In multivariate and multistep time series prediction research, we often face the problems of insufficient spatial feature extraction and insufficient time-dependent mining of historical series data, which also brings great challenges to multivariate time series analysis and prediction. Inspired by the attention mechanism and residual module, this study proposes a multivariate time series prediction method based on a convolutional-residual gated recurrent hybrid model (CNN-DA-RGRU) with a two-layer attention mechanism to solve the multivariate time series prediction problem in these two stages. Specifically, the convolution module of the proposed model is used to extract the relational features among the sequences, and the two-layer attention mechanism can pay more attention to the relevant variables and give them higher weights to eliminate the irrelevant features, while the residual gated loop module is used to extract the time-varying features of the sequences, in which the residual block is used to achieve the direct connectivity to enhance the expressive power of the model, to solve the gradient explosion and vanishing scenarios, and to facilitate gradient propagation. Experiments were conducted on two public datasets using the proposed model to determine the model hyperparameters, and ablation experiments were conducted to verify the effectiveness of the model; by comparing it with several models, the proposed model was found to achieve good results in multivariate time series-forecasting tasks.

This essay mainly explores some problems existing in China’s education system, that is, there are actually some structural limitations in cultivating students’ creativity and fostering world-class innovators within the Chinese education system. The discussion mainly revolves around the “Qian Xuesen problem”. This question is questioning why China has not produced a scientific pioneer like Einstein. By comparing the educational models of China and the West, and through comparisons in aspects such as classroom interaction, methods of evaluating students, and curriculum design, this paper finds out how the exam-oriented system in China inhibits students’ divergent thinking and its influence on Soviet educational theories and Confucian cultural traditions. This article also conducts a critical study on the philosophical ideas held in contrast to Dewey’s democratic education. According to Sawyer’s recent viewpoint, this article emphasizes that it is crucial to cultivate students’ ability to perceive things and think about problems in new ways. In the higher education stage, the professional structure is relatively rigid, and the individualized cultivation of students is also relatively weak. Such a situation restricts students’ academic freedom and their innovative potential. In recognition that China’s social and economic background will impose constraints on education, some gradual reform measures have been implemented. These include adopting diverse assessment methods, increasing investment in basic education, promoting maker education, and establishing pilot projects for cultivating research-oriented talents. These practical suggestions are aimed at striking a balance between the size of a country and its ambition to cultivate top talents and promote innovation.