Research on the "Blended" Teaching Model for University Ideological and Political Courses in the Digital Era: A Case Study of the "Outline of Modern and Contemporary Chinese History" Course

With the rapid development of digital technologies, the teaching of university ideological and political theory courses faces challenges such as fragmented content delivery, low student engagement, and unidimensional evaluation methods. This paper, entitled "Research on the 'Blended' Teaching Model for University Ideological and Political Courses in the Digital Era: A Case Study of the 'Outline of Modern and Contemporary Chinese History' Course," draws on Constructivist Learning Theory and the Community of Inquiry framework to design an integrated online-and-offline blended teaching model. Undergraduate students at a comprehensive university were selected as the study population. Using diversified data-collection methods—including learning-platform log analysis, questionnaires, and semi-structured interviews—we compared learning outcomes and student satisfaction before and after implementation. The results demonstrate that the blended teaching model significantly enhances students' mastery of core knowledge, stimulates their intrinsic motivation, and fosters critical thinking skills. At the same time, factors such as instructional coordination, technical support, and the quality of teacher–student interaction emerged as key determinants of the model's effectiveness. Based on these findings, we propose recommendations for optimizing the online resource–delivery mechanism, strengthening guidance during offline discussions, and refining a multi-dimensional evaluation system. These insights aim to inform and support broader reforms of university ideological and political education in the digital age.