Construction of first-class university course based on artificial intelligence and neural network algorithm

Abstract

Curriculum is the basis of vocational training, its development level and teaching efficiency determine the realization of vocational training objectives, as well as the quality and level of major vocational academic training. Therefore, the development of curriculum is an important issue. And affect the school’s teaching capacity building. The analysis of the latest developments in the main courses shows that there are some deviations or irrationalities in the curriculum in some colleges and universities, and the general problems of understanding the latest courses, such as lack of solid foundation in curriculum setting, unclear direction of objectives, unclear reform ideas, inadequate and systematic construction measures, lack of attention to the quality of education. This paper explains the rules for the establishment of first-level courses, clarifies the ideas and priorities of architecture, and explores strategies for building university-level courses using knowledge of artificial intelligence and neural network algorithms in order to gain experience from them.

Keywords

Artificial intelligence neural network University Education First class courses

1 Introduction

Curriculum development is the basis of vocational training, its development level and teaching efficiency determine the realization of vocational training objectives, as well as the quality and level of academic training in major occupations, which is an important issue and affects the construction of teaching ability. The analysis of the latest development of the main courses shows that there are some deviations or errors in the curriculum in some colleges and universities. This paper explains how to formulate the rules of a first-level curriculum, clarifies educational concepts and priorities, and discusses the university-level curriculum strategy based on the understanding of artificial intelligence and network algorithms. Curriculum is the support of vocational training. The development level and effectiveness of education determine the realization of vocational training objectives, as well as the quality and level of academic training in major occupations. Therefore, the development of curriculum is of great significance. And to the university teaching ability construction has the influence.

The development of curriculum in Chinese colleges and universities can be traced back to the development of basic scientific research and educational ability in 1990 and the establishment of basic quality program of national basic science. The Ministry of Education through the introduction of the first-level education curriculum, the first-level public video curriculum and the sharing of resources at the first level, It has promoted the reform and construction of higher education curriculum. In 2017, the Ministry of Education launched a new curriculum development programme in 2018, To establish an open online course at the national level, This is a national virtual teaching pilot project, By 2019, The first class course (also known as the Golden Class) and the 20000 program are officially launched, Five gold classes, And set the “gender education” standard, Provincial educational authorities and institutions of higher learning were subsequently mobilized. In order to promote the establishment of “gold lessons” in 2017 and 2018, The Ministry of Education has identified 1291 primary online courses throughout the country; In 2018, 105 pilot national virtual simulation programmes implemented; 2019, Launched the online three “gold class” certification procedures.

The analysis of the latest development of the main courses shows that in some colleges and teachers, there are some deviations and even errors in the understanding of the most advanced courses. Common problems, such as the lack of a solid foundation for curriculum development, unclear focus on objectives, unclear reform ideas, lack of systematic and weak building measures, and lack of attention to the evaluation of teaching results, are explained in this document. It clarifies architectural ideas and priorities and explores strategies to develop university-level courses using knowledge related to artificial intelligence and neural network algorithms to encourage the establishment of first-level courses,

2 Related work

Research on artificial intelligence and neural networks can be traced back to the end of the nineteenth century. From an educational point of view, literature [1] pointed out that although neural networks reflect the basic characteristics of human brain function, they are far from realistic descriptions of natural neural networks. It is only an abstract and simulated simplified artificial neural network with large-scale synchronous processing, distributed storage and personalized learning ability. Literature [2] pointed out that trained neural networks have the ability to deal with certain types of problems, but they do not have the ability to deal with them before training. Therefore, learning is one of the most important features of neural networks. This is to determine the weight of neural connections within neural networks by an algorithm. According to the literature [3], supervised learning is pre-determined by the network. By sampling the criteria for determining the value of the network, the network plays a role in dealing with this “learning environment”. The network value of this learning method can not be changed by the external environment. Therefore, it is necessary to strengthen externality. According to the literature [4], artificial intelligence can establish a direct link between teaching and management, which enables teachers to pay more attention to every student and manage their behavior accurately. The literature [5] holds that the technological reality is far from the ideal of individualized learning, education is a complex system, and the road of deep integration is still very long. The literature [6] points out that the supported artificial intelligence technology is no different from other technologies. Even in learning, the goals and values of education will continue to dominate the vision, content and means of realization of artificial intelligence technology. Without education, intelligent robots will always be human puppets with knowledge and culture. According to the literature [7], the era of artificial intelligence has entered today. In order to survive and develop, human beings must have the corresponding ability to adapt to this era and have the basic qualities of social citizens. On this basis, it is necessary to further develop artificial intelligence, strengthen students’ ability to evaluate, understand and apply artificial intelligence, and develop students’ programming ability to promote cooperation and peaceful coexistence between students and machines.

The study of the best courses in universities has always been an important subject in the world. Document [8] pointed out that the “National excellent Curriculum” project was officially launched in 2003, which is one of the main objectives of the educational quality reform project. The education of higher education is an important skill to promote the reform of higher education, improve the quality of education and promote the development of higher education. According to the literature [9], the first class curriculum should have the following characteristics: the spirit of transmission is not complex, correct, and the spirit will not be lost. It is refined, not vulgar; it is profound, not superficial, and not limited to the past. According to the literature [10], in terms of forward-looking innovation and scientific foresight, the excellence of the first-level curriculum should be maximized. According to [11] literature,” the first-level curriculum is based on the concept of modern education and focuses on the provision of high-quality adaptive teaching materials adapted to needs. In order to improve the quality of the teaching staff, they are based on the modernization of teaching content, modern information technology tools and science-based management systems, bringing together ideas, education, content, technology, etc., to promote the system and the overall construction.” Document [12] pointed out that since 2019, the use of modern educational technology to improve the quality of education has become a necessary development factor, the Ministry of Education has issued a series of opinions on improving the quality of education, the state requires the wide application of modern information technology in the field of education as a means to improve the quality of higher education and promote the reform of higher education. The teaching methods and methods of universities must meet the needs of the development of information technology. Universities must strengthen the digital teaching environment and create conditions for teachers and students to use information technology. “The State’s priority higher education schools should offer compulsory courses, using more than 30 per cent of multimedia learning time and other higher education institutions using more than 15 per cent of the time”. The computerized movement of higher education programmes has gradually begun throughout the country.

Based on the values of “excellence, innovation, leadership” and the open policy, the “user method” promoted in MIT public video courses provides inspiration and reference for opening excellent courses in universities. In the early stages of resource development, the introduction of national-level courses could overcome current developments and increase the participation and satisfaction of course users, an issue of common concern to policymakers and practitioners and an important component of the development of the education system. It is a real problem to develop the first-level curriculum of Chinese colleges and universities on the basis of formulating the curriculum concept. In the context of internationalization and globalization, the development of national education is necessary. It is necessary to establish a first-class and systematic university curriculum, which involves the systematic operation and management of curriculum components such as students and teachers. Teaching materials and technical teaching means are important means to optimize curriculum design, implementation and evaluation.

3 First-class curriculum “construction foundation

3.1 Understanding of the construction standards of first-class curriculum

To develop a primary curriculum, it is necessary to have sufficient knowledge of the “gender age” criteria and of the innovative aspects of higher education.

3.1.1 ’s interpretation of higher order

The learning level is divided into six stages: memory, understanding, application, analysis, evaluation, innovation. “higher order” refers to the three stages after completion, which is the most basic understanding of “grade”. Ability and quality development is often complex and difficult to generalize with a simple verb. Continuous combination of bloom classification and kone classification, ability development needs to be combined with skill, application and research quality, which can help to better understand “higher order” (see Table 1 for details).

Table 1
Classification of levels of learning corresponding to the type of talent training

Serial number Hierarchical name Cone classification Bloom Classification Teaching requirements

1 Knowledge systems Factual and conceptual knowledge Memory, understanding It explains concepts, logic, classification and comparison.

2 Specific methods Procedural (skills and methodologies) knowledge Applications Specific actions based on existing principles and approaches to improve capacity to address specific issues

3 Integrated approach Procedural (mandate, normative) knowledge Analysis, integration, evaluation, innovation Building on multiple skills in programme design and integrated complex evaluation and problem analysis

4 Methodology Knowledge of cognition Analysis, integration, evaluation, innovation It can reveal the nature of things and create new ways of observation and thinking from the aspects of abstraction and generalization.

Serial number	Hierarchical name	Cone classification	Bloom Classification	Teaching requirements
1	Knowledge systems	Factual and conceptual knowledge	Memory, understanding	It explains concepts, logic, classification and comparison.
2	Specific methods	Procedural (skills and methodologies) knowledge	Applications	Specific actions based on existing principles and approaches to improve capacity to address specific issues
3	Integrated approach	Procedural (mandate, normative) knowledge	Analysis, integration, evaluation, innovation	Building on multiple skills in programme design and integrated complex evaluation and problem analysis
4	Methodology	Knowledge of cognition	Analysis, integration, evaluation, innovation	It can reveal the nature of things and create new ways of observation and thinking from the aspects of abstraction and generalization.

The expertise developed at the senior and professional levels is primarily in line with the characteristics of the second level and focuses on the ability to perform specific technical tasks. The implementation skills of the third level are mainly suitable for the characteristics of the third level, which is helpful to comprehensively analyze and solve complex problems, which is an effective criterion for professional certification. Curriculum research knowledge mainly accords with the characteristics of the fourth level, and cultivates a vision, a mentality and a spirit. Clearly, higher levels necessarily cover lower-level requirements.

3.1.2 Interpretation of “innovation

The innovative nature of the first level curriculum is usually understood as three aspects: the modernity and advanced nature of the curriculum content, the advanced nature and interactivity of the teaching method, and the exploratory and individualized nature of the curriculum results. Study. In the author’s opinion, the first level of the “innovation” course in international law should be understood to include five aspects: objectives, concepts, methods, techniques and contents (see Table 2 for details).

Table 2
Main embodiment of “innovation” in first-class courses

Innovation Specific connotation

New objectives First class, development of applications, innovation,

New ideas Design systems and conduct integrated assessments using a student-centred and results-based approach

New methods Through case studies, educational activities to promote self-learning, team learning and learning by doing

New technologies Establishment of simulation and computerization resources, coeducation, learning adjustment, interactive classroom systems and smart classrooms

New content Introduce new developments in traditional content and research (new theories, new methods)

Innovation	Specific connotation
New objectives	First class, development of applications, innovation,
New ideas	Design systems and conduct integrated assessments using a student-centred and results-based approach
New methods	Through case studies, educational activities to promote self-learning, team learning and learning by doing
New technologies	Establishment of simulation and computerization resources, coeducation, learning adjustment, interactive classroom systems and smart classrooms
New content	Introduce new developments in traditional content and research (new theories, new methods)

The “new goal” is guidance, which can be interpreted as a new output requirement that the first-level curriculum should be designed in line with the guidance and development goals of professionals and should meet the third or fourth levels listed in Table 1; the “new philosophy” is the key, that is, it must be learning-centric, goal-oriented, results-oriented and systematic design concepts, in line with the teaching objectives of the curriculum. The new method is to break the single teaching method by introducing problem / case / project-based teaching for students in different majors, introducing teaching contents, such as classroom presentation, thought guide, course document, curriculum design, etc., in order to promote students’ ideological integration and improve their ability to analyze and solve complex problems. The new technology refers to the use of curriculum platform and learning software to promote the computerization of courses, coeducation, learning retraining and intelligent learning, and to adapt the syllabus to the conceptual methods of scientific research and application.

The introduction of the first level course is therefore a comprehensive innovation aimed at supporting the full achievement of the new training objectives. A simple explanation of how to establish a first-level curriculum can improve teaching methods, adopt modern educational techniques or establish online courses.

3.1.3 Understanding of challenge

The challenge degree of the course is mainly reflected in three aspects: course content, learning input and learning output (see Table 3 for details).

Table 3
Main manifestation of “challenge degree” in the course

Linkages Main indicators

Course content Difficulty, depth and intensity of content (difficult to understand, difficult to manage, short-term), complexity/comprehensive, decentralized/systemic

Course input Increase efforts and time, increase teaching objectives: increase workload and challenges (time and effort), self-study and promotion (extensive reading and organization of materials), integrated programme design (more time for thinking and design)

Course output Higher education and evaluation: emphasis on integrated and high-level capacity development and evaluation

Linkages	Main indicators
Course content	Difficulty, depth and intensity of content (difficult to understand, difficult to manage, short-term), complexity/comprehensive, decentralized/systemic
Course input	Increase efforts and time, increase teaching objectives: increase workload and challenges (time and effort), self-study and promotion (extensive reading and organization of materials), integrated programme design (more time for thinking and design)
Course output	Higher education and evaluation: emphasis on integrated and high-level capacity development and evaluation

It should be noted that the challenges of curriculum development include the selection of learning materials, the formulation of curriculum content, the design of teaching processes and changes in students’ learning strategies. In this regard, the curriculum should be designed to take into account the special needs of students and pay more attention to the development of students’ comprehensive abilities, the ideas and innovative abilities of various disciplines, and the development of sensitivity and values, which is a high-level capacity-building education, which will increase the challenges facing teaching.

3.2 Analysis of the main elements of the curriculum

In a word, the first level course is based on the modern teaching concept “goal-oriented”, which embodies the advanced skill development level of “student center” and “focus on results”. The first level curriculum is a systematic project, which should follow the requirements of the first level curriculum in order to meet the development goals of schools and professional staff, and fully implement the teaching objectives of the curriculum, lay the teaching foundation, update the teaching concept, improve the teaching methods, reform the examination mode, improve the efficiency of education and achieve the overall reform of the content. The main features of the first level curriculum can be summarized into seven aspects: clear focus, clear objectives, good foundation, perfect concept, architectural excellence, practical results and leadership ability. The Ministry of Education’s note on the lower-grade curriculum clearly covers all aspects (see Table 4 for details).

Table 4
Analysis of Elements of First-class Curriculum Construction and Contents of Application

Elements of construction Elements Corresponding tables Specific content

Accurate location Fit school and professional development goals III. Curriculum objectives School location, student status, vocational training requirements

Clear target Fully implement the teaching objectives of the curriculum III. Curriculum objectives Specify the level of knowledge and competencies to be achieved after the course has been studied

I. Basic information on the curriculum Name of previous course and name of next course

Good foundation First class construction foundation I. Basic information on the curriculum Main Teaching Materials (Selected Category I Materials)

II. Instructors (teaching teams) Over the past five years, they have worked in schools, conducted teaching research and received awards.

First Class Teaching Team: Major Members of the Course Team

IV. Curriculum development and application Infrastructure development: road development

Advanced Concept First Class Student center, output orientation System design, integrated reform IV. Curriculum development and application Concept of reform: priorities for curriculum and teaching reform

Curriculum: development and application of curriculum content and resources

Teaching design: teaching content and curriculum

Reform evaluation: evaluation of the results of training courses

The effect is remarkable Teaching effectiveness and reform experience The Driving Role of First Class Courses IV. Curriculum development and application Effectiveness of the reform: curriculum evaluation and effectiveness

Demonstration leadership V. Curriculum features and innovations Characteristics of curricula and changes in education

Elements of construction	Elements	Corresponding tables	Specific content
Accurate location	Fit school and professional development goals	III. Curriculum objectives	School location, student status, vocational training requirements
Clear target	Fully implement the teaching objectives of the curriculum	III. Curriculum objectives	Specify the level of knowledge and competencies to be achieved after the course has been studied
		I. Basic information on the curriculum	Name of previous course and name of next course
Good foundation	First class construction foundation	I. Basic information on the curriculum	Main Teaching Materials (Selected Category I Materials)
		II. Instructors (teaching teams)	Over the past five years, they have worked in schools, conducted teaching research and received awards.
			First Class Teaching Team: Major Members of the Course Team
		IV. Curriculum development and application	Infrastructure development: road development
Advanced Concept First Class	Student center, output orientation System design, integrated reform	IV. Curriculum development and application	Concept of reform: priorities for curriculum and teaching reform
			Curriculum: development and application of curriculum content and resources
			Teaching design: teaching content and curriculum
			Reform evaluation: evaluation of the results of training courses
The effect is remarkable	Teaching effectiveness and reform experience The Driving Role of First Class Courses	IV. Curriculum development and application	Effectiveness of the reform: curriculum evaluation and effectiveness
Demonstration leadership		V. Curriculum features and innovations	Characteristics of curricula and changes in education

It should be noted that both parts of architecture are advanced in concept and architecture, and Table 4 illustrates the difficulty of strictly separating curriculum development and implementation.

4 Theoretical basis of artificial intelligence and neural network algorithm

4.1 Biological basis of neural networks

BP network is a multi-level feedback network created in 1986 by a team of scientists led by Rumelhart and McCelland. Trained according to the error reverse conduction algorithm and the most widely used model in neural networks, today’s networks can learn and store a large number of input and output mode maps without prior disclosure of mathematical equations describing this relationship, neural network structure as show in Fig. 1.

Fig.1

Schematic diagram of neural network structure.

Its learning standard is that through reverse transmission, the weight and threshold of the network are constantly adjusted, and the fastest reduction method is adopted to make the network have the minimum error rate and error rate. The topology of the neural network model includes a hidden layer, as shown in Fig. 1. The neural network is a network structure that simulates human nerve cells. The network-based biochemical nervous system. The artificial neural nonlinear model shown in Fig. 2 consists of four basic components:

Fig.2

BP nonlinear model of neurons.

X Order_i(t) represents the input of information from the neuron i received J the neuron at the moment, o_j(t) denotes the output of the neuron j at any time, and the state of the neuron j can be expressed as: $\begin{matrix} Oj (t) = f {- Tj} \end{matrix}$ (1) f(·) as activation function, y_kFor the output of neuron k. Activation functions can f(·) take the following forms: threshold functions: $f (•) = {\begin{matrix} 0 & v ⩽ 0 \\ 1 & v > 0 \end{matrix}$ (2) Commonly referred to as M-P models. Piecewise linear functions: $f (•) = {\begin{matrix} 1 & v ⩾ 1 \\ \frac{1}{2} & - 1 < v < 1 \\ 0 & v ⩽ - 1 \end{matrix}$ (3) it is similar to a finite linear amplifier with a magnification of 1/2 when operating in a linear region. Sigmoid functions are smooth and asymptotic and remain monotonic, the most commonly used form of functions is $f (•) = \frac{1}{1 + exp (- α v)}$ (4) Parameter α can control its slope.

Another common use is the hyperbolic tangent function $f (•) = tan (\frac{v}{2}) = \frac{1 - exp (- v)}{1 + exp (- v)}$ (5)

4.2 Neural network learning methods and rules

Hebb learning rules: the learning rules proposed Hebb neuropsychologists can be summarized as follows: “the nerve center connects neurons and starts at the same time (for priming or inhibiting purposes), and the intensity of this connection must increase.” $Δ w_{kj} = F (y_{j} = (n), x_{j} (n))$ (6) One of the most commonly used cases is $Δ w_{kj} = η y_{k} (n) x_{j} (n)$ (7) Due to correlation proportionality, sometimes referred to as relevant learning rules (2) error correction learning rules (delta learning rules): $e_{k} (n) = d_{k} (n) - y_{k} (n)$ (8) For error correction learning, the ultimate goal is to minimize e based learning_k(n) The specific function of making the actual output of each network output unit close to the ideal output in the sense of residence. After selecting the form of the objective function, learning from the correction error is a typical optimization problem. The most common objective function is to reduce the average error and define the square error and the average error: $J = E [\frac{1}{2} \sum_{k} e_{k}^{2} (n)]$ (9) The advanced version assumes that the learning process is broad and stable, and the specific method can be reduced by gradient. Direct use of the function as a destination requires understanding the statistical characteristics of the whole process. In order to solve this problem, it is usually replaced by the J Shun time value in time, that is: $ζ (n) = \frac{1}{2} \sum_{k} e_{k}^{2} (n)$ (10) Available from gradient descent method $Δ w_{kj} = η e_{k} (n) x_{j} (n)$ (11) Its learning process is shown in Fig. 3.

Fig.3

Adaptive learning.

Competitive rules: in competitive learning, units that exit the network compete with each other until the most powerful unit starts. Most commonly, there is a lateral inhibitory connection between neural outputs, so one unit in the original output unit is more powerful, winning and suppressing other units, and finally only the strongest unit is activated.

4.3 Back propagation algorithm

Generally speaking, the steps of neural network BP algorithm are as follows:

(1) Establishment of networks and learning parameters, such as initial matrices and learning parameters for the establishment of networks (2) provision of training units and networks prior to meeting learning requirements (3) integration of identified training units, calculation of exit modules performing reverse transfer processes (4) (if errors are unacceptable) or return (2)(4) unit errors, modification of weighting values and return to step 2 compared to planned models.

The equation was obtained: $y_{k} = f (\sum_{j = 0}^{n_{f}} w_{jk}^{'} x_{j}^{'})$ (12) $x_{j}^{'} = f (\sum_{i = 0}^{n} w_{ij} x_{i})$ (13) Its error is the sum of the errors of each output neuron, satisfying $E_{p_{1}} = \frac{1}{2} \sum_{k = 0}^{n_{1} - 1} (t_{k}^{p_{1}} - y_{k}^{p_{1}})^{2}$ (14) Global error $E = \frac{1}{2} \sum_{p_{1} = 1}^{p} E_{p_{1}}$ (15) The modified analytic formula of connection right between output layer and hidden layer $w_{jk}^{'} (n_{0} + 1) = w_{jk}^{'} (n_{0}) + η \sum_{p_{1}}^{p} δ_{jk}^{p_{1}} x_{j}^{' p_{1}}$ (16) Output layer reverse transfer error formula: $δ_{jk}^{p_{1}} = (t_{k}^{p_{1}} - y_{k}^{p_{1}}) y_{k}^{p_{1}} (1 - y_{k}^{p_{1}})$ (17) The formula of back transfer error of hidden layer: $δ_{ij}^{p_{t}} = \sum_{k = 0}^{m - 1} δ_{jk}^{p_{1}} w_{jk}^{'} x_{j}^{' p_{1}} (1 - x_{j}^{' p_{1}})$ (18) The reason for choosing the MSE of mean square error is as follows: in the standard BP algorithm, the error is defined as $E_{y} = \frac{1}{2} \sum_{j = 1}^{m} (t_{j}^{γ} - y_{j}^{γ})^{2}$ (19) (2) The global error of the cumulative error BP algorithm is defined as: $E = \frac{1}{2} \sum_{γ}^{p} \sum_{j = 1}^{m} (t_{j}^{y} - y_{j}^{y}) = \sum_{γ = 1}^{p} E_{γ}$ (20) (3) MSE: of mean square error $MSE = \frac{1}{mp} \sum_{F = 1}^{y} \sum_{j = 1}^{m} ({\hat{y}}_{γ j} - y_{γ j})^{2}$ (21) Error function used in standard BP algorithm is $E_{p_{1}} = \frac{1}{2} \sum_{k = 0}^{n_{1} - 1} (t_{k}^{p_{1}} - y_{k}^{p_{1}})^{2}$ (22) There are their own defects, with the increase of learning times $t_{k} - y_{k}$ (23) Smaller and smaller, the function approximation rate slows down. The weight adjustment formula with additional momentum factor is as follows: $Δ w_{ij} (k + 1) = η δ_{1} + m_{c} Δ w_{ij} (k)$ (24) L-M algorithm is much faster than the previous BP algorithms using gradient descent, but for complex problems, this method requires considerable storage space. L-M weight adjustment rate of the optimization method is selected as: $Δ w = (J^{T} J + μ I)^{- 1} \cdot J^{T} e$ (25) Considering synthetically, L-M learning rules and momentum method are used as training function and learning function of neural network respectively.

5 The strategy of first-class course construction in universities based on artificial intelligence and neural network algorithm

5.1 Education and technology “integration” and “integration”

The debate on the relationship between technology and education is based on two basically opposing views: a technology-neutral view, in which technology is only a means or tool to achieve an end, emphasizing that technology is essentially neutral and does not distinguish between right and wrong. Because of the different value orientation of technology users, technology gives right and wrong power, and theory is also called technology tool theory. The theory of technology load conflicts with the theory of technical values. The theory of technology load holds that the theory of technology value excludes the static state of technology in the social environment, it deviates from the possibility of practice, the value of real technology can not exist independently of society. The theory of technology load holds that technology itself is independent. According to its own legal development, technological science can not fully explain the nature of technology and its relationship with education. And too much emphasis on the natural or social characteristics of technology.

Marxist theory shows that in the practice of the subject, the basic strength of the subject is concentrated on the object through its individualized process, at the same time, the goal becomes the main force that affects the development of the subject through integration. Subject and object interact and strengthen each other. Therefore, value theory holds that value comes from the recipient of value and becomes an object through individualized subject.

The educational value of information and communication technology requires clarification of the status of the object of education and technology in the activities. Obviously, education is a human social practice, a means to promote physical and mental development, and the technology of education is a means to achieve an end. Therefore, from the perspective of philosophical theory and the “effect theory” of Marxist values, education and technology can be regarded as the actual relationship between clients. Education and technology are oriented to society, create value through educational technology, make technology an important force affecting educational development, and achieve certain value (see Figure 4 for details);

Fig.4

Formation of educational value theory of technology.

Educational technology and technical education are important forces to promote the development of education and technology. Technology is based on educational technology in order to be included in education. It exists in the essence of education and accumulates the inherent value of technology in education, that is, the process of technical education. The process of improving the quality of education, the nature of education is permeated by technology, the impact on the quality of education includes education, reconstruction and improvement of technology, laying the foundation for the visibility and value creation of technology in education. The process of technical education is combined with educational technology. Technology adapts to the needs of education in structure or function, and changes from education-oriented technology to education technology, which makes it a basic form of education. Technological change reacts on teachers, thus changing the teaching team and eventually becoming the main force of teachers. In order to better adapt to technology, teachers should not only change the structure and ability of teachers, but also adapt to technology, so that technology can be better applied to teachers. On the other hand, the subjective adjustment of technology in educational institutions is based on education orientation, which is the process of technology transition to education development technology (see Figure 5). From the technical point of view, in order to produce value, technology must adapt to the change of power, create and maintain values, promote the development of the basic power of education, and the values of technology creation and maintenance are the basic components of education.

Fig.5

The relationship between education and technology.

As can be seen from Figure 5 above,the integration of information technology into school curriculum does not affect the main body of education and the essence of technology, but only overlaps in the form of education and technology, that is, “the deep integration of information and educational technology in education”, the main body and technology of education are undergoing structural changes, education and technology are complementary, education is evolving and coordinated with “technology in education”, and “education-oriented technology “is changing and becoming part of education. “Technology in Education” and computerization bring about innovation in the educational structure (see Figure 6). Education is a value and educational technology is a means to realize this value. It does not have the same value as education in itself, but only reflects the characteristics of life, helps information and educational technology to be deeply integrated into “technology in education”, and includes technical factors such as characteristics. The structure, function and law of technology can have a practical impact on the teaching force, and the educational value of technology can also be revealed,see Figure 6 for details.

Fig.6

Interaction between education and technology in practice.

5.2 Strategic logic of first-class curriculum construction in universities

The first-level curriculum is a typical practice of applying technology to education. Changing the concept of “integration” to “deep integration” is an important way to develop the concept of university level curriculum. The national deep integration of educational technology is a stage of the gradual development of technological change education. In this stage, the concept of developing the best curriculum in colleges and universities has been transferred to the “deep integration of education and technology “,see Figure 7 for details.

Fig.7

Logic of first-class curriculum construction strategy.

Strictly speaking, education is the process of personal development. The key to human education is the interaction between people, the comprehensive communication between life and life, life education technology is a more effective tool to achieve this goal, education is a value, and educational technology is a means to realize this value. This value itself does not have the same value as education, it only reflects the characteristics of life and helps to achieve it. Therefore, the development of educational technology has entered the “integration stage”, the so-called “integration stage” means the use of equipment, software and online courses, this stage still has the problem of how some teachers and students choose and integrate these subjects according to their actual situation. That is, the integration, interaction and synergy of information technology and curriculum structure, curriculum content, and information and communication technology, curriculum resources and their application in the “integration stage”, in order to form a complete educational ecosystem, Only by integrating into the reality of education can the goal of educational curriculum reform be realized.

5.3 Technology-based strategies for university-class curriculum construction

From the initial construction and resource accumulation, the development of “user-centered” applications is unbalanced, the design changes to the application demand, people pay more and more attention to the need of application, from design to application, From the integration of education and technology to the more comprehensive education and technology. The understanding of educational technology and technology should not only focus on how to apply to technology, in the field of education, more attention should be paid to the reasons why technology is applied to education, and the best way to achieve educational goals through technology. The study of technological philosophy holds that technology is not only a tool, but also includes the understanding and use of technology and technology. Technology not only shows the dynamics between man and nature, but also is the basic force and measure of formation, existence and development in social life. The integration of education and technology means a greater focus on the role of cooperation, openness and borders in educational reform, focusing on the supporting role of technology and integrating technology as an integral part of educational reform. Technology-based innovation helps them integrate into the field of education, which is not just a blend, but the establishment of a new education industry, as well as the redefinition of the organizational, social and relational structure of education, which reflects the development of advanced international courses.

In the initial stage of the main curriculum construction, the main emphasis is to digitize the teaching resources and establish a network of teaching channels, that is, to rearrange the courses with emphasis on teaching. The concept of starting the first level course has evolved to promote the real-time interaction of the first level course, pay attention to the application experience of the user, and change from the “user-centered” learning method to the “user-centered” learning method. With the support of modern information technology, the curriculum aims to provide individualized education to solve the differences between students. Since the beginning of the reform, excellent courses have been established at universities throughout the country, focusing on the development of curriculum resources, technological overlap and education, the creation of a new educational ecology adapted to the development and needs of the country, the building concept focusing more on curriculum design, and in promoting educational media and meeting the actual needs of clients, the model curriculum shows a shift from formal to non-formal education, from coherence to pluralism, from static to dynamic, and the key to the development process is a shift from simple overlap in education and technology to a focus on the innovative role of technology in educational reform, which will contribute to the implementation of curricula and individualized learning, So as to restore the essence of modern education.

6 Conclusion

At present, the application of technology in the field of education is more and more extensive, the primary curriculum is a typical practice of applying technology in the field of education, which provides an innovative way for the reform and development of education. At the same time, education and technology have also been deeply integrated. The ideas and advantages and disadvantages of education and technology are also discussed in academia. The establishment of a first-level course is the foundation and prerequisite for the establishment of a first-level university. The first-level course is characterized by clear objectives, clear direction, solid foundation, forward-looking vision, excellent construction, and is the embodiment of practical results and leadership. In designing the main courses, we must avoid the simplification of technical theory, make full use of the concept of student methods, design and establish the system of “focus on goal” and “focus on problem”, and pay attention to the impact assessment of “output orientation”. Fully implement the concept of building first-class teachers, first-class resources, first-class ideas.

References

Acampora

, et al., A survey on ambient intelligence in health care, In: Proceedings of the IEEE, Institute of Electrical and Electronics Engineers 101(12) (2013), 2470–2494 .

Ballan

, et al., Event detection and recognition for semantic annotation of video, Multimed Tools Appl 51(1) (2010), 279–302.

Chan

, et al., A review of smart homes—present state and future challenges, Comput Methods Programs Biomed 91(1) (2008), 55–81.

Chatterjee

and Leuski

, A novel statistical approach for image and video retrieval and its adaption for active learning. Proceedings of the 23rd ACM international conference on multimedia, ACM, Brisbane 21(5) (2015), 935–938.

Chen

, Hoey

, et al., Sensor-based activity recognition, IEEE Trans Syst Man Cybern Part C (Appl Rev) 15(2) (2012), 1–19.

Chen

and Ananthakrishnan

, ASR error detection in a conversational spoken language translation system, In: IEEE international conference on acoustics. Speech and Signal Processing (ICASSP) 36(7) (2013), 7418–7422 .

Chen

, Nugent

CD.

and Wang

, A knowledge-driven approach to activity recognition in smart homes, IEEE Trans Knowl Data Eng 24(6) (2012), 961–974.

Choe

T.E.

, et al., Semantic video-to-video search using sub-graph grouping and matching, Proc IEEE Int Conf Comput Vis 1 57(6) (2013), 787–794.

Cook

D.J.

and Das

S.K.

, How smart are our environments? An updated look at the state of the art, Pervasive Mobile Comput 3(2) (2007), 53–73.

10.

Luca

De.

, d’Alessandro

, Bonacci

and Giraldi

, Aging populations: the health and quality of life of the elderly, La Clin Terapeut 162(1) (2011), e13.

11.

Filippova

and Hall

, Improved video categorization from text metadata and user comments, In: SIGIR’11roceedings of the 34th international ACM SIGIR conference on research and development in information retrieval 23(8) (2011), 835–842.

12.

Gaüzère

, et al., Semantic web technologies for object tracking and video analytics, In: Lecture notes in comuter science (including subseries lecture notes in artificial intelligence and lecture notes in bioinformatics) 94(7) (2015), 574–585.

13.

Greco

, et al., Abnormal event recognition: a hybrid approach using semantic web, In: Proceedings of the IEEE conference on computer vision and pattern recognition workshops 56(5) (2016), 58–65.

14.

Hentschel

, Blümel

, Sack

, Automatic annotation of scientific video material based on visual concept detection, In: Proceedings of the 13th international conference on knowledge management and knowledge technologies, i-Know’ 13(9) (2013), 1–8 .

15.

Hwang

, Hoey

, Smart home, the next generation: closing the gap between users and technology, In: AAAI fall symosium on gerontechnology, Arlington 39(5) (2012), 14–21 .

16.

Jones

and Shao

, Content-based retrieval of human actions from realistic video databases, Inf Sci 23(6) (2013), 56–65.

17.

Lowthian

J.A.

, et al., The challenges of population ageing: accelerating demand for emergency ambulance services by older patients, 1995–2015, Med J Austr 194(11) (2011), 574–578.

18.

Maratea

, Petrosino

, Manzo

, Generation of description metadata for video files, In: Proceedings of the 14th international conference on computer systems and technologies—CompSysTech’13 6(7) (2013), 262–269.

19.

Matejka

, Grossman

, Fitzmaurice

, Video lens: rapid playback and exploration of large video collections and associated metadata, In: Proceedings of the 27th annual ACM symposium on user interface software and technology, UIST’14, ACM, New York 82(9) (2014), 541–550 .

20.

Mazloom

, et al., Querying for video events by semantic signatures from few examples, In: Proceedings of the 21st ACM international conference on multimedia 68(5) (2013), 609–612.

21.

McCloskey

, Davalos

, Activity detection in the wild using video metadata, In: Pattern recognition (ICPR)58(7) (2012), 3140–3143.

22.

McGinnis

, Moore

, The impact of the aging population on the health workforce in the United States: summary of key findings, In: Cahiers de sociologie et de démograhie 28(6) (2006), 568–573.

23.

Mehla

and Aggarwal

, Automatic speech recognition: a survey, Int J Adv Res Comput Sci Electron Eng 3(1) (2014), 45–53.

24.

Metze

, et al., Beyond audio and video retrieval: topic-oriented multimedia summarization, Int J Multimed Inf Retriev 2(2) (2013), 131–144.

25.

Mihailidis

, et al., The COACH prompting system to assist older adults with dementia through handwashing: an efficacy study, BMC Geriatr 8(5) (2008), 28.

26.

O’Neill

S.A.

, et al., Video reminders as cognitive prosthetics for people with dementia, Ageing Int 36(2) (2010), 267–282.

27.

Panchal

, Merchant

, Patel

, Scene detection and retrieval of video using motion vector and occurrence rate of shot boundaries, In: Nirma University international conference on engineering (NUiCONE) 65(9) (2012), 1–6 .

28.

Papadopoulos

D.P.

, et al., Automatic summarization and annotation of videos with lack of metadata information, Expert Syst Appl 40(14) (2013), 5765–5778.

29.

Patel

B.V.

and Meshram

B.B.

, Content based video retrieval systems, Int J UbiComp 3(2) (2012), 13–30.

30.

Perea-Ortega

J.M.

, et al., Semantic tagging of video ASR transcripts using the web as a source of knowledge, Comput Stand Interfaces 35(5) (2013), 519–528.