Teacher teaching ability improvement training method and system

Abstract

The invention discloses a teacher teaching ability improvement training method and system, and the method comprises the steps: determining a plurality of evaluation dimensions for teacher teaching ability, obtaining a quantitative evaluation index of each evaluation dimension, and obtaining a plurality of high-quality training course resources according to the quantitative evaluation indexes; historical teaching state parameters input by each teacher are obtained, and teaching ability evaluation is carried out on each teacher; analyzing a teaching short board index and short board state description of each teacher according to an evaluation result, and determining capability improvement demand parameters; and screening out a target training course resource from the plurality of high-quality training course resources according to the ability improvement demand parameters, making a training plan based on the learning ability information of each teacher, and carrying out teaching ability improvement training on each teacher according to the training plan. According to the invention, accurate short board related ability training can be accurately carried out for teachers with different teaching levels, the training efficiency and stability are improved, the adaptability of training resources is ensured, and the practicability is improved.

Description

Technical Field

[0001] The present invention relates to the technical field of personnel ability training, and in particular to a training method and system for improving teachers' teaching ability. Background Art

[0002] With the increasing diversification of educational environments, the challenges facing teachers are also increasing. Novice teachers, in particular, often struggle to adapt quickly to the variability of student behavior and teaching needs in real-world teaching. Current teacher training methods are primarily divided into offline and online approaches. Offline training can provide teachers with a realistic classroom environment, but on the one hand, offline training is costly and difficult to readily apply and widely promote. On the other hand, while offline training facilitates the sharing of teaching experience between novice and experienced teachers, it often lacks integration with real-world teaching scenarios to hone teachers' abilities, nor does it provide personalized feedback and support, making it difficult for teachers to adapt to students' diverse needs. Compared to offline training, online training, which integrates training through video viewing and theoretical explanations, greatly improves convenience. However, it also presents several challenges: Due to the varying teaching proficiency of individual teachers, a rigid online training model cannot precisely address each teacher's shortcomings, reducing practicality, efficiency, and stability. Summary of the Invention

[0003] In response to the problems shown above, the present invention provides a teacher teaching ability improvement training method and system to solve the problem mentioned in the background technology that due to the uneven teaching levels of teachers, the fixed online training model cannot accurately target the teaching shortcomings of each teacher, thereby reducing practicality, training efficiency and stability.

[0004] A method for improving teacher teaching ability includes the following steps:

[0005] Identify multiple evaluation dimensions for teachers' teaching abilities, obtain quantitative evaluation indicators for each evaluation dimension, and obtain multiple high-quality training course resources based on the quantitative evaluation indicators;

[0006] Obtain the historical teaching status parameters entered by each teacher, and evaluate the teaching ability of each teacher based on the historical teaching status parameters;

[0007] Analyze each teacher's teaching shortcomings and their descriptions based on the assessment results, and determine the capacity improvement parameters based on these indicators and descriptions.

[0008] According to the capacity improvement demand parameters, target training course resources are selected from multiple high-quality training course resources, and a training plan is formulated based on the target training course resources and each teacher's learning ability information. Each teacher is trained to improve his or her teaching ability according to the training plan.

[0009] Preferably, before obtaining the historical teaching status parameters input by each teacher and evaluating the teaching ability of each teacher according to the historical teaching status parameters, the method further includes:

[0010] Determine each teacher's teaching subject, obtain the teaching scenario parameters corresponding to the teaching subject, and determine the teaching focus label of the teaching subject based on the teaching scenario parameters;

[0011] Determine multiple essential teaching indicators for each teacher based on teaching focus labels through the assessment and analysis data model;

[0012] Obtain the teaching methods and teaching systems corresponding to each teacher's teaching subjects, and assign weights to each required teaching indicator based on the teaching methods and teaching systems;

[0013] According to the weight assigned to each essential teaching indicator, key essential teaching indicators and non-key essential teaching indicators are screened out.

[0014] Preferably, determining multiple evaluation dimensions of the teacher's teaching ability, obtaining quantitative evaluation indicators for each evaluation dimension, and obtaining multiple high-quality training course resources based on the quantitative evaluation indicators include:

[0015] Determine multiple evaluation dimensions for teachers' teaching abilities based on educational standards, and determine the source of educational data for each evaluation dimension;

[0016] Collect teaching data for each evaluation dimension from educational data sources and extract dynamic behavioral data from the teaching data;

[0017] Determine the quantitative evaluation indicators for each evaluation dimension based on the extracted dynamic behavior data and its behavioral conclusions, and determine the three-dimensional label requirements for the course based on the quantitative evaluation indicators;

[0018] Based on the three-dimensional label requirements of the course, multiple training course resources are obtained, and the quality of each training course resource is evaluated based on its historical teaching situation. Based on the evaluation results, multiple high-quality training course resources for each quantitative evaluation indicator are screened out.

[0019] Preferably, the obtaining of the historical teaching status parameters entered by each teacher and evaluating the teaching ability of each teacher according to the historical teaching status parameters includes:

[0020] Collect classroom basic data, student academic data, teaching behavior data, and interactive feedback data entered by each teacher and use them as historical teaching status parameters;

[0021] Determine the mapping teaching indicators for classroom basic data, student academic data, teaching behavior data, and interactive feedback data, and determine the analysis logic for mapping teaching indicators;

[0022] Select analysis models for classroom basic data, student academic data, teaching behavior data, and interactive feedback data based on analysis logic;

[0023] Through the analysis model, the teaching ability of each teacher is evaluated based on classroom basic data, student academic data, teaching behavior data and interactive feedback data.

[0024] Preferably, the teaching ability evaluation of each teacher is performed based on classroom basic data, student academic data, teaching behavior data, and interactive feedback data through the analysis model, including:

[0025] Through the analysis model, the teaching indicators are mapped to the growth evaluation parameters based on the time series according to the classroom basic data, student academic data, teaching behavior data and interactive feedback data output;

[0026] Determine the growth trend of the mapping teaching indicator according to the growth evaluation parameter of the mapping teaching indicator based on the time series;

[0027] According to the growth trend, the first mapping teaching indicators of normal development and steady development and the second mapping teaching indicators of downward trend are selected;

[0028] The evaluation dimensions to which the first mapping teaching indicator and the second mapping teaching indicator belong are determined respectively, and a histogram of each teacher's teaching ability is constructed according to the evaluation dimensions.

[0029] Preferably, after analyzing the teaching shortcomings of each teacher and describing their shortcomings based on the evaluation results, the following is also included:

[0030] Determine whether each teacher's teaching shortcoming indicator is a non-key essential teaching indicator for the teacher; if so, obtain the qualified status parameter of the teaching shortcoming indicator;

[0031] Determine the theoretical improvement range of each teacher's teaching weakness indicators based on the qualified status parameters, and determine the training intensity of each teacher's teaching weakness indicators based on the theoretical improvement range;

[0032] Determine the training priority for each teaching short board indicator based on the training intensity, and rank each teacher's teaching short board indicator according to the training priority;

[0033] The ranking results will be used as reference conditions for formulating training plans.

[0034] Preferably, the step of analyzing the teaching weakness indicators and weakness status description of each teacher based on the evaluation results, and determining the capacity improvement requirement parameters based on the teaching weakness indicators and weakness status description, includes:

[0035] Determine the weak teaching dimensions of each teacher based on the evaluation results, and determine the target quantitative evaluation indicators corresponding to the weak teaching dimensions as the teaching weak indicators;

[0036] Determine the shortcoming type of the teaching shortcoming indicator, and obtain the interaction behavior parameters of each teacher with students under the teaching shortcoming indicator based on the shortcoming type;

[0037] Extract relevant status descriptions of teaching shortcomings indicators based on interactive behavior parameters, and determine optimization goals based on relevant status descriptions and teaching shortcomings indicators;

[0038] Based on the optimization goals, the optimization behavior parameters of each teacher on the teaching shortcomings indicators are determined, and based on the optimization behavior parameters, the capacity improvement demand parameters are determined.

[0039] Preferably, the step of selecting target training course resources from a plurality of high-quality training course resources according to the capability improvement requirement parameters includes:

[0040] Determine multiple intervention strategies corresponding to the capacity improvement demand parameters, and obtain the time cost parameters and energy cost parameters of each intervention strategy;

[0041] Screen out the best intervention strategy based on time cost parameters and energy cost parameters, and determine the matching high-quality training course resources for the best intervention strategy;

[0042] The fit score of each matching high-quality training course resource is calculated through a multi-dimensional matching algorithm, and the matching high-quality training course resource with the highest fit score is selected as the target training course resource.

[0043] Preferably, formulating a training plan based on target training course resources and each teacher's learning ability information, and providing each teacher with teaching ability improvement training according to the training plan, includes:

[0044] Collect multi-dimensional historical learning data of each teacher, and calculate the learning ability index of each teacher based on the multi-dimensional historical learning data based on the quantitative indicators of learning ability;

[0045] Determine the course outline and content volume of the target training course resources, and determine the course load factor based on the course outline and content volume;

[0046] Develop multiple learning stages and stage goals for each learning stage based on the course load factor and each teacher's learning ability index;

[0047] A training plan is formulated based on multiple learning stages, the stage goals of each learning stage and the time schedule parameters of each teacher, and each teacher is trained to improve his or her teaching ability according to the training plan.

[0048] A teacher teaching ability improvement training system, the system comprising:

[0049] The acquisition module is used to determine multiple evaluation dimensions of teachers' teaching ability, obtain quantitative evaluation indicators for each evaluation dimension, and obtain multiple high-quality training course resources based on the quantitative evaluation indicators;

[0050] The evaluation module is used to obtain the historical teaching status parameters entered by each teacher and evaluate the teaching ability of each teacher based on the historical teaching status parameters;

[0051] The determination module is used to analyze the teaching shortcomings indicators and description of each teacher based on the evaluation results, and determine the capacity improvement requirements parameters based on the teaching shortcomings indicators and description of the shortcomings;

[0052] The training module is used to select target training course resources from multiple high-quality training course resources according to the capacity improvement demand parameters, formulate a training plan based on the target training course resources and the learning ability information of each teacher, and provide teaching ability improvement training to each teacher according to the training plan.

[0053] Other features and advantages of the present invention will be described in the following description, and in part will become apparent from the description, or will be understood by practicing the present invention. The purpose and other advantages of the present invention can be realized and obtained by the structures particularly pointed out in the written description and the accompanying drawings.

[0054] The technical solution of the present invention is further described in detail below through the accompanying drawings and embodiments. BRIEF DESCRIPTION OF THE DRAWINGS

[0055] The accompanying drawings are used to provide further understanding of the present invention and constitute a part of the specification. They are used to explain the present invention together with the embodiments of the present invention and do not constitute a limitation of the present invention.

[0056] Figure 1 A flowchart of a method for improving teacher teaching ability provided by the present invention;

[0057] Figure 2 Another workflow diagram of the method for improving teacher teaching ability provided by the present invention;

[0058] Figure 3 Another work flow chart of a method for improving teacher teaching ability provided by the present invention;

[0059] Figure 4 This is a structural diagram of a teacher teaching ability improvement training system provided by the present invention. DETAILED DESCRIPTION

[0060] Exemplary embodiments will be described in detail herein, with examples illustrated in the accompanying drawings. In the following description, when referring to the drawings, identical numerals in different figures represent identical or similar elements, unless otherwise indicated. The embodiments described in the following exemplary embodiments are not intended to represent all possible embodiments consistent with the present disclosure. Rather, they are merely examples of apparatus and methods consistent with certain aspects of the present disclosure, as detailed in the appended claims.

[0061] At present, with the increasing diversification of the educational environment, the challenges faced by teachers are also increasing. In particular, novice teachers often find it difficult to quickly adapt to the variability of student behavior and teaching needs in the actual teaching process. Current teacher training methods are mainly divided into offline and online. The offline training model can provide teachers with a real classroom scene, but on the one hand, the cost of offline training is high and it is difficult to apply and promote it at any time. On the other hand, although offline training facilitates the sharing of teaching experience between novice teachers and experienced teachers, it is often difficult to integrate it into actual teaching scenarios to hone teachers' teaching abilities, and it is also difficult to provide personalized feedback and support, making it difficult for teachers to adjust to the diverse needs of students. Compared with the offline training model, online training achieves docking training through watching videos and theoretical explanations, which greatly improves convenience. However, it has the following problems: due to the uneven teaching level of each teacher, the fixed online training model cannot accurately target the teaching shortcomings of each teacher, reducing practicality, training efficiency and stability. To solve the above problems, this embodiment discloses a training method for improving teachers' teaching ability.

[0062] A training method for improving teachers' teaching ability, such as Figure 1 As shown, the following steps are included:

[0063] Step S101: determining multiple evaluation dimensions of a teacher's teaching ability, obtaining quantitative evaluation indicators for each evaluation dimension, and obtaining multiple high-quality training course resources based on the quantitative evaluation indicators;

[0064] Step S102: Obtain the historical teaching status parameters entered by each teacher, and evaluate the teaching ability of each teacher based on the historical teaching status parameters;

[0065] Step S103: Analyze the teaching weakness indicators and weakness status description of each teacher based on the evaluation results, and determine the ability improvement requirement parameters based on the teaching weakness indicators and weakness status description;

[0066] Step S104: Filter target training course resources from multiple high-quality training course resources according to the ability improvement demand parameters, formulate a training plan based on the target training course resources and each teacher's learning ability information, and provide each teacher with teaching ability improvement training according to the training plan.

[0067] In this embodiment, the multiple evaluation dimensions are expressed as evaluation dimensions for comprehensively evaluating teachers' teaching abilities, specifically including: teaching skills, subject literacy, classroom management, knowledge application and student development, and teacher ethics, etc.;

[0068] In this embodiment, the quantitative evaluation indicators are represented as mapped quantitative indicators of each evaluation dimension. For example, the quantitative evaluation indicators of classroom management include classroom discipline management, classroom atmosphere management, and classroom learning enthusiasm management.

[0069] The working principle of the above technical solution is: determine multiple evaluation dimensions of teachers' teaching ability, obtain quantitative evaluation indicators for each evaluation dimension, and obtain multiple high-quality training course resources based on the quantitative evaluation indicators; obtain the historical teaching status parameters entered by each teacher, and evaluate the teaching ability of each teacher based on the historical teaching status parameters; analyze the teaching shortcomings indicators and shortcomings status description of each teacher based on the evaluation results, and determine the ability improvement demand parameters based on the teaching shortcomings indicators and shortcomings status description; select the target training course resources from multiple high-quality training course resources based on the ability improvement demand parameters and formulate a training plan based on the target training course resources and the learning ability information of each teacher, and provide teaching ability improvement training for each teacher according to the training plan.

[0070] The beneficial effects of the above technical solution are: by evaluating the teaching ability of each teacher and then determining their weak teaching indicators and then determining the ability improvement needs, suitable course resources can be selected for ability improvement training. Accurate short-board related ability training can be carried out for teachers with different teaching levels, which not only improves the efficiency and stability of training, but also ensures the adaptability of training resources and improves practicality. It solves the problem mentioned in the existing technology that due to the uneven teaching levels of teachers, the fixed online training model cannot achieve accurate targeted training for the teaching shortcomings of each teacher, thereby reducing practicality, training efficiency and stability.

[0071] In this embodiment, after evaluating the teaching ability of each teacher based on the historical teaching status parameters, the following steps are also included:

[0072] Determine the history teaching materials of each teacher according to the history teaching state parameters, and obtain the classroom response parameters of the history teaching materials;

[0073] Determine the knowledge sequence demand distribution of history teaching materials based on classroom response parameters and teaching thinking of history teaching materials;

[0074] Screen out the active knowledge points in class according to the distribution of knowledge sequence requirements and determine the target teaching model for active knowledge points in class;

[0075] Determine the change parameters of teachers' teaching skills requirements based on the target teaching model, and determine the conversion and adjustment mechanism of quantitative evaluation indicators based on the change parameters of teaching skills requirements;

[0076] The conversion and adjustment mechanism based on quantitative evaluation indicators determines the state adjustment ability requirements of teachers, and determines the state adjustment adaptation factor of each teacher under the historical teaching state parameters according to the state adjustment ability requirements;

[0077] Determine the fluctuation vector of each teacher's teaching ability in the historical teaching state parameters according to the state adjustment adaptation factor;

[0078] According to the teaching ability fluctuation vector, the feedback gap of each teacher's teaching ability under the historical teaching state parameters is evaluated;

[0079] Determine the teaching ability evaluation error for each teacher based on the teaching ability feedback gap, and determine the error range of the teaching ability evaluation error;

[0080] Selecting teaching ability reference parameters based on the error interval, the teaching ability reference parameters including: problem-solving time parameter, correctness parameter, problem-solving idea parameter, and modification process parameter corresponding to the question;

[0081] Select target teaching resources based on teaching ability parameters, collect each teacher's teaching process parameters for the target teaching resources, and conduct a secondary evaluation of each teacher's teaching ability based on the teaching process parameters;

[0082] The teaching ability assessment results of each teacher will be corrected based on the results of the second assessment.

[0083] The beneficial effects of the above technical solution are: by deeply mining the historical teaching materials of each teacher to determine the state conversion adjustment parameters of each evaluation indicator in the teaching process to evaluate the teaching ability error of each teacher, and then select teaching resources for re-evaluation, it can overcome the problem of ability evaluation error caused by poor on-the-spot state adjustment of teachers, thereby ensuring the stability and reliability of the teaching ability evaluation of each teacher, and laying the foundation for subsequent improvement training.

[0084] In one embodiment, before obtaining the historical teaching status parameters entered by each teacher and evaluating the teaching ability of each teacher based on the historical teaching status parameters, the method further includes:

[0085] Determine each teacher's teaching subject, obtain the teaching scenario parameters corresponding to the teaching subject, and determine the teaching focus label of the teaching subject based on the teaching scenario parameters;

[0086] Determine multiple essential teaching indicators for each teacher based on teaching focus labels through the assessment and analysis data model;

[0087] Obtain the teaching methods and teaching systems corresponding to each teacher's teaching subjects, and assign weights to each required teaching indicator based on the teaching methods and teaching systems;

[0088] According to the weight assigned to each essential teaching indicator, key essential teaching indicators and non-key essential teaching indicators are screened out.

[0089] The beneficial effect of the above technical solution is: by judging and classifying the key essential teaching indicators and non-key essential teaching indicators for each teacher, we can understand the emphasis of each teacher's teaching indicators in a general direction and thus ensure the objectivity and rationality of the evaluation of their teaching ability.

[0090] In one embodiment, determining multiple evaluation dimensions of a teacher's teaching ability, obtaining a quantitative evaluation indicator for each evaluation dimension, and obtaining multiple high-quality training course resources based on the quantitative evaluation indicator include:

[0091] Determine multiple evaluation dimensions for teachers' teaching abilities based on educational standards, and determine the source of educational data for each evaluation dimension;

[0092] Collect teaching data for each evaluation dimension from educational data sources and extract dynamic behavioral data from the teaching data;

[0093] Determine the quantitative evaluation indicators for each evaluation dimension based on the extracted dynamic behavior data and its behavioral conclusions, and determine the three-dimensional label requirements for the course based on the quantitative evaluation indicators;

[0094] Based on the three-dimensional label requirements of the course, multiple training course resources are obtained, and the quality of each training course resource is evaluated based on its historical teaching situation. Based on the evaluation results, multiple high-quality training course resources for each quantitative evaluation indicator are screened out.

[0095] The beneficial effects of the above technical solution are: by obtaining multiple training course resources based on the three-dimensional course label requirements, the course resources can be accurately adapted and screened according to the course labels corresponding to the quantitative evaluation indicators of each dimension and high-quality identification can be performed, thereby ensuring the high quality and reliability of the course resources and improving the objectivity of the training effect.

[0096] In one embodiment, the step of obtaining the historical teaching status parameters entered by each teacher and evaluating the teaching ability of each teacher based on the historical teaching status parameters includes:

[0097] Collect classroom basic data, student academic data, teaching behavior data, and interactive feedback data entered by each teacher and use them as historical teaching status parameters;

[0098] Determine the mapping teaching indicators for classroom basic data, student academic data, teaching behavior data, and interactive feedback data, and determine the analysis logic for mapping teaching indicators;

[0099] Select analysis models for classroom basic data, student academic data, teaching behavior data, and interactive feedback data based on analysis logic;

[0100] Through the analysis model, the teaching ability of each teacher is evaluated based on classroom basic data, student academic data, teaching behavior data and interactive feedback data.

[0101] The beneficial effect of the above technical solution is that by selecting an analysis model, the teaching ability of each teacher can be evaluated more comprehensively and intuitively, thereby improving the reliability of the evaluation results.

[0102] In one embodiment, Figure 2 As shown, the analytical model evaluates each teacher's teaching ability based on classroom basic data, student academic data, teaching behavior data, and interactive feedback data, including:

[0103] Step S201: Outputting a growth evaluation parameter of a teaching indicator based on a time series by using an analysis model based on classroom basic data, student academic data, teaching behavior data, and interactive feedback data;

[0104] Step S202: determining a growth trend of the mapped teaching indicator according to a growth evaluation parameter of the mapped teaching indicator based on a time series;

[0105] Step S203: Filter out the first mapping teaching indicators of normal development and steady development and the second mapping teaching indicators of downward trend according to the growth trend;

[0106] Step S204: Determine the evaluation dimensions to which the first mapped teaching indicator and the second mapped teaching indicator belong respectively, and construct a histogram of each teacher's teaching ability according to the evaluation dimensions.

[0107] The beneficial effect of the above technical solution is: by judging the growth trend of each teacher in various teaching indicators, the teaching ability score of each teacher in each dimension can be determined quickly, intuitively and accurately, laying a reference condition for the subsequent screening of short-board teaching indicators, and further improving practicality.

[0108] In one embodiment, after analyzing the teaching weakness indicators and description of each teacher's weakness status based on the evaluation results, the following is also included:

[0109] Determine whether each teacher's teaching shortcoming indicator is a non-key essential teaching indicator for the teacher; if so, obtain the qualified status parameter of the teaching shortcoming indicator;

[0110] Determine the theoretical improvement range of each teacher's teaching weakness indicators based on the qualified status parameters, and determine the training intensity of each teacher's teaching weakness indicators based on the theoretical improvement range;

[0111] Determine the training priority for each teaching short board indicator based on the training intensity, and rank each teacher's teaching short board indicator according to the training priority;

[0112] The ranking results will be used as reference conditions for formulating training plans.

[0113] The beneficial effects of the above technical solution are: by prioritizing the teaching shortcomings indicators of each teacher, the core teaching ability training and appraisal can be carried out based on the key judgment attributes and improvement range of each teaching shortcomings indicator, avoiding the waste of course training resources on the improvement of non-core abilities and improving training efficiency.

[0114] In one embodiment, Figure 3 As shown, the teaching weakness indicators and weakness status description of each teacher are analyzed based on the evaluation results, and the ability improvement requirement parameters are determined based on the teaching weakness indicators and weakness status description, including:

[0115] Step S301: Determine the weak teaching dimension of each teacher based on the evaluation results, and determine the target quantitative evaluation index corresponding to the weak teaching dimension as the teaching weak indicator;

[0116] Step S302: Determine the shortcoming type of the teaching shortcoming indicator, and obtain the interaction behavior parameters of each teacher with the students under the teaching shortcoming indicator according to the shortcoming type;

[0117] Step S303: extract relevant status descriptions of teaching shortcomings indicators based on the interactive behavior parameters, and determine optimization targets based on the relevant status descriptions and the teaching shortcomings indicators;

[0118] Step S304: Determine the optimization behavior parameters of each teacher on the teaching short board indicators according to the optimization goals, and determine the capacity improvement demand parameters according to the optimization behavior parameters.

[0119] The beneficial effect of the above technical solution is that by determining the optimized behavioral parameters of each teacher in the teaching shortcoming indicators, the ability improvement demand parameters of each teacher can be accurately determined according to the mapping relationship between behavior and ability, thereby improving reliability and accuracy.

[0120] In one embodiment, selecting target training course resources from a plurality of high-quality training course resources according to the capability improvement requirement parameters includes:

[0121] Determine multiple intervention strategies corresponding to the capacity improvement demand parameters, and obtain the time cost parameters and energy cost parameters of each intervention strategy;

[0122] Screen out the best intervention strategy based on time cost parameters and energy cost parameters, and determine the matching high-quality training course resources for the best intervention strategy;

[0123] The fit score of each matching high-quality training course resource is calculated through a multi-dimensional matching algorithm, and the matching high-quality training course resource with the highest fit score is selected as the target training course resource.

[0124] The beneficial effect of the above technical solution is that by determining the best intervention strategy and then screening out the training course resources with the highest adaptability and fit, it is possible to train from the essence of the ability while maximizing the training effect, thereby further improving practicality.

[0125] In one embodiment, formulating a training plan based on target training course resources and each teacher's learning ability information, and providing each teacher with teaching ability improvement training according to the training plan, includes:

[0126] Collect multi-dimensional historical learning data of each teacher, and calculate the learning ability index of each teacher based on the multi-dimensional historical learning data based on the quantitative indicators of learning ability;

[0127] Determine the course outline and content volume of the target training course resources, and determine the course load factor based on the course outline and content volume;

[0128] Develop multiple learning stages and stage goals for each learning stage based on the course load factor and each teacher's learning ability index;

[0129] A training plan is formulated based on multiple learning stages, the stage goals of each learning stage and the time schedule parameters of each teacher, and each teacher is trained to improve his or her teaching ability according to the training plan.

[0130] The beneficial effects of the above technical solution are: by formulating a training plan based on multiple learning stages, the stage goals of each learning stage and the time schedule parameters of each teacher, it is possible to provide capacity improvement training for each teacher step by step while ensuring the level of training acceptance within the learning ability of each teacher, thereby maximizing teaching efficiency.

[0131] In one embodiment, this embodiment also discloses a teacher teaching ability improvement training system, such as Figure 4 As shown, the system includes:

[0132] An acquisition module 401 is used to determine multiple evaluation dimensions of a teacher's teaching ability, obtain quantitative evaluation indicators for each evaluation dimension, and obtain multiple high-quality training course resources based on the quantitative evaluation indicators;

[0133] Evaluation module 402, used to obtain the historical teaching status parameters entered by each teacher and evaluate the teaching ability of each teacher based on the historical teaching status parameters;

[0134] Determination module 403 is used to analyze the teaching shortcomings indicators and the description of the shortcomings of each teacher based on the evaluation results, and determine the ability improvement requirement parameters based on the teaching shortcomings indicators and the description of the shortcomings;

[0135] The training module 404 is used to select target training course resources from multiple high-quality training course resources according to the ability improvement demand parameters and formulate a training plan based on the target training course resources and the learning ability information of each teacher, and provide teaching ability improvement training for each teacher according to the training plan.

[0136] The working principle and beneficial effects of the above technical solution have been explained in the method embodiment and will not be repeated here.

[0137] Other embodiments of the present disclosure will readily occur to those skilled in the art after considering the specification and practicing the disclosure herein. This application is intended to cover any variations, uses, or adaptations of the present disclosure that follow from the general principles of the present disclosure and include common knowledge or customary techniques in the art not disclosed herein. The description and examples are to be considered as exemplary only, with the true scope and spirit of the present disclosure being indicated by the following claims.

[0138] It should be understood that the present disclosure is not limited to the exact structures that have been described above and shown in the drawings, and that various modifications and changes can be made without departing from the scope thereof. The scope of the present disclosure is limited only by the appended claims.

Claims

1. A method for improving teachers' teaching ability, characterized by: The following steps are involved: Identify multiple evaluation dimensions for teachers' teaching abilities, obtain quantitative evaluation indicators for each evaluation dimension, and obtain multiple high-quality training course resources based on the quantitative evaluation indicators; Obtain the historical teaching status parameters entered by each teacher, and evaluate the teaching ability of each teacher based on the historical teaching status parameters; Analyze each teacher's teaching shortcomings and their descriptions based on the assessment results, and determine the capacity improvement parameters based on these indicators and descriptions. According to the capacity improvement demand parameters, target training course resources are selected from multiple high-quality training course resources, and a training plan is formulated based on the target training course resources and each teacher's learning ability information. Each teacher is trained to improve his or her teaching ability according to the training plan.

2. The method for improving teacher teaching ability according to claim 1, characterized in that: Before obtaining the historical teaching status parameters entered by each teacher and evaluating the teaching ability of each teacher based on the historical teaching status parameters, the following steps are also included: Determine each teacher's teaching subject, obtain the teaching scenario parameters corresponding to the teaching subject, and determine the teaching focus label of the teaching subject based on the teaching scenario parameters; Determine multiple essential teaching indicators for each teacher based on teaching focus labels through the assessment and analysis data model; Obtain the teaching methods and teaching systems corresponding to each teacher's teaching subjects, and assign weights to each required teaching indicator based on the teaching methods and teaching systems; According to the weight assigned to each essential teaching indicator, key essential teaching indicators and non-key essential teaching indicators are screened out.

3. The method for improving teacher teaching ability according to claim 1, characterized in that: The method of determining multiple evaluation dimensions of teachers' teaching ability, obtaining quantitative evaluation indicators for each evaluation dimension, and obtaining multiple high-quality training course resources based on the quantitative evaluation indicators includes: Determine multiple evaluation dimensions for teachers' teaching abilities based on educational standards, and determine the source of educational data for each evaluation dimension; Collect teaching data for each evaluation dimension from educational data sources and extract dynamic behavioral data from the teaching data; Determine the quantitative evaluation indicators for each evaluation dimension based on the extracted dynamic behavior data and its behavioral conclusions, and determine the three-dimensional label requirements for the course based on the quantitative evaluation indicators; Based on the three-dimensional label requirements of the course, multiple training course resources are obtained, and the quality of each training course resource is evaluated based on its historical teaching situation. Based on the evaluation results, multiple high-quality training course resources for each quantitative evaluation indicator are screened out.

4. The method for improving teacher teaching ability according to claim 1, characterized in that: The obtaining of the historical teaching status parameters entered by each teacher and the evaluation of the teaching ability of each teacher based on the historical teaching status parameters include: Collect classroom basic data, student academic data, teaching behavior data, and interactive feedback data entered by each teacher and use them as historical teaching status parameters; Determine the mapping teaching indicators for classroom basic data, student academic data, teaching behavior data, and interactive feedback data, and determine the analysis logic for mapping teaching indicators; Select analysis models for classroom basic data, student academic data, teaching behavior data, and interactive feedback data based on analysis logic; Through the analysis model, the teaching ability of each teacher is evaluated based on classroom basic data, student academic data, teaching behavior data and interactive feedback data.

5. The method for improving teacher teaching ability according to claim 4, characterized in that: The analytical model evaluates each teacher's teaching ability based on classroom basic data, student academic data, teaching behavior data, and interactive feedback data, including: Through the analysis model, the teaching indicators are mapped to the growth evaluation parameters based on the time series according to the classroom basic data, student academic data, teaching behavior data and interactive feedback data output; Determine the growth trend of the mapping teaching indicator according to the growth evaluation parameter of the mapping teaching indicator based on the time series; According to the growth trend, the first mapping teaching indicators of normal development and steady development and the second mapping teaching indicators of downward trend are selected; The evaluation dimensions to which the first mapping teaching indicator and the second mapping teaching indicator belong are determined respectively, and a histogram of each teacher's teaching ability is constructed according to the evaluation dimensions.

6. The method for improving teacher teaching ability according to claim 2, characterized in that: After analyzing each teacher's teaching shortcomings and describing their status based on the evaluation results, the following are also included: Determine whether each teacher's teaching shortcoming indicator is a non-key essential teaching indicator for the teacher; if so, obtain the qualified status parameter of the teaching shortcoming indicator; Determine the theoretical improvement range of each teacher's teaching weakness indicators based on the qualified status parameters, and determine the training intensity of each teacher's teaching weakness indicators based on the theoretical improvement range; Determine the training priority for each teaching short board indicator based on the training intensity, and rank each teacher's teaching short board indicator according to the training priority; The ranking results will be used as reference conditions for formulating training plans.

7. The method for improving teacher teaching ability according to claim 1, characterized in that: The evaluation results are used to analyze each teacher's teaching shortcomings and their status descriptions, and to determine the capacity improvement requirements based on the teaching shortcomings and their status descriptions, including: Determine the weak teaching dimensions of each teacher based on the evaluation results, and determine the target quantitative evaluation indicators corresponding to the weak teaching dimensions as the teaching weak indicators; Determine the shortcoming type of the teaching shortcoming indicator, and obtain the interaction behavior parameters of each teacher with students under the teaching shortcoming indicator based on the shortcoming type; Extract relevant status descriptions of teaching shortcomings indicators based on interactive behavior parameters, and determine optimization goals based on relevant status descriptions and teaching shortcomings indicators; Based on the optimization goals, the optimization behavior parameters of each teacher on the teaching shortcomings indicators are determined, and based on the optimization behavior parameters, the capacity improvement demand parameters are determined.

8. The method for improving teacher teaching ability according to claim 1, characterized in that: The target training course resources are screened from multiple high-quality training course resources based on the capability improvement requirement parameters, including: Determine multiple intervention strategies corresponding to the capacity improvement demand parameters, and obtain the time cost parameters and energy cost parameters of each intervention strategy; Screen out the best intervention strategy based on time cost parameters and energy cost parameters, and determine the matching high-quality training course resources for the best intervention strategy; The fit score of each matching high-quality training course resource is calculated through a multi-dimensional matching algorithm, and the matching high-quality training course resource with the highest fit score is selected as the target training course resource.

9. The method for improving teacher teaching ability according to claim 1, characterized in that: The training plan is formulated based on the target training course resources and the learning ability information of each teacher, and each teacher is trained to improve his or her teaching ability according to the training plan, including: Collect multi-dimensional historical learning data of each teacher, and calculate the learning ability index of each teacher based on the multi-dimensional historical learning data based on the quantitative indicators of learning ability; Determine the course outline and content volume of the target training course resources, and determine the course load factor based on the course outline and content volume; Develop multiple learning stages and stage goals for each learning stage based on the course load factor and each teacher's learning ability index; A training plan is formulated based on multiple learning stages, the stage goals of each learning stage and the time schedule parameters of each teacher, and each teacher is trained to improve his or her teaching ability according to the training plan.

10. A teacher teaching ability improvement training system, characterized by: The system includes: The acquisition module is used to determine multiple evaluation dimensions of teachers' teaching ability, obtain quantitative evaluation indicators for each evaluation dimension, and obtain multiple high-quality training course resources based on the quantitative evaluation indicators; The evaluation module is used to obtain the historical teaching status parameters entered by each teacher and evaluate the teaching ability of each teacher based on the historical teaching status parameters; The determination module is used to analyze the teaching shortcomings indicators and description of each teacher based on the evaluation results, and determine the capacity improvement requirements parameters based on the teaching shortcomings indicators and description of the shortcomings; The training module is used to select target training course resources from multiple high-quality training course resources according to the capacity improvement demand parameters, formulate a training plan based on the target training course resources and the learning ability information of each teacher, and provide teaching ability improvement training to each teacher according to the training plan.

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