Cross-regional-space shared interactive class system

Abstract

The invention provides a cross-regional-space shared interactive class system. A plurality of classrooms in different space ranges are added in teaching interaction through an information technology,a general control room controls the interaction order, interaction of dozens of people at most in a traditional class is expanded to hundreds or even thousands of people, teachers in different interaction classes can complete different divisions of labor in the interactive class system according to specialties and hobbies of the teachers and only teach the parts which the teachers are the best atand real-timely share the parts on the interactive class system, and only assist in teaching supervision in the classrooms of the teachers in other time, remote teaching is conducted by other high-quality teachers of the shared interactive class system, communication learning of different teaching methods and modes is achieved, the burden of the teachers is smaller, and the teaching quality is better. The interaction classrooms can be freely combined, and are designed by combining specific teaching practice, the cross-regional-space shared interactive class system is used in multiple scenes, the cross-regional-space shared interactive class system is conveniently matched with modern teaching, and the real high-definition, non-delay, extendable and efficient real-time shared interactive class system is brought.

Description

technical field [0001] The invention relates to an interactive classroom system, in particular to a cross-regional shared interactive classroom system, which belongs to the technical field of Internet smart classrooms. Background technique [0002] The traditional classroom teaching method is mainly based on the class as the unit. Teachers teach individually on the podium, and students receive knowledge passively in the classroom seats. The teachers are generally fixed, and the students who listen to the lectures are generally fixed within the scope of the class. The class process is relatively boring, which reduces the enthusiasm of students to learn, and it is difficult to arouse students' greater interest in active learning. The implementation of interactive teaching is conducive to changing the traditional teaching mode, and realizes that teachers force students to actively participate in what I want. The transformation of learning, interactive teaching helps to return t...

AI Technical Summary

Problems solved by technology

[0002] The traditional classroom teaching method is mainly based on the class as the unit. Teachers teach individually on the podium, and students receive knowledge passively in the classroom seats. The teachers are generally fixed, and the students who listen to the lectures are generally fixed within the scope of the class. The class process is relatively boring, which reduces the enthusiasm of students to learn, and it is difficult to arouse students' greater interest in active learning. The implementation of interactive teaching is conducive to changing the traditional teaching mode, and realizes that teachers force students to actively participate in what I want. The transformation of learning, interactive teaching helps to return the classroom to teachers and students, so that students love the classroom, learn happily, gain knowledge in the joy of interaction, and advocate an educational model that takes students as the main body of interaction and teachers as the leading role in teaching. Need a reliable and easy-to-use interactive teaching classroom system

[0003] In the scope of a class where traditional classroom teaching is completely concentrated, a classroom is taught separately from beginning to end. The workload of teachers is huge. A large number of teachers are repeating the same low-efficiency work. It is difficult to guarantee the quality of teaching. The ability levels of different teachers are different, and the teaching fields and teaching points they are good at are also different. The advantages and specialties of different teachers cannot be brought into play and shared, and the communication and interaction of students are only limited to a small class. Such a traditional classroom Make teachers tired of teaching, students tired of learning, and high-quality teaching resources being wasted

The new shared digital teaching program has changed the original traditional teaching mode, which is conducive to the sharing of high-quality teaching resources and the balance of educational resources in different regions. However, the current recording and broadcasting of high-quality classroom teaching is basically passive playback of classroom teaching videos. It is impossible to realize the interaction between the recording and broadcasting classroom and other participating classrooms, only recording and broadcasting can be performed, teaching video conferencing cannot be carried out, and the sharing and interactive classroom of regional space cannot be completed

[0004] On the whole, the existing technology mainly has the following defects: First, the traditional classroom teaching method is mainly based on the class as the unit, the teacher teaches separately on the podium, and the students receive knowledge passively in the classroom seat, and the lecturer is generally fixed and not Students who listen to lectures and communicate are generally fixed within the scope of a class, and the class process is relatively boring, which reduces the enthusiasm of students in learning, and it is difficult to arouse students' greater interest in active learning. There is an urgent need for an effective and reliable application. Convenient interactive teaching classroom system; second, within the scope of a class where traditional classroom teaching is completely concentrated, a single classroom is used to teach from beginning to end. The workload of teachers is huge, and a large number of teachers are repeating the same low-efficiency work. The quality is difficult to guarantee, and because different teachers have different abilities and specialize in different teaching fields, the advantages and specialties of different teachers cannot be brought into play and shared, and the communication and interaction of students is only limited to a small class. , Such a traditional classroom makes teachers tired of teaching, students tire of learning, and high-quality teaching resources are wasted; third, the existing digital teaching solutions share high-quality teaching resources, but only record and broadcast high-quality classroom teaching, basically passively playing classroom teaching videos , it is impossible to realize the interaction between the recording and broadcasting classroom and other participating classrooms, only recording and broadcasting can be performed, teaching video conferences cannot be carried out, and shared interactive classrooms in regional spaces cannot be completed. The teaching method of this single-playing teaching video is not ideal; the fourth is The existing technology cannot realize the shared interactive classroom across geographical spaces. Due to the unreasonable design of network equipment, it is impossible to realize the interconnection and intercommunication of several classrooms across geographical spaces. Since it is not a special classroom interactive system, it cannot be held in real time like a video conference. High-efficiency interaction is just a kind of monotonous and tedious small-scale interaction within the class, or an interaction like sitting in a huge auditorium without seeing people. It is an inefficient and boring student interaction. Since there is no special teaching sharing system, the advantage of teaching Resources cannot be effectively screened, teaching videos cannot be switched in real time without delay, and the best quality teaching resources cannot be shared in the interactive classroom. Due to unreasonable hardware and software settings, such a classroom interactive system has no effect; fifth is the system The architecture design is unreasonable, the system hardware and software design has poor compatibility and scalability, the hierarchical structure is not clear, and it cannot be combined with specific teaching practice. , basically remain in theory and cannot be applied to the practice of shared interactive classroom teaching

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