Virtual simulation experiment system and method for overseas Chinese differentiation teaching design

Abstract

The invention provides an overseas Chinese differentiation teaching design virtual simulation experiment method and system, and the system comprises a teaching project declaration module which is used for inputting user declaration information, storing the declaration information to a MySQL database, and carrying out the integrity and legality verification of the declaration information through the constraint conditions of the MySQL database; the virtual simulation experiment teaching project module is used for constructing scenes, figures and activity simulation scenes closely related to teaching tasks; constructing a virtual simulation experiment teaching project based on the user declaration information; the system docking module is used for docking with a school virtual simulation experiment management platform and realizing data intercommunication; and the user experience optimization module is used for supporting a real-time image rendering function, an operation prompting function and a user-defined setting function. The operability and practicability of the overseas Chinese virtual simulation teaching system are improved, and the global competency of students and the Chinese learning effect are improved.

Description

TECHNICAL FIELD

[0001] The present application relates to the technical field of computer simulation and virtual reality technology teaching, in particular to an overseas Chinese differentiated teaching design virtual simulation experiment system and method. BACKGROUND

[0002] In the field of existing simulation experiment platforms, there are many deficiencies in the virtual simulation experiment platform for overseas Chinese teaching. On the one hand, many platforms are difficult to highly restore the real teaching experience of overseas. The teaching scene constructed by them is often superficial, and the actual scene details closely related to the teaching task are not enough, and the actual environment and atmosphere of the overseas school teaching building, cultural activity place and the like cannot be truly presented, so that the learners cannot obtain an immersive experience and cannot effectively cultivate the ability to cope with the real teaching situation of overseas.

[0003] On the other hand, the setting of virtual characters is not perfect. In the existing platform, the role type of virtual characters is limited, and the interaction logic is simple. For example, the foreign responsible person lacks flexibility and pertinence when assigning tasks and answering questions, and cannot make reasonable responses according to different teaching tasks and the questions of learners; the behavior reaction of Chinese learners or activity participants is also relatively single, and the real learning process and interactive situation cannot be simulated, so it is difficult to meet the complex character interaction demand in overseas Chinese teaching.

[0004] In addition, in the course design and task link, the task setting of most platforms lacks sufficient depth and breadth. The subtasks are not comprehensive and specific, the hidden activity module is scarce, and the learners lack the space for autonomous exploration. At the same time, the association between the task and the final result is not close enough, and it cannot effectively motivate the learners to think deeply and complete all the tasks. Moreover, in the information acquisition and interaction, the platform provides a single form of material display, mainly in the form of text, and lacks diversified presentation methods such as pictures and videos, which is difficult to help learners fully understand the teaching task situation. In the process of dialogue interaction, the keyword recognition and feedback mechanism are not accurate enough, and the intention of the learners cannot be accurately understood and the appropriate response cannot be given. SUMMARY

[0005] The present application aims to provide an overseas Chinese differentiated teaching design virtual simulation experiment system and method, which overcomes the problem of lack of substantial technical solutions in the prior art. By designing the specific implementation mode of each function of the system in detail, including subtask decomposition of single content, setting and triggering of hidden activity board, scientific calculation of student performance, etc., the operability and practicality of the overseas Chinese virtual simulation teaching system are improved, a more efficient and accurate teaching tool is provided for overseas Chinese teaching, and the global competence and Chinese learning effect of students are improved.

[0006] To solve the above technical problems, the present application adopts the following technical solutions: An overseas Chinese differentiated teaching design virtual simulation experiment system, comprising: A teaching project declaration module for inputting user declaration information and storing the declaration information to a MySQL database, while using the constraint conditions of the MySQL database to check the completeness and legality of the declaration information; A virtual simulation experiment teaching project module for constructing scenes, characters and activity simulation scenes closely related to teaching tasks, and constructing virtual simulation experiment teaching projects based on user declaration information; A system interfacing module for interfacing with a school virtual simulation experiment management platform and realizing data intercommunication; A user experience optimization module for supporting real-time rendering pictures, operation prompt functions and user self-defined setting functions.

[0007] Further, the user declaration information includes role information, project name, teaching task description and expected teaching target.

[0008] Further, a user role table is created in the MySQL database to store user information of different user roles.

[0009] Further, the virtual simulation experiment teaching project module includes a 3D modeling unit, a task decomposition unit, a hidden activity module and a score calculation unit.

[0010] Further, the 3D modeling unit creates overseas teaching scenes and virtual character models through 3ds Max, and imports Unity engine to realize scene interaction and role behavior logic control; The task decomposition unit decomposes teaching tasks into multiple subtasks using natural language processing technology and stores them in the MySQL database; The hidden activity module activates hidden tasks by triggering specific conditions through the Unity event system, records completion status and associates score calculation; The score calculation unit generates the final score by weighted summation based on subtask scoring, hidden task scoring and operation behavior scoring.

[0011] Further, the hidden activity module is realized by the following ways: Preset trigger conditions in the scene, including dialogue with a specific role or completing form design; After triggering, activate the hidden task, unlock resources after completing the task and update the score.

[0012] Further, the score calculation unit specifically includes: A subtask scoring module that automatically or manually scores based on subtask completion quality according to preset standards to generate subtask scores; The hidden task scoring module assigns different scores to the hidden tasks in the hidden activity module according to difficulty and activation quantity, and generates a hidden task score. The operation behavior scoring module converts the scene roaming frequency and the data viewing frequency into scores, and generates an operation behavior score.

[0013] Further, the system docking module comprises: configuring docking parameters on the school platform, obtaining the identity information and related permissions of the user on the school platform by sending an authorization request to the school platform.

[0014] Further, the user experience optimization module further comprises: The dialogue keyword recognition function triggers keywords through color labeling, assisting students in analyzing task requirements; The real-time feedback unit generates a score report, a task screenshot and an adjustable course design scheme.

[0015] On the other hand, the present application provides an overseas Chinese differentiated teaching design virtual simulation experiment method, comprising: The teaching project reporting step is used for inputting user reporting information and storing the reporting information to the MySQL database, and simultaneously using the constraint condition of the MySQL database to check the completeness and legality of the reporting information; The virtual simulation experiment teaching project step is used for constructing a scene, a person and an activity simulation scene closely related to a teaching task; and constructing a virtual simulation experiment teaching project based on the user reporting information; The system docking step is used for docking with a school virtual simulation experiment management platform and realizing data intercommunication; The user experience optimization step is used for supporting real-time rendering pictures, operation prompt functions and user self-defined setting functions.

[0016] Compared with the prior art, the present application has the following beneficial effects: (I) Improve teaching effect and learning experience 1. Enhance practicality and interactivity: Virtual simulation technology can simulate real overseas Chinese teaching scenarios, allowing students to practice and interact in a virtual environment. This immersive learning approach can significantly improve students' interest and enthusiasm, enhancing teaching effectiveness. Scientific task decomposition, hidden activity board design and score calculation mechanism can stimulate students' interest and initiative, improve students' learning effectiveness in the virtual simulation environment, and better cultivate students' global competence and Chinese comprehensive literacy.

[0017] 2. Personalized learning paths: Differentiated instructional design based on virtual simulation can provide personalized learning paths and resources according to students' interests, abilities, and learning progress. This customized learning model can meet the needs of different students and improve the relevance and effectiveness of learning.

[0018] 3. Rich teaching resources and contexts: Virtual simulation platforms can integrate rich teaching resources and contexts, such as cultural backgrounds in different countries and teaching scenarios. This helps students gain a more comprehensive understanding of the actual situation of overseas Chinese teaching and improves their adaptability and cross-cultural communication skills.

[0019] 4. Improve the operability of the teaching system: By detailing the specific implementation of each function, the overseas Chinese virtual simulation teaching system is more easily implemented and operated in practical applications, making it more convenient for teachers and students to use the system for teaching and learning.

[0020] (II) Cultivating global competence and cross-cultural communication skills 1. Simulate cross-cultural communication situations: Virtual simulation technology can simulate real cross-cultural communication situations, allowing students to interact with learners from different cultural backgrounds in a virtual environment. This simulated communication helps students develop cross-cultural communication skills and global vision, improving their adaptability and competitiveness in a global context.

[0021] 2. Integrate global issues and cross-cultural problems: In virtual simulation teaching, global issues and cross-cultural problems can be discussed. This helps students focus on global issues and develop their global competence and international awareness.

[0022] (III) Reduce costs and risks 1. Reduce teaching costs: Traditional overseas Chinese teaching often requires high costs, such as teacher dispatching and textbook transportation. Virtual simulation teaching can achieve remote teaching through the network, greatly reducing teaching costs.

[0023] (IV) Promote resource sharing and exchange 1. Build a shared learning platform: Virtual simulation teaching platforms can build a shared learning platform to achieve the sharing and exchange of teaching resources. This helps promote the complementary and sharing of teaching resources between different regions and schools.

[0024] 2. Support for national first-class course declaration: Virtual simulation teaching platforms can support the declaration and construction of national first-class courses. This helps improve the teaching level and influence of schools and promotes the optimal allocation of educational resources. BRIEF DESCRIPTION OF DRAWINGS

[0025] In order to more clearly illustrate the technical solutions in the present application or the prior art, the drawings needed to be used in the embodiments or prior art description will be briefly introduced. Obviously, the drawings in the following description are some embodiments of the present application, and other drawings can be obtained by those skilled in the art without creative effort.

[0026] Figure 1 The system architecture diagram of the embodiment of the present application.

[0027] Figure 2 The virtual simulation experiment project structure diagram of the embodiment of the present application. Figure 3 The virtual simulation experiment content display diagram of the embodiment of the present application. DETAILED DESCRIPTION

[0028] In order to make the above objectives, features and advantages of the present application more apparent and easy to understand, the specific embodiments of the present application will be described in detail below with reference to the drawings. In the following description, a large number of specific details are set forth in order to facilitate a full understanding of the present application. However, the present application can be implemented in many other ways different from those described herein, and those skilled in the art can make similar improvements without departing from the spirit of the present application, so the present application is not limited to the specific embodiments disclosed below. Embodiment 1 As shown in the figure, the present application provides an overseas Chinese differentiated teaching design virtual simulation experiment system, which comprises: Figure 1 A teaching project declaration module is used to input user declaration information and store the declaration information to a MySQL database, and at the same time, the integrity and legality of the declaration information is checked by using the constraint conditions of the MySQL database. In this embodiment, a special declaration page is developed in the front end of the platform, and the user interface is constructed by using HTML, CSS and JavaScript, and the required items such as project name, teaching task description, expected teaching goal, etc. are set. The front-end verification ensures that the information format input by the user is correct. The declaration information is transmitted to the back-end server in JSON format through HTTP protocol. The back-end uses the Django framework of Python for processing, and stores the declaration information into the MySQL database, and at the same time, the integrity and legality of the data is checked by using the constraint conditions of the database. A user role table is created in the database to store the information of different user roles (teachers, administrators, etc.). Including single virtual simulation experiment teaching project declaration function, shared learning function, database monitoring function, etc. These functions provide comprehensive learning and management support for users.

[0029] ​The declaration function meets the requirements of the “National Virtual Simulation Experiment Teaching Course Technical Interface Specification (2020 Edition)” (referred to as the 2.0 interface). The system can be connected with the Ministry of Education experimental space (ilab-x.com) to realize the data back transmission of the experimental performance, experimental report, experimental start time, experimental end time, experimental duration, and experimental step data required by the experimental space.

[0030] During the sharing learning process, the administrator can modify the relevant information, and then flexibly configure and display the experimental project. The administrator can also upload experimental related materials for reference, which can assist users to successfully conduct experiments.

[0031] In order to further strengthen the security of the virtual simulation experiment management platform, the system provides a database monitoring function, including SQL monitoring, SQL firewall, system monitoring statistics, path monitoring, and session monitoring, which realizes real-time monitoring and supervision of the entire management system from different dimensions.

[0032] The virtual simulation experiment teaching project module is used to build a scene, characters, and activity simulation scene closely related to the teaching task; and the virtual simulation experiment teaching project is built based on user declaration information.

[0033] The virtual simulation experiment teaching project module includes a 3D modeling unit, a task decomposition unit, a hidden activity module, and a score calculation unit.

[0034] The 3D modeling unit: uses 3D modeling software to create overseas teaching scenes, including school teaching building activity area, teaching building hall, office and classroom, cultural activity place, etc. The texture mapping, light calculation and other technologies are used to improve the realism of the scene. The created scene model is exported in FBX format and imported into Unity game engine for integration. In Unity, C# scripts are used to realize the interaction functions of the scene, such as character roaming in the scene, scene element click interaction, etc. 3ds Max is used to create virtual character (foreign responsible person, Chinese teacher, Chinese learner, etc.) model and make animation. The character model and animation are imported into Unity, and C# scripts are written to control the behavior logic of the characters, such as walking, dialogue, gesture action, etc., so as to meet the role setting and behavior habits in the teaching scene.

[0035] The virtual simulation experiment teaching project focuses on the training of course design, and requires students to independently design course scheme and complete pre-class preparation based on full analysis of teaching objects and teaching conditions. The system provides rich hidden activity modules, which are explored and activated by students independently.

[0036] The course design task runs through the whole process of virtual simulation experiment operation. The task decomposition unit decomposes the teaching task into multiple sub-tasks using natural language processing technology and stores them in a MySQL database. In this embodiment, according to the target and requirement of the teaching task (such as "Chinese summer camp for elementary school students" and "pre-departure Chinese training for art troupe exchange to China"), the natural language processing technology (such as NLTK library) is used to perform semantic analysis on the teaching task, and the overall course design task is decomposed into multiple sub-tasks. For example, in the "Chinese summer camp for elementary school students" course design, it can be decomposed into course theme determination, teaching content selection (Chinese characters, pinyin, simple dialogue, etc.), teaching activity design (games, handicrafts, performances, etc.), and teaching time arrangement. For each sub-task, set a clear task description, target and completion condition, and store the sub-task information in the MySQL database.

[0037] The hidden activity module activates the hidden task by triggering specific conditions through the Unity event system, records the completion status and associates the score calculation; in this embodiment, the hidden activity module is designed based on teaching knowledge points and skill points. For example, in "pre-departure Chinese training for art troupe exchange to China", a hidden task is set as "name card design" section. The hidden activity module is activated by setting specific trigger conditions (such as dialogue content with specific characters, completing course form design) in the scene. Use Unity's event system to listen to these trigger conditions, and when the conditions are met, activate the hidden activity module. When the student completes the hidden activity module, the system records the completion and gives corresponding score rewards or unlocks more teaching resources, while updating the student's task progress and score data.

[0038] Through the information obtained by unlocking sub-tasks and hidden tasks, the course design is completed in the experiment by answering questions or filling in the form, and the system downloads the course design in the form of a document to the local.

[0039] The score calculation unit generates the final score by weighted summation based on sub-task score, hidden task score and operation behavior score. In this embodiment, the score calculation considers multiple factors. First, the number and quality of sub-tasks completed by the student are scored, and the quality of sub-task completion can be judged by the system preset scoring standard (such as task completion accuracy and integrity), which is automatically scored by the system or manually scored by the teacher. Secondly, the number and completion quality of hidden activity modules activated by the student are also included in the score calculation, and each hidden activity module is given different scores according to its difficulty and importance. Finally, the operation behavior of the student in the course design process (such as scene roaming exploration times, data viewing frequency, etc.) is converted into a certain score, and the final score of the student is obtained by weighted summation of the above scores, stored in the MySQL database and displayed in the student performance report.

[0040] A system docking module is used for docking with the school virtual simulation experiment management platform and realizing data intercommunication; and the docking with the school open virtual simulation experiment teaching management platform is realized by using an OAuth 2.0 open authorization protocol. The docking parameters (such as a client ID, a client key and the like) are configured on the school platform, the virtual simulation platform sends an authorization request to the school platform to obtain the identity information and related permissions of a user on the school platform. The data transmission adopts a RESTful API interface mode, and the data exchange is performed in a JSON format.

[0041] A user experience optimization module is used for supporting real-time rendering of a picture, operation prompting function and user self-defined setting function.

[0042] The user experience optimization module in the embodiment includes: Picture effect: real-time rendering processing of virtual reality is adopted to ensure that the picture effect is exquisite.

[0043] Real-time running frame number: after optimization processing, the real-time running frame number is ensured to be higher than 25 frames per second, and a smooth user experience is provided.

[0044] Operation help and step prompting: the system provides operation help and step prompting function in an experiment process, and the students are inspired to think and guided to operate through text prompting.

[0045] As shown in FIGS. 1, 2 and 3, the specific implementation manner of the embodiment is as follows: Figure 2 and Figure 3 As shown in FIGS. 1, 2 and 3, the specific implementation manner of the embodiment is as follows: (1) The entire experiment design needs to highly restore the overseas real teaching experience, and the scenes, persons and activities closely related to the teaching task are the core elements of the simulation design, which are embodied in the experiment. The data and materials are collected by means of field investigation of the actual scene of overseas Chinese teaching, observation of the teaching activity process, communication with relevant personnel and the like. The scenes similar to the overseas real teaching environment are constructed by using 3D modeling technology and virtual simulation software, including teaching activity places (such as school teaching building activity area, teaching building hall, office and classroom) and cultural activity places. The program script design is performed on the behavior and activity of the persons related to the teaching task to ensure the authenticity and logic.

[0046] (2) The virtual persons mainly include foreign persons in charge (task assigners), Chinese teachers, Chinese learners or activity participants and the like involved in the overseas Chinese teaching project. The user enters the virtual simulation overseas teaching scene created by the experiment platform to experience and operate as a Chinese teacher. Different types of virtual person images are created by using a person modeling software, and the appearance characteristics and costumes conforming to the identity are given. The dialogue script and behavior logic are written for each virtual person, and the intelligent interaction of the virtual person is realized by using artificial intelligence technology.

[0047] (3) The core of the virtual activity is course design, which trains students to design course plan and complete pre-class preparation on the basis of fully analyzing teaching objects and teaching conditions. The sub-tasks decomposed in a single task are comprehensive and specific, and rich hidden activity modules are provided for students to explore and activate. The number of activated tasks will directly affect the specific degree of viewed materials and final score. According to the goals and requirements of overseas Chinese teaching, detailed course design tasks and sub-task lists are designed. The tasks are decomposed into specific steps such as analyzing teaching objects (such as language level, cultural background, etc.), evaluating teaching conditions (such as teaching resources, equipment, etc.), setting teaching goals, selecting teaching content and methods, arranging teaching activities, etc. Rich teaching materials and cases are stored in the database, and different levels of materials are dynamically provided according to the number and completion of tasks activated by students. Hidden activity modules are set by setting specific trigger conditions (such as completing specific tasks, performing specific operations in specific scenarios, etc.), allowing students to explore and activate. A performance evaluation mechanism is established to evaluate students' performance based on factors such as task completion, material viewing, and course design quality.

[0048] (4) The experiment constructs main scenes around each teaching task, mainly teaching activity places (including school activity areas outside the teaching building, teaching building hall, office and classroom) and cultural activity places. Students roam in them, view the site, listen to the explanations of the on-site supervisors, and assist in completing course design. A roaming function is set in the virtual simulation scene, and students can control the character to move freely in the scene through keyboard, mouse, etc. Information nodes are set in each scene, which automatically trigger the display of related information when students approach, such as site introduction, teaching equipment description, etc. The on-site supervisor is provided with a voice explanation function, and students can hear the explanation through earphones or loudspeakers.

[0049] (5) The experiment contains system settings, including user gender selection, sound settings and picture quality settings. Users can customize user gender, system volume, system sound effects, background music, system voice, video sound, picture quality and system prompts in the experiment through the setting interface. Users can adjust the parameters to their own preferences. Set the system settings entry in the main interface or menu of the experimental platform, and click to pop up the setting interface. Use graphical interface components (such as sliders, drop-down menus, check boxes, etc.) to realize each setting function.

[0050] (6) The learner takes on the role of a Chinese teacher and engages in a dialogue with the school administrator to obtain information about the requirements of the Chinese teaching project, the teaching conditions, and other information. The learner should try to understand the entire teaching task as comprehensively as possible and complete the course plan design. In the virtual simulation scenario, a dialogue interface is set up, allowing the learner to input text and engage in a dialogue with the school administrator. Natural language processing techniques are used to analyze the learner's input, identify keywords and semantics, and select appropriate responses from a pre-written dialogue script library based on the recognition results. The school administrator provides feedback during the dialogue. During the dialogue, the conversation content is recorded in real-time, and a search and view history function is provided to facilitate the learner's review and information organization. Additionally, relevant prompts and guidance are provided during the dialogue to help the learner obtain key information.

[0051] (7) The learner's input dialogue content is analyzed by the system to provide corresponding feedback based on keyword recognition. The triggered keywords are marked with different colors in the message record for easy thinking. A keyword library is established, containing keywords related to the requirements of the Chinese teaching project, teaching conditions, and course design. Natural language processing algorithms are used to perform word segmentation and keyword extraction on the learner's input dialogue content. When a keyword is recognized, appropriate response content is selected from the reply template library based on the keyword's category and importance. In the message record interface, the triggered keywords are marked with different colors, and a keyword search and highlight display function is provided to facilitate the learner's search and attention to important information.

[0052] (8) During the dialogue, the school administrator presents various materials such as text descriptions, pictures, and videos, and leads the learner to visit the school to view specific scenes. In the dialogue interface, a material display area is set up to present relevant content in the form of text, pictures, or video playback when necessary. The school administrator is provided with guidance behavior logic to guide the learner to visit specific scenes for viewing based on the dialogue content and teaching task requirements. Markers and prompts are set up in the scenes to help the learner quickly find relevant information and elements. Additionally, a material download and save function is provided to facilitate the learner's reference and use in subsequent course design.

[0053] (9) In addition to the course design, there is a hidden task link about the pre-class preparation. The customer needs to consider whether to trigger this link. The pre-class preparation content mainly includes some classroom arrangement, teaching aids and auxiliary function settings. Set the trigger conditions of the hidden task, such as performing specific operations in specific scenarios, completing a certain number of course design tasks, etc. When the trigger condition is met, a prompt message will pop up to inform the learner that there is a hidden task to be done. Set the operation interface of classroom arrangement, teaching aid selection and auxiliary function setting in the virtual simulation scene. Learners can set it by dragging, clicking and other methods. Provide detailed operation instructions and prompts to help learners complete the pre-class preparation task. At the same time, establish a task completion evaluation mechanism, score according to the learner's setting, and include the score results in the final score evaluation.

[0054] (10) After the experiment is completed, a score report, a task triggering situation screenshot and a course design scheme will be generated, and the learner can adjust the course design scheme locally. After adjustment, upload it to the experimental platform. At the end of the experiment, calculate the student's score according to the score evaluation mechanism, and generate a score report containing score, task completion situation, data viewing situation and other information. Save the student's course design scheme in the form of a file, provide a download function, and facilitate local adjustment. Set the scheme upload entrance in the experimental platform. After the student adjusts it, submit the modified course design scheme to the experimental platform through the upload function.

[0055] Embodiment 2 The embodiment provides an overseas Chinese differentiated teaching design virtual simulation experiment method, which comprises the following steps: A teaching project reporting step is used for inputting user reporting information and storing the reporting information into a MySQL database, and simultaneously using constraint conditions of the MySQL database to check the completeness and legality of the reporting information; A virtual simulation experiment teaching project step is used for constructing a scene, a person and an activity simulation scene closely related to a teaching task, and constructing a virtual simulation experiment teaching project based on user reporting information; A system interfacing step is used for interfacing with a school virtual simulation experiment management platform and realizing data intercommunication; A user experience optimization step is used for supporting real-time rendering pictures, operation prompt functions and user self-defined setting functions.

[0056] The above merely describes the preferred specific implementation of the present application, but the protection scope of the present application is not limited to this. Any person skilled in the art can easily think of changes or replacements within the technical range disclosed by the present application, which should be covered in the protection scope of the present application.

[0057] It should be understood that parts of the specification not specifically described in detail are part of the prior art.

[0058] It should be understood that the above description of the preferred embodiments is merely a detailed explanation and is not considered as a limitation to the scope of patent protection of the present application. Any modification or alternation made by those skilled in the art without departing from the scope of the present application as defined in the claims shall fall within the scope of the present application. The scope of patent protection of the present application shall be subject to the appended claims.

Claims

1. A virtual simulation experiment system for overseas Chinese differentiated teaching design, characterized by: include: The teaching project application module is used to input user application information and store the application information in the MySQL database. At the same time, the application information is checked for integrity and legality using the constraints of the MySQL database. The virtual simulation experiment teaching project module is used to construct simulation scenes, characters and activities closely related to teaching tasks; and to build virtual simulation experiment teaching projects based on user-declared information; System docking module, which is used to connect with the school's virtual simulation experiment management platform and realize data intercommunication; User experience optimization module, which is used to support real-time rendering of images, operation prompt functions and user-defined settings functions.

2. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 1 is characterized in that: The user declaration information includes: role information, project name, teaching task description and expected teaching objectives.

3. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 1 is characterized in that: A user role table is created in the MySQL database to store user information of different user roles.

4. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 1 is characterized in that: The virtual simulation experiment teaching project module includes a 3D modeling unit, a task decomposition unit, a hidden activity module and a score calculation unit.

5. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 1 is characterized in that: The 3D modeling unit creates overseas teaching scenes and virtual character models through 3ds Max, and imports them into the Unity engine to realize scene interaction and character behavior logic control; The task decomposition unit uses natural language processing technology to decompose the teaching task into multiple subtasks and stores them in the MySQL database; The hidden activity module triggers specific conditions through the Unity event system to activate hidden tasks, record the completion status and associate it with the score calculation; The score calculation unit generates a final score by weighted summation based on the subtask scores, the hidden task scores and the operation behavior scores.

6. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 5 is characterized in that: The hidden activity module is implemented in the following way: Preset trigger conditions in the scene, including talking to a specific character or completing a form design; Once triggered, the hidden task is activated. After completing the task, the resources are unlocked and the results are updated.

7. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 5 is characterized in that: The score calculation unit specifically includes: The subtask scoring module automatically or manually scores the subtasks based on the quality of their completion according to preset standards and generates subtask scores; Hidden task scoring module, which assigns different scores to hidden tasks in the hidden activity module according to difficulty and activation number, and generates hidden task scores; The operation behavior scoring module converts the number of scene roaming times and the frequency of data viewing into scores to generate an operation behavior score.

8. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 1 is characterized in that: The system docking module includes: configuring docking parameters on the school platform, and obtaining the user's identity information and related permissions on the school platform by sending an authorization request to the school platform.

9. The virtual simulation experiment system for overseas Chinese differentiated teaching design according to claim 1 is characterized in that: The user experience optimization module further includes: The dialogue keyword recognition function triggers keywords through color marking to help students analyze task requirements; Real-time feedback unit generates performance reports, task screenshots and adjustable course design plans.

10. A virtual simulation experiment method for designing differentiated Chinese teaching overseas, characterized by: include: The teaching project application step is used to input user application information and store the application information in the MySQL database. At the same time, the application information is checked for integrity and legality using the constraints of the MySQL database. The steps of the virtual simulation experiment teaching project are used to construct simulation scenes, characters and activities closely related to the teaching tasks; the virtual simulation experiment teaching project is constructed based on the user's declared information; System docking step, which is used to connect with the school's virtual simulation experiment management platform and realize data intercommunication; User experience optimization steps, which are used to support real-time rendering of images, operation prompt functions and user-defined settings functions.

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