Layered enabling foreign language teaching video anchor point interaction method

Abstract

The application discloses a layered enabling foreign language teaching video anchor point interaction method, and at least two layers of videos can be recorded when a teaching video is recorded, a first layer is a main teaching video, and a second layer is an auxiliary teaching video; wherein, at least a part of shallow knowledge points can be omitted in the main teaching video, and deep knowledge points are directly explained. In the scheme, the length of the main teaching video is short because the explanation of the shallow knowledge points is omitted, and the content is concise. For students with good foundation, only the main teaching video can be watched and learned, and the learning efficiency is high. For students with poor foundation, when the teaching video plays to the shallow knowledge point (i.e. the first knowledge point), if the student has doubts about the shallow knowledge point and cannot understand the deeper knowledge points built on the basis of the shallow knowledge point, the student can learn the explanation video of the shallow knowledge point in the auxiliary teaching video, which can facilitate the learning of the subsequent deep knowledge points, and the student can learn more deeply.

Description

Technical Field

[0001] This invention relates to the technical field of foreign language teaching, and in particular to a layered empowerment method for interactive anchor points in foreign language teaching videos. Background Technology

[0002] In current foreign language teaching scenarios, instructional videos, with their intuitive and efficient information delivery advantages, are widely used to explain various knowledge points such as vocabulary, grammar, sentence structure, and cultural background. However, existing foreign language instructional videos suffer from the following core technical deficiencies, failing to meet personalized teaching needs: First, the relevance and hierarchy of knowledge point explanations are insufficient. Foreign language knowledge systems are highly logical and interdependent; deeper knowledge points often require a foundation of basic knowledge points. For example, explaining the English subjunctive mood (a deeper knowledge point) requires prior knowledge of the simple past tense and modal verb usage (basic knowledge points); explaining the Japanese honorific system requires mastering basic nouns and verb conjugations. Current instructional videos often integrate basic and deeper knowledge points into the same video stream for continuous explanation. Users with weak foundations struggle to keep up with the pace of basic knowledge point explanations and cannot understand subsequent deeper knowledge points; while users with better foundations are forced to watch already known basic knowledge content, resulting in low learning efficiency. Second, there is a lack of flexible interactive and supplementary mechanisms for knowledge points. Existing foreign language teaching videos only support basic operations such as play, pause, fast forward, and rewind, lacking the function of precise supplementary explanations for specific knowledge points. When users encounter unfamiliar basic knowledge points during viewing, they need to manually pause the video and obtain supplementary explanations through searching or switching to other videos, which is cumbersome and easily interrupts the continuity of learning. While live teaching allows for real-time Q&A, the replay of live content still suffers from the aforementioned problems of missing knowledge point layers and insufficient interaction, failing to achieve "on-demand supplementary learning." Thirdly, the ability to personalize and adapt to users is weak. Different users have significantly different foreign language foundations and varying levels of mastery of knowledge points, but existing teaching videos use a "one-size-fits-all" playback mode, failing to dynamically adjust the display and supplementary strategies of knowledge points according to users' knowledge reserves and learning preferences. For example, some users have weak vocabulary foundations, while others lack sufficient mastery of grammar rules, but existing videos cannot provide corresponding supplementary knowledge point entry points for different users, resulting in inconsistent learning outcomes. Fourthly, the design of knowledge point associations and operation entry points is unreasonable. Some existing technologies attempt to add knowledge point annotations to teaching videos, but the annotations are mostly static text and cannot provide corresponding video explanations to supplement them; moreover, the annotation entry is mostly fixed in the video interface, which can easily obscure the core teaching content. At the same time, they lack differentiation and dynamic adjustment mechanisms, which cannot guide users to accurately obtain the supplementary content they need, and cannot avoid visual interference for users with good foundations.

[0003] In general, when using pre-recorded videos for foreign language teaching, the inability to provide real-time answers to students' questions, unlike live lectures, makes the videos unsuitable for students' individual levels. When pre-recorded videos list all the knowledge points, their length is too long, resulting in poor learning efficiency for students with a strong foundation. Conversely, when pre-recorded videos only explain advanced concepts while omitting basic ones, the teaching effect is poor for students with weaker foundations, who struggle to learn the necessary knowledge in depth. Therefore, there is an urgent need for a foreign language video teaching method that can be tailored to students with different levels of proficiency. Summary of the Invention

[0004] The main objective of this invention is to propose a layered empowerment video anchor point interaction method for foreign language teaching, which can improve the learning efficiency of students with a good foundation and enable students with a poor foundation to learn more deeply during video-recorded foreign language teaching.

[0005] To achieve the above objectives, this invention proposes a layered empowerment method for anchor point interaction in foreign language teaching videos, characterized by the following steps: Provide a main teaching video and at least one auxiliary teaching video related to the main teaching video, wherein the auxiliary teaching video is used to explain the first knowledge point corresponding to the main teaching video; Determine the first time position of the first knowledge point in the main teaching video; Establish the association between the auxiliary teaching video and the first time location; In response to the main teaching video playing to the first time position, an optional operation entry point for calling the auxiliary teaching video is provided according to the association relationship.

[0006] In some embodiments, the main instructional video explains the second knowledge point after the first time position, where the first knowledge point is the basic knowledge point required to understand the second knowledge point.

[0007] In some embodiments, after the step of providing an optional access point for invoking the auxiliary teaching video, the following step is further included: Detect the user's trigger operation on the optional operation entry; In response to the triggering operation, while maintaining the main teaching video playback state or pause state, the auxiliary teaching video associated with the optional operation entry is played.

[0008] In some embodiments, the step of playing the auxiliary teaching video associated with the optional operation entry includes any of the following methods: a. Play the auxiliary teaching video in a picture-in-picture window on the playback interface of the main teaching video; b. Play the auxiliary teaching video as a floating window overlaid on the playback interface of the main teaching video; c. Switch the current playback interface to the full-screen playback interface of the auxiliary teaching video and play the auxiliary teaching video.

[0009] In some embodiments, after the auxiliary teaching video finishes playing, the playback interface is automatically restored to the playback state of the main teaching video at the first time position and the main teaching video continues to play.

[0010] In some embodiments, the step of providing an optional access point for calling the auxiliary teaching video includes: In the playback interface of the main teaching video, a triggerable visual identifier is generated at the playback progress bar corresponding to the first time position as the optional operation entry point; The visual identifier remains floating when not triggered by the user; or the visual identifier disappears after the user has not triggered it and the generation time has reached a preset duration.

[0011] In some embodiments, the main teaching video includes multiple first knowledge points, and multiple auxiliary teaching videos are applied one-to-one to explain the multiple first knowledge points; the layered empowerment foreign language teaching video anchor point interaction method further includes the following steps: Record the user's triggering behavior at the optional operation entry points to generate a user knowledge gap profile; Based on the user's knowledge gap profile, relevant learning content is recommended to the user or the display strategy of the optional operation entry points in subsequent learning is adjusted.

[0012] In some embodiments, the main teaching video includes multiple first knowledge points, and multiple auxiliary teaching videos are applied one-to-one to explain the multiple first knowledge points; the layered empowerment foreign language teaching video anchor point interaction method further includes the following steps: Record the user's triggering behavior for each of the optional operation entry points, and generate a synthesized teaching video based on the triggering behavior; wherein, the synthesized teaching video includes the main teaching video and each of the auxiliary teaching videos that the user has triggered to play, and each of the auxiliary teaching videos is inserted into the corresponding position of the main teaching video according to its corresponding first knowledge point in the first time position of the main teaching video.

[0013] In some embodiments, after generating the synthesized instructional video, the following steps are further included: Based on the first knowledge point corresponding to each auxiliary teaching video contained in the synthesized teaching video, test questions corresponding to the first knowledge point are generated.

[0014] In some embodiments, the following steps are also included: Obtain the user's answers to the test questions; If the answer results do not meet the preset accuracy rate, the content or structure of the synthesized teaching video will be adjusted based on the first knowledge point that has not been mastered.

[0015] Compared with the prior art, the beneficial effects of the present invention are: In the technical solution of this invention, at least two layers of videos can be recorded during video recording: the first layer is the main teaching video, and the second layer is the auxiliary teaching video. The main teaching video can skip at least some basic knowledge points and directly explain the more advanced knowledge points. Because the explanations of basic knowledge points are skipped, the main teaching video is shorter and more concise. For students with a strong foundation, watching only the main teaching video is sufficient, resulting in high learning efficiency. However, for students with a weaker foundation, when the teaching video reaches a basic knowledge point (i.e., the first knowledge point), if they have questions about it and cannot understand the deeper knowledge points built upon it, they can click on an optional entry point to choose whether to watch the auxiliary teaching video explaining that basic knowledge point. This makes learning smoother for students with a weaker foundation, facilitating the learning of subsequent deeper knowledge points and enabling them to learn more thoroughly.

[0016] Specifically, the optional operation entry point associated with the basic knowledge point corresponds to the appearance time of the basic knowledge point in the main teaching video. That is, the auxiliary teaching video is anchored to the appearance position of the first knowledge point in the main teaching video. The optional operation entry point only appears when the main teaching video plays to the corresponding position of the basic knowledge point. As a result, students can learn the basic knowledge point in a timely manner without having to carefully search for the corresponding teaching video in a pile of auxiliary teaching videos. The learning efficiency is also higher and the learning process is smoother. Attached Figure Description

[0017] To more clearly illustrate the technical solutions in the embodiments of the present invention or the prior art, the drawings used in the description of the embodiments or the prior art will be briefly introduced below. Obviously, the drawings described below are only some embodiments of the present invention. For those skilled in the art, other drawings can be obtained based on the structures shown in these drawings without creative effort.

[0018] Figure 1 This is a flowchart of a layered empowerment foreign language teaching video anchor point interaction method in one embodiment of the present invention; Figure 2 In one embodiment of the present invention, when the teaching video of the layered empowerment foreign language teaching video anchor point interaction method is explained to the position of the first knowledge point, a screen with selectable operation entry points appears on the progress bar; Figure 3 In one embodiment of the present invention, when the teaching video of the layered empowerment foreign language teaching video anchor point interaction method reaches the first knowledge point, an optional operation entry appears on the progress bar, and after the user clicks on the optional operation entry, the auxiliary teaching video screen is superimposed on the screen in front of the main teaching video page.

[0019] The realization of the objective, functional features and advantages of the present invention will be further explained in conjunction with the embodiments and with reference to the accompanying drawings. Detailed Implementation

[0020] The technical solutions of the embodiments of the present invention will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only a part of the embodiments of the present invention, and not all of them. Based on the embodiments of the present invention, all other embodiments obtained by those of ordinary skill in the art without creative effort are within the scope of protection of the present invention.

[0021] This embodiment discloses the core implementation process of the layered empowerment foreign language teaching video anchor point interaction method. Through a four-step execution logic of "main and auxiliary video configuration - time and position marking - relationship establishment - interaction entry triggering," it achieves layered teaching and precise interaction between basic and advanced knowledge points. It is applicable to teaching scenarios of vocabulary, grammar, and sentence structure in various foreign languages ​​such as English, Japanese, and French. The implementation process of each step is explained in detail below with specific application examples. The layered empowerment foreign language teaching video anchor point interaction method specifically includes the following steps: S101: Provide a main teaching video and at least one auxiliary teaching video related to the main teaching video, wherein the auxiliary teaching video is used to explain the first knowledge point corresponding to the main teaching video; For the main teaching video, for example, the core focus is on explaining in-depth foreign language knowledge points (i.e., the second knowledge point below). Targeting the English grammar teaching scenario, the core content of the main teaching video is "The Application of the Subjunctive Mood in Conditional Adverbial Clauses." The explanation focuses on the sentence structure, tense collocation, and contextual usage of the subjunctive mood, without devoting extra time to explaining basic foundational knowledge (i.e., the first knowledge point). For the supplementary teaching videos, for example, each supplementary teaching video corresponds to one of the first knowledge points covered in the main teaching video. The first knowledge point is the foundational knowledge point needed to understand the second knowledge point, ensuring that the explanation of the knowledge points is concise and focused. Based on the above example of the main video, the first knowledge points covered include "The Basic Structure and Usage of the Simple Past Tense," "The Basic Collocation of the Modal Verbs would / should / could," and "The Basic Word Order of Conditional Adverbial Clauses." Therefore, three supplementary teaching videos are configured, each providing one-on-one specialized explanations of the above three first knowledge points. The explanations include definitions, example sentences, and analysis of common mistakes, meeting the supplementary learning needs of users with weak foundations.

[0022] In some embodiments, the recording style of the main instructional video and the supplementary instructional video can be consistent, such as using the same lecturer, the same visual background, and consistent terminology, to avoid cognitive dissonance when users switch between them. The audio and subtitles of the supplementary instructional videos are synchronized and standardized with the main instructional videos, such as matching the font, size, and speaking speed of the subtitles, to improve the continuity of the learning experience.

[0023] S102: Determine the first time position of the first knowledge point in the main teaching video; Specifically, by analyzing the explanation script and playback sequence of the main teaching video, the time node that "firstly involves the first knowledge point and this knowledge point is a necessary prerequisite for the explanation of the subsequent second knowledge point" can be located. This time node can be determined as the first time position, with time precision down to the second level, ensuring the accuracy of the anchor point position.

[0024] The specific calibration process is as follows: Taking the main teaching video on "The Application of Subjunctive Mood in Conditional Clauses" as an example, we can play and annotate each frame using video editing tools such as Adobe Premiere or CapCut Professional. The main video first mentions "the subjunctive mood needs to be based on the simple past tense" at 5 minutes and 30 seconds. This time point is the first time position corresponding to the first knowledge point "the basic structure and usage of the simple past tense", denoted as T1=00:05:30. The main video explains "the choice of modal verbs in the subjunctive mood" at 8 minutes and 15 seconds. This time point corresponds to the first knowledge point "the basic collocations of the modal verbs would / should / could", and is recorded as T2=00:08:15. The analysis of "the sentence structure framework of hypothetical conditional sentences" takes place at 12 minutes and 40 seconds in the main video. This time point corresponds to the first time position of the first knowledge point, "the basic word order of conditional adverbial clauses," and is denoted as T3=00:12:40. All calibrated first-time locations are stored in the video configuration file to form a corresponding list of "first knowledge point name - first time location" for easy association and retrieval later.

[0025] S103: Establish the correlation between supplementary teaching videos and the first real-time location; The specific steps for constructing a relational database are as follows: 1. Build a relational database, such as SQLite or MySQL. The database table structure includes fields such as: Main Video ID, First Knowledge Point ID, Auxiliary Video File Path, First Time Location, and Relationship Status; 2. Assign a unique ID to each main teaching video, such as "EN_GRAMMAR_001", and assign a relational ID to each first knowledge point and its corresponding auxiliary teaching video, such as "EN_GRAMMAR_001_K01" and "EN_GRAMMAR_001_V01", to ensure the uniqueness of the relational relationship; 3. Manually or through a script tool, link the "Main Video ID" to the main teaching video. The corresponding information for "D-First Knowledge Point ID-Auxiliary Video File Path-First Time Position" is entered into the associated database. For example, the main video ID "EN_GRAMMAR_001" is bound to the first knowledge point ID "EN_GRAMMAR_001_K01", the auxiliary video path " / video / aux / EN_GRAMMAR_001_V01.mp4", and the first time position "00:05:30". 4. After the entry is completed, the integrity of the associated information is checked through the database verification mechanism, such as whether there are records with missing auxiliary video paths or timestamps, to ensure that the association relationship is valid and callable.

[0026] S104: In response to the main teaching video reaching its first position, an optional operation entry point for calling auxiliary teaching videos is provided based on the association relationship.

[0027] Specifically, the main teaching video is played through a player, such as a custom player based on FFmpeg or a mainstream web player. During playback, the player reads the current playback timestamp in real time and compares it with the first time position stored in the associated database. The comparison frequency is once per second to ensure timely detection of trigger nodes. When the player detects that the current playback timestamp matches a certain first time position, such as T1=00:05:30, it automatically triggers the generation and display of optional operation entry points. Entry form: A triggerable visual identifier is generated in a preset area of ​​the main teaching video playback interface. The identifier can be a highlighted dot, a dynamic icon, or a text prompt box. The color of the visual identifier is clearly distinguishable from the background of the playback interface to ensure that users can quickly identify it. Display rules: The visual identifier is displayed floating by default, without obscuring the core teaching content of the main teaching video. It continues to be displayed when the user does not trigger it or remains visible according to preset logic, ensuring that the user has sufficient time to choose whether to trigger it.

[0028] The core technical solution of this invention, "layered recording of main teaching videos and auxiliary teaching videos," achieves precise adaptation to the learning needs of students with different levels of knowledge by clearly defining the design logic of selectively skipping some superficial knowledge points and directly focusing on in-depth knowledge points in the main teaching videos. Combined with an anchor point interaction mechanism that precisely correlates optional operation entry points with the timing of superficial knowledge points appearing in the main teaching videos, it significantly improves overall learning efficiency. Specific effects are as follows: The main instructional video structure has been optimized to ensure efficient learning for students with a strong foundation: By skipping redundant explanations of basic knowledge points, the main instructional videos focus on in-depth concepts and core teaching. This significantly reduces video length and achieves highly concise content, avoiding the wasteful time that students with a strong foundation are forced to watch familiar, basic knowledge points. These students only need to watch the entire main instructional video to quickly grasp the core, in-depth knowledge points, effectively improving learning efficiency and the pace of knowledge absorption.

[0029] This solution precisely matches the learning needs of students with weak foundations, ensuring the continuity and depth of knowledge acquisition. Addressing the issue of insufficient grasp of basic knowledge points, which may hinder understanding of later, more advanced concepts, this solution provides a convenient and real-time access to supplementary teaching videos when the main instructional video reaches the corresponding point. Students can choose whether to watch the supplementary video's dedicated explanation of the basic concept based on their own knowledge base, quickly clearing up comprehension obstacles and ensuring a smooth transition to learning more advanced concepts, ultimately achieving a deeper and more solid learning outcome.

[0030] The precise time-linked design of the anchor entry point further enhances the convenience and efficiency of learning: the optional operation entry point corresponds one-to-one with the appearance time of the basic knowledge points in the main teaching video, and appears only in real time at the key nodes where the relevant content of the basic knowledge point is presented. Students do not need to manually search for teaching resources for the corresponding basic knowledge points, which effectively reduces the operation cost and time cost of knowledge supplementation, allowing students to obtain targeted explanations as soon as questions arise, thus balancing the timeliness and efficiency of learning.

[0031] In some embodiments, the main instructional video explains the second knowledge point after the first time point, where the first knowledge point is the foundational knowledge required to understand the second. For example, in a main instructional video on the topic of "Comprehensive Analysis of the Japanese Honorifics System," the core teaching objective is to explain "how to correctly use honorifics and humble expressions in different social situations." This is the second knowledge point, namely, in-depth and comprehensive applied knowledge. The explanation logic of the main instructional video is: one must first master the verb conjugation rules in order to understand the specific structure and use of honorifics. Therefore, at 2 minutes and 15 seconds into the main instructional video, the instructor first mentions and directly applies the "rules of verb conjugation (imperfective and conjunctive forms)" to construct an example sentence using honorifics. Here, the "verb conjugation rules" are the first knowledge point necessary to understand the subsequent "use of honorifics." The first time point is precisely anchored at 00:02:15. Subsequently, starting at 2 minutes and 30 seconds, the main instructional video formally begins a detailed explanation of the second knowledge point, including "rules of honorific usage, contextual distinctions, and common mistakes." If students are unfamiliar with the fundamental concept of "verb conjugation" (the first knowledge point), the subsequent explanations starting at 2 minutes and 30 seconds will be difficult to understand. To address this issue, at 00:02:15, the system will dynamically generate an optional operation entry point at the corresponding position on the progress bar or on the side of the screen, such as an icon labeled "Basic Explanation of Verb Conjugation." Students who are confused can click on this entry point. At this time, a pre-recorded supplementary teaching video specifically explaining the "Rules of Conjugation of Japanese Verbs in the Imperfective and Conjunctive Forms" will pop up in picture-in-picture format. After watching this basic explanation, students can seamlessly transition to the main video and continue learning the core content of honorifics after 2 minutes and 30 seconds.

[0032] In some embodiments, after providing an optional access point for calling up supplementary instructional videos, the method further includes the following steps: Detect user actions triggered by optional entry points; In response to a triggered operation, while maintaining the main teaching video in a playing or paused state, an auxiliary teaching video associated with an optional operation entry point is played.

[0033] In practice, when a user triggers an optional operation entry, the system immediately initiates the playback process of the auxiliary teaching video associated with that entry. At this point, the main teaching video's state handling mechanism provides two configurable paths to adapt to different learning scenarios: In one configuration, the main teaching video continues playing in its original state. This design fully considers the fault tolerance of the operation and the continuity of the learning process. If the user accidentally triggers the operation or only wants to quickly browse the auxiliary content, they can close the auxiliary video window at any time without affecting the continuous playback of the main video, thus avoiding unexpected interruptions to the learning rhythm. For users who genuinely need to delve deeper into the auxiliary content, they can also actively pause the main video in this mode. The system allows for self-regulation of the learning pace. In another configuration, the system automatically pauses the main teaching video at a precise trigger point upon entering the learning interface. This design primarily serves students with weak foundations or those who need to concentrate on understanding basic knowledge. By pausing the main video, students can focus on the supplementary explanations in the auxiliary videos in an undisturbed environment. After the auxiliary videos finish playing, the system automatically resumes playback from the precise pause point of the main video, ensuring a seamless transition between the main and auxiliary content. This allows students to fill in knowledge gaps in a timely manner without missing any key explanations in the main video, thus ensuring the continuity of learning while effectively improving the completeness and depth of knowledge acquisition.

[0034] In some embodiments, the step of playing an auxiliary instructional video associated with an optional access point includes any of the following methods: a. Play supplementary teaching videos in a picture-in-picture window on top of the main teaching video playback interface. Specifically, when the user triggers an optional operation, the system dynamically generates a picture-in-picture window in a preset area of ​​the main teaching video playback interface. The size of this window is adjustable, typically occupying 1 / 4 to 1 / 3 of the main interface area. The corresponding supplementary teaching video plays directly within the window. The picture-in-picture window is always positioned above the main video content, and its border can be set to semi-transparent or have a slight shadow to enhance visual depth. The window provides basic playback control buttons, such as play / pause, close, and volume adjustment, which users can operate at any time. This method is suitable for scenarios where users want to focus on both the main and supplementary video content simultaneously, such as when viewing explanations of basic knowledge points while still keeping an eye on the progress of the main video or the whiteboard content. After the supplementary video finishes playing, the picture-in-picture window automatically closes, and the main video regains focus.

[0035] b. Play supplementary teaching videos as a floating window overlaid on the main teaching video playback interface; specifically, the system can generate a freely draggable floating window to play supplementary teaching videos. The initial position of the floating window can default to appearing on the side of the screen, such as the right edge, the size can be adjusted, and it can be minimized to the taskbar or hidden on the side. The playback control bar of the floating window is always displayed, and users can pause, fast forward, or replay the supplementary content at any time. Compared with picture-in-picture windows, the positioning of the floating window is more flexible. Users can drag it to an area that does not obstruct the key content of the main video, or even move it to a secondary screen for display. This method is especially suitable for users who multitask learning or have high requirements for the autonomy of the interface layout, providing continuous supplementary explanations while keeping the main video fully visible.

[0036] c. Switch the current playback interface to the full-screen playback interface of the supplementary teaching video and start playing the supplementary teaching video; specifically, after the user triggers the optional operation entry, the system automatically switches the current playback interface to the full-screen playback mode of the supplementary teaching video. In full-screen mode, the supplementary video occupies the entire display area, providing an immersive learning experience, suitable for users with weaker foundations who need to concentrate on understanding a specific knowledge point. During full-screen playback, a "Return to Main Video" button or gesture operation is available in a corner of the interface, such as swiping to exit. Users can manually return after the supplementary video finishes playing, or the system can automatically switch back to the corresponding anchor point of the main video after the supplementary video finishes playing. This method completely isolates visual interference from the main video, ensuring that users focus on learning the currently supplemented knowledge point.

[0037] After responding to user-triggered operations at selectable entry points, the system plays supplementary teaching videos using one of the aforementioned methods, based on preset configurations or user selection. This adapts to different learning scenarios and user preferences, ensuring clear presentation of supplementary content while minimizing interference with the main teaching video's learning progress, thus enhancing interactive flexibility and user experience. These three playback methods can be pre-selected by the user in the system settings or dynamically recommended based on device type, network environment, or content complexity. For example, on small-screen mobile devices, the system can prioritize full-screen switching to ensure content clarity; while on desktop multi-window environments, picture-in-picture or floating windows can be used by default for convenient parallel learning.

[0038] In some embodiments, the layered empowerment method for anchor point interaction in foreign language teaching videos automatically restores the playback interface to the playback state of the main teaching video at the first time point after the auxiliary teaching video finishes playing and continues playing the main teaching video.

[0039] This step aims to achieve a seamless transition between the main and supplementary instructional videos, ensuring the continuity of the learning process and the continuity of thought. This is specifically achieved through precise state management and an anchor point callback mechanism. When the system detects that the supplementary instructional video has finished playing, whether it finishes naturally or is manually ended by the user, a recovery process will be immediately triggered. The system will precisely retrieve the "first time position" timestamp corresponding to when the current supplementary video was triggered from the associated records.

[0040] The recovery process adapts to the mode used when playing the supplementary video. If it was previously played in picture-in-picture or floating window mode, the system will close the supplementary video window and instruct the main video player to resume rendering from the stored anchor timestamp. If it was previously in full-screen mode, the system will switch the interface from the full-screen interface of the supplementary video back to the playback interface of the main video, and adjust the progress of the main video to the anchor time. The playback status (playing or paused) of the main video after recovery remains consistent with its state before the supplementary video was triggered. If it was previously playing, it will automatically continue; if it was previously paused, it will remain paused after recovery, returning control of the progress to the user.

[0041] For example, in English grammar teaching, when a student encounters confusion in the main video explaining the subjunctive mood, and triggers and watches the supplementary video on basic modal verb collocations at 00:08:15, the system automatically jumps back to 00:08:15 in the main video after the supplementary video finishes playing, and continues playing the subsequent explanation of the core applications of the subjunctive mood from there. Students do not need to manually search for or adjust the progress, achieving a smooth continuity of knowledge and effectively maintaining their focus and rhythm. To ensure a smooth experience, the system can also provide brief visual prompts before the main video resumes, such as a fade-in / fade-out message "Returning to main course," giving users clear feedback.

[0042] In some embodiments, the key to implementing optional operation entry points lies in precisely integrating their visual identifiers onto the video playback progress bar, forming a dual spatial and temporal correspondence with the first time position. Specifically, when the system detects that the playback timestamp has reached a certain first time position, it drives the player to dynamically generate a visual anchor point identifier at the precise pixel position corresponding to the progress bar rendering layer. This design allows the supplementary entry points for knowledge points to be directly bound to the timeline, providing users with an intuitive spatiotemporal mapping relationship: each specific marker on the progress bar represents a possible supplementary knowledge point, and its horizontal position precisely corresponds to the moment when the knowledge point appears in the main video.

[0043] This design offers several significant advantages: First, it achieves intuitiveness and spatiotemporal consistency in the entry point. Users can perceive the location of expandable learning knowledge points simply by observing the progress bar, without leaving the current playback context or performing additional searches. Furthermore, the action of clicking the entry point perfectly matches the timing logic of the video playback, aligning with cognitive intuition. Second, it provides non-intrusive dynamic prompts. The markers are displayed only in the dedicated area of ​​the progress bar, without obscuring the main video content. Through strategies such as hover display and timed display, it effectively prompts users with weak foundations while minimizing visual interference for users with stronger foundations. Finally, it enhances the predictability and controllability of learning. By browsing the distribution of markers on the progress bar, users can quickly understand the density and structure of knowledge points throughout the video and can choose to start learning during the first viewing or precisely locate specific weak points for reinforcement during review.

[0044] The following example uses a main instructional video on "Business English Email Writing." The video introduces the concept of "formal letter openings" for the first time at 00:05:40. When the video reaches this point, a unique indicator, such as a tiny envelope icon, appears on the player's progress bar at the 00:05:40 mark. Users immediately understand that there is expanded content on "openings" at this point. If users are unfamiliar with this, they can directly click the icon to trigger supplementary videos. If a user chooses to skip, the icon may fade out after a few seconds. However, even if a user recalls and wants to review this concept at 00:15:00, they can still drag the progress bar slider to around 00:05:40 to see or reactivate the icon, thus accessing the content as needed. This anchor point design based on the progress bar's time scale seamlessly integrates supplementary knowledge with the timeline, greatly optimizing learning navigation efficiency and autonomy.

[0045] In some embodiments, the layered empowerment method for foreign language teaching video anchor point interaction systematically records and analyzes the user's triggering behavior for each optional operation entry on the progress bar, constructs a dynamic profile of the user's knowledge weaknesses, and achieves personalized adaptation of the learning path accordingly. The specific steps include: First, when the user interacts with any anchor point identifier, the background service captures and records a structured log, whose fields include at least the trigger timestamp, the corresponding main video ID, the unique code of the first knowledge point, and the operation type; after anonymization, this data is collected into the user's personal learning behavior database.

[0046] Based on accumulated behavioral data, the system generates a profile of users' knowledge weaknesses through analytical models. This profile is not simply a list of triggered knowledge points, but rather involves multi-dimensional analysis: for example, it statistically analyzes the trigger frequency and density under different knowledge categories, such as vocabulary, grammar, and listening, to identify high-frequency trigger knowledge clusters; it analyzes the timing patterns of triggering behaviors, such as whether they are triggered immediately during the first learning or during subsequent review, to determine whether they are due to real-time comprehension difficulties or memory consolidation needs; and it combines the complete viewing rate and repeated viewing frequency of supplementary videos to assess the user's level of investment in understanding and mastery of the knowledge point. Through this series of analyses, the system can outline the specific weak links and characteristics of users in their foreign language knowledge network, forming a precise "learning map".

[0047] After generating a profile, the system implements personalized learning empowerment, mainly in two aspects: First, it accurately recommends learning content. Based on the weak knowledge clusters identified in the profile, the system can match and push relevant reinforcement exercises, extended reading materials, or special courses from the resource library. For example, for users who frequently trigger basic explanations of the "past perfect tense," the system recommends short reading tasks containing a large number of applications of this tense in their learning path. Second, it dynamically adjusts the display strategy of optional operation entry points. The system can intelligently modify the presentation logic of anchor point markers in subsequent learning videos. For knowledge point categories that the profile shows the user has mastered, the system can reduce the visual prominence of the corresponding entry point or extend the waiting time for its automatic hiding to reduce interference. For marked weak areas, the system can highlight the auxiliary entry point in a more persistent and eye-catching way when the relevant new knowledge point appears for the first time, and even provide gentle pop-up suggestions to guide users to consolidate in advance, thereby achieving a "personalized" interactive experience and significantly improving the systematicness and pertinence of teaching.

[0048] In some embodiments, the layered empowerment method for anchor point interaction in foreign language teaching videos further includes the following steps: recording the user's triggering operation behavior for each optional operation entry, and generating a synthetic teaching video based on the triggering operation behavior; wherein, the synthetic teaching video includes a main teaching video and each auxiliary teaching video that the user has triggered to play, and each auxiliary teaching video is inserted into the corresponding position of the main teaching video according to the first time position of its corresponding first knowledge point in the main teaching video.

[0049] The implementation of this solution relies on a system behavior tracking and video synthesis engine. The process begins with recording user actions. When a user encounters an unfamiliar concept while watching the main instructional video and clicks the corresponding action entry on the playback progress bar, in addition to immediately playing the corresponding supplementary instructional video, the system simultaneously generates a structured behavior log. Key fields in this log include the time of the action, the unique ID of the main instructional video, the specific code of the triggered concept, the file index of the associated supplementary instructional video, and most importantly, the timecode of the first time point in the main video where the concept is marked. All such interaction records within a single learning cycle are arranged chronologically, forming a clear behavioral sequence.

[0050] Generating synthesized instructional videos based on recorded behavioral sequences is an automated media processing workflow. The system first copies the original main instructional video file as the base timeline for the compositing project. Then, the video compositing engine sequentially reads each record in the behavioral log, locates the specific video segment based on the index of the auxiliary instructional video file in the record, and determines the precise insertion point of that segment on the main video timeline based on the timecode of the first time position in the record. Technically, the system calls a video processing interface to treat each auxiliary video segment as an independent media clip, accurately splicing or overlaying it onto the specified insertion point on the main video timeline with its natural duration. Simple transition effects can be configured during the insertion process to ensure viewing continuity. Finally, the engine outputs a completely new, single video file. This file fully preserves the entire content of the main instructional video and seamlessly embeds the auxiliary explanation segments that the user selected to watch at the time, corresponding to all the knowledge points for which the user needed help, thus generating a knowledge-integrated recording that fully reflects the user's individual learning path and needs.

[0051] The core advantage of this solution lies in creating highly personalized learning outcomes and deeply analyzable data assets. For learners, the generated synthetic video serves as an efficient, one-stop review material. Learners no longer need to recall their knowledge gaps during review, nor do they need to manually switch between different main videos and multiple supplementary videos to find their progress. They only need to play this single synthetic video to fully review the core content and personalized supplements in the rhythm and order best suited to their initial understanding, greatly improving the convenience of review and the systematic nature of knowledge recall. For instructional design and analysis, aggregating a large amount of user-generated synthetic video data is of significant value. By analyzing the distribution patterns of supplementary segments inserted into these synthetic videos—for example, which knowledge points are inserted most frequently and which supplementary videos are repeatedly watched—it is possible to objectively and quantitatively pinpoint the common teaching difficulties and knowledge gaps throughout the curriculum, providing precise data for subsequent optimization of the main and supplementary video content design.

[0052] In a specific example, a student was learning from a main instructional video on complex English sentences. When the video explained the difficult point of "omission of relative pronouns in relative clauses," the student, unfamiliar with the basic rule that "relative pronouns function as objects in clauses," clicked the prompt icon on the progress bar at the corresponding first time point in the video, watching a related supplementary explanation video. Throughout the course, the student triggered the supplementary videos at three different grammatical difficulties. After the course ended, the system, based on the records, inserted these three supplementary video clips into the three corresponding first time points in the main video, generating a personalized composite video titled "Comprehensive Complex Sentence In-Depth Explanation." When the student reviewed a week later, they directly played this composite video. Before reaching each key difficulty point, the video first presented the basic knowledge segments the student needed, then transitioned to the advanced explanations, making the review process highly coherent and targeted, eliminating the need for any manual searching or switching.

[0053] In another specific example, a student using a business English listening course recorded that, in multiple listening practice videos, this student frequently clicked to access vocabulary and pronunciation aids at the very first instance of sentences involving "specific business phrases" and "connected pronunciation." Based on these complete behavioral records, after the student completed a phase of learning, the system not only generated a composite review video integrating all learned listening materials and aids, but also used this data to generate two derivative learning materials: one is a specialized listening reinforcement list extracted from all the "business phrases" and "connected pronunciation examples"; the other is a brief analysis report automatically generated based on the time distribution of the aid video insertion points, highlighting the student's individual listening weaknesses. The student can use the composite video for overall review and then use the reinforcement list for targeted training of weaknesses, thus achieving end-to-end support from learning behavior recording to personalized learning assets and diagnostic reports.

[0054] In some embodiments, the layered empowerment foreign language teaching video anchor point interaction method further includes the following steps after generating the synthesized teaching video: generating test questions corresponding to the first knowledge point based on the first knowledge point corresponding to each auxiliary teaching video contained in the synthesized teaching video.

[0055] This solution builds upon the aforementioned personalized synthetic videos, aiming to create a closed loop from "personalized learning process recording" to "personalized learning effect verification." Its operation relies on a question bank system linked to the knowledge point framework and an automated question assembly engine. Once the system generates a synthetic teaching video for a user, it parses the video's metadata, accurately identifies all inserted supplementary teaching video segments, and extracts the unique code of the first knowledge point associated with each segment. These knowledge point codes constitute the "set of potentially weak knowledge points" that the user clearly indicated needed additional assistance during the learning process.

[0056] Subsequently, the system uses this set of knowledge point codes as query criteria to send a request to the backend question bank system. The question bank system pre-stores a large number of questions mapped to foreign language teaching knowledge points, each labeled with one or more specific knowledge points it tests. From the question bank, the system filters and extracts one or more representative test questions for each knowledge point in the "potential weak knowledge point set." The question formats can be diverse, including but not limited to multiple-choice questions, fill-in-the-blank questions, sentence transformation questions, or listening comprehension questions, to match the assessment needs of different knowledge points. Finally, the system arranges these scattered questions extracted from the question bank according to the logical order of their corresponding knowledge points appearing in the synthesized video or a certain teaching logic, assembling them into a complete, personalized test paper. The generation of this test paper is dynamic and exclusive to the user, its content directly targeting the knowledge gaps exposed during their learning process.

[0057] The core value of this solution lies in providing immediate and precise feedback and reinforcement of learning outcomes. Instead of offering generic, one-size-fits-all exercises, it creates a personalized "learning weakness diagnosis report" for each user. By completing this test, users can immediately assess whether their understanding of previously weak knowledge points has substantially improved after watching the supplementary explanations. For educators and the system, the user's responses provide crucial feedback data. It verifies the effectiveness of the supplementary instructional videos and further distinguishes which knowledge points can be mastered with a single supplementary explanation, and which remain persistent difficulties requiring more in-depth instructional intervention.

[0058] In some embodiments, the layered empowerment method for anchor point interaction in foreign language teaching videos further includes the following steps: obtaining the user's answers to test questions; if the answers do not meet the preset accuracy rate, adjusting the content or structure of the synthesized teaching video based on the first knowledge point not mastered.

[0059] This solution forms a key feedback and optimization loop in the entire personalized learning process. Its execution begins with the analysis of the user's submitted answers after completing the personalized test. The system grades the test questions, compares the user's answers with the standard answers, and calculates the accuracy rate for each knowledge point. The system has one or more preset accuracy thresholds as judgment criteria; for example, an overall accuracy threshold (e.g., 80%) can be set for the entire test, or a separate mastery standard can be set for each individual knowledge point. Through comparison, the system can accurately identify which primary knowledge points the user has failed to reach the expected mastery level after studying the main video, accessing supplementary videos, and reviewing the synthesized video. These knowledge points are marked as "unmastered knowledge points."

[0060] Based on the identified list of "unmastered knowledge points," the system initiates an adjustment process for the original synthesized teaching videos. The adjustment strategy mainly consists of two aspects: adjusting the video content and adjusting the video structure. Content adjustment refers to replacing or supplementing explanatory resources without changing the main timeline of the video. For example, for a particular unmastered knowledge point, the system can replace the corresponding supplementary teaching video segment in the original synthesized video with a more detailed or basic alternative explanatory video re-matched from the resource library. Structural adjustment involves modifying the video's timeline logic. For example, the system can automatically insert an additional, short "preliminary concept reminder" segment before the first appearance of the unmastered knowledge point in the original synthesized video; or, after the user answers a question about the relevant knowledge point incorrectly for the first time, the system can generate a "topic review short film" that compiles all explanatory segments related to the unmastered knowledge point in the original synthesized video (which may be scattered in different locations), and push it to the user as supplementary learning material.

[0061] The core advantage of this solution lies in its ability to dynamically adapt teaching resources and continuously optimize learning paths. It upgrades one-time learning records into an intelligent system capable of self-adjusting based on learning feedback. For users, this means that learning support is not static and final, but a dynamic process that continuously accompanies their deepening understanding. Through a cycle of "assessment-identification-adjustment," the system strives to ensure that users receive effective support in overcoming each knowledge gap until they reach mastery. For the teaching system, the accumulation of extensive user video adjustment logs—such as frequently replaced supplementary videos and knowledge points requiring frequent pre-reminder insertions—provides valuable empirical data for evaluating the quality of teaching resources and designing better knowledge foundation logic.

[0062] The following complete and coherent case demonstrates how the method of this invention can be applied in actual teaching: Suppose a student named Zhang Ming is learning advanced English grammar. The system provides him with a main teaching video titled "Advanced Applications of the Subjunctive Mood." This main video directly delves into the complex use of the subjunctive mood in conditional clauses, while omitting several basic knowledge points necessary for understanding it.

[0063] Before the main video begins playing, the system has prepared a series of related supplementary teaching videos. These supplementary videos are specifically designed to explain fundamental knowledge points that are omitted in the main video, such as the formation of the simple past tense, basic collocations of modal verbs, and the basic structure of conditional clauses. The system has precisely determined the moment when these fundamental knowledge points first appear and are cited in the main video and has associated the corresponding supplementary videos with these specific time points.

[0064] While Zhang Ming watches the main video, the player monitors the playback progress in real time. For example, when the video reaches 5 minutes and 30 seconds, and the lecturer first mentions and uses the rules of the simple past tense to construct a subjunctive mood sentence, the system immediately displays a highlighted small dot icon at the corresponding position on the progress bar of the playback interface as an optional operation entry (see [link]). Figure 2 This icon will briefly hover to indicate to Zhang Ming that further explanation can be obtained here.

[0065] Because Zhang Ming was somewhat unclear about the basics of the simple past tense, he clicked the icon. Upon detecting this action, the system immediately overlaid a page before the main video playback interface and began playing the supplementary video, "Basic Review of the Simple Past Tense" (see...). Figure 3 Meanwhile, the main video automatically paused to ensure Zhang Ming could focus on learning the supplementary content. In the overlay window, Zhang Ming watched the entire three-minute explanation.

[0066] After the supplementary video finished playing, the overlay window closed automatically, and the main video seamlessly resumed playback from the paused point at 5 minutes and 30 seconds, allowing Zhang Ming to smoothly continue learning the subsequent in-depth content. In the following lessons, the main video provided similar optional entry points at two other points involving different fundamental knowledge points, which Zhang Ming selectively triggered based on his understanding.

[0067] All of Zhang Ming's interactions were meticulously recorded by the system backend, including which knowledge points he triggered, the specific time of triggering, and the completion status of the viewing. Based on this data, the system generated a preliminary knowledge gap profile for Zhang Ming, analyzing that he needed to pay more attention to the basics of verb tenses, and potentially providing more prominent prompts for related knowledge points in future courses.

[0068] After Zhang Ming completed this lesson, the system automatically generated a customized synthetic teaching video based on his activity log. This video used the original main teaching video as its framework and precisely inserted the two supplementary explanation videos that Zhang Ming had actively watched into the corresponding knowledge points within the main video, forming an integrated review material that covered the core content and personalized supplements.

[0069] To assess Zhang Ming's understanding of the supplementary knowledge points, the system intelligently extracted corresponding test questions from the question bank based on the auxiliary knowledge points included in the synthesized video, generating a personalized practice test. After Zhang Ming completed the test, the system analyzed his answer sheet.

[0070] The results showed that Zhang Ming's accuracy rate on questions related to the simple past tense remained low, failing to meet the preset mastery standard. Therefore, the system activated its feedback optimization mechanism: it adjusted the previously generated composite video for Zhang Ming, specifically replacing the supplementary explanation segment on the simple past tense in the original composite video with a version that provided more detailed explanations and richer examples. This provided Zhang Ming with more targeted review materials, helping him ultimately overcome this learning difficulty.

[0071] After Zhang Ming completes the personalized test, the system analyzes his answers. If the data shows that he has a high accuracy rate on questions related to one or more of the first knowledge points in the synthesized video, reaching the preset excellent standard, such as an accuracy rate of over 90%, the system will determine that Zhang Ming has a relatively solid grasp of these knowledge points.

[0072] In this situation, the system will initiate a simplification and optimization process for the original synthesized teaching videos. It will automatically identify and remove auxiliary teaching video segments that correspond to knowledge points that have already been mastered. For example, if Zhang Ming performs well on test questions related to "conditional adverbial clause structure," the system will precisely delete the previously inserted auxiliary video segment, "Understanding Conditional Adverbial Clause Structure," from the timeline of the synthesized video.

[0073] After the deletion is complete, the system will re-render and generate an updated, more streamlined composite video. This new video retains only the complete content of the main instructional video, along with supplementary explanations for the knowledge points that Zhang Ming has not yet firmly grasped. For Zhang Ming, this means that the dedicated videos he uses for subsequent review are more concise and efficient, avoiding the time wasted on repeatedly learning content he has already mastered, and allowing him to focus more on his truly weak areas during the review process.

[0074] This optimization mechanism, combined with the previous reinforcement and adjustment mechanism for unmastered knowledge points, forms a dynamic, two-way, personalized content adaptation loop. The system continuously optimizes the structure and content of a student's personal learning assets based on their real-time mastery, ensuring that the provided learning materials remain synchronized with the student's actual needs, thereby continuously improving learning efficiency and the accuracy of resource utilization over the long term.

[0075] It should be noted that if directional indications (such as up, down, left, right, front, back, etc.) are involved in the embodiments of the present invention, these directional indications are only used to explain the relative positional relationships and movement of the components in a specific posture. If the specific posture changes, the directional indications will also change accordingly. When a direction reference is introduced in a specific embodiment, unless the direction is specifically limited to unidirectional, the direction can be unidirectional or bidirectional (two parallel and opposite directions). Whether it is unidirectional or bidirectional depends on what those skilled in the art can achieve. When the direction reference is bidirectional, it should be considered that two parallel and different embodiments have been introduced simultaneously.

[0076] Furthermore, if the embodiments of this invention involve descriptions such as "first" or "second," these descriptions are for descriptive purposes only and should not be construed as indicating or implying their relative importance or implicitly specifying the number of technical features indicated. Therefore, a feature defined with "first" or "second" may explicitly or implicitly include at least one of those features. Additionally, the use of "and / or," "and / or," or "and / or" throughout the text implies three parallel solutions. For example, "A and / or B" includes solution A, solution B, or a solution where both A and B are satisfied simultaneously. Furthermore, the technical solutions of the various embodiments can be combined with each other, but this must be based on the ability of those skilled in the art to implement them. When the combination of technical solutions is contradictory or impossible to implement, it should be considered that such a combination of technical solutions does not exist and is not within the scope of protection claimed by this invention.

[0077] The above are merely preferred embodiments of the present invention and do not limit the scope of the patent. Any equivalent structural transformations made using the contents of the specification and drawings of the present invention under the inventive concept of the present invention, or direct / indirect applications in other related technical fields, are included within the scope of patent protection of the present invention.

Claims

1. A layered empowerment method for foreign language teaching video anchor point interaction, characterized in that: Includes the following steps: Provide a main teaching video and at least one auxiliary teaching video related to the main teaching video; wherein, the auxiliary teaching video is used to explain the first knowledge point corresponding to the main teaching video; Determine the first time position of the first knowledge point in the main teaching video; Establish the association between the auxiliary teaching video and the first time location; In response to the main teaching video playing to the first time position, an optional operation entry point for calling the auxiliary teaching video is provided according to the association relationship.

2. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 1, characterized in that, The main teaching video explains the second knowledge point after the first time position. The first knowledge point is the basic knowledge point required to understand the second knowledge point.

3. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 1, characterized in that, Following the step of providing an optional access point for calling the auxiliary teaching video, the method further includes the following steps: Detect the user's trigger operation on the optional operation entry; In response to the triggering operation, while maintaining the main teaching video playback state or pause state, the auxiliary teaching video associated with the optional operation entry is played.

4. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 3, characterized in that, The step of playing the auxiliary teaching video associated with the optional operation entry includes any of the following methods: a. Play the auxiliary teaching video in a picture-in-picture window on the playback interface of the main teaching video; b. Play the auxiliary teaching video as a floating window overlaid on the playback interface of the main teaching video; c. Switch the current playback interface to the full-screen playback interface of the auxiliary teaching video and play the auxiliary teaching video.

5. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 3, characterized in that, After the auxiliary teaching video finishes playing, the playback interface will automatically return to the playback state of the main teaching video at the first time position and continue playing the main teaching video.

6. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 1, characterized in that, The step of providing an optional access point for calling the auxiliary teaching video includes: In the playback interface of the main teaching video, a triggerable visual identifier is generated at the playback progress bar corresponding to the first time position as the optional operation entry point; The visual identifier remains floating when not triggered by the user; or the visual identifier disappears after the user has not triggered it and the generation time has reached a preset duration.

7. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 1, characterized in that, The main teaching video includes multiple first knowledge points, and the multiple auxiliary teaching videos are applied one-to-one to explain the multiple first knowledge points; the layered empowerment foreign language teaching video anchor point interaction method further includes the following steps: Record the user's triggering behavior at the optional operation entry points to generate a user knowledge gap profile; Based on the user's knowledge gap profile, relevant learning content is recommended to the user or the display strategy of the optional operation entry points in subsequent learning is adjusted.

8. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 1, characterized in that, The main teaching video includes multiple first knowledge points, and the multiple auxiliary teaching videos are applied one-to-one to explain the multiple first knowledge points; the layered empowerment foreign language teaching video anchor point interaction method further includes the following steps: Record the user's triggering behavior for each of the optional operation entry points, and generate a synthesized teaching video based on the triggering behavior; wherein, the synthesized teaching video includes the main teaching video and each of the auxiliary teaching videos that the user has triggered to play, and each of the auxiliary teaching videos is inserted into the corresponding position of the main teaching video according to its corresponding first knowledge point in the first time position of the main teaching video.

9. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 8, characterized in that, After generating the synthesized instructional video, the following steps are also included: Based on the first knowledge point corresponding to each auxiliary teaching video contained in the synthesized teaching video, test questions corresponding to the first knowledge point are generated.

10. The layered empowerment foreign language teaching video anchor point interaction method as described in claim 9, characterized in that, It also includes the following steps: Obtain the user's answers to the test questions; If the answer results do not meet the preset accuracy rate, the content or structure of the synthesized teaching video will be adjusted based on the first knowledge point that has not been mastered.

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