Integration of urban-rural planning and human geography for online education under the impact of COVID-19

3.1Integration of theoretical courses

The professional theories of urban and rural planning and human geography have their own characteristics. The professional theoretical courses of urban and rural planning focus on the study of urban development and planning theory, while the professional basic courses of human geography focus on the teaching of basic geographical theories. However, as the comprehensiveness of urban planning research and the applicability of geography disciplines have gradually strengthened, the shortcomings of the two disciplines have become increasingly prominent.

The short board of urban planning is mainly expressed as follows: the existing basic planning courses are more biased towards the development of urban planning theory, art, engineering and other practical capabilities, but they ignore the essential foundation of the urban and rural environment, that is, the natural environment and Basic knowledge of human environment. The short board of human geography is mainly that the basic courses of human geography discontinuation are too extensive, but the basic theoretical courses of practice are relatively lacking.

Therefore, the basic courses of the two disciplines can be adjusted and fused to learn from each other: The specific plan is: urban and rural planning can be appropriately added with geographic basic courses such as geographic information systems, introduction to remote sensing, and cartography. The purpose of this adjustment is to increase the proportion of geography courses in professional basic courses and increase students ’ Theoretical cognition, while, human geography can be added with design theory courses such as Introduction to Architecture and Introduction to Urban Design, which can improve students’ professional knowledge and improve the quality of practical teaching.

3.2Integration of direction courses

Urban and rural planning, as a comprehensive interdisciplinary discipline, has a growing span of professional knowledge and work content. From macro regional planning to micro local design, it runs through many aspects such as society, nature, culture, architecture, environment, etc.

At present, the major courses of urban and rural planning mainly include regional development and planning, urban planning, rural planning and design, community development history and heritage protection planning, urban and rural planning and management, etc. the basic space form of urban and rural areas is adopted in the curriculum, so that students can take different types of space as the object of knowledge and deepen their understanding and understanding of urban planning and design.

However, the division method of the curriculum of human geography is macro. It mainly focuses on the political, economic, cultural and transportation aspects within a certain region, including regional development and urban-rural planning, environmental change and sustainable development, land and resources utilization and information management, resource development and utilization.

It can be seen from the above that although both of them are committed to space research, the scale is quite different and the research focus is different. Urban and rural planning mainly aims at different spatial types for practical design teaching, while the spatial scale of human geography course is mainly divided by spatial phenomena rather than specific spatial types, which is not conducive to the development of spatial practical teaching.

Therefore, on the basis of the existing macro spatial phenomena, human geography can be combined with specific spatial types to carry out practical teaching design, so as to better integrate with social applications; Similarly, in the direction of course setting, urban and rural planning can be integrated with the curriculum theory of geospatial phenomena in the specific space design practice, so that the basic development law of urban and rural space can be recognized from multiple dimensions, perspectives and levels.

3.3Integration of skill courses

Urban and rural planning is a practical major. We should not only learn the professional skills required by the course, but also learn the computer drawing technology including CAD, Photoshop, etc. In addition, in view of the era of big data, the amount of spatial data required for urban and rural spatial planning is increasing. At the same time, the mixed complexity of different data types is also increasing. Therefore, in urban and rural planning, we need to learn from the new achievements of modern geographic information technology such as satellite remote sensing and geographic information system. In particular, geographic information system (GIS), as a centralized digital platform of multiple data, has powerful spatial data function and topological structure method, which is a necessary skill course.

In the field of geography research, the rich and far research methods of geography itself are also the key contents of the teaching of human geography. In addition to space science and positivism as the main paradigm of geography research, quantitative analysis methods such as behavior matrix, principal component analysis, factor analysis and regression analysis can also be applied in the research of geography science.

It can be seen from this that urban and rural planning and human geography majors can learn from each other in terms of skill curriculum, that is, the design methods of art design, architectural design and planning design of urban and rural planning can be combined with GIS design and application of geography, GPS principle and application, real estate evaluation, quantitative geography, human geography methods and other application courses.

In a word, it can effectively promote the scientific development of urban and rural planning by using diversified geographical methodology to guide the spatial practice of urban and rural planning. At the same time, this kind of integration is also conducive to enhancing the comprehensive thinking ability of students, so as to strengthen the understanding of the geographical spatial pattern, process and change, and apply it to the planning practice process.

4.1Data processing algorithm

In order to better solve the above specific problems. From the perspective of multi-dimensional information and knowledge network, this paper recommends an online education system resource method. This method can sort the resources according to the resource unit, distinguish the hot resources and non-hot resources, improve the user experience, and reduce the construction and operation and maintenance costs of online learning system. It includes the following algorithm (As shown in Fig. 2):

Fig. 2

Algorithm model diagram.

4.2Connotation and types of network teaching

Network teaching is to make use of the hardware environment such as computer and broadband network.

At present, the main means of network teaching are: video broadcasting, web teaching materials, video conference, multimedia courseware, BBS forum, chat room, e-mail, etc. network teaching breaks the traditional limitation of time and space, which creates convenient conditions for teachers and students to interact across time and space, and is very suitable for on-the-job learning.· in some teaching institutions, network teaching is the main means. Before the Ministry of Education issued the notice of “using the network platform and closing classes without stopping school”, the teaching mode of each university was mainly face-to-face classroom teaching between teachers and students. The network teaching was only used as an auxiliary means, and its related MOOC was studied as the course construction, which accounted for a small proportion in the whole teaching process. This emergency large-scale use of online teaching network, on the one hand, shows the great advantages of online teaching, but on the other hand also exposed the need for further improvement and improvement of online teaching.

4.3Network teaching practice

Since the Ministry of Education issued the “use of network platform, no suspension of classes”, a leading group for undergraduate teaching during the epidemic prevention and control period has been established to actively prepare for the “no suspension of classes”, and organize the implementation of the second semester of 2019–2020 academic year (spring summer period) undergraduate teaching program in accordance with the original training program and teaching plan. According to statistics, the overall situation of teaching development and practice in the first week is as follows: there are 2648 courses to be opened, 2614 courses to be opened, and the actual opening rate is 98.7%. There are 2434 online teachers, 157129 online students and 97% of students. The use of online teaching platforms is shown in Table 1, the use of live broadcast tools in the course of teaching is shown in Table 2, and the statistics of online teaching data is shown in Table 3.

Table 1 shows the proportion of online teaching platforms. The data shows that Chao-xing Fanya, China University MOOC and Yuclassroom are in the top three. They are mainly used online teaching platforms and recommended teaching platforms in the early stage of the University. The number of users is large, accounting for 72.01% of the total teaching platform.

Table 2 shows the usage of live broadcast tools. It can be seen from the chart that Tencent’s QQ group live broadcast, Tencent classroom and Tencent conference are most used. Teachers have good feedback on the platform, which is mainly due to its powerful network function. During the use of this function, there are few cases of stuttering and server crash.

Table 3 shows that although the teaching method has been transferred from conventional classroom teaching to online teaching, the opening rate of the given teaching tasks is still very high, all of which are over 98%. The attendance rate of students has also reached over 97%. The reason why the teacher’s opening rate does not reach 100% is that the environment of individual teachers is not allowed or the nature of courses is not suitable for online teaching. The reason why the students’ attendance rate is not 100% is also because of the limited network environment and hardware conditions of individual students. The above data reflect the teaching situation of the whole school, but not the specific teaching situation. In order to study the practical situation of online teaching, this paper makes statistics and analysis of online teaching in our college.

Table 4 shows that, the opening rate of 100% for 5 consecutive days shows that the theoretical courses of the College of building equipment science and engineering are taught online. The slight fluctuation of online class arrival rate is caused by the course setting and the network environment and hardware conditions of individual students. The average time of each course exceeds the normal time of classroom teaching, which to a certain extent reflects the teachers’ high enthusiasm for entering the online classroom and the better interaction between teachers and students. For the teaching methods adopted by teachers, statistics show that Tencent classroom is the only single way, and most of the courses use more than two ways. Therefore, the reliability of the two teaching methods is more guaranteed. According to the feedback of the teachers, there are two ways in the actual online teaching: one is that when a platform or software network and server fail, the other is used as a backup; the other is that the two ways can complement each other and the teaching effect is better.

The sudden attack of new coronavirus has seriously affected the normal teaching order. In order to implement the training program normally, the network teaching platform is widely used. For the large-scale development of network teaching, some research also mentioned the relevant disadvantages.

Although network teaching is convenient and time-saving. But its shortcomings cannot be ignored: for example, the teaching is not comprehensive, and there is a lack of communication between teachers and students in the process of teaching. In the aspect of design, network teaching still lacks complete and effective network construction scheme. The resources of online learning are not rich and diverse, and the construction of resource base needs to be developed and improved. In the process of network teaching, there is no necessary way of online communication; the network teaching mode of network teaching innovation needs to be improved. The network teaching lacks the objective condition of characteristic school running. Internet lacks emotional communication and may harm mental health. In the process of operation, there are hidden dangers in business, which are easy to cause curriculum interruption; students may not be able to adapt to the high-quality requirements of online lectures. The education function of network teaching is narrow, the environment is not perfect, and the information literacy of teachers is not very high. We need to focus on the above problems and improve the measures as follows:

All schools should actively respond to the “use of network platform, non-stop classes” and actively carry out network teaching. However, at present, the quality of network teaching in Colleges and universities has not been tested and revised, and it is difficult to achieve in the short term. How to ensure the substantial equivalence between online teaching and offline classroom teaching needs further study. It is suggested that the teachers should increase the proportion of online test in the early stage of online class to strengthen and consolidate the knowledge.

Use sentence case in the title and headings. The data shows that the rate of students’ online teaching to class is very high. However, for the management of online teaching, the supervision of students’ learning state needs to be strengthened. On the one hand, some online courses have a large number of students, some have more than more than 100 students in the classroom, or even three or four hundred students in individual courses, which has brought challenges to the teaching teachers to control the classroom order. On the other hand, there is a big difference between students’ self-conscious listening and learning at the other end of the network and classroom listening. In addition to normal classroom check-in, it is suggested that teachers optimize teaching materials to attract students in a better teaching state. Meanwhile, it is suggested that students can improve their understanding and conduct online classroom learning with a higher enthusiasm and initiative.

Although before the network teaching, the school invited platform technicians to conduct skills training for teachers, but many teachers reflected that in the teaching process, due to the problems of network speed limitation, server crash and so on, they often had to change the teaching method, even use 3-4 kinds of software at the same time, which to a certain extent affected the teaching effect. It is suggested to improve the network environment and increase the server capacity.

5.1Technical characteristics

The online education system resource recommendation method based on multi-dimensional information and knowledge network is characterized by the following:

5.2System design and Implementation

Interactive information is stored in the interactive community, question answering, teaching evaluation and resource evaluation of online platform, and there are many versions of online teaching platform. According to the design principle of simplification, this research adopts two ways to extract the interactive information: one is to use the customized web crawler to grab the text data of the information page, after removing the irrelevant characters and HTML control characters, to organize and form the standard text; the other is to read the text information directly from the database table. After extracting the text information, the system is further divided into smaller sentence units. At the same time, according to the situation of real words and named entities, it filters out irrelevant function word information or text information with no actual meaning. All processed information retention time, sender ID, object ID, keyword or subject text ID, emotional value are saved in the form of numerical quintuple. Because the five tuples are all data type, the storage space of the original information is greatly compressed. In the actual test, the system reads more than 180000 interactive text data in the online learning system, and the final formed five tuple data can achieve nearly 99.6% compression of the original data. From this point of view, it can fully meet the efficiency requirements of interactive information big data mining. For topic information extraction, this study chooses unsupervised extraction method to improve efficiency. In the design of specific topic mining algorithm, the optimized clustering method based on multiple phrases and data flow is adopted [6]. The theme emotion extraction mainly adopts unsupervised learning method, which divides the emotion tendency of the text into three types: positive emotion, negative emotion or neutral emotion.

Considering the diverse needs of query, the system designed a single ID number or combination ID number query function based on interactive theme, and also designed a single course and multiple courses combination query function based on courses. In order to meet the needs of embedding other network teaching platform applications, the system also designed a flexible calling mode with link and ID number to realize the real-time calling of analysis results page and auxiliary learning page.

Visual design is composed of three parts: theme mining analysis, social relationship mining analysis and interaction behavior mining analysis.