Teaching evaluation analysis method and system based on sound propagation characteristics

Abstract

The invention relates to the technical field of data processing, in particular to a teaching evaluation analysis method and system based on sound propagation characteristics, and the method comprises the steps: obtaining teacher singing data, student position distribution data and classroom sound field data of a music classroom in a music learning process; determining an optimal auditory region in the music classroom by analyzing the sound field distribution condition in the music classroom; evaluating the difference degree of the optimal auditory position by analyzing the spatial relationship between the actual position of the student and the optimal auditory region; the optimal singing area of the teacher is evaluated by analyzing the sound transmission characteristics of the teacher and combining the position distribution data of the students; and generating a teaching quality improvement strategy according to the optimal auditory position difference degree in combination with the optimal van singing area evaluation result. The optimal auditory region and the optimal van singing region in the classroom are evaluated by analyzing the sound transmission characteristics in the music learning process, so that the teaching strategy of a teacher is optimized to improve the overall teaching quality.

Description

Technical Field

[0001] The present application relates to the field of data processing technology, and in particular to a teaching evaluation and analysis method and system based on sound propagation characteristics. Background Art

[0002] Music education can cultivate students' aesthetic ability, creativity and expression ability, and play a positive role in students' teamwork and personality development. Therefore, music education occupies an important position in the comprehensive quality education system.

[0003] In the process of music teaching, the teacher's model singing is an important reference for students to learn and imitate. Model singing can intuitively demonstrate musical elements such as pitch, rhythm, timbre and emotional expression, help students establish correct music perception and singing skills, and at the same time stimulate students' learning interest and artistic expression. It is a key link in improving the quality of music teaching.

[0004] Existing teaching evaluation methods usually only focus on students' mastery of music knowledge, and fail to fully consider the spatial propagation characteristics of teachers' model singing and the impact of differences in students' auditory environments on the quality of music teaching. The sound field distribution of the music classroom has an important influence on the propagation and reception of sound during the model singing process. Different classroom layouts and sound source distributions will lead to large differences in the auditory experience of students in different positions. Some areas in the classroom may receive poor sound quality due to sound reflection, absorption or interference. At the same time, the teacher's acoustic characteristics and the model singing position in the classroom will also affect students' auditory experience, and thus affect the final quality of music teaching. Summary of the invention

[0005] In order to overcome the defects and shortcomings of the existing technology, the present application provides a teaching evaluation and analysis method and system based on sound propagation characteristics. By analyzing the sound propagation characteristics in the music learning process, the optimal listening area in the classroom and the teacher's optimal singing area are evaluated, thereby optimizing the teacher's music teaching strategy to improve the overall music teaching quality.

[0006] In order to achieve the above objectives, this application adopts the following technical solutions: In a first aspect, the present application provides a teaching evaluation and analysis method based on sound propagation characteristics, comprising the following steps: Obtain the teacher's singing data, student position distribution data, and classroom sound field data of the music classroom during the music learning process; Analyze the sound field distribution in the music classroom through classroom sound field data and determine the best listening area in the music classroom; Analyze the spatial relationship between students' actual positions and the best hearing area through student position distribution data, and evaluate the degree of difference in the best hearing position; Analyze the teacher's voice propagation characteristics through the teacher's singing data and combine it with the student position distribution data to evaluate the teacher's best singing area; Generate a strategy to improve teaching quality based on the degree of difference in the best hearing position and the evaluation results of the best model singing area.

[0007] Optionally, determining the best hearing area in the music classroom includes: Acquire classroom sound field data of a music classroom, where the classroom sound field data includes classroom information and sound source information; Construct a classroom acoustic model of the music classroom in the acoustic simulation software through classroom information; Input the classroom acoustic model and sound source information of the music classroom into the acoustic simulation software to simulate the classroom sound field. The classroom sound field simulation includes the sound pressure level distribution simulation and the reverberation time distribution simulation of the classroom; The area in the classroom where the sound pressure level distribution uniformity is greater than a preset sound pressure level distribution uniformity threshold and the reverberation time is less than a preset reverberation time threshold is taken as the optimal hearing area.

[0008] Optionally, the step of evaluating the difference in the best hearing position comprises: Obtain student location distribution data and the best listening area of ​​the music classroom; Determine the spatial relationship between the student location distribution data and the optimal hearing area, and count the number of students who are not in the optimal hearing area; The ratio of the number of students not in the best hearing area to the total number of students is taken as the best hearing position difference coefficient. The best hearing position difference coefficient is used to analyze the degree of difference between the actual position distribution of students and the best hearing area.

[0009] Optionally, the best singing area for evaluating teachers includes: Obtain teacher model singing data, student location distribution data, and a classroom acoustic model of a music classroom. The teacher model singing data includes model singing audio data and the teacher's actual model singing area. Analyze the acoustic characteristic parameters of teachers through audio data of model singing; The acoustic characteristic parameters, classroom acoustic model and student position distribution data are input into the acoustic simulation software to obtain the clarity of the model singing received by each student position when the teacher sings in different feasible areas of the classroom; The comprehensive singing clarity of the corresponding area is calculated by the singing clarity received at each student position; The feasible area of ​​the classroom where the comprehensive model singing clarity is greater than the preset model singing clarity threshold is taken as the optimal model singing area for the teacher.

[0010] Optionally, the calculating of the comprehensive model singing clarity of the corresponding area through the model singing clarity received at each student position includes: The weighted average of the model singing clarity received by all student positions is taken as the comprehensive model singing clarity, where the model singing clarity weight is the ratio of the distance from the student position to the teacher's model singing position to the maximum distance from all student positions to the teacher's model singing position.

[0011] Optionally, generating a teaching quality improvement strategy based on the difference degree of the best hearing position combined with the best model singing area evaluation result includes: Obtain the best hearing position difference coefficient and the best singing area; When the best hearing position difference coefficient is less than or equal to the preset best hearing position difference threshold, it is recommended that teachers use the sound source in the classroom for model singing; When the best hearing position difference coefficient is greater than the preset best hearing position difference threshold, it is not recommended for teachers to use the sound source in the classroom for model singing and push the best model singing area to the teacher.

[0012] In the second aspect, the present application provides a teaching evaluation and analysis system based on sound propagation characteristics, including: The data acquisition module is used to acquire the teacher's model singing data, the student position distribution data and the classroom sound field data of the music classroom during the music learning process; The sound field distribution analysis module is used to analyze the sound field distribution in the music classroom through the classroom sound field data and determine the best listening area in the music classroom; The position difference evaluation module is used to analyze the spatial relationship between the actual position of the students and the optimal hearing area through the student position distribution data, and evaluate the degree of difference in the optimal hearing position; The model singing area evaluation module is used to analyze the teacher's voice propagation characteristics through the teacher's model singing data and combine it with the student position distribution data to evaluate the teacher's best model singing area; The strategy generation module is used to generate a teaching quality improvement strategy based on the difference degree of the best hearing position and the evaluation results of the best model singing area.

[0013] In a third aspect, the present application provides an electronic device comprising: a processor and a memory, wherein the memory stores a computer program that can be called by the processor, and the processor executes a teaching evaluation and analysis method based on sound propagation characteristics by calling the computer program stored in the memory.

[0014] In a fourth aspect, the present application provides a computer-readable storage medium storing instructions, which, when executed on a computer, enables the computer to execute a teaching evaluation and analysis method based on sound propagation characteristics.

[0015] Compared with the prior art, this application has the following advantages and beneficial effects: This application evaluates the students' optimal hearing area in the music classroom by analyzing the sound field distribution in the music classroom, and evaluates the teacher's optimal singing area by analyzing the teacher's sound propagation characteristics and combining the student position distribution data. Finally, the teacher's teaching strategy is optimized through the evaluation results of the optimal hearing area and the optimal singing area, thereby improving the overall music teaching quality. BRIEF DESCRIPTION OF THE DRAWINGS

[0016] Other features, objects and advantages of the present application will become more apparent by reading the detailed description of non-limiting embodiments made with reference to the following drawings: Figure 1 It is a schematic diagram of the overall process of the teaching evaluation and analysis method based on sound propagation characteristics provided in the embodiment of the present application; Figure 2 It is a structural diagram of a teaching evaluation and analysis system based on sound propagation characteristics provided in an embodiment of the present application; Figure 3 It is a schematic diagram of the structure of an electronic device provided in an embodiment of the present application. DETAILED DESCRIPTION

[0017] The technical solution of the present application is described in detail below through the accompanying drawings and specific embodiments. It should be understood that the embodiments of the present application and the specific features in the embodiments are detailed descriptions of the technical solution of the present application, rather than limitations on the technical solution of the present application. In the absence of conflict, the embodiments of the present application and the technical features in the embodiments can be combined with each other.

[0018] See also Figure 1 , Figure 1 : is a schematic diagram of the overall process of the teaching evaluation and analysis method based on sound propagation characteristics provided in the embodiment of the present application, which specifically includes the following steps: S110: Acquire the teacher's model singing data, the students' position distribution data, and the classroom sound field data of the music classroom during the music learning process.

[0019] S120: analyzing the sound field distribution in the music classroom through the classroom sound field data, and determining the best listening area in the music classroom; By building a classroom acoustic model, the physical structure of the classroom, the characteristics of the sound source, and key acoustic parameters such as the sound pressure level distribution and reverberation time are comprehensively considered. Through simulation analysis, the ideal auditory area with the best acoustic conditions is obtained to ensure the accuracy and repeatability of the simulation results, so that the evaluation of students' actual auditory conditions has an objective basis and the best auditory area in the music classroom is determined, including: Acquire classroom sound field data of a music classroom, where the classroom sound field data includes classroom information and sound source information, wherein the classroom information is data describing the physical space characteristics of the music classroom, and the sound source information is data describing the characteristics of sound sources such as sound in the classroom. In one embodiment of the present application, the classroom information includes classroom geometric dimension characteristics (such as the length, width, height of the classroom, and the shape and structure of the walls, ceiling, and floor) and classroom building material characteristics (such as the material type of the surfaces of the walls, ceilings, floors, and the acoustic characteristics such as their sound absorption coefficient and reflection coefficient), and the sound source information includes the sound source type, sound source power, sound source directivity, sound source frequency characteristics, and sound source position (such as the specific position coordinates of sound sources such as musical instruments and speakers in the classroom); A classroom acoustic model of a music classroom is constructed in an acoustic simulation software using classroom information, wherein the acoustic simulation software is used to simulate and analyze the sound field characteristics in the music classroom. In one embodiment of the present application, the acoustic simulation software is any one of EASE (Enhanced Acoustic Simulator for Engineers), COMSOL Multiphysics, and ODEON; Input the classroom acoustic model and sound source information of the music classroom into the acoustic simulation software to simulate the classroom sound field. The classroom sound field simulation includes the sound pressure level distribution simulation and the reverberation time distribution simulation of the classroom; The area in the classroom where the uniformity of the sound pressure level distribution is greater than the preset sound pressure level distribution uniformity threshold and the reverberation time is less than the preset reverberation time threshold is taken as the best hearing area. In one embodiment of the present application, referring to the international standard for acoustic design, the preset sound pressure level distribution uniformity threshold can be set to , that is, the difference in sound pressure level at each point in the classroom does not exceed 3dB. The preset reverberation time threshold can be set to 1 second, that is, the reverberation time at each point in the classroom does not exceed 1 second. The reverberation time (RT60) refers to the time required for the sound pressure level to decay by 60dB after the sound source stops making sound; S130: analyzing the spatial relationship between the actual position of the students and the optimal hearing area through the student position distribution data, and evaluating the degree of difference in the optimal hearing position; By obtaining the student position distribution data and the best hearing area, clarifying the spatial relationship between the student position and the best hearing area and counting the number of students who are not in the best hearing area, the best hearing position difference coefficient is further calculated. The best hearing position difference coefficient can quantify the difference between the student's actual position and the best hearing area, providing a scientific basis for subsequent improvement of teaching quality and evaluating the difference in the best hearing position, including: Obtain student location distribution data and the best listening area of ​​the music classroom; Determine the spatial relationship between the student location distribution data and the optimal hearing area, and count the number of students who are not in the optimal hearing area; The ratio of the number of students not in the best hearing area to the total number of students is taken as the best hearing position difference coefficient. The best hearing position difference coefficient is used to analyze the difference between the actual position distribution of students and the best hearing area. The calculation formula of the best hearing position difference coefficient can be: ; In the formula represents the number of students who are not in the optimal hearing area, represents the total number of students in the teacher, represents the best hearing position difference coefficient.

[0020] S140: Analyze the teacher's voice propagation characteristics through the teacher's model singing data and combine it with the student position distribution data to evaluate the teacher's best model singing area; By analyzing the acoustic characteristic parameters of the teacher (such as sound pressure level, frequency distribution, and directivity) and combining the acoustic environment of the classroom and the distribution of student positions, the acoustic simulation software is used to calculate the clarity of the model singing received by each student position, so as to accurately evaluate the model singing effect in different areas, and then select the area that can enable most students to obtain the best auditory experience as the teacher's best model singing area. It can effectively optimize the teacher's model singing position, so that the model singing can be heard clearly by students to the greatest extent, ensuring that students can accurately perceive the details of the teacher's vocalization, and evaluate the teacher's best model singing area, including: Obtain teacher model singing data, student location distribution data, and a classroom acoustic model of a music classroom. The teacher model singing data includes model singing audio data and the teacher's actual model singing area. The acoustic characteristic parameters of the teacher are analyzed through the audio data of the model singing, wherein the acoustic characteristic parameters are key information extracted from the audio data of the model singing, and are used to input the acoustic simulation software to simulate the sound reception effect of each student position when the teacher sings in different areas. In one embodiment of the present application, the acoustic characteristic parameters include sound source power, spectrum characteristics, directivity, sound source time characteristics and sound source clarity parameters, for example, the sound source power is 85dB, the main frequency range is 100Hz to 5kHz, the peak frequency is 500Hz to 2kHz, the cardioid directivity, and the clarity parameters are C50=5dB and C80=8dB; Input the acoustic characteristic parameters, classroom acoustic model and student position distribution data into the acoustic simulation software to obtain the clarity of the model singing received by each student position when the teacher sings in different feasible areas of the classroom, wherein the model singing clarity refers to the ratio of the early sound energy (direct sound and early reflected sound) to the late sound energy (reverberation sound) received by the teacher's model singing sound at the student position. A higher clarity means that the student can hear the teacher's model singing sound more clearly, while a lower clarity may mean that the sound is blurred or difficult to understand. In one embodiment of the present application, the model singing clarity is quantified by the acoustic parameters C50 and C80, wherein C50 is the ratio of the sound energy arriving within the first 50 milliseconds to the sound energy arriving after 50 milliseconds, and C80 is the ratio of the sound energy arriving within the first 80 milliseconds to the sound energy arriving after 80 milliseconds, both in decibels; The comprehensive singing clarity of the corresponding area is calculated by the singing clarity received at each student position; The feasible area of ​​the classroom where the comprehensive model singing clarity is greater than the preset model singing clarity threshold is used as the teacher's optimal model singing area. In one embodiment of the present application, the C50 threshold of the model singing clarity is set to 2dB, and the C80 threshold is set to 0dB; The comprehensive model singing clarity is used to reasonably quantify the influence of model singing clarity at different student positions. Model singing clarity reflects the sound quality and recognizability of the teacher's model singing received by students at a specific position, and the weight parameter is used to adjust the influence of the relative distance between different student positions and the teacher's model singing position on the student's hearing effect. Students at farther positions are usually affected by more sound attenuation and reverberation, and their clarity should account for a larger proportion in the calculation to highlight the influence of long-distance hearing effects on teaching balance. Through weighted mean calculation, the comprehensive model singing clarity can fully reflect the overall auditory experience of students in different areas, providing a scientific basis for evaluating the best model singing area for teachers. The comprehensive model singing clarity of the corresponding area is calculated through the model singing clarity received by each student position, including: The weighted average of the model singing clarity received by all student positions is taken as the comprehensive model singing clarity, where the model singing clarity weight is the ratio of the distance from the student position to the teacher's model singing position to the maximum distance from all student positions to the teacher's model singing position. The calculation formula for the comprehensive model singing clarity can be: ; In the formula Indicates student location The clarity of the singing received at Indicates student location The clarity weight of the fan song at , Indicates student location The distance to the teacher's singing position, The larger the value is, that is, the farther the distance between the student position and the teacher's singing position is, the greater the clarity weight of the singing received by the student. It represents the maximum distance from all students to the teacher’s singing position. Used for normalization to eliminate dimension effects, represents the number of students, Indicates the overall singing clarity.

[0021] S150: Generate a teaching quality improvement strategy based on the difference in the best hearing position and the best model singing area evaluation results; The decision criteria for the teaching quality improvement strategy are based on the preset best hearing position difference threshold. When the difference coefficient is small, it indicates that most students are already in the best hearing area, and teachers can rely on classroom sound sources for model singing. When the difference coefficient is large, it indicates that there are obvious differences in students' auditory experience. At this time, it is not recommended to use classroom sound sources to avoid limiting the hearing effect of some students. In addition, the best model singing area is pushed to guide teachers to adjust their positions to optimize students' auditory experience. The teaching quality improvement strategy is generated based on the difference degree of the best hearing position combined with the evaluation results of the best model singing area, including: Obtain the best hearing position difference coefficient and the best singing area; When the best hearing position difference coefficient is less than or equal to the preset best hearing position difference threshold, it is recommended that teachers use the sound source in the classroom for model singing; When the best hearing position difference coefficient is greater than the preset best hearing position difference threshold, it is not recommended for teachers to use the sound source in the classroom for model singing and push the best model singing area to the teacher.

[0022] In one embodiment of the present application, the method of setting parameters such as the preset sound pressure level distribution uniformity threshold, the preset reverberation time threshold and the preset best hearing position difference threshold can also be: by obtaining the teacher's model singing data, the student position distribution data and the classroom sound field data to construct a data set, substituting them into the evaluation of the best hearing position difference degree and the best model singing area, and at the same time obtaining the expert's judgment results on the auditory effects of different areas of the classroom, the evaluated best hearing position difference degree, the best model singing area and the judgment results are imported into the fitting software, and the preset sound pressure level distribution uniformity threshold, the preset reverberation time threshold and the preset best hearing position difference threshold that meet the maximum judgment accuracy are output.

[0023] See also Figure 2 , Figure 2 : is a structural diagram of a teaching evaluation and analysis system based on sound propagation characteristics provided in an embodiment of the present application. This embodiment provides a teaching evaluation and analysis system based on sound propagation characteristics, including: The data acquisition module 210 is used to acquire the teacher's model singing data, the students' position distribution data and the classroom sound field data of the music classroom during the music learning process; The sound field distribution analysis module 220 is used to analyze the sound field distribution in the music classroom through the classroom sound field data and determine the best listening area in the music classroom; The position difference evaluation module 230 is used to analyze the spatial relationship between the actual position of the student and the optimal hearing area through the student position distribution data, and evaluate the degree of difference in the optimal hearing position; A model singing area evaluation module 240 is used to analyze the teacher's voice propagation characteristics through the teacher's model singing data and combine it with the student position distribution data to evaluate the teacher's best model singing area; The strategy generation module 250 is used to generate a teaching quality improvement strategy based on the difference degree of the best hearing position combined with the evaluation results of the best model singing area.

[0024] In one embodiment of the present application, the sound field distribution analysis module 220 is used to analyze the sound field distribution in the music classroom through the classroom sound field data, and determine the best hearing area in the music classroom. Determining the best hearing area in the music classroom includes: Acquire classroom sound field data of a music classroom, where the classroom sound field data includes classroom information and sound source information; Construct a classroom acoustic model of the music classroom in the acoustic simulation software through classroom information; Input the classroom acoustic model and sound source information of the music classroom into the acoustic simulation software to simulate the classroom sound field. The classroom sound field simulation includes the sound pressure level distribution simulation and the reverberation time distribution simulation of the classroom; The area in the classroom where the sound pressure level distribution uniformity is greater than a preset sound pressure level distribution uniformity threshold and the reverberation time is less than a preset reverberation time threshold is taken as the optimal hearing area.

[0025] In one embodiment of the present application, the position difference evaluation module 230 is used to analyze the spatial relationship between the actual position of the student and the optimal hearing area through the student position distribution data, and evaluate the degree of difference in the optimal hearing position. The evaluation of the degree of difference in the optimal hearing position includes: Obtain student location distribution data and the best listening area of ​​the music classroom; Determine the spatial relationship between the student location distribution data and the optimal hearing area, and count the number of students who are not in the optimal hearing area; The ratio of the number of students not in the best hearing area to the total number of students is taken as the best hearing position difference coefficient. The best hearing position difference coefficient is used to analyze the degree of difference between the actual position distribution of students and the best hearing area.

[0026] In one embodiment of the present application, the model singing area evaluation module 240 is used to analyze the teacher's voice propagation characteristics through the teacher's model singing data and combine the student position distribution data to evaluate the teacher's best model singing area. The evaluation of the teacher's best model singing area includes: Obtain teacher model singing data, student location distribution data, and a classroom acoustic model of a music classroom. The teacher model singing data includes model singing audio data and the teacher's actual model singing area. Analyze the acoustic characteristic parameters of teachers through audio data of model singing; The acoustic characteristic parameters, classroom acoustic model and student position distribution data are input into the acoustic simulation software to obtain the clarity of the model singing received by each student position when the teacher sings in different feasible areas of the classroom; The comprehensive singing clarity of the corresponding area is calculated by the singing clarity received at each student position; The feasible area of ​​the classroom where the comprehensive model singing clarity is greater than the preset model singing clarity threshold is taken as the teacher's optimal model singing area; The comprehensive singing clarity of the corresponding area is calculated based on the singing clarity received at each student position, including: The weighted average of the model singing clarity received by all student positions is taken as the comprehensive model singing clarity, where the model singing clarity weight is the ratio of the distance from the student position to the teacher's model singing position to the maximum distance from all student positions to the teacher's model singing position.

[0027] In one embodiment of the present application, the strategy generation module 250 is used to generate a teaching quality improvement strategy according to the difference degree of the best hearing position combined with the evaluation result of the best model singing area, and the teaching quality improvement strategy is generated according to the difference degree of the best hearing position combined with the evaluation result of the best model singing area, including: Obtain the best hearing position difference coefficient and the best singing area; When the best hearing position difference coefficient is less than or equal to the preset best hearing position difference threshold, it is recommended that teachers use the sound source in the classroom for model singing; When the best hearing position difference coefficient is greater than the preset best hearing position difference threshold, it is not recommended for teachers to use the sound source in the classroom for model singing and push the best model singing area to the teacher.

[0028] The above-mentioned parameters and steps for each unit module to implement corresponding functions in the teaching evaluation and analysis system based on sound propagation characteristics of the present application can refer to the parameters and steps in the embodiment of the teaching evaluation and analysis method based on sound propagation characteristics above, and will not be repeated here.

[0029] Please refer to Figure 3 The embodiment of the present invention further provides an electronic device 300, including a memory 310, a processor 320 and a communication bus 330; the memory 310 and the processor 320 are connected via the communication bus 330. The memory 310 stores a teaching evaluation and analysis method based on sound propagation characteristics as provided in the above embodiment, which can be loaded and executed by the processor 320.

[0030] The memory 310 can be used to store instructions, programs, codes, code sets or instruction sets. The memory 310 can include a program storage area and a data storage area, wherein the program storage area can store instructions for implementing an operating system, instructions for at least one function, and instructions for implementing the teaching evaluation and analysis method based on sound propagation characteristics provided in the above embodiment, etc.; the data storage area can store data involved in the teaching evaluation and analysis method based on sound propagation characteristics provided in the above embodiment, etc.

[0031] The processor 320 may include one or more processing cores. The processor 320 executes various functions and processes data of the present application by running or executing instructions, programs, code sets or instruction sets stored in the memory 310, calling the data stored in the memory 310. The processor 320 may be at least one of an application-specific integrated circuit (ASIC), a digital signal processor (DSP), a digital signal processing device (DSPD), a programmable logic device (PLD), a field programmable gate array (FPGA), a central processing unit (CPU), a controller, a microcontroller and a microprocessor. It can be understood that for different devices, the electronic device used to implement the above-mentioned processor 320 function can also be other, and the embodiment of the present application is not specifically limited.

[0032] The communication bus 330 may include a path to transmit information between the above components. The communication bus 330 may be a PCI (Peripheral Component Interconnect) bus or an EISA (Extended Industry Standard Architecture) bus. The communication bus 330 may be divided into an address bus, a data bus, a control bus, etc. For ease of representation, Figure 3 Only one double arrow is used in the diagram, but this does not mean that there is only one bus or only one type of bus.

[0033] An embodiment of the present application provides a computer-readable storage medium storing a computer program that can be loaded by a processor and execute a teaching evaluation and analysis method based on sound propagation characteristics as provided in the above embodiment.

[0034] In an embodiment of the present application, a computer-readable storage medium may be a tangible device that holds and stores instructions used by an instruction execution device. A computer-readable storage medium may be, but is not limited to, an electrical storage device, a magnetic storage device, an optical storage device, an electromagnetic storage device, a semiconductor storage device, or any combination thereof. Specifically, a computer-readable storage medium may be a portable computer disk, a hard disk, a USB flash drive, a random access memory (RAM), a read-only memory (ROM), an erasable programmable read-only memory (EPROM or flash memory), a podium random access memory (SRAM), a portable compact disk read-only memory (CD-ROM), a digital versatile disk (DVD), a memory stick, a floppy disk, an optical disk, a magnetic disk, a mechanical encoding device, and any combination thereof.

[0035] The terms "comprises," "comprising," or any other variations thereof are intended to cover non-exclusive inclusion such that a process, method, article, or apparatus that includes a list of elements includes not only those elements but also other elements not expressly listed, or also includes elements inherent to such process, method, article, or apparatus.

[0036] The above description is only a preferred embodiment of the present application and an explanation of the technical principles used. Those skilled in the art should understand that the scope of application involved in the present application is not limited to the technical solution formed by a specific combination of the above technical features, but should also cover other technical solutions formed by any combination of the above technical features or their equivalent features without departing from the aforementioned application concept. For example, the above features are replaced with (but not limited to) technical features with similar functions applied in the present application.

Claims

1. A teaching evaluation and analysis method based on sound propagation characteristics, characterized in that: The steps include: Obtain the teacher's singing data, student position distribution data, and classroom sound field data of the music classroom during the music learning process; Analyze the sound field distribution in the music classroom through classroom sound field data and determine the best listening area in the music classroom; Analyze the spatial relationship between students' actual positions and the best hearing area through student position distribution data, and evaluate the degree of difference in the best hearing position; Analyze the teacher's voice propagation characteristics through the teacher's singing data and combine it with the student position distribution data to evaluate the teacher's best singing area; Generate a strategy to improve teaching quality based on the degree of difference in the best hearing position and the evaluation results of the best model singing area.

2. The teaching evaluation and analysis method based on sound propagation characteristics according to claim 1 is characterized in that: Determining the best hearing area in the music classroom includes: Acquire classroom sound field data of a music classroom, where the classroom sound field data includes classroom information and sound source information; Construct a classroom acoustic model of the music classroom in the acoustic simulation software through classroom information; Input the classroom acoustic model and sound source information of the music classroom into the acoustic simulation software to simulate the classroom sound field. The classroom sound field simulation includes the sound pressure level distribution simulation and the reverberation time distribution simulation of the classroom; The area in the classroom where the sound pressure level distribution uniformity is greater than a preset sound pressure level distribution uniformity threshold and the reverberation time is less than a preset reverberation time threshold is taken as the optimal hearing area.

3. The teaching evaluation and analysis method based on sound propagation characteristics according to claim 1 is characterized in that: The evaluation of the difference in the best hearing position includes: Obtain student location distribution data and the best listening area of ​​the music classroom; Determine the spatial relationship between the student location distribution data and the optimal hearing area, and count the number of students who are not in the optimal hearing area; The ratio of the number of students not in the best hearing area to the total number of students is taken as the best hearing position difference coefficient. The best hearing position difference coefficient is used to analyze the degree of difference between the actual position distribution of students and the best hearing area.

4. The teaching evaluation and analysis method based on sound propagation characteristics according to claim 1 is characterized in that: The best singing areas for teachers in the assessment include: Obtain teacher model singing data, student location distribution data, and a classroom acoustic model of a music classroom. The teacher model singing data includes model singing audio data and the teacher's actual model singing area. Analyze the acoustic characteristic parameters of teachers through audio data of model singing; The acoustic characteristic parameters, classroom acoustic model and student position distribution data are input into the acoustic simulation software to obtain the clarity of the model singing received by each student position when the teacher sings in different feasible areas of the classroom; The comprehensive singing clarity of the corresponding area is calculated by the singing clarity received at each student position; The feasible area of ​​the classroom where the comprehensive model singing clarity is greater than the preset model singing clarity threshold is taken as the optimal model singing area for the teacher.

5. The teaching evaluation and analysis method based on sound propagation characteristics according to claim 4 is characterized in that: The calculation of the comprehensive model singing clarity of the corresponding area through the model singing clarity received from each student position includes: The weighted average of the model singing clarity received by all student positions is taken as the comprehensive model singing clarity, where the model singing clarity weight is the ratio of the distance from the student position to the teacher's model singing position to the maximum distance from all student positions to the teacher's model singing position.

6. The teaching evaluation and analysis method based on sound propagation characteristics according to claim 1 is characterized in that: The teaching quality improvement strategy is generated according to the difference degree of the best hearing position combined with the best model singing area evaluation result, including: Obtain the best hearing position difference coefficient and the best singing area; When the best hearing position difference coefficient is less than or equal to the preset best hearing position difference threshold, it is recommended that teachers use the sound source in the classroom for model singing; When the best hearing position difference coefficient is greater than the preset best hearing position difference threshold, it is not recommended for teachers to use the sound source in the classroom for model singing and push the best model singing area to the teacher.

7. A teaching evaluation and analysis system based on sound propagation characteristics, applied to a teaching evaluation and analysis method based on sound propagation characteristics as claimed in any one of claims 1 to 6, characterized in that: The system comprises: The data acquisition module is used to acquire the teacher's model singing data, the student position distribution data and the classroom sound field data of the music classroom during the music learning process; The sound field distribution analysis module is used to analyze the sound field distribution in the music classroom through the classroom sound field data and determine the best listening area in the music classroom; The position difference evaluation module is used to analyze the spatial relationship between the actual position of the students and the optimal hearing area through the student position distribution data, and evaluate the degree of difference in the optimal hearing position; The model singing area evaluation module is used to analyze the teacher's voice propagation characteristics through the teacher's model singing data and combine it with the student position distribution data to evaluate the teacher's best model singing area; The strategy generation module is used to generate a teaching quality improvement strategy based on the difference degree of the best hearing position and the evaluation results of the best model singing area.

8. An electronic device comprising: A processor and a memory, wherein the memory stores a computer program that can be called by the processor; characterized in that the processor executes the teaching evaluation and analysis method based on sound propagation characteristics as described in any one of claims 1 to 6 by calling the computer program stored in the memory.

9. A computer-readable storage medium, characterized in that: Instructions are stored, and when the instructions are executed on a computer, the computer executes the teaching evaluation and analysis method based on sound propagation characteristics as described in any one of claims 1 to 6.

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