Strategies and Case Studies of "Implicit Integration" of Ideological and Political Education in the Matrix Theory Course

DOI: https://doi.org/10.62517/jnse.202617404

Author(s)

Changzhou Dong, Ying Li, Yuping Zhang*

Affiliation(s)

Department of Mathematics and Physics, Hebei GEO University, Shijiazhuang, Hebei, China *Corresponding Author

Abstract

Curriculum-based ideological and political education represents an important approach for higher education to fulfill its fundamental mission of fostering virtue through education. As a core public foundational course for graduate students in science and engineering fields, Matrix Theory features highly abstract concepts, rigorous logical systems, and extensive applications. Nevertheless, existing practices often encounter the challenge of disconnecting ideological and value-oriented education from professional knowledge instruction. Focusing on Matrix Theory education for graduate students in geological disciplines, this study proposes an “implicit integration” strategy for curriculum-based ideological and political education. the proposed strategy advocates embedding value-oriented objectives naturally into the course’s knowledge structure, disciplinary history, and application scenarios, thereby achieving the organic integration of value guidance and intellectual development. Practical implementation shows that anchoring implicit integration in authentic geological problems can effectively bridge the gap between mathematical foundation courses and professional applications, producing an educational effect of “nurturing students through subtle and continuous influence.”

Keywords

Matrix Theory; Curriculum-based Ideological and Political Education; Implicit Integration Strategy; Geological Sciences; Graduate Education

References

[1] Ministry of Education of the People’s Republic of China. Guidelines for the Construction of Curriculum Ideological and Political Education in Higher Education Institutions [Z]. Document No. 3, 2020. [2] Walker D, McLean N. Singular Value Decomposition [M], Linear Algebra for Earth Scientists. Taylor & Francis, 2024. [3] Allmendinger R W, Cardozo N, Fisher D M. Structural Geology Algorithms: Vectors and Tensors [M]. Cambridge: Cambridge University Press, 2012. [4] Wang W., Wei Z. Q., Zou S. X., et al. China University of Geosciences (Beijing). Value Guidance, Problem Tracing, and Digital Intelligence Empowerment: Innovative Practices of Ideological and Political Education in Courses at Geology-oriented Universities [R]. 2025. [5] Meng F. C., Wu K. Y., Zhang L. Q., et al. Exploration and Practice of the Construction of Ideological and Political Education in Field Geological Practice Courses for Geoscience Majors [J]. Chinese Geological Education, 2024(1):128–131. [6] School of Earth Sciences, East China University of Technology. Teaching Case of Ideological and Political Education in the Course of Principles of Seismic Exploration—Guarding the “Green Code of the Soul” [R]. 2025. [7] College of Environmental and Resource Sciences, Zhejiang University. Teaching Case of Curriculum Ideological and Political Education for the Course General Geology [R]. 2025. [8] Shi G. M., School of Geology and Mining Engineering, Xinjiang University. Teaching Innovation Case of “Digital Intelligence Empowerment and Immersive Education” in the Course of Rock Support and Anchoring Engineering [R]. 2025. [9] Guangdong University of Petrochemical Technology. Teaching Case of Curriculum Ideological and Political Education in the Course Linear Algebra: Cramer’s Rule [R]. 2025.