TITLE:
Knowledge Graph-Driven Blended Teaching Reform of the “Understanding Contemporary China” Course Group: A “Dual Integration, Triple Linkage” Model
AUTHORS:
Yu Ji, Liwen Zhang
KEYWORDS:
Knowledge Graph, Understanding Contemporary China, Course Group, Dual Integration, Triple Linkage, Blended Teaching, Teaching Reform, Curriculum Ideology and Politics
JOURNAL NAME:
Open Access Library Journal,
Vol.13 No.10,
October
22,
2026
ABSTRACT: Under the background of educational digital transformation and curriculum ideological and political construction, the “Understanding Contemporary China” course group faces problems such as fragmented knowledge, insufficient integration of value guidance with language teaching, and weak linkage in blended teaching. This paper takes knowledge graph as the technical support and constructs a “Dual Integration, Triple Linkage” blended teaching model for the course group. Through ontology design, entity-relationship extraction, and knowledge graph construction, the structured organization and intelligent recommendation of course content are realized. “Dual Integration” achieves the deep integration of value shaping with knowledge imparting, and language ability with content learning. “Triple Linkage” realizes the collaborative linkage of pre-class, in-class and after-class; teacher, student and intelligent platform; and curriculum, resources and evaluation. Teaching practice shows that this model can effectively improve students’ learning participation, knowledge construction ability and value identification. This research can provide a reference for blended teaching reform of foreign language course groups.