Classroom teaching interaction system

Abstract

The invention discloses a classroom teaching interaction system, and relates to the technical field of teaching systems.The classroom teaching interaction system comprises the steps that firstly, classroom teaching modes are created for users to conduct interactive learning; performing analysis based on the teaching basic information of each teacher and the classroom basic information of each student to obtain each skilled classroom teaching mode, each learning concentration time period and each non-learning concentration time period of each teacher; the classroom teaching modes of teachers in the classroom, each learning concentration time period and each non-learning concentration time period are adjusted, the teaching mode is implemented in each learning concentration time period, and the group discussion mode is implemented in each non-learning concentration time period, so that the depressed classroom atmosphere is broken; the learning enthusiasm and interestingness of students are aroused to improve the classroom teaching efficiency, and finally the information of each module is stored in the terminal equipment, so that a foundation is laid for the upgrading of the subsequent classroom teaching interaction system, and the long-term development of the classroom teaching interaction system is also facilitated.

Description

Technical Field

[0001] This application relates to the technical field of teaching systems, and specifically relates to a classroom teaching interaction system. Background Art

[0002] With the continuous development of society and the education industry, people pay more and more attention to the teaching efficiency of classroom learning. However, in the process of classroom teaching, the teaching results are affected by various aspects such as students' learning concentration, teaching modes, and teaching teachers. How to reasonably optimize the teaching mode to increase the interaction between teachers and students, and then achieve higher teaching effects has become a problem to be solved at present. Therefore, this application proposes a classroom teaching interaction system.

[0003] An existing technology, such as a classroom teaching interaction system disclosed in the invention patent application with the publication number of CN111563702B. It includes: a teacher terminal for adjusting the classroom mode, and the classroom mode includes a lecture mode and a self-study mode; a student terminal for collecting students' image information; a server for analyzing the students' image information with a preset model, and classifying the students into three types: listening attentively, suspected of being distracted, and not listening attentively according to the analysis results; when the classroom mode is the self-study mode, the server sends a distraction verification signal to the student terminal of the suspected distracted student. After receiving the distraction verification signal, an image block that disappears after being pressed pops up on the student terminal. If the image block persists for X seconds, the server marks the student terminal as not listening attentively; when the classroom mode is the lecture mode, the server sends the information of the suspected distracted students to the teacher terminal. Using this system, the information of students who do not listen attentively can be accurately and completely recorded.

[0004] Regarding the above solution, there are the following technical problems: 1. The current technology mainly analyzes the students' listening states through a preset model, and does not analyze the reasons for the different listening states of students. The current neglect of this aspect leads to a relatively superficial analysis and cannot solve the problem of students being distracted in class in a timely and accurate manner.

[0005] 2. When the current technology discovers that a student is not listening attentively, it issues a voice reminder to the student. The current solution to the problem of students not listening attentively is relatively superficial and does not solve the problem at the root. As a result, after a period of voice reminder to the student, the student still does not listen attentively. The current neglect of this aspect leads to a lack of enthusiasm and interest in students during class, and thus they cannot concentrate on listening carefully, indicating that the current technology lacks accuracy and perfection. Summary of the Invention

[0006] The purpose of this application is to provide a classroom teaching interaction system, which solves the problems in the background art.

[0007] To solve the above technical problems, the present application adopts the following technical solutions: The present application provides a classroom teaching interaction system, including: A classroom teaching module: used to create various classroom teaching modes for users to interactively learn.

[0008] A user module: used to obtain the basic information of each user and analyze the usage of various classroom teaching modes by each user based on this.

[0009] An interaction analysis module: used to optimize the classroom teaching plan according to the teaching modes that each teacher is good at, and adjust the teaching modes for each time period according to the learning concentration of each student during each time period in the classroom.

[0010] A terminal module: used to store the information of the teaching module, user module, and classroom interaction module and generate teaching logs.

[0011] Preferably, the classroom teaching modes include a group discussion mode, a classroom Q&A mode, a teaching mode, and a knowledge assessment mode.

[0012] Preferably, the user module includes: A teacher unit: used to obtain the basic teaching information of each teacher from historical teaching records, and then analyze the evaluation coefficients of various classroom teaching modes of each teacher, so as to obtain the teaching modes that each teacher is good at.

[0013] A student unit: used to obtain the classroom basic information of each student from historical teaching records, and then analyze the learning concentration time periods and non-learning concentration time periods of each student in each classroom.

[0014] Preferably, the basic teaching information of each teacher includes the proportion of the duration of each classroom teaching mode during their teaching and the participation achievement values of each student for each classroom teaching mode; the classroom basic information of each student includes the number of distractions and the duration of distraction of each student during each time period in each classroom and the participation attitude values of each classroom teaching mode.

[0015] Preferably, the process of analyzing the learning concentration time periods and non-learning concentration time periods of each student is as follows: Based on the classroom basic information of each student, obtain the number of distractions of each student during each time period in the classroom and the duration of each distraction, and then analyze the classroom concentration evaluation coefficients of each student during each time period in the classroom , representing the numbers of each time period, , being any integer greater than 2.

[0016] Obtain the participation attitude values of each student in each classroom teaching mode corresponding to each time period in the classroom based on the classroom basic information of each student, and then analyze to obtain the learning attitude evaluation coefficients of each student in each time period in the classroom 。

[0017] Integrate the classroom concentration evaluation coefficients of each student in each time period in the classroom and the of each student in each time period in the classroom. According to the calculation formula: Analyze to obtain the comprehensive concentration evaluation coefficient of students in the th time period in the classroom and obtain the comprehensive concentration evaluation coefficients of students in each time period in the classroom based on this.

[0018] Compare the comprehensive concentration evaluation coefficients of students in each time period in the classroom with the set threshold of the comprehensive concentration evaluation coefficient of students. When the comprehensive concentration evaluation coefficient of students in a certain time period in the classroom is greater than or equal to the set threshold of the comprehensive concentration evaluation coefficient of students, then record the time period in the classroom as a learning concentration time period, otherwise record the time period as a non-learning concentration time period, and obtain each learning concentration time period and each non-learning concentration time period in the classroom based on this.

[0019] Preferably, adjusting the teaching mode of each time period according to the learning concentration situation of each student in each time period in the classroom, the specific process is as follows: Obtain the classroom teaching modes corresponding to each learning concentration time period and each non-learning concentration time period in the classroom from the historical classroom information respectively. If the classroom teaching mode in a certain learning concentration time period in the classroom is the group discussion mode or the Q&A mode, then adjust the classroom teaching mode of this time period to the lecture mode or the knowledge assessment mode. If the classroom teaching mode in a certain learning concentration time period in the classroom is the lecture mode or the knowledge assessment mode, then no adjustment is made; if the classroom teaching mode in a certain non-learning concentration time period in the classroom is the lecture mode or the knowledge assessment mode, then adjust the classroom teaching mode of this time period to the group discussion mode. If the classroom teaching mode in a certain non-learning concentration time period in the classroom is the group discussion mode or the Q&A mode, then no adjustment is made, and adjust the classroom teaching modes of each learning concentration time period and each non-learning concentration time period in the classroom based on this.

[0020] Preferably, adjusting the teaching teacher of the classroom according to the teaching modes that each teacher is good at, the specific process is as follows: Obtain the total durations corresponding to each learning concentration time period and each non-learning concentration time period in the classroom from the historical classroom information respectively. Compare the total duration of each learning concentration time period with the total duration corresponding to each non-learning concentration time period. If the total duration of each learning concentration time period is greater than or equal to the total duration corresponding to each non-learning concentration time period, then record this classroom as an interactive classroom, otherwise record this classroom as a lecture-type classroom.

[0021] Based on the respective good classroom teaching mode tables of each teacher, obtain the teachers who are good at group discussion mode and Q&A mode and the teachers who are good at teaching mode and knowledge assessment mode respectively, and record them as each interactive teacher and each teaching teacher respectively.

[0022] For interactive classes, select interactive teachers to teach; for teaching classes, select teaching teachers to teach them.

[0023] The beneficial effects of this application are as follows: 1. A classroom teaching interaction system provided by this application first creates various classroom teaching modes for each user to interactively learn, and then analyzes the respective good classroom teaching modes, each learning focus time period and each non-learning focus time period of each teacher based on the teaching basic information of each teacher and the classroom basic information of each student, and adjusts the teaching teacher of the classroom and the classroom teaching modes of each learning focus time period and each non-learning focus time period. Implement the teaching mode during each learning focus time period and implement the group discussion mode during each non-learning focus time period, thereby breaking the dull classroom atmosphere, mobilizing the learning enthusiasm and interest of students to improve the classroom teaching efficiency, and finally storing the information of each module in the terminal device, laying a foundation for the subsequent upgrade of the classroom teaching interaction system and also being beneficial to the long-term development of this classroom teaching interaction system.

[0024] 2. This application conducts classroom teaching by creating group discussion mode, Q&A mode, teaching mode, knowledge assessment mode, etc., laying a foundation for the interaction between students and teachers and the interaction between students and students.

[0025] 3. This application analyzes the respective good teaching modes of each teacher, providing a strong basis for subsequent classroom adjustment. At the same time, by analyzing the classroom performance of each student, each learning focus time period and each non-learning focus time period are obtained, providing a strong basis for subsequent teacher adjustment and the adjustment of each classroom teaching mode.

[0026] 4. By adjusting the classroom teaching mode during each learning concentration period in the classroom to the teaching mode, the efficiency of students learning new knowledge during each learning concentration period is guaranteed. At the same time, by adjusting the classroom teaching mode during each non-learning concentration period in the classroom to the group discussion mode, the learning enthusiasm and initiative of students are mobilized, the vitality and vigor of the classroom are enhanced, and it is also beneficial to exercise the logical thinking ability of students. When students' attention is not concentrated, they are allowed to have free discussions, and the collision of different viewpoints can quickly arouse the learning interest of students, break the dull classroom atmosphere, and thus greatly improve the efficiency and interactivity of classroom teaching. At the same time, based on the classroom teaching modes that each teacher is good at and the learning concentration of students in the classroom, the teaching teachers are adjusted, which greatly improves the rationality and perfection of the classroom teaching interaction system.

[0027] 5. By storing the information of the teaching module, user module, and classroom interaction module in the terminal module, a foundation is laid for further adjustment of the classroom teaching interaction system, ensuring the perfection of the classroom teaching interaction system and also being beneficial to the long-term development of the classroom teaching interaction system. BRIEF DESCRIPTION OF THE DRAWINGS

[0028] In order to more clearly illustrate the technical solutions in the embodiments of the present application or the prior art, the following will briefly introduce the drawings required for use in the description of the embodiments or the prior art. Obviously, the drawings in the following description are only some embodiments of the present application. For those of ordinary skill in the art, without creative efforts, other drawings can also be obtained based on these drawings.

[0029] Figure 1 It is a schematic diagram of the system structure connection of the present application. DETAILED DESCRIPTION OF THE EMBODIMENTS

[0030] The following will clearly and completely describe the technical solutions in the embodiments of the present application with reference to the drawings in the embodiments of the present application. Obviously, the described embodiments are only some embodiments of the present application, rather than all embodiments. Based on the embodiments in the present application, all other embodiments obtained by those of ordinary skill in the art without creative efforts belong to the scope of protection of the present application.

[0031] Refer to Figure 1 As shown, the present application provides a classroom teaching interaction system, including the following modules: Classroom teaching module: used to create various classroom teaching modes for each user to interact and learn.

[0032] It should be noted that the users include teachers and students.

[0033] The classroom teaching modes include group discussion mode, classroom Q&A mode, teaching mode, and knowledge assessment mode.

[0034] User module: used to obtain the basic information of each user, and based on this, analyze the usage of various classroom teaching modes by each user.

[0035] In a specific example, the user module includes: Teacher unit: used to obtain the basic teaching information of each teacher from historical teaching records, and then analyze to obtain the evaluation coefficients of various classroom teaching modes of each teacher, so as to obtain the good teaching modes of each teacher.

[0036] It should be noted that all the teachers mentioned in this application teach the same subject.

[0037] Student unit: used to obtain the basic classroom information of each student from historical teaching records, and then analyze to obtain the learning concentration time periods and non-learning concentration time periods of each student in each class.

[0038] In a specific example, the basic teaching information of each teacher includes the proportion of the duration of various classroom teaching modes during their teaching and the participation achievement values of corresponding students in various classroom teaching modes; the basic classroom information of each student includes the number of times and the duration of distraction of each student in each time period in each class and the participation attitude values of various classroom teaching modes.

[0039] It should be noted that a high-definition camera is used to collect the facial images of students, and then image processing technology is used to analyze the collected facial images of students to obtain two analysis results: distracted and not distracted.

[0040] It should be noted that the length of each time period is set by relevant management personnel themselves, which can be 10 minutes or 15 minutes, and no specific limitation is made here.

[0041] It should be noted that the proportion of various classroom teaching modes is determined by the teaching teacher himself. A class can be all in the teaching mode, or composed of the teaching mode and the group discussion mode, and no specific limitation is made here.

[0042] It should be noted that the participation achievement value represents the harvest situation of students in a certain classroom teaching mode. For example, in the knowledge assessment mode, the scores of the knowledge points of each module answered by students are divided by the total scores of the knowledge points of the corresponding modules to obtain the participation achievement values of various classroom teaching modes of students; the participation attitude value represents the participation situation of students in various classroom teaching modes. For example, in the group discussion mode, the output quantity of a certain student's views is divided by the total output quantity of views of its corresponding group to obtain the participation attitude value of various classroom teaching modes of this student.

[0043] In a specific example, the analysis obtains the evaluation coefficients of each classroom teaching mode for each teacher, so as to obtain the teaching modes that each teacher is good at. The specific process is as follows: Based on the classroom basic information of each teacher, the participation achievement values of each student in each classroom teaching mode are obtained, and are respectively denoted as , where represents the number of each teacher, , is an arbitrary integer greater than 2, represents the number of each student, , is an arbitrary integer greater than 2, represents the number of each classroom teaching mode, , where the numbers 1, 2, 3, and 4 represent the group discussion mode, the classroom Q&A mode, the teaching mode, and the knowledge assessment mode respectively. According to the calculation formula: Analyze to obtain the classroom mode evaluation coefficient corresponding to the th teacher, , where represents the participation achievement standard value of the classroom teaching mode numbered , is the total number of students in the classroom. Based on this, the evaluation coefficients of each classroom teaching mode for each teacher are obtained.

[0044] It should be noted that , The specific value of is set by the relevant management personnel themselves. For example, in order to obtain better classroom participation achievements, can be set, and there is no specific limit here.

[0045] Arrange the obtained evaluation coefficients of each classroom teaching mode for each teacher in descending order, construct a teaching mode proficiency table for each teacher, and based on this, the proficient classroom teaching modes of each teacher can be obtained.

[0046] In a specific example, the analysis obtains the learning concentration time periods and non-learning concentration time periods of each student. The specific analysis process is as follows: Based on the classroom basic information of each student, the number of times of distraction and the duration of each distraction in each time period in the classroom for each student are obtained, and then the classroom concentration evaluation coefficients of each student in each time period in the classroom are analyzed , represents the number of each time period, , is an arbitrary integer greater than 2.

[0047] Obtain the participation attitude values of each student in each classroom teaching mode corresponding to each time period in the classroom based on the classroom basic information of each student, and then analyze to obtain the learning attitude evaluation coefficients of each student in each time period in the classroom 。

[0048] Integrate the classroom concentration evaluation coefficients of each student in each time period in the classroom and those of each student in each time period in the classroom ,According to the calculation formula: Analyze to obtain the comprehensive concentration evaluation coefficient of students in the th time period in the classroom ,Based on this, obtain the comprehensive concentration evaluation coefficients of students in each time period in the classroom.

[0049] Compare the comprehensive concentration evaluation coefficients of students in each time period in the classroom with the set threshold of the comprehensive concentration evaluation coefficient of students. When the comprehensive concentration evaluation coefficient of students in a certain time period in the classroom is greater than or equal to the set threshold of the comprehensive concentration evaluation coefficient of students, then record the time period in the classroom as a learning concentration time period, otherwise record the time period as a non-learning concentration time period. Based on this, obtain each learning concentration time period and each non-learning concentration time period in the classroom.

[0050] It should be noted that the threshold of the comprehensive concentration evaluation coefficient of students in the classroom is set by relevant management personnel. For example, perform a normal distribution on the comprehensive concentration evaluation coefficients of students in each time period in the classroom, and record the intermediate value after the normal distribution as the threshold of the comprehensive concentration evaluation coefficient of students in the classroom. The higher the specific value of this threshold, the higher the requirement for students' concentration.

[0051] In a specific example, analyze to obtain the classroom concentration evaluation coefficients of each student in each time period in the classroom and the learning attitude evaluation coefficients of each student in each time period in the classroom. The specific analysis process is as follows: Record the number of times of distraction and the duration of distraction of each student in each time period in the classroom as ,where represents the serial number of the number of times of distraction, , is an arbitrary integer greater than 2. According to the calculation formula: Analyze to obtain the classroom concentration evaluation coefficient of the th student in the th time period in the classroom ,where is the set standard value of the duration of distraction, is the total number of times of distraction. Based on this, obtain the classroom concentration evaluation coefficients of each student in each time period in the classroom.

[0052] It should be noted that the duration of distraction is the duration of a single distraction.

[0053] It should be noted that the standard value of the duration of mind wandering is set by the relevant staff themselves and needs to be less than the duration of each time period. For example, in order to obtain better teaching effects, the standard value of the duration of mind wandering can be set to 0.

[0054] Record the participation attitude values of each student in each classroom teaching mode corresponding to each time period in the classroom as , according to the calculation formula: Analyze and obtain the learning attitude evaluation coefficient of the th student in the th time period in the classroom , where represents the set standard value of classroom participation attitude, is the total number of classroom teaching modes, and based on this, obtain the learning attitude evaluation coefficients of each student in each time period in the classroom.

[0055] It should be noted that the standard value of classroom participation attitude is set by the relevant management personnel themselves. For example, in order to obtain better teaching effects, the standard value of classroom participation attitude can be set to 1.

[0056] Interaction analysis module: used to optimize the classroom teaching plan according to the teaching modes that each teacher is good at, and adjust the teaching modes of each time period according to the learning concentration of each student in each time period in the classroom.

[0057] In a specific example, the process of adjusting the teaching modes of each time period according to the learning concentration of each student in each time period in the classroom is as follows: Respectively obtain the classroom teaching modes corresponding to each learning concentration time period and each non - learning concentration time period in the classroom from the historical classroom information. If the classroom teaching mode of a certain learning concentration time period in the classroom is the group discussion mode or the Q&A mode, then adjust the classroom teaching mode of this time period to the teaching mode or the knowledge assessment mode. If the classroom teaching mode of a certain learning concentration time period in the classroom is the teaching mode or the knowledge assessment mode, then no adjustment is made; if the classroom teaching mode of a certain non - learning concentration time period in the classroom is the teaching mode or the knowledge assessment mode, then adjust the classroom teaching mode of this time period to the group discussion mode. If the classroom teaching mode of a certain non - learning concentration time period in the classroom is the group discussion mode or the Q&A mode, then no adjustment is made. Based on this, adjust the classroom teaching modes of each learning concentration time period and each non - learning concentration time period in the classroom.

[0058] It should be noted that by adjusting the classroom teaching modes of each learning concentration time period and each non - learning concentration time period, the interactivity of classroom teaching is improved, thereby improving teaching efficiency.

[0059] In a specific example, the teaching teacher of the class is adjusted according to the teaching modes that each teacher is good at. The specific process is as follows: Obtain the total duration corresponding to each learning concentration period and each non-learning concentration period in the class from the historical class information respectively, compare the total duration of each learning concentration period with the total duration corresponding to each non-learning concentration period. If the total duration of each learning concentration period is greater than or equal to the total duration of each non-learning concentration period, then mark this class as an interactive class; otherwise, mark this class as a teaching class.

[0060] Based on the teaching mode tables that each teacher is good at for each class, obtain the teachers who are good at group discussion mode and Q&A mode respectively, and the teachers who are good at teaching mode and knowledge assessment mode respectively, and mark them as each interactive teacher and each teaching teacher respectively.

[0061] For an interactive class, select an interactive teacher to give lectures; for a teaching class, select a teaching teacher to give lectures on it.

[0062] Terminal module: Used to store the information of the teaching module, user module and classroom interaction module and generate teaching logs.

[0063] In a specific example, the information of the user module includes the teaching mode tables that each teacher is good at, as well as each learning concentration period and each non-learning concentration period. The information of the classroom interaction module includes the classroom teaching mode adjustment plan and teacher adjustment plan for each time period in the class.

[0064] A classroom teaching interaction system provided by the present application first creates various classroom teaching modes for each user to interact and learn, then analyzes the teaching basic information of each teacher and the classroom basic information of each student to obtain the teaching modes that each teacher is good at for each class, as well as each learning concentration period and each non-learning concentration period, and adjusts the teaching teacher of the class and the classroom teaching mode of each learning concentration period and each non-learning concentration period. Implement the teaching mode during each learning concentration period and implement the group discussion mode during each non-learning concentration period, thereby breaking the dull classroom atmosphere, mobilizing the learning enthusiasm and interest of students to improve the classroom teaching efficiency. Finally, store the information of each module in the terminal device, laying a foundation for the subsequent upgrade of the classroom teaching interaction system and also being conducive to the long-term development of this classroom teaching interaction system.

[0065] The above content is only an example and explanation of the concept of the present application. Those skilled in the art of this technology make various modifications or supplements to the described specific embodiments or use similar methods to replace them. As long as they do not deviate from the concept of the invention or exceed the scope defined by the present application, they should all belong to the protection scope of the present application.

Claims

1. A classroom teaching interactive system, characterized in that: include: Classroom teaching module: used to create various classroom teaching modes for users to conduct interactive learning; User module: used to obtain basic information of each user and analyze the usage of each user's classroom teaching mode based on it; Interactive analysis module: used to optimize classroom teaching plans according to the teaching mode that each teacher is good at, and adjust the teaching mode in each time period according to the learning concentration of each student in each time period in class; Terminal module: used to store information of teaching module, user module and classroom interaction module and generate teaching logs.

2. A classroom teaching interactive system according to claim 1, characterized in that: The classroom teaching modes include group discussion mode, classroom question-and-answer mode, teaching mode and knowledge assessment mode.

3. A classroom teaching interactive system according to claim 2, characterized in that: The user module comprises: Teacher unit: used to obtain the basic teaching information of each teacher from the historical teaching records, and then analyze and obtain the evaluation coefficient of each teacher's classroom teaching mode, so as to obtain the teaching mode that each teacher is good at; Student unit: used to obtain basic classroom information of each student from historical teaching records, and then analyze the time periods of focused learning and non-focused learning for each student in each class.

4. A classroom teaching interactive system according to claim 3, characterized in that: The basic teaching information of each teacher includes the proportion of the duration of each classroom teaching mode during his / her teaching and the corresponding participation achievement value of each student in each classroom teaching mode; the basic classroom information of each student includes the number of times and duration of distraction of each student in each time period of each class and the participation attitude value of each classroom teaching mode.

5. A classroom teaching interactive system according to claim 4, characterized in that: The analysis obtains the evaluation coefficient of each teacher's classroom teaching mode, thereby obtaining each teacher's preferred teaching mode. The specific process is as follows: Based on the basic classroom information of each teacher, the corresponding student participation outcome value in each classroom teaching mode is obtained and recorded as ,in Indicates the number of each teacher. , is any integer greater than 2, Indicates the number of each student. , is any integer greater than 2, Indicates the teaching mode number of each classroom. , where numbers 1, 2, 3 and 4 represent group discussion mode, classroom question-answering mode, teaching mode and knowledge assessment mode respectively. According to the calculation formula: The analysis obtained The corresponding number of teachers is Classroom model evaluation coefficient ,in Indicated as number The standard value of participation results of classroom teaching mode, is the total number of students in the class, based on which the evaluation coefficient of each teacher's classroom teaching mode is obtained; Arrange the evaluation coefficients of each teacher's classroom teaching model in descending order, and construct a table of each teacher's teaching model expertise, based on which we can obtain each teacher's expertise in classroom teaching models.

6. A classroom teaching interactive system according to claim 5, characterized in that: The analysis obtains each student's focused study time period and each non-focus study time period. The specific analysis process is as follows: Based on the basic classroom information of each student, the number of distractions and the duration of each distraction in each time period of each student in the classroom are obtained, and then the classroom concentration evaluation coefficient of each student in each time period of the classroom is obtained through analysis. , Indicates the number of each time period. , is any integer greater than 2; Based on the basic classroom information of each student, the participation attitude value of each student in each time period of each classroom teaching mode is obtained, and then the learning attitude evaluation coefficient of each student in each time period of each classroom is obtained. ; Comprehensive evaluation coefficient of each student's classroom concentration at each time period in class and each student's time in class , according to the calculation formula: The analysis results in the class Comprehensive concentration evaluation coefficient of students in each time period , based on which the comprehensive concentration evaluation coefficient of students in each time period in the class is obtained; The comprehensive student concentration evaluation coefficient of each time period in the classroom is compared with the set student comprehensive concentration evaluation coefficient threshold. When the comprehensive student concentration evaluation coefficient of a time period in the classroom is greater than or equal to the set student comprehensive concentration evaluation coefficient threshold, the time period in the classroom is recorded as a learning focus time period; otherwise, the time period is recorded as a non-learning focus time period, thereby obtaining each learning focus time period and each non-learning focus time period in the classroom.

7. A classroom teaching interactive system according to claim 6, characterized in that: The analysis results show that the classroom concentration evaluation coefficient of each student in each time period in the classroom and the learning attitude evaluation coefficient of each student in each time period in the classroom. The specific analysis process is as follows: The number of times each student's mind wanders and the duration of the mind wandering in each time period in class are recorded as ,in A number indicating the number of times the mind wanders. , is any integer greater than 2, according to the calculation formula: The analysis obtained The first student in the class Classroom concentration evaluation coefficient for each time period ,in is the standard value of the duration of mind wandering. is the total number of distractions, based on which the classroom concentration evaluation coefficient of each student in each time period in class is obtained; The participation attitude value of each student in each classroom teaching mode corresponding to each time period in the class is recorded as , according to the calculation formula: The analysis obtained The first student in the class The learning attitude evaluation coefficient of each time period ,in It is expressed as the set standard value of classroom participation attitude. is the total number of classroom teaching modes, based on which the learning attitude evaluation coefficient of each student in each time period in the classroom is obtained.

8. A classroom teaching interactive system according to claim 7, characterized in that: The teaching mode of each time period is adjusted according to the learning concentration of each student in each time period in class. The specific process is as follows: The classroom teaching modes corresponding to each learning focus time period and each non-learning focus time period in the classroom are obtained from the historical classroom information respectively. If the classroom teaching mode of a certain learning focus time period in the classroom is a group discussion mode or a question-and-answer mode, the classroom teaching mode of this time period is adjusted to a teaching mode or a knowledge assessment mode. If the classroom teaching mode of a certain learning focus time period in the classroom is a teaching mode or a knowledge assessment mode, no adjustment is made. If the classroom teaching mode of a non-learning focus time period in the classroom is a teaching mode or a knowledge assessment mode, the classroom teaching mode of this time period is adjusted to a group discussion mode. If the classroom teaching mode of a non-learning focus time period in the classroom is a group discussion mode or a question-and-answer mode, no adjustment is made. Accordingly, the classroom teaching modes of each learning focus time period and each non-learning focus time period in the classroom are adjusted.

9. A classroom teaching interactive system according to claim 8, characterized in that: The above-mentioned process of adjusting the teaching teachers in the classroom according to the teaching mode that each teacher is good at is as follows: The total duration of each focused learning time period and each non-focused learning time period in the class is obtained from the historical class information, and the total duration of each focused learning time period is compared with the total duration of each non-focused learning time period. If the total duration of each focused learning time period is greater than or equal to the total duration of each non-focused learning time period, the class is recorded as an interactive class, otherwise, the class is recorded as a teaching class; Based on the table of classroom teaching modes that each teacher is good at, teachers who are good at group discussion mode and question-answering mode, as well as teachers who are good at teaching mode and knowledge assessment mode are obtained, and they are recorded as interactive teachers and teaching teachers respectively; For interactive classes, interactive teachers are selected to teach; for lecture-type classes, lecture-type teachers are selected to teach.

10. A classroom teaching interactive system according to claim 9, characterized in that: The information of the teaching module includes various teaching modes, the information of the user module includes the table of teaching modes that each teacher is good at and various learning focus time periods and non-learning focus time periods, and the information of the classroom interaction module includes the classroom teaching mode adjustment plan and teacher adjustment plan for each time period in the classroom.

Images