Labor education practice guiding method and platform based on virtual reality

Abstract

The invention discloses a labor education practice guiding method and platform based on virtual reality, and relates to the technical field of intelligent education, and the method comprises the steps: building a database in which virtual simulation materials, student data, parent data and faculty and staff data are stored; if a labor education curriculum task initiated by the faculty and employee user is received, searching the database, determining matched curriculum guide data and student data, and distributing the curriculum guide data to the user of the corresponding student data; users corresponding to the student data are grouped based on a preset grouping rule, and a first group class and a second group class are generated; if mutual help inquiry information initiated by a certain student user is received, defining the user as an initiator, sending the mutual help inquiry information to other users in the group where the initiator is located, and receiving feedback; and if the inquiry feedback is agreement, marking the student user and executing a mutual assistance process 1. The time utilization rate of labor practice courses can be improved, and therefore the practice effect is improved.

Description

Technical Field

[0001] The present application relates to the field of smart education technology, and in particular to a labor education practice guidance method and platform based on virtual reality. Background Art

[0002] At present, in order to cultivate the labor concepts, labor skills and labor habits of primary and secondary school students, more and more schools have added labor education practice courses. Through guiding teachers, students are led to labor practice education bases to carry out various labor practice activities, such as: agricultural labor, manual labor, housework, etc., to improve students' comprehensive quality and practical ability.

[0003] The following problems exist in the labor practice process: Most students are not clear about the practical content and need teachers to conduct basic teaching on site first. However, due to the complex on-site environment, it is easy for basic teaching to take up a long time, affecting the effect of labor practice. Therefore, this application proposes a new technical solution. Summary of the invention

[0004] In order to improve the time utilization rate of labor practice courses and improve the practice effect, this application provides a labor education practice guidance method and platform based on virtual reality.

[0005] In the first aspect, the present application provides a labor education practice guidance method based on virtual reality, which adopts the following technical solutions: A labor education practice guidance method based on virtual reality, comprising: Establish a database that stores virtual simulation materials, student data, parent data, and faculty data; If a labor education course task initiated by a faculty user is received, the database is searched to determine matching course guide data and student data, and the course guide data is distributed to the user of the corresponding student data; wherein the course guide data includes virtual simulation materials matching the course task; Based on the student data, determine whether any student meets the predefined experience condition, if yes, output the preset prompt information 1, if no, output the preset prompt information 2; The users corresponding to the student data are grouped based on a preset grouping rule to generate group category 1 and group category 2; wherein the grouping rule includes: if there are experienced students, a pairing relationship is established between a number of students meeting the experienced condition and a number of students meeting the inexperience condition; group category 1 includes a combination of experienced and inexperienced students; group category 2 is a combination of inexperienced students; If a mutual assistance inquiry message is received from a student user, the user is defined as the initiator, and the mutual assistance inquiry message is sent to other users in the group to which the initiator belongs and feedback is received; If the inquiry feedback is "agree", the student user will be marked and the mutual assistance process 1 will be executed; If the inquiry feedback is disagreement, then execute mutual assistance process 2; The mutual assistance process 1 includes: If it is identified that the initiator triggers the preset on-site parent guidance conditions, an online chat room is created or an audio communication network between the initiator and the user is established, and the virtual simulation screen corresponding to the course guidance data executed by the initiator is shared; The mutual assistance process 2 includes: The virtual simulation screen corresponding to the course guidance data generated by the mutual assistance process 1 is sent to the users in the group.

[0006] Optionally, also include: If all users in a certain group category 2 have completed the study of the course guidance data, the assessment process will be initiated for the users in this group category; Define experienced users and inexperienced users based on the assessment results, regroup them according to the grouping rules, and send the grouping results to the corresponding users.

[0007] Optionally, also include: Based on the labor education course tasks, determine whether the tools used in the course meet the preset tool sharing conditions. If so, calculate the number of tools required based on the number of groups; Obtain the corresponding tool inventory from the pre-connected labor practice education base system; Compare the tool inventory with the required tool quantity, and make group adjustments or output allocation and replenishment prompts based on the comparison results.

[0008] Optionally, also include: Obtain the number of faculty and staff that match the labor education curriculum tasks; If it is determined that the current number of faculty users meets the preset teacher shortage condition, an instructor is assigned to each group based on the preset grouping rules, wherein the grouping rules include: assigning the same instructor to at least two groups in group category one, and assigning one instructor to one group in group category two.

[0009] Optionally, also include: If it is determined that the current number of faculty and staff users meets the preset teacher shortage condition, a request for additional instructors is sent to the initiator of the labor education course task and feedback is received; If the feedback meets the preset campus-parent linkage conditions, the database will be searched, parent data will be retrieved, and participation request inquiry information will be sent to the corresponding parents; According to the inquiry feedback, determine whether the number of parents who cooperate meets the number of supplementary teachers. If yes, proceed to the next step; if not, send the number of parents who cooperate and the calculated number of gaps to the initiator of the labor education course task; If the parent agrees to participate, the group of the student corresponding to the parent will be assigned to the parent, and other groups will be re-assigned according to the group rules, and the assignment results will be sent to the corresponding users.

[0010] Optionally, also include: Determine whether the practical content corresponding to the labor education course tasks meets the long-term observation conditions. If yes, execute the extended achievement verification process; if not, execute the current achievement verification process; The extended results verification process includes: Identify the practice content and obtain the corresponding growth rate reference data; Obtain images of practice results and practice processes, and identify the current growth stage of the practice activity object; Estimate the time to verify the practice results based on the practice execution time, the current growth stage of the practice activity object, and the growth rate reference data; During the practice results verification period, the preset labor results record form template is sent to the corresponding management personnel of the labor practice education base and feedback is received; Conduct practical results analysis on each student based on the feedback data from the labor results record form; If the practice results meet the preset bad conditions, the virtual simulation screen corresponding to the course guidance data of the corresponding student is retrieved, and the failure cause is analyzed. According to the analysis results, correction guidance data is generated and sent to the corresponding user; The current achievement verification process includes: At the end of the practice period corresponding to the current labor education course task, a preset labor achievement record form template is sent to the corresponding manager of the labor practice education base and feedback is received; Conduct practical results analysis on each student based on the feedback data from the labor results record form; If the practice results meet the preset adverse conditions, the virtual simulation screen corresponding to the course guidance data of the corresponding student will be retrieved, and the cause of failure will be analyzed. Correction guidance data will be generated based on the analysis results and sent to the corresponding user.

[0011] Optionally, also include: Summarize the bad items in the record form corresponding to any labor education course task; Clean the data of bad items; Identify and analyze the cleaned bad data, and add key prompt information at the corresponding position of the course guidance data based on the identification results.

[0012] Optionally, the course guide data includes: The labor education course tasks are uniformly processed into text information, the preset feature fields are extracted, and the corresponding basic models and virtual simulation materials in the database are called based on the feature fields for splicing and combination to generate the corresponding virtual simulation scenes.

[0013] Optionally, the assessment process includes: The course guidance data is resent to users in the group, the users' virtual simulation behaviors are recorded and correctness analysis is performed, each analysis result is bound to a corresponding student user, and an assessment form is generated and sent to the teacher user.

[0014] In the second aspect, the present application provides a labor education practice guidance platform based on virtual reality, which adopts the following technical solutions: A labor education practice guidance platform based on virtual reality includes a memory and a processor, wherein the memory stores a computer program that can be loaded by the processor and execute any of the above-mentioned labor education practice guidance methods based on virtual reality.

[0015] To sum up, this application includes the following beneficial technical effects: before students go to the labor practice education base, they can preview the labor education practice course content in advance through a combination of virtual reality, so that students can understand and learn in advance, reduce the pressure of on-site teaching on teachers, enable on-site teaching to proceed smoothly, improve the time utilization of labor practice courses, and improve practical effects. BRIEF DESCRIPTION OF THE DRAWINGS

[0016] Figure 1 This is a schematic diagram of the process of the method of this application Figure 1 .

[0017] Figure 2 This is a schematic diagram of the process of the method of this application Figure 2 . DETAILED DESCRIPTION

[0018] The following is combined with Figure 1-2 This application is described in further detail.

[0019] The embodiment of the present application discloses a labor education practice guidance method based on virtual reality. Before students go to the labor practice education base, they preview the labor education practice course content in advance through a combination of virtual reality, so that students can understand and learn in advance, reduce the pressure of on-site teaching on teachers, enable on-site teaching to proceed smoothly, improve the time utilization rate of the labor practice course, and improve the practice effect. The following will be explained in detail.

[0020] Reference Figure 1 , the labor education practice guidance methods based on virtual reality include: S101, establishing a database storing virtual simulation materials, student data, parent data, and faculty data; It can be understood that virtual simulation materials can be land, planting pots, basic models of plant seedlings, and three-dimensional models of shovels, buckets, and spades; student data includes student files (including previous learning experience), student names, student numbers, class numbers, ages, corresponding parent names, and user IDs; parent data includes parent names and mobile phone numbers; faculty and staff data includes teacher names, class numbers, and user IDs; the database here is a comprehensive database, and the above items correspond to sub-data spaces respectively.

[0021] S102: if a labor education course task initiated by a faculty user is received, then the database is searched to determine matching course guide data and student data, and the course guide data is distributed to the user of the corresponding student data; wherein the course guide data includes virtual simulation materials matching the course task; It is understandable that the labor education course task can be the lesson plan of the labor education course that students are going to study (including the name of the tools required for the course). At the same time, when the faculty user initiates the labor education course task, he should choose which class of students will take the course and the number of teachers required. It should be noted that the account that has opened the permission to publish course tasks is defined as a faculty user.

[0022] Regarding course guidance data, it includes: processing the labor education course tasks into text information in a consistent manner, extracting preset feature fields, calling the corresponding basic models in the database and virtual simulation materials based on the feature fields for splicing and combination, and generating corresponding virtual simulation scenes. For example: if the course task is to plant trees, then the models of land, seedlings, shovels, gloves and watering cans are called. The land model is laid flat, and other models are arranged on the edge of the land and assigned to users entering the scene with permissions to move and rotate; simulation visualization examples: equipment wearing and food planting in sandbox games, such as: when the user's corresponding simulated human model touches the gloves, the glove model is moved and fixed to the human model's hand.

[0023] It is understandable that after the teacher releases the course, the text of the course task is extracted, identified and interpreted, and the virtual simulation materials in the database are called according to the text and automatically spliced. For example: if the course task is to plant trees, a basic field model is generated, and shovels, spades and other materials are called for combination, and the corresponding tool name prompts are output during the simulation process, so that students can know what these materials are and improve their life cognition.

[0024] S103, judging whether any student meets the predefined experience condition based on the student data, and if so, outputting preset prompt information 1, and if not, outputting preset prompt information 2; It is understandable that it is possible to judge from the student files whether there are students with relevant experience, wherein the experience condition may be that the student has previously participated in relevant labor practice courses; prompt information one may be output prompt information: "Recommended learning", and prompt information two may be output prompt information: "Must learn".

[0025] S104, grouping the users corresponding to the student data based on a preset grouping rule to generate group category 1 and group category 2; wherein the grouping rule includes: if there are experienced students, then pairing a number of students meeting the experienced condition with a number of students meeting the inexperience condition; group category 1 includes a combination of experienced and inexperienced students; group category 2 includes a combination of inexperienced students; It can be understood that in this embodiment, if there are multiple experienced students in the class, then group category one can be grouped on the principle of one experienced student and multiple inexperienced students forming a small group. For example, if there are 5 experienced students, they are divided into 5 small groups of group category one, each of which should have 1 experienced student, and the remaining number of students in the group is evenly distributed according to the total number of students in the class and the number of groups; if all the students in the class are inexperienced, then group category two can be grouped on the basis of the number of people, for example, any four people form a small group, and there are multiple small groups of group category two; it should be noted that if there are only a few experienced students in the class (for example: one), grouping should be carried out according to the principle of no more than 10 people in each group, and the remaining students (inexperienced) are defined as group category two and grouped in the manner of group category two.

[0026] S105. If a mutual assistance inquiry message (asking other users whether they need mutual assistance) is received from a student user, the user is defined as the initiator, and the mutual assistance inquiry message is sent to other users in the group to which the initiator belongs and feedback is received; S106. If the inquiry feedback is "agree", mark the student user and execute mutual assistance process 1; If the inquiry feedback is disagreement, then execute mutual assistance process 2; Among them, the specific methods for mutual assistance process one and mutual assistance process two are as follows: 1) Mutual assistance process 1 includes: If it is identified that the initiator triggers the preset on-site parent guidance conditions, an online chat room is created or an audio communication network between the initiator and the user is established, and the virtual simulation screen corresponding to the course guidance data executed by the initiator is shared; It is understandable that students need to wear a pre-connected virtual interactive VR device to study the course guidance data. The parent's on-site guidance condition can be achieved by pressing a button preset in the virtual interactive VR device. When the parent presses this button, the parent's on-site guidance condition is triggered, indicating that there is a parent next to the initiator to provide guidance. Then, other student users who agree to help each other will create an online chat room or voice communication together, so that other students who do not have their parents to accompany them can also study together under the guidance of the initiator's parents, solving the problem that some parents do not have time to accompany their children to study.

[0027] It should be noted that the virtual simulation screen of the virtual interactive VR device can be projected onto the mobile phone screen of the initiator's parent, so that the initiator's parent can see the virtual simulation behavior of his or her child, and can provide guidance and tell the child which step to take next. At the same time, the virtual simulation screens of other students should also be projected onto the mobile phone screen of the initiator's parent, so that the initiator's parent can remotely guide other students. For example: the parent's mobile phone screen displays the real-time virtual simulation screen of other children in the group who agree to help each other, and each virtual simulation screen displays the student's name, so that parents can know which student's virtual simulation behavior is incorrect during remote guidance.

[0028] 2) Mutual assistance process 2 includes: The virtual simulation screen corresponding to the course guidance data generated by the mutual assistance process 1 is sent to the users in the group.

[0029] It is understandable that, for student users who do not agree to participate in mutual assistance, the virtual simulation screen corresponding to the course guidance data generated by the mutual assistance process will be directly sent to allow these students to refer to and study on their own.

[0030] Through the above settings, students can preview the labor practice courses in advance through virtual reality, and parents who are able to participate can guide other students whose parents are not available to participate to study together, thereby improving the learning effect.

[0031] Reference Figure 2 In another embodiment of the present application, the method further comprises: If all users in a certain group category 2 have completed the study of the course guidance data, the assessment process will be initiated for the users in this group category; Define experienced users and inexperienced users based on the assessment results, regroup them according to the grouping rules, and send the grouping results to the corresponding users.

[0032] It is understandable that assessments are conducted on inexperienced study groups to check students' learning situation, and based on the assessment results, students with better learning situation can be selected and defined as experienced users, and students with poor learning situation can be defined as inexperienced users. The specific methods of judging whether the learning situation is good or bad will be described in detail later, and then the groups will be regrouped according to the above grouping rules. It should be noted that the grouping at this time only needs to send the grouping results to the corresponding student users, so that they know who they are in a support group with, and let the students communicate and discuss offline.

[0033] The assessment process includes: The course guidance data is resent to users in the group, the users' virtual simulation behaviors are recorded and correctness analysis is performed, each analysis result is bound to a corresponding student user, and an assessment form is generated and sent to the teacher user.

[0034] It is understandable that inexperienced students are asked to study the course guidance data again, and their corresponding virtual simulation behaviors when studying the course guidance data are recorded, and the correctness of their virtual simulation behaviors is judged and scored. Finally, the assessment form is sent to the teacher so that the teacher can know the self-study situation of these students and provide key guidance in the subsequent on-site guidance; the learning situation is judged by setting a passing score, for example: 60 points is the passing score, students with more than 60 points are defined as experienced users, and students with less than 60 points are defined as inexperienced users.

[0035] In another embodiment of the present application, the method further comprises: 1) Based on the labor education course tasks, determine whether the tools used in the course meet the preset tool sharing conditions. If so, calculate the number of tools required based on the number of groups; It is understandable that text extraction and recognition can be performed from the labor education course tasks to obtain the names of the tools used in the course. The tool sharing conditions can be set according to the content of the labor education course tasks. For example, if the labor education course task is to plant trees, the tools used are buckets, shovels, etc. Then such tools need to be shared within the labor practice education base, because students are less likely to bring their own tools and they are not convenient to carry. In addition, a group plants one or two trees together, so each student does not need to use a separate set of tools.

[0036] 2) Obtain the corresponding tool inventory from the pre-connected labor practice education base system; 3) Compare the tool inventory with the required tool quantity, and make group adjustments or output allocation and replenishment prompts based on the comparison results.

[0037] Through the above settings, by obtaining the tool inventory in the labor practice education base, it can be known whether there are enough tools for each group to use. If not, on the one hand, the number of people in the group can be adjusted to reduce the number of groups. On the other hand, the management personnel can allocate or replenish tools from other labor practice education bases.

[0038] In another embodiment of the present application, the method further comprises: Obtain the number of faculty and staff that match the labor education curriculum tasks; If it is determined that the current number of faculty users meets the preset teacher shortage condition, an instructor is assigned to each group based on the preset grouping rules, wherein the grouping rules include: assigning the same instructor to at least two groups in group category one, and assigning one instructor to one group in group category two.

[0039] It can be understood that by obtaining the required number of faculty and staff filled in by the faculty and staff user when publishing the labor education course task, the current number of faculty and staff to be assigned can be obtained by querying the database, and compared with the number of faculty and staff required for the labor education course task. If the current number of faculty and staff to be assigned is less than the required number of faculty and staff, it is determined that the teacher shortage condition is met. In this case, one teacher must lead at least two groups of Category 1, and one teacher is required to lead a group of Category 2.

[0040] In another embodiment of the present application, the method further comprises: Obtain the number of faculty and staff that match the labor education curriculum tasks; If it is determined that the current number of faculty and staff users meets the preset teacher shortage condition, the parent data in the database is called to determine whether the parents of students corresponding to the labor education course tasks meet the preset campus-parent linkage conditions. If so, a participation request inquiry message is sent to the corresponding parents (which can be in the form of a text message); It is understandable that when there are insufficient teachers, the database can be called to determine whether the parents of the students corresponding to the labor education course tasks meet the conditions for campus-parent linkage. The conditions for campus-parent linkage refer to parents who can participate in labor education practices. Therefore, the physical condition of each student's parents must also be entered into the database and updated at fixed intervals.

[0041] According to the inquiry feedback, determine whether the number of parents who cooperate meets the number of supplementary teachers. If yes, proceed to the next step; if not, send the number of parents who cooperate and the calculated number of gaps to the initiator of the labor education course task; It is understandable that the feedback results are used to determine whether the missing number of teachers can be made up based on the number of parents who agree. If not, the number of parents who can attend and the number of people who are still missing will be sent to the initiator of the course task to let the initiator know the current number of people and then look for other solutions.

[0042] If a parent agrees to the participation request, the group of the student corresponding to the parent will be assigned to the parent, and other groups will be reassigned according to the grouping rules, and the assignment results will be sent to the corresponding users.

[0043] Through the above settings, when teachers are short of staff, they can send inquiry messages to the corresponding parents who meet the requirements, asking the parents whether they agree to participate in this practical activity. If they are willing to participate, the parents will be responsible for leading the group where their children are, and then teachers will be reallocated to other groups.

[0044] In another embodiment of the present application, in order to enable students to know the results of their labor after the labor practice class, the method further includes: Determine whether the practical content corresponding to the labor education course tasks meets the preset long-term observation conditions. If yes, execute the extended achievement verification process; if not, execute the current achievement verification process; It is understandable that if the practice content is practical courses such as planting trees, flowers, and vegetables, which require long-term observation to know the results of the practice, then it meets the long-term observation conditions. If the practice content is handicraft classes, paper-cutting classes, etc., which can know the results of the practice after completing them on the spot, then it does not meet the long-term observation conditions.

[0045] The verification process for delayed results includes: Identify the practice content and obtain the corresponding growth rate reference data. For example, if it is identified that the practice content is planting and the planting is pepper seedlings, the growth rate of pepper seedlings is searched on the Internet as reference data, or it can be determined by searching a pre-established planting experience database; Obtain images of practice results and practice processes, and identify the current growth stage of the practice activity object; It is understandable that by pre-storing pictures of practical results corresponding to different practical contents and pictures at various stages in the database, the growth pictures of the current practical activity objects collected by the cameras preset in the corresponding teaching practice area of ​​the base can be obtained for comparison to identify the current growth stage.

[0046] Based on the practice execution time, the current growth stage of the practice object and the reference data of growth rate, estimate the time for verification of practice results (when can we know the practice results); During the practice results verification period, the preset labor results record form template is sent to the corresponding management personnel of the labor practice education base and feedback is received; It is understandable that the labor achievement record form template style, for example: student name - planting type - planting start time - planting end time - completion degree - achievement description. The base management personnel will check the students' labor achievements.

[0047] Conduct practical results analysis on each student based on the feedback data from the labor results record form; If the practice results meet the preset bad conditions, the virtual simulation screen corresponding to the course guidance data of the corresponding student is retrieved, and the bad cause analysis is performed. According to the analysis results, the correction guidance data is generated and sent to the corresponding user; It is understandable that the adverse conditions can be preset with some keywords, such as: "bad", "withered", "dry", "bad", "poor" and other words with similar meanings, and through text recognition of the record form, if the above keywords are recognized, it is considered to meet the adverse conditions, and by calling the corresponding student's virtual simulation screen, it is analyzed which behaviors in the student's virtual simulation behavior are wrong and cause the adverse conditions, and the adverse causes obtained by analysis are generated into corrective guidance prompts (for example, the amount of watering needs to be controlled), which are sent to the corresponding student users, so that students can know the success or failure of their labor results and the areas that need improvement, so as to improve the effectiveness of labor practice education. The corrective guidance prompts can be in the form of text or new animations.

[0048] The current results verification process includes: At the end of the practice period corresponding to the current labor education course task, a preset labor achievement record form template is sent to the corresponding manager of the labor practice education base and feedback is received; Conduct practical results analysis on each student based on the feedback data from the labor results record form; If the practice results meet the preset adverse conditions, the virtual simulation screen corresponding to the course guidance data of the corresponding student will be retrieved, and the cause of failure will be analyzed. Correction guidance data will be generated based on the analysis results and sent to the corresponding user.

[0049] It is understandable that when publishing a labor education course task, the initiator needs to fill in the corresponding practice start time and practice end time at the labor practice education base. Since the labor education course task does not meet the long-term observation conditions and the practice results can be known when it is completed on the spot, the labor achievement record form template is automatically sent to the education base manager at the end of the practice, allowing the manager to record and submit feedback. The subsequent analysis of the feedback data of the labor achievement record form is consistent with the above implementation method, so it will not be repeated.

[0050] In another embodiment of the present application, the method further comprises: Summarize the bad items in the record form corresponding to any labor education course task; Data cleaning of bad items, for example: exclude similar and repeated data; if 13 yellow leaves fall in the same task, retain one data to avoid repeating the same behavior 13 times; Identify and analyze the cleaned bad data, and add key prompt information at the corresponding position of the course guidance data based on the identification results.

[0051] It is understandable that the bad items in the record form corresponding to any labor education course task are summarized, data cleaning is performed based on all the summarized bad items, and key prompts are added to the corresponding positions in the course guidance data. For example: the bad item is yellow leaves, and the identification analysis is excessive fertilization. Then a red text mark prompt is added to the position where fertilization appears in the course guidance data. The prompt content is to pay attention to the control of fertilizer amount, so as to remind students who need to learn this course task in the future to pay special attention, thereby increasing students' memory points and improving learning effects.

[0052] The embodiment of the present application also discloses a labor education practice guidance platform based on virtual reality.

[0053] The virtual reality-based labor education practice guidance platform includes a memory and a processor, and the memory stores a computer program that can be loaded and executed by the processor, such as any of the above-mentioned virtual reality-based labor education practice guidance methods.

[0054] The above are all preferred embodiments of the present application, and the protection scope of the present application is not limited thereto. Therefore, any equivalent changes made according to the structure, shape, and principle of the present application should be included in the protection scope of the present application.

Claims

1. A labor education practice guidance method based on virtual reality, characterized in that: include: Establish a database that stores virtual simulation materials, student data, parent data, and faculty data; If a labor education course task initiated by a faculty user is received, the database is searched to determine matching course guide data and student data, and the course guide data is distributed to the user of the corresponding student data; wherein the course guide data includes virtual simulation materials matching the course task; Based on the student data, determine whether any student meets the predefined experience condition, if yes, output the preset prompt information 1, if no, output the preset prompt information 2; The users corresponding to the student data are grouped based on a preset grouping rule to generate group category 1 and group category 2; wherein the grouping rule includes: if there are experienced students, a pairing relationship is established between a number of students meeting the experienced condition and a number of students meeting the inexperience condition; group category 1 includes a combination of experienced and inexperienced students; group category 2 is a combination of inexperienced students; If a mutual assistance inquiry message is received from a student user, the user is defined as the initiator, and the mutual assistance inquiry message is sent to other users in the group to which the initiator belongs and feedback is received; If the inquiry feedback is "agree", the student user will be marked and the mutual assistance process 1 will be executed; If the inquiry feedback is disagreement, then execute mutual assistance process 2; The mutual assistance process 1 includes: If it is identified that the initiator triggers the preset on-site parent guidance conditions, an online chat room is created or an audio communication network between the initiator and the user is established, and the virtual simulation screen corresponding to the course guidance data executed by the initiator is shared; The mutual assistance process 2 includes: The virtual simulation screen corresponding to the course guidance data generated by the mutual assistance process 1 is sent to the users in the group.

2. The labor education practice guidance method based on virtual reality according to claim 1 is characterized in that: Also includes: If all users in a certain group category 2 have completed the study of the course guidance data, the assessment process will be initiated for the users in this group category; Define experienced users and inexperienced users based on the assessment results, regroup them according to the grouping rules, and send the grouping results to the corresponding users.

3. The labor education practice guidance method based on virtual reality according to claim 2 is characterized in that: Also includes: Based on the labor education course tasks, determine whether the tools used in the course meet the preset tool sharing conditions. If so, calculate the number of tools required based on the number of groups; Obtain the corresponding tool inventory from the pre-connected labor practice education base system; Compare the tool inventory with the required tool quantity, and make group adjustments or output allocation and replenishment prompts based on the comparison results.

4. The labor education practice guidance method based on virtual reality according to claim 2 is characterized in that: Also includes: Obtain the number of faculty and staff that match the labor education curriculum tasks; If it is determined that the current number of faculty users meets the preset teacher shortage condition, an instructor is assigned to each group based on the preset grouping rules, wherein the grouping rules include: assigning the same instructor to at least two groups in group category one, and assigning one instructor to one group in group category two.

5. The labor education practice guidance method based on virtual reality according to claim 2 is characterized in that: Also includes: Obtain the number of faculty and staff that match the labor education curriculum tasks; If it is determined that the current number of faculty and staff users meets the preset teacher shortage condition, the parent data in the database is called, and it is determined whether the parents of the students corresponding to the labor education course tasks meet the preset campus-parent linkage conditions. If so, a participation request inquiry message is sent to the corresponding parents; According to the inquiry feedback, determine whether the number of parents who cooperate meets the number of supplementary teachers. If yes, proceed to the next step; if not, send the number of parents who cooperate and the calculated number of gaps to the initiator of the labor education course task; If a parent agrees to the participation request, the group of the student corresponding to the parent will be assigned to the parent, and other groups will be reassigned according to the grouping rules, and the assignment results will be sent to the corresponding users.

6. The labor education practice guidance method based on virtual reality according to claim 1 is characterized in that: Also includes: Determine whether the practical content corresponding to the labor education course tasks meets the preset long-term observation conditions. If so, execute the extended results verification process; If not, execute the current achievement verification process; The extended results verification process includes: Identify the practice content and obtain the corresponding growth rate reference data; Obtain images of practice results and practice processes, and identify the current growth stage of the practice activity object; Estimate the time to verify the practice results based on the practice execution time, the current growth stage of the practice activity object, and the growth rate reference data; During the practice results verification period, the preset labor results record form template is sent to the corresponding management personnel of the labor practice education base and feedback is received; Conduct practical results analysis on each student based on the feedback data from the labor results record form; If the practice results meet the preset bad conditions, the virtual simulation screen corresponding to the course guidance data of the corresponding student is retrieved, and the failure cause is analyzed. According to the analysis results, the correction guidance data is generated and sent to the corresponding user; The current achievement verification process includes: At the end of the practice period corresponding to the current labor education course task, a preset labor achievement record form template is sent to the corresponding manager of the labor practice education base and feedback is received; Conduct practical results analysis on each student based on the feedback data from the labor results record form; If the practice results meet the preset adverse conditions, the virtual simulation screen corresponding to the course guidance data of the corresponding student will be called up, and the cause of failure will be analyzed. Correction guidance data will be generated according to the analysis results and sent to the corresponding user.

7. The labor education practice guidance method based on virtual reality according to claim 6 is characterized in that: Also includes: Summarize the bad items in the record form corresponding to any labor education course task; Clean the data of bad items; Identify and analyze the cleaned bad data, and add key prompt information at the corresponding position of the course guidance data based on the identification results.

8. The labor education practice guidance method based on virtual reality according to claim 1 is characterized in that: The course guide data includes: The labor education course tasks are uniformly processed into text information, the preset feature fields are extracted, and the corresponding basic models and virtual simulation materials in the database are called based on the feature fields for splicing and combination to generate the corresponding virtual simulation scenes.

9. The labor education practice guidance method based on virtual reality according to claim 2 is characterized in that: The assessment process includes: The course guidance data is resent to users in the group, the users' virtual simulation behaviors are recorded and correctness analysis is performed, each analysis result is bound to a corresponding student user, and an assessment form is generated and sent to the teacher user.

10. A labor education practice guidance platform based on virtual reality, characterized in that: It comprises a memory and a processor, wherein the memory stores a computer program that can be loaded by the processor and executes any one of the virtual reality-based labor education practice guidance methods as claimed in claims 1-9.

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