A Combined Fuzzy MCDM Framework for Prioritizing the Teaching Quality of Agricultural College Guzheng Classes Across Task Stages

Abstract

This study aims to establish a new framework for evaluating the quality of teaching regarding the integration of Chinese excellent traditional culture into college Guzheng classes. This framework seeks to go beyond the common practice of evaluating general classroom instruction, and evaluates the level of integration, as well as how effective in enhancing learning. Traditionally, evaluation may involve assessing the order of teaching, students' engagement, or performance, but seldom involves the degree to which traditional culture is integrated in the college Guzheng classes teaching process. In order to overcome this limitation, a new approach combining artificial intelligent technology with neutrosophy has been established for a more comprehensive evaluation of the quality of college Guzheng classes teaching involving cultural integration. This framework includes the dimensions of classroom evidence, instrumental teaching guidance, quality of integration, and student inheritance feedback.