Mobile experiment teaching management platform based on remote experiment

Abstract

The invention discloses a mobile experiment teaching management platform based on a remote experiment, relating to a mobile experiment teaching management platform and belonging to the teaching field. The mobile experiment teaching management platform based on the remote experiment comprises a mobile control terminal APP, a server, a database, a camera and bottom-layer experiment equipment which form a complete closed loop. The invention further discloses an experiment method for the mobile experiment teaching management platform based on the remote experiment. According to the mobile experiment teaching management platform utilizing a mobile terminal as a control terminal based on the remote experiment, the remote experiment control of the bottom-layer experiment equipment can be realized according to experiment purposes and experiment requirements so as to finish the remote experiment. The mobile experiment teaching management platform can be used for carrying out the experiment any time anywhere, so that the mobile experiment teaching management platform has the advantages that the time utilization ratios of experiment operators and teachers are increased, the utilization efficiency of experiment facilities is improved, the labor cost is saved, and the like.

Description

technical field [0001] The invention relates to a mobile experiment teaching management platform, in particular to a remote experiment-based mobile experiment teaching management platform, which is suitable for experiment teaching and belongs to the teaching field. Background technique [0002] With the rapid development of science and technology, the requirements for school information construction are getting higher and higher. With the development of science and technology and the country's requirements for the cultivation of scientific and technological innovation talents, the digital laboratory came into being on the campus. The construction of a digital campus involves many aspects such as digital classrooms, digital offices, digital libraries, and digital experimental teaching. Compared with traditional experimental teaching, digital experimental teaching has the characteristics of openness, humanization, and process, which provides many conveniences for our experime...

AI Technical Summary

Problems solved by technology

[0004] (1) Venue restrictions

The real experiment requires teachers and students to go to the designated laboratory to complete the experiment, and the experimental operator capacity is low, resulting in low efficiency;

[0005] (2) Time limit

In order to maintain the safety of equipment and take into account the working hours of teachers, the laboratory cannot be opened to the public at any time

This makes it impossible for students to conduct experiments at any time

At the same time, concentrating the experiment time on teachers' working hours also caused problems such as shortage of experimental equipment resources during this time period;

[0006] (3) Since most of the experimental equipment is purchased for a certain chapter of a certain course, and before the chapter is studied, the experimental equipment is completely idle. After the chapter is studied, the students concentrate on carrying out a large number of experiments. The supply of the experimental equipment is in short supply

This unreasonable arrangement of resources has resulted in a very low utilization rate of experimental equipment;

[0007] (4) Traditional laboratories cannot make full use of the experimental operator's fragmented time

[0008] (5) Need to invest a lot of money

The equipment required for experiments is often expensive, and many universities lack teaching and experiment equipment in this area. In addition, many teaching practices now require the use of computers, and generally speaking, computers will be eliminated after about 4 years of use. Part of it is used to purchase computers, leaving only a small amount of funds for general engineering laboratory construction, which leads to the fact that although experimental operators have learned a lot of new technologies, they have few opportunities to improve their practical skills; currently The mobile phone can completely replace the simple PC function, and it is borne by the experiment operator himself, without taking up the investment of the school

[0009] (6) The type of experiment is relatively simple

In the virtual experiment, students are only faced with the animation simulation equipment in the computer, and it is difficult to meet the requirements

The sense of immersion has a huge impact on the learning gains of the experimental operators, and it is difficult to leave a personal experience for the students in an environment with a poor sense of immersion

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