, the coverage of civics education can be expanded and its influence can be enhanced.

3.2 Openness and Virtualization

3.2.1 Openness

The advancement of information technology creates an abundant platform for sharing resources in the teaching of civics theory courses in colleges. Through the network platform, teachers can upload teaching resources to the cloud for students to learn repeatedly after class. At the same time, teachers can also study and observe each other’s excellent teaching courseware through the network platform to realize the sharing of teaching resources. For example, by utilizing the catechism platform, students can learn high-quality Civics courses from different universities to broaden their horizons and improve their learning effect (Huang et al., 2021).

The dissemination of the technologization of civics theory course teaching in colleges is reflected in its ability to widely disseminate the content of civics education through network platforms and new media technology. For example, by utilizing social media platforms such as WeChat public number and microblog, the Party’s theories and policies can be released in a timely manner, guiding students to pay attention to the hot issues in society and enhancing their civics literacy.

The social nature of the technologization of teaching civics theory courses in colleges is reflected in its ability to combine school education with social education. Through the network platform, students can participate in social practice activities, understand the actual needs of society, and enhance the sense of social responsibility. For example, the use of online learning platforms to carry out social research activities can guide students to combine theoretical knowledge with the actual, and improve students’ practical ability and innovative spirit.

3.2.2 Virtualization

Virtual technologies such as VR (Virtual Reality) and AR (Augmented Reality) provide new means for teaching civics theory courses in colleges. Through virtual technology, students can immerse themselves in historical events and revolutionary spirit. For example, using VR technology, students can “travel” to the red revolutionary base, feel the heroic deeds of revolutionary martyrs, and enhance the spirit of patriotism.

Virtual technology can not only provide an immersive learning experience, but also enhance the interaction between teachers and students. Through the virtual platform, teachers can communicate with students in real time and answer students’ questions in a timely manner. For example, using the online discussion platform, students can express their views and opinions, and teachers can give timely feedback to enhance the interactivity and effectiveness of teaching (Huang et al., 2021; Xia, 2024; Zhang & Xu, 2022).

Virtual technology offers a personalized learning experience tailored to students’ progress and interests. Through smart learning platforms, students can select content and methods that suit their individual learning needs, thereby enhancing their educational outcomes.

3.3 Innovation and Uniqueness

3.3.1 Innovativeness

The content innovation of the technologization of teaching civics theory courses in colleges is reflected in its ability to transform and integrate the traditional teaching content according to the requirements of the times. For example, combined with the current hot social issues and national policies, the latest theoretical achievements are integrated into the teaching content to enhance the sense of the times and attractiveness of teaching (Deepika & Jeevapriya, 2023; Liu, 2020; Zhang & Xu, 2022).

Formal Innovation

The form innovation of the technological teaching of civics theory courses in colleges is reflected in its ability to use modern information technology to combine traditional teaching forms with modern technology. For example, the use of PPT, animation, video and other multimedia means, the abstract theoretical knowledge into lively and interesting learning content, enhance students’ learning enthusiasm.

Method innovation

The methodological innovation of the technological teaching of civics theory courses in colleges is reflected in its ability to use information technology to develop new teaching methods. For example, the use of online learning platforms and virtual technology, the development of flipped classroom, project-based learning and other innovative teaching methods to improve the teaching effect (Sarafoglou et al., 2020).

3.3.2 Uniqueness

The uniqueness of the technologization of teaching civics theory courses in colleges can be seen in the following aspects:

Content uniqueness

The teaching content of civics theory courses in colleges has a unique political and ideological nature. It mainly involves the basic principles of Marxism, the theoretical system of socialism with Chinese characteristics, the Party’s line and policy and other contents. These contents are not available in other courses, so they need to be taught using unique teaching techniques (Wang et al., 2011).

Methods Uniqueness

The teaching methods of civics theory courses in colleges are unique (Liu, 2020). It mainly adopts various forms such as lectures, discussions, case studies, debates and so on. These methods can effectively help students understand and master the content of the course and enhance their civics literacy.

Means Uniqueness

The teaching means of civics theory courses in colleges are unique. It mainly adopts multimedia teaching, network teaching, micro letter public number teaching and other forms. These means can better meet students’ learning needs and improve learning efficiency.

Management Uniqueness

The teaching management of civics theory courses in colleges is unique. It mainly involves the formulation of teaching programs, the monitoring of teaching quality, the tracking of student learning and other aspects. These management measures can ensure the quality of teaching and improve the learning effectiveness of students.

The technologization of the teaching of civics theory courses in colleges has distinctive characteristics of the times, which not only reflect its essential attributes, but also its development trend and practical requirements in the new era. Politics and effectiveness reflect the fundamental purpose and social value of the technologization of the teaching of civics theory courses in colleges; openness and virtuality reflect the advantages of resource sharing and personalized learning with the aid of information technology; and innovativeness and uniqueness reflect the unique value of its teaching content, methods and means.

4 Teaching Technologization Ways in Civic and Political Science Courses for College Students

In the era of information technology, the integration of technology into civics theory courses is both an inevitable development in education and a crucial method to improve the effectiveness of civics education. This paper examines the necessity of technologizing civics theory courses in colleges within the context of informatization, and explores strategies to optimize teaching technology, enhance the development of software and hardware infrastructure, and ultimately  build a robust civics education system (Xiang, 2020).

4.1 The necessity of teaching technologization under the background of informationization

The channels and methods of information dissemination have undergone profound changes. College students, as the “aborigines” of the information age, have experienced significant changes in their learning styles and cognitive habits. The traditional teaching mode of civics theory courses has been difficult to meet the new needs of students for knowledge acquisition and learning experience. Therefore, civics theory courses in colleges must conform to the development of the times and deeply integrate with information technology to enhance the attractiveness and effectiveness of teaching.

The civics theory course in colleges shoulders the major mission of cultivating qualified socialist builders and reliable successors. However, civics theory courses currently face several challenges, including boring teaching content, limited teaching methods, and low student engagement. Promoting the technologization of teaching allows us to innovate instructional methods, diversify teaching tools, and enhance learning outcomes, thereby more effectively achieving the educational goals of the Civic and Political Science Class.

College students in the new era have strong independent learning ability and innovative consciousness, and they are eager to acquire knowledge through diversified learning methods. Teaching technologization can provide students with a more personalized and diversified learning experience, meet students’ learning needs, stimulate students’ interest and enthusiasm in learning, and promote students’ overall development.

4.2 Promoting the optimization and upgrading of teaching technology for civics theory courses in colleges

Some teachers still stay on the surface of the understanding of teaching technologization, believing that technology is only an auxiliary tool for teaching, rather than a core element of teaching. This concept seriously restricts the in-depth promotion of teaching technologization. Colleges should strengthen the training of teachers, guide teachers to establish the teaching concept of “student-centered”, integrate information technology into the whole teaching process, and realize the innovation and change of teaching mode (Xiang, 2020).

Civics and Political Science courses should reflect current societal developments, incorporating the latest theoretical advancements and pressing issues to ensure the relevance and timeliness of the teaching. At the same time, teachers should flexibly utilize multimedia teaching, online teaching platform, virtual simulation technology and other teaching methods to transform abstract theoretical knowledge into vivid and interesting learning content.

Colleges should make full use of Internet resources to establish a resource base for Civics and Politics courses. Teachers can upload excellent cases and teaching resources to the resource library, which is convenient for students to review and consolidate after class. Meanwhile, teachers can expand their teaching approaches, explore innovative instructional methods, and enhance teaching efficiency by utilizing exemplary case studies from the resource library. Facing the era of information explosion, students’ learning attention is easily distracted. Colleges should build a hybrid teaching mode combining online and offline, and utilize online platforms to carry out activities such as pre-study before class, review after class and online discussion, so as to enhance the interaction between teachers and students.

4.3 Promote the construction of teaching technology software facilities in schools

At present, there are a variety of teaching software available on the market, such as Rain Classroom, Mucous Class, and Blue Ink Cloud Classroom. These software realize the optimal integration of teaching resources through Internet technology. Teachers can download famous teachers’ classroom videos, teaching courseware and other resources through these software and integrate them into classroom teaching to improve teaching quality.

Teaching software provides rich interactive functions, such as check-in, pop-up screen, questionnaire survey, robbing answer and so on. These functions can enhance classroom teacher-student interaction and increase students’ interest and participation in Civics and Political Science classes. At the same time, teachers can learn about students’ learning progress and classroom feedback through the background data and adjust teaching strategies in time.

Teaching software can provide personalized learning suggestions and learning paths according to students’ learning progress and learning situation. For example, students can learn about their learning weaknesses through the learning records in the software, and review and consolidate them in a targeted manner (Han, 2019).

Colleges should organize professionals to test and evaluate existing teaching software, screen out software that meets the teaching needs of the school’s Civics and Political Science classes, and promote its use within the school. For example, the sign-in function of Rain Classroom can effectively monitor students’ learning behavior and improve their attendance.

Colleges should increase their investment in technical talents and develop teaching software with special features by combining the teaching rules of Civics and Political Science classes and the characteristics of students in their schools. For example, the introduction of virtual simulation technology, the development of immersive teaching software, so that students can experience historical events and revolutionary spirit through virtual scenes, to enhance the infectious force of teaching.

Schools should regularly organize training on the use of teaching software for teachers of Civics and Political Science courses to improve teachers’ knowledge and application ability of the software. At the same time, schools should also have professional technicians to support the use of teaching software, ensuring its smooth integration into  the teaching process (Zhang, 2022).

4.4 Promote the construction of teaching technology hardware facilities in schools

Multimedia classroom is the foundation of informatization teaching, colleges should increase the investment in the construction of multimedia classrooms, expand the number of multimedia classrooms to meet the needs of Civics and Political Science teaching. Multimedia classrooms should be equipped with advanced multimedia equipment, such as projectors, electronic whiteboards, audio equipment, etc., to provide good hardware support for teaching.

Colleges should improve the management and maintenance of multimedia equipment to ensure its proper functioning. Moreover, teacher training should be enhanced to equip educators with the skills to effectively use multimedia tools in their teaching, thus improving educational outcomes.

Colleges should increase investment in the construction of smart classrooms to build a smart teaching environment. The smart classroom should be equipped with intelligent devices, a robust network, and data collection and analysis capabilities to enhance the personalization and efficiency of the teaching process (Zhang, 2022).

Virtual simulation technology is an important part of the smart classroom, and colleges should actively introduce virtual simulation technology to develop immersive teaching scenarios. For example, in the course of “Outline of Modern Chinese History”, virtual simulation technology is used to restore the historical scene, so that students can experience the historical events and enhance the infectious force and effectiveness of teaching.

The construction of smart classrooms requires a large amount of capital investment. Universities should increase the financial support for teaching technology and purchase advanced equipment and technology to provide protection for the construction of smart classrooms. At the same time, schools should strengthen the management and maintenance of the smart classroom to ensure the normal operation of the equipment and improve the efficiency of the smart classroom.

Under the background of informationization, the technologization of teaching civics theory courses in colleges is an inevitable trend of educational development. By promoting the optimization and upgrading of teaching technology and strengthening the construction of teaching technology software and hardware facilities, the teaching effect and quality of the civics theory course can be effectively improved, and the educational goal of the civics theory course can be better realized. Colleges should align with contemporary developments, leverage the opportunities of information technology, and actively address challenges to advance the technologization of Civics and Political Science teaching, thus supporting the cultivation of skilled socialist builders and future leaders (Yu, 2022).

5 Conclusion

The application of teaching technology in civics theory courses in colleges not only promotes the implementation of quality education, but also updates the teaching concept, innovates the teaching mode, integrates the teaching elements, enriches the teaching resources, and enhances management, ultimately improving overall teaching effectiveness.

This study takes the integration of teaching technology and civics theory courses in colleges as the research object, aiming to strengthen the research on teaching technology under the background of informationization. Through reviewing relevant literature, analyzing existing problems, and exploring countermeasures, the study finds that most teachers and students still regard teaching technology as a “tool”, which only serves the reform and development of civics education at a shallow level, and has yet to realize the deep integration of teaching technology and teaching. The integration process of teaching technology and the reform of civics theory courses is facing many challenges and problems, and it is essential to acknowledge that the integration of technology and teaching is an ongoing process that demands continuous practice and reflection. Only by aligning information technology with curriculum design, teaching methods, evaluation strategies, and pedagogy can we effectively rejuvenate the traditional civics classroom, otherwise, with the rapid progress of technology, what emerges may not be a real teaching reform, but only a change of tools.

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