Teaching quality continuous improvement system and method

Abstract

The invention provides a teaching quality continuous improvement system and method, and belongs to the technical field of data driving, and the system comprises a teaching data access module which is used for achieving the breaking of a data island, and achieving the unified integration of multi-source heterogeneous data; the data development treatment module is used for constructing a data warehouse, constructing a comprehensive, scientific and systematic teaching evaluation system and comprehensively evaluating the teaching effect; the teaching data sharing module is used for supporting unified management and publishing of data services; the teaching replay evaluation module is used for identifying problems and improvement points through a four-force model; and the enabling teaching improvement module formulates targeted improvement measures and continuously optimizes teaching strategies. According to the invention, the learning output is intelligently and repeatedly evaluated through a four-force model, the teaching quality is enabled to be continuously improved, and the learning efficiency and effect are improved; by correctly understanding and applying data, it can be ensured that teaching reform proceeds along a correct track, and a practical and effective method is adopted to systematically plan courses and execute teaching management.

Description

Technical Field

[0001] The present invention mainly relates to the field of data-driven technology, and in particular to a system and method for continuously improving teaching quality. Background Art

[0002] Digital drive is the key to breaking the bottleneck of teaching reform and development. It has become an important means and effective way to accelerate the development of education modernization 2.0, enriching teaching course design, teaching implementation path and teaching effect evaluation feedback in a data-intelligent way. At present, the relevant departments of campus informatization have accumulated a huge amount of data, including teacher data, scientific research data, student data, teaching data, attendance data and student employment data, etc. However, how to effectively use these data resources to continuously improve teaching quality is still a huge challenge. The current common problems in the teaching reform of colleges and universities, such as data islands, only result evaluation dimensions, and inaccurate grasp of key factors in teaching reform, have seriously hindered the further development of digital campus teaching improvement and construction, mainly manifested in:

[0003] (1) Data island problem. School management involves multiple departments, which are independent of each other and have independent data. This makes it impossible to integrate, share and circulate data across departments, and there is also a problem of duplication of construction, resulting in a waste of resources.

[0004] (2) Only the result evaluation dimension. The existing teaching quality evaluation mainly starts from the analysis of academic data. However, only academic data cannot fully judge the students' learning situation; only the result evaluation analysis cannot help teachers effectively diagnose the problems and reasons behind the teaching data.

[0005] (3) The key factors of teaching reform are not accurately grasped. Teaching reform faces many challenges. The use of data is limited to being an analytical tool, and the failure to grasp the key factors leads to poor reform results. Summary of the invention

[0006] The present invention mainly provides a system and method for continuously improving teaching quality to solve the technical problems raised in the above background technology.

[0007] The technical solution adopted by the present invention to solve the above technical problems is:

[0008] A system for continuous improvement of teaching quality, including:

[0009] Teaching data access module, used to connect digital campus hardware equipment and subsystems, break data silos, and integrate, organize and store multi-source heterogeneous data into a big data resource pool;

[0010] The data development and governance module is used to build a data warehouse to solve the problems of consistency of indicator data calculation, data quality, standard specifications, and data security management in the process of teaching data development and analysis. It forms teacher themes, student themes, course themes, classroom themes, and corresponding labels and indicator dimensions, and builds a comprehensive, scientific, and systematic teaching evaluation system to comprehensively evaluate teaching effectiveness.

[0011] Teaching data sharing module, which is used to share data with educators, researchers and policy makers. It also provides data interfaces for various campus applications or developers through data integration, organization, analysis and association. The module supports unified management and release of data services.

[0012] The teaching review and evaluation module is used to identify problems and improvement points through the four-force model, and to find deficiencies in teaching by collecting student feedback, observing classroom interactions and evaluating teaching outcomes;

[0013] Empowering the teaching improvement module, through the teaching review and evaluation module, it can accurately identify problems and improvement points, so as to formulate targeted improvement measures and continuously optimize teaching strategies. At the same time, it can also adjust the teaching plan according to students' feedback to achieve better connection between teaching and students' needs.

[0014] Furthermore, in the present invention, the digital campus hardware devices and subsystems connected to the teaching data access module include camera monitoring equipment in multimedia classrooms and scientific research management systems, attendance systems, one-card systems, internship management systems, Boss learning platform, and teaching affairs management systems that have been put into use.

[0015] Furthermore, in the present invention, the data development governance module needs to perform data governance on data standards, data security, metadata, data quality, master data, data lineage, asset maps, and asset dashboards.

[0016] Furthermore, in the present invention, the teaching data sharing module can quickly generate service APIs and restful APIs, including hosting of data services, covering all life cycle stages of data services such as design, development, testing, publishing, calling, searching, operation and maintenance monitoring, and security management.

[0017] Furthermore, in the present invention, the four forces in the four-force model in the teaching review and evaluation module are: observation, insight, prediction and decision-making.

[0018] Furthermore, in the present invention, the empowered teaching improvement module includes adjusting teaching content, improving teaching methods, introducing new teaching technologies or enhancing classroom interaction.

[0019] Furthermore, in the present invention, any of the above-mentioned teaching quality continuous improvement systems comprises the following steps:

[0020] Step 1: Data access: connect data and break down data silos;

[0021] Step 2: Development governance: connect business processes, unify data standards and specifications, and ensure data quality and security compliance;

[0022] Step 3: Data Sharing: Data assetization and service-oriented to achieve end-to-end data sharing across the entire domain;

[0023] Step 4: Review and evaluation: Summarize teaching experience and lessons based on the four-force model, identify problems and areas for improvement;

[0024] Step 5: Empower improvement: Develop targeted improvement measures, continuously optimize teaching objectives, content, and models, and improve teaching effectiveness.

[0025] Furthermore, in the present invention, the method for continuous improvement of teaching quality includes four perspective dimensions: high-dimensional perspective, deep perspective, past perspective and future perspective. The high-dimensional perspective defines learning output, the deep perspective realizes learning output, the past perspective evaluates learning output based on the observation and insight modules of the four-force model to identify gaps, problems and improvement points, the future perspective predicts trends, and the decision-making module reviews lessons learned and gives current decisions, indicating the direction and measures for teaching improvement.

[0026] Compared with the prior art, the present invention has the following beneficial effects:

[0027] The present invention proposes a system and method for continuous improvement of teaching quality. The starting point and underlying logic of the method are student-centered, learning output-oriented, and continuously improved, and continuous positive feedback of student learning output is used as the evaluation criterion. On the basis of data access, the entire process from end to end integrates processes and data, and the four-force model is used to intelligently review and evaluate learning output, enabling continuous improvement of teaching quality, and using the certainty of the method to cope with the uncertainty of course objectives, teaching content, teaching models, and teaching resources, helping students to better remember, understand, and apply knowledge, and improve learning efficiency and effectiveness; by correctly understanding and applying data, it can ensure that teaching reform moves along the right track, and adopt practical and effective methods to systematically plan courses and implement teaching management.

[0028] The present invention will be explained in detail below with reference to the accompanying drawings and specific embodiments. BRIEF DESCRIPTION OF THE DRAWINGS

[0029] Figure 1 This is a technical architecture diagram of the method for continuous improvement of teaching quality of the present invention;

[0030] Figure 2It is the overall idea diagram of the method for continuous improvement of teaching quality of the present invention;

[0031] Figure 3 The business flow chart of the method for continuous improvement of teaching quality of the present invention;

[0032] Figure 4 A perspective diagram for continuous improvement of teaching quality of the present invention;

[0033] Figure 5 A flow chart of the method for continuous improvement of teaching quality of the present invention;

[0034] Figure 6 It is a module diagram of the four-force model of the present invention;

[0035] Figure 7 This is a flow chart of the review evaluation module of the present invention. DETAILED DESCRIPTION

[0036] To facilitate understanding of the present invention, the present invention will be described more comprehensively below with reference to the relevant drawings. Several embodiments of the present invention are given in the drawings, but the present invention can be implemented in different forms and is not limited to the embodiments described in the text. On the contrary, these embodiments are provided to make the content disclosed in the present invention more thorough and comprehensive.

[0037] It should be noted that when an element is referred to as being "fixed on" another element, it may be directly on the other element or there may be a central element. When an element is considered to be "connected to" another element, it may be directly connected to the other element or there may be a central element at the same time. The terms "vertical", "horizontal", "left", "right" and similar expressions used in this article are for illustrative purposes only.

[0038] Unless otherwise defined, all technical and scientific terms used herein have the same meaning as commonly understood by technicians in the technical field to which the present invention belongs. The terms used in the specification of the present invention are only for the purpose of describing specific embodiments and are not intended to limit the present invention. The term "and / or" used herein includes any and all combinations of one or more related listed items.

[0039] For examples, please refer to the attached Figure 1-7 , a system for continuous improvement of teaching quality, including:

[0040] Teaching data access module, used to connect digital campus hardware equipment and subsystems, break data silos, and integrate, organize and store multi-source heterogeneous data into a big data resource pool;

[0041] The data development and governance module is used to build a data warehouse to solve the problems of consistency of indicator data calculation, data quality, standard specifications, and data security management in the process of teaching data development and analysis. It forms teacher themes, student themes, course themes, classroom themes, and corresponding labels and indicator dimensions, and builds a comprehensive, scientific, and systematic teaching evaluation system to comprehensively evaluate teaching effectiveness.

[0042] Teaching data sharing module, which is used to share data with educators, researchers and policy makers. It also provides data interfaces for various campus applications or developers through data integration, organization, analysis and association. The module supports unified management and release of data services.

[0043] The teaching review and evaluation module is used to identify problems and improvement points through the four-force model, and to find deficiencies in teaching by collecting student feedback, observing classroom interactions and evaluating teaching outcomes;

[0044] Empowering the teaching improvement module, through the teaching review and evaluation module, it can accurately identify problems and improvement points, so as to formulate targeted improvement measures and continuously optimize teaching strategies. At the same time, it can also adjust the teaching plan according to students' feedback to achieve better connection between teaching and students' needs.

[0045] Furthermore, the digital campus hardware devices and subsystems connected to the teaching data access module include the camera monitoring equipment of the multimedia classroom and the scientific research management system, attendance system, one-card system, internship management system, Bosi learning platform, and teaching management system that have been put into use;

[0046] It should be noted that in this embodiment, in the process of teaching improvement, data access is the basis of the digital transformation of education; digital education first needs to achieve interconnection and interoperability at the basic level and connect internal and external data.

[0047] Furthermore, the data development governance module needs to perform data governance on data standards, data security, metadata, data quality, master data, data lineage, asset maps, and asset dashboards;

[0048] It should be noted that in this embodiment, data fusion and cleaning refers to integrating multi-source and multi-modal data into a unified data view, and discovering and repairing possible errors in the data (such as data inconsistency, missing values, etc.), so as to improve the overall quality of the data and better release the value of the data. In teaching management, the quality and effectiveness of data are indispensable elements in the decision-making process. In various stages such as the generation, integration, storage, analysis and sharing of teaching data, a large amount of low-quality data may be generated due to improper management and the lack of data governance mechanisms. The existence of these data not only fails to provide valuable insights for teaching improvements, but may become a potential risk leading to wrong decisions; therefore, identifying and eliminating these low-quality data is crucial to ensuring the accuracy and effectiveness of data-driven decisions.

[0049] Furthermore, the teaching data sharing module can quickly generate service APIs and restful APIs, including hosting of data services, covering all life cycle stages of data services such as design, development, testing, publishing, calling, searching, operation and maintenance monitoring, and security management;

[0050] It should be noted that in this embodiment, under the premise of ensuring data privacy and security, the data collected during the teaching process is transformed into a unified and orderly clean data asset after data development and governance; the sharing of teaching data helps promote educational innovation, improve teaching quality, and reveal problems and improvement points in teaching through in-depth data analysis. The shared data can include student test scores, classroom interactions, homework and project submissions, etc.

[0051] For details, please refer to the attached Figure 6 ,The four forces in the four-force model in the teaching review and evaluation module are: observation, insight, prediction and decision-making;

[0052] It should be noted that in this embodiment, observation is the basis of the continuous improvement method of teaching quality. By collecting classroom performance, homework completion and test data, a basic display of the current status, existing problems and other states is formed through data analysis and comparison, and the gap between the current status and the target is analyzed and found; insight is the ability to conduct in-depth analysis of students' learning situation based on observation. Based on data tracing analysis and correlation analysis, timely discover and identify students' learning difficulties, knowledge blind spots and ability deficiencies; predictive power refers to the ability of teachers to predict their possible future learning output trends through induction and deduction based on students' learning history and current performance; decision-making power is the ability to transform the results of observation, insight and predictive power into decision-making ability to guide actual teaching improvement actions, based on the growth thinking method KISS review method to identify problems and improvement points, mainly including four links: Keep (maintain advantages), Improve (improve deficiencies), Start (try new methods) and Stop (stop ineffective practices in time). Through Keep, consolidate existing achievements and continue to play; Improve finds shortcomings and improvement points, iterates and optimizes; Start tries new methods and broadens horizons; Stop needs to stop losses in time to avoid repeating the same mistakes.

[0053] Learning output is a process of continuous improvement. Teachers and education administrators need to clearly identify the unreasonable and inefficient problems in teaching design and implementation based on observation, insight results and predicted trends, and reasonably design more targeted definitions of learning outputs, implement learning output intervention measures, guide students to overcome learning obstacles, and promote better learning outcomes for students. The output results are as follows:

[0054] {"course":"Principles of Big Data Technology","date":"2024-07-11","KISS_Review":{

[0055] "Keep":{"description":"Keep elements","items":["Depth and breadth of course content","Combination of practical projects and theoretical teaching","Interactive learning environment"]},

[0056] "Improve":{"description":"Areas for improvement","items":["Frequency of updating of course materials","Diversity of case studies","Modernity of technical tools"]},

[0057] "Start":{"description":"What should be done","items":["Introduce more lectures by industry experts","Increase online discussions and Q&A sessions","Provide more career development guidance"]},

[0058] "Stop":{"description":"What you should stop doing","items":["Stop using outdated teaching methods","Reduce theoretical explanation time and increase practical operation","Stop ignoring student feedback"]}},

[0059] "feedback":{"student":{"positive":"Positive student feedback","constructive":"Constructive suggestions"},"instructor":{"observations":"Instructor's observations","recommendations":"Instructor's suggestions"},"metrics":{"student_engagement":{"average":"Average student engagement","peak":"Peak engagement"},"course_completion":{"rate":"Course completion rate"},"knowledge_retention":"average":"Average knowledge retention test score"}}}.

[0060] The teaching review and evaluation module is used to evaluate the improvement module to summarize lessons learned, identify deficiencies, and timely adjust teaching improvement strategies and measures; for example, teachers can identify students' difficulties or interests in understanding through their homework scores, class participation, and feedback questionnaires. Teaching review and evaluation can help understand students' learning interests, strengths, and weaknesses, clarify the goals of teaching reform, and thus formulate teaching goals, teaching content, and teaching models that are in line with the actual situation to avoid detours. Learning should not be a simple collection of scattered fragments, but requires the construction of a complete knowledge system.

[0061] For details, please refer to the attached Figure 7 ,The empowered teaching improvement module includes adjusting teaching content, improving teaching methods, introducing new teaching technologies or enhancing classroom interaction;

[0062] It should be noted that in this embodiment, problems and improvement points are accurately identified, so as to formulate targeted improvement measures, continuously optimize teaching strategies, and also adjust teaching plans according to students' feedback to achieve better connection between teaching and students' needs. These measures may include adjusting teaching content, improving teaching methods, introducing new teaching techniques, or enhancing classroom interaction. For example, if it is found that students generally have difficulty understanding a certain concept, teachers can use more example teaching or group discussions to help students understand it in depth. In addition, teachers can also use multimedia tools and online resources to enrich teaching content and increase students' interest in learning. Through continuous teaching evaluation and teaching improvement process, continuous improvement and improvement of teaching quality can be achieved.

[0063] For details, please refer to the attached Figure 5 Any of the above-mentioned teaching quality continuous improvement systems includes the following steps:

[0064] Step 1: Data access: connect data and break down data silos;

[0065] Step 2: Development governance: connect business processes, unify data standards and specifications, and ensure data quality and security compliance;

[0066] Step 3: Data Sharing: Data assetization and service-oriented to achieve end-to-end data sharing across the entire domain;

[0067] Step 4: Review and evaluation: Summarize teaching experience and lessons based on the four-force model, identify problems and areas for improvement;

[0068] Step 5: Empower improvement: Develop targeted improvement measures, continuously optimize teaching objectives, content, and models, and improve teaching effectiveness.

[0069] For details, please refer to the attached Figure 4 The method of continuous improvement of teaching quality includes four perspective dimensions: high-dimensional perspective, deep perspective, past perspective and future perspective. The high-dimensional perspective defines learning output, the deep perspective realizes learning output, the past perspective evaluates learning output based on the observation and insight modules of the four-force model to identify gaps, problems and improvement points, the future perspective predicts trends, and the decision-making module reviews lessons learned and gives current decisions, indicating the direction and measures for teaching improvement.

[0070] For details, please refer to the attached Figure 2 The value of teaching improvement methods is based on improving the quality and efficiency of students' learning output. Quality improvement includes optimizing teaching content, methods and evaluation systems to ensure that teaching activities can meet students' needs and promote their all-round development. Efficiency improvement is achieved by improving teaching processes and methods, reducing unnecessary teaching links, optimizing resource allocation, and adopting more efficient teaching technologies to improve teaching efficiency and effectiveness.

[0071] The method includes two major dimensions: technology and business. The focus of the technical dimension is data governance. Through unified standards and specifications, entity identification and association, data can be connected to break data silos. The purpose of governance is to ensure data quality, enhance data value, and promote data sharing and integration. Data and processes can be connected through the digital intelligence middle platform. Connecting data means eliminating information silos and integrating business processes end-to-end, and effectively integrating and analyzing various types of data generated in the teaching process (such as stage tests, homework tasks, course feedback, etc.). Ensure that all relevant parties can access and utilize these data to improve the efficiency and effectiveness of decision-making; the focus of the business dimension is on the construction of teaching improvement scenarios, opening up the teaching improvement business process, and realizing the full process of learning output definition, learning output realization and learning output evaluation based on the four-force model. The model includes four modules: observation, insight, prediction and decision-making. It accurately identifies teaching problems and improvement points, so as to formulate targeted improvement measures and systems to ensure positive feedback on teaching improvement. These measures may include course teaching goal design, improvement of teaching content and teaching mode, improvement of evaluation methods, etc., to improve the teaching improvement effect, transform data into data productivity, and realize the transformation of teaching data elements from data space to decision space. Data is no longer a static record, but a specific decision-making guide. Through this transformation, the continuous improvement of teaching quality can be ultimately achieved.

[0072] For details, please refer to the attached Figure 1 , through comprehensive analysis of multi-dimensional data of students, teachers, courses and classrooms, a comprehensive teaching quality evaluation and continuous improvement method is constructed. This method can not only evaluate teaching effectiveness, but also guide teaching practice to make it more in line with students' actual needs and promote learning output effects. Following the design principles of microservice architecture and containerized infrastructure, it includes data access layer, data development and governance layer, data sharing layer and application intelligence layer. Among them, the bottom layer of the method is data access, which aggregates and integrates multi-source heterogeneous data, connects, integrates and integrates data from various business departments of campus management; the data development and governance layer unifies data standards, clarifies data relationships, improves data quality, and builds a unified, orderly and efficient hierarchical data warehouse; the data sharing layer provides a unified and orderly clean data asset service; the application intelligence layer uses the four-force model to identify problems and improvement points, and timely adjusts the teaching improvement strategy. Based on the problems and improvement points identified by the review evaluation module, targeted improvement measures are formulated to continuously optimize the teaching strategy and improve the teaching effect. Ensure data security and maximize the value of data.

[0073] For details, please refer to the attached Figure 4, collect information through observation, analyze problems through insight, plan for the future through prediction, and improve teaching measures and systems through decision-making to identify problems and improvement points, forming a closed-loop continuous teaching improvement process. These four abilities are interdependent and mutually reinforcing, and jointly promote the continuous improvement of teaching quality. Among them, observation is the basis of the continuous improvement method of teaching quality. By collecting classroom performance, homework completion, and test and examination data analysis, find the gap with the goal and identify students' performance in the learning process; insight is the ability to conduct in-depth analysis of students' learning situation based on observation. Teachers and educational managers need to identify students' learning difficulties, knowledge blind spots, and ability deficiencies based on the observed information, so as to provide students with targeted guidance and help; prediction refers to the ability of teachers to predict the possible future learning output trends of students based on their learning history and current performance. This ability helps teachers and educational managers plan teaching strategies in advance, adjust teaching content and methods, and meet students' future development needs. Decision-making ability is to transform the results of observation, insight, and prediction into measures and systems for improving teaching actions. Teachers and educational administrators need to design more reasonable teaching objectives, teaching content, teaching methods, and teaching models based on the results of decision review, guide students to overcome learning obstacles, and promote the improvement of students' learning output.

[0074] The above is an exemplary description of the present invention in combination with the accompanying drawings. It is obvious that the specific implementation of the present invention is not limited to the above-mentioned method. As long as such non-substantial improvements are made by adopting the method concept and technical solution of the present invention, or the concept and technical solution of the present invention are directly applied to other occasions without improvement, they are all within the protection scope of the present invention.

Claims

1. A system for continuous improvement of teaching quality, characterized in that: include: Teaching data access module, used to connect digital campus hardware equipment and subsystems, break data silos, and integrate, organize and store multi-source heterogeneous data into a big data resource pool; The data development and governance module is used to build a data warehouse to solve the problems of consistency of indicator data calculation, data quality, standard specifications, and data security management in the process of teaching data development and analysis. It forms teacher themes, student themes, course themes, classroom themes, and corresponding labels and indicator dimensions, and builds a comprehensive, scientific, and systematic teaching evaluation system to comprehensively evaluate teaching effectiveness. Teaching data sharing module, which is used to share data with educators, researchers and policy makers. It also provides data interfaces for various campus applications or developers through data integration, organization, analysis and association. The module supports unified management and release of data services. The teaching review and evaluation module is used to identify problems and improvement points through the four-force model, and to find deficiencies in teaching by collecting student feedback, observing classroom interactions and evaluating teaching outcomes; Empowering the teaching improvement module, through the teaching review and evaluation module, it can accurately identify problems and improvement points, so as to formulate targeted improvement measures and continuously optimize teaching strategies. At the same time, it can also adjust the teaching plan according to students' feedback to achieve better connection between teaching and students' needs.

2. A teaching quality continuous improvement system according to claim 1, characterized in that: The digital campus hardware devices and subsystems connected to the teaching data access module include the camera monitoring equipment of the multimedia classroom and the scientific research management system, attendance system, one-card system, internship management system, Bosi learning platform, and teaching management system that have been put into use.

3. A teaching quality continuous improvement system according to claim 1, characterized in that: The data development governance module needs to perform data governance on data standards, data security, metadata, data quality, master data, data lineage, asset maps, and asset dashboards.

4. A teaching quality continuous improvement system according to claim 1, characterized in that: The teaching data sharing module can quickly generate service APIs and restful APIs, including hosting of data services, covering all life cycle stages of data services such as design, development, testing, publishing, calling, searching, operation and maintenance monitoring, and security management.

5. A teaching quality continuous improvement system according to claim 1, characterized in that: The four forces in the four-force model in the teaching review and evaluation module are: observation, insight, prediction and decision-making.

6. A teaching quality continuous improvement system according to claim 1, characterized in that: The empowered teaching improvement module includes adjusting teaching content, improving teaching methods, introducing new teaching technologies or enhancing classroom interaction.

7. Any one of the teaching quality continuous improvement systems described in claims 1-7, characterized in that: The following steps are involved: Step 1: Data access: connect data and break down data silos; Step 2: Development governance: connect business processes, unify data standards and specifications, and ensure data quality and security compliance; Step 3: Data Sharing: Data assetization and service-oriented to achieve end-to-end data sharing across the entire domain; Step 4: Review and evaluation: Summarize teaching experience and lessons based on the four-force model, identify problems and areas for improvement; Step 5: Empower improvement: Develop targeted improvement measures, continuously optimize teaching objectives, content, and models, and improve teaching effectiveness.

8. The method used in the teaching quality continuous improvement system of claim 7, characterized in that: The method for continuous improvement of teaching quality includes four perspective dimensions: high-dimensional perspective, deep perspective, past perspective and future perspective. The high-dimensional perspective defines learning output, the deep perspective realizes learning output, the past perspective evaluates learning output based on the observation and insight modules of the four-force model to identify gaps, problems and improvement points, the future perspective predicts trends, and the decision-making module reviews lessons learned and makes current decisions, indicating the direction and measures for teaching improvement.

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