Structural Model and Empirical Study of Curriculum Identity

The rapid development of modern educational technology brings opportunities and challenges to education and teaching, and affects the course identity of college students. In this study, 4315 data were collected for 53 colleges and universities, KMO and Bartlett’s sphericity tests were conducted using SPSS26.0, exploratory factor analysis was performed on the scale, and the four metric factors of course content, teacher quality, learning gains, and teaching methods were aggregated using principal component analysis and Kaiser’s normalized optimal oblique intersection method for rotation, and the basic structure of course identity was derived. The validated factor analysis model fit indicators constructed were measured and fit-tested using AMOS 24.0. The model of course identity structure will provide theoretical support for teaching reform and instructional design.