The Application of Blended Teaching in the Ideological and Political Reform of the Social Security Curriculum

Abstract

This article critically examines the impact of blended teaching on the ideological and political integration within the Social Security Curriculum. It aims to elucidate the knowledge, skills, and values objectives of blended teaching in the context of Social Security Curriculum, particularly its intersection with ideological and political education. The paper further delves into specific reform elements, encompassing alterations in pedagogical methodologies, realignment of educational goals, amalgamation of instructional resources, pioneering teaching strategies, and refinement of assessment methodologies.