Last week, the dean of the department informed me to prepare for a demonstration class on curriculum ideology according to the schedule this semester, and report the specific schedule to the teaching secretary. I have only one ongoing course of Management Statistics B this semester, and the class is about to end in the sixth week, so I must fix the time as soon as possible. Considering that there are not always ideological and political elements in each class, it is necessary to prepare lessons in advance and make arrangements. It just happened that my course progress has reached Chapter 5 Hypothesis Testing. The content of this chapter can be interspersed with ideological and political elements integrated into the course. So I reorganized the PPT in this chapter and decided to incorporate ideological and political elements in three aspects.

Firstly, combining the teaching content to infiltrate dialectical materialism. Hypothesis testing embodies the idea of materialist dialectics that cannot be absolutized when looking at problems. In the teaching design and teaching process of this chapter, when explaining the P-value theory, it was extended that on March 20, 2019, three scientists published an article titled “Scientists Rise up against Statistical Significance” on the official website of the top international academic journal Nature to be against the abuse of P values. This case tells students that hypothesis testing is a reasonable and important statistical inference method, but this theory tells you the conclusion of the inference on the one hand, and tells you that the test may make mistakes on the other hand. Because there are very few things in the world that can be absolutely affirmed or absolutely denied. If you are demanding a 100% correct conclusion, you may not get anything. Students are educated to look at problems from a connected and developmental point of view, and avoid paranoid thinking.

Secondly, combining cases to strengthen the awareness of integrity that emphasizes quality and reputation. The students taught this semester are majoring in engineering cost. When illustrating hypothesis testing of a single overall mean, we selected application cases closely related to the major. When conducting hypothesis testing and evaluation on the performance index data of some materials commonly used in engineering, such as cement, asphalt, lime, concrete, etc., some real examples of hidden dangers in construction quality due to unqualified raw materials or lax construction control were introduced. Students are educated to make qualified products in their work, pay attention to project quality, and have integrity that emphasizes reputation consciousness.

Finally, combining with daily life cases to make the awareness of product quality be deeply rooted in the hearts of the people. When illustrating hypothesis testing of the comparison of two independent overall means, an application case closely related to daily life was selected to compare the difference in the quality of two brands of cars. Students were deeply aware that product quality is related to the safety of life and property from case analysis and the importance of cultivating product quality awareness is further emphasized.