A teaching electric hair drier, a control method and a storage medium

Abstract

The application relates to the technical field of electric blow tubes, in particular to a teaching electric blow tube, a control method and a storage medium, a plurality of key position holes are formed in a tube body, a PCB board is arranged in the tube body, an electric control magnetic attraction assembly comprises a plurality of electromagnets and a plurality of auxiliary magnets, the plurality of electromagnets are arranged on the PCB board and are arranged in one-to-one correspondence with the key positions, the plurality of auxiliary magnets are arranged on the bottom surfaces of the plurality of key positions respectively, and a reset piece is arranged on the key positions; an audio receiving module is used for receiving an audio file, a processing module converts the audio file into audio data and outputs corresponding key position control signals, the processing module also controls corresponding electromagnets to be turned on and turned off, a blowing detection module is used for outputting an air flow detection signal, a key position triggering module is used for outputting a key position triggering signal, the processing module outputs corresponding sound signals according to the air flow detection signal and the key position triggering signal, and a sound output module outputs corresponding sound according to the sound signals. The application can improve the teaching and learning effect during self-study of the electric blow tube.

Description

Technical Field

[0001] This application relates to the technical field of electric wind instruments, and in particular to a teaching electric wind instrument, a control method, and a storage medium. Background Technology

[0002] The electric wind instrument, also known as the electric saxophone or electronic wind instrument, uses electroacoustic principles to simulate traditional wind instruments. It can simulate a variety of wind instrument timbres. It uses airflow to control electric current and then converts the current signal into a sound signal to produce music.

[0003] An electric wind instrument is equipped with several mouthpieces and keys. Players produce different pitches by pressing different individual keys or combinations of keys, combined with the airflow from the mouthpiece. When learning to play the electric wind instrument, besides attending training courses, a common learning method is through online instructional videos. Initially, learners need to familiarize themselves with the individual keys and the pitches represented by key combinations, and practice with sheet music. However, in the early stages, unfamiliarity with the keys and their combinations can easily lead to pressing the wrong keys. Furthermore, beginners often cannot play continuous scales or are unfamiliar with the songs they are practicing, so even if they press the wrong keys, they may not know which keys they should have pressed, resulting in poor practice effectiveness. Summary of the Invention

[0004] To improve the teaching and learning effect of self-study in electric wind instruments, this application provides a teaching electric wind instrument, a control method, and a storage medium.

[0005] Firstly, this application provides a teaching electric wind instrument, which adopts the following technical solution: A teaching electric wind instrument includes a tube body, a mouthpiece, a PCB board, a key group consisting of several keys, an electronically controlled magnetic suction assembly, and a reset component. The mouthpiece is disposed at one end of the tube body and communicates with the interior of the tube body. Several key holes are provided on the tube body. Several keys in the key group correspond one-to-one with the key holes and are slidably disposed in the key holes. The keys protrude from the tube body. The PCB board is disposed inside the tube body. The electronically controlled magnetic suction assembly includes several electromagnets and several auxiliary magnets. Several electromagnets are disposed on the PCB board and correspond one-to-one with the keys. Several auxiliary magnets are respectively disposed on the bottom surface of several keys. The reset component is disposed on the keys and is used to reset the keys to their initial positions after being pressed. The PCB board includes a blow detection module, a key trigger module, an audio receiving module, a processing module, and a sound output module. The audio receiving module receives audio files uploaded by external devices. The processing module is connected to the audio receiving module to receive the audio files, convert them into audio data, and output corresponding key control signals. The processing module is also electrically connected to the electromagnet to control the electromagnet corresponding to the key to switch on and off according to the key control signals. The blow detection module detects airflow on the mouthpiece and outputs a corresponding airflow detection signal. The key trigger module detects whether the electromagnet and the auxiliary magnet are in contact and outputs a corresponding key trigger signal. The processing module is connected to both the blow detection module and the key trigger module to receive the airflow detection signal and the key trigger signal to output corresponding sound signals. The sound output module is electrically connected to the processing module to receive sound signals and output corresponding sounds according to the sound signals.

[0006] Preferably, the tube body is provided with a plurality of reset grooves, the reset grooves are provided corresponding to the key slots, the key peripheral wall is provided with a reset stop bar, the reset stop bar is slidably disposed in the reset groove, the reset element is a spring, one end of the spring is fixedly connected to the reset stop bar, the other end is fixedly connected to the bottom surface of the reset groove, and the spring is arranged in the vertical direction.

[0007] Preferably, the tube body is provided with a plurality of indicator lights, each of which corresponds to a plurality of keys. The PCB board is provided with a light feedback module, which is used to determine whether the key is pressed correctly and output the corresponding light signal. The processing module receives the light signal to control the indicator lights to turn on and off and change color.

[0008] Preferably, the PCB board further includes a pressure sensing module, which is disposed at the top of the electromagnet and is used to detect the pressure applied to the electromagnet by the auxiliary magnet and output a corresponding pressure signal. The processing module is connected to the pressure sensing module to receive the pressure signal, and the processing module continues to control or stops controlling the electromagnets corresponding to subsequent keys to turn on and off according to the pressure signal.

[0009] Firstly, this application provides a method for controlling a teaching electric wind instrument, which adopts the following technical solution: A method for controlling a teaching electric wind instrument includes the following steps: Teaching mode: Obtain the audio file and play it according to the audio file; A number of consecutive audio data are generated based on the audio file, the audio data being characterized as the pitch frequency of a note, and a number of consecutive key control signals are matched based on the number of audio data. According to a series of continuous key control signals, the electromagnet corresponding to the corresponding key is energized to attract the auxiliary magnet, and the electromagnet and the auxiliary magnet come into contact to trigger the key. Determine if there is airflow in the mouthpiece; If it does not exist, only the audio sound corresponding to the audio file will be played; If it exists, play the audio sound corresponding to the audio file and the sound signal output by the key trigger; Daily Mode: Pressing a key causes the auxiliary magnet to contact the electromagnet, thereby triggering the key control signal represented by that key. Acquire matching audio data based on the key control signals; Determine if there is airflow in the mouthpiece; If airflow is present, the sound signal corresponding to the audio data will be played. If there is no airflow, no sound signal will be emitted.

[0010] Preferably, after controlling the electromagnet corresponding to the corresponding key to attract the auxiliary magnet according to a plurality of continuous key control signals, the method further includes: If the electromagnet stops being energized, the reset component moves the key away from the electromagnet to achieve a reset.

[0011] Preferably, it also includes a light feedback step, specifically including: Teaching mode: Determine whether the actual key information represented by the currently triggered key is the same as the key control signal matched by the audio data at the current time point; If all are the same, output the first color light feedback for all triggered keys; If there are differences, output the first color feedback for all identical triggered keys, and output the second color feedback for all different triggered keys. Daily Mode: Determine if any keystrokes have been triggered. If so, output the first color light feedback for all triggered keys.

[0012] Preferably, in teaching mode, when the key corresponding to the key control signal is triggered, the following steps are further included: Determine whether the pressure values ​​on one or more electromagnets corresponding to the key control signal are all greater than a preset value; If all values ​​are greater than the preset value, the key corresponding to the key control signal will be de-energized, and the corresponding electromagnet will be energized according to the key control signal at the next time point. If the pressure on at least one electromagnet is not greater than the preset value, the electromagnet corresponding to the key control signal is kept energized until the pressure on all electromagnets corresponding to the key control signal is greater than the preset value.

[0013] Preferably, in the teaching mode, when the key corresponding to the key control signal is triggered, the method further includes: The time interval between the start time and the trigger time is calculated to obtain the trigger duration, and the process from the electromagnet being energized once to being triggered once is defined as a trigger event. Determine whether the trigger duration is greater than a first preset value; If the value is greater than the first preset value, the trigger will be marked as an abnormal trigger. If it is less than the first preset value, then determine whether the trigger duration is less than the second preset value; If the value is less than the second preset value, the trigger will be marked as an abnormal trigger. Get the number of consecutive trigger events for each key with a preset number of times, and determine whether the number of abnormal triggers within the consecutive trigger events is greater than the preset value; If the value is greater than the specified value, an alarm signal will be output.

[0014] Thirdly, this application provides a computer storage medium, which adopts the following technical solution: A computer storage medium storing a computer program, which, when executed by a processor, implements the above-described teaching electric wind instrument control method.

[0015] In summary, this application includes at least one of the following beneficial technical effects: 1. When learning to play an electronic wind instrument, first upload the audio file you want to learn in MIDI format. Then, the processing module converts the audio file into key control signals and energizes the electromagnets corresponding to the keys of different pitches according to the key control signals. When the electromagnets are energized, they attract auxiliary magnets, and the corresponding keys move with the auxiliary magnets to simulate the state of being pressed. As the audio file is played, the different keys corresponding to different pitches move accordingly. At this time, the player can place their fingers on the keys and follow the movement of the keys to practice playing. After a key is pressed, it can be reset by the reset device to wait for the next control movement, thereby improving the teaching effect. 2. In both teaching mode and daily mode, light indicators are used to show whether the pressed key is correct or whether the key has been pressed, making it clearer and more intuitive; 3. By detecting the pressure on the electromagnet, it can be determined whether the player is seriously following the automatically falling keys or whether the player is practicing the keys in a timely manner. Attached Figure Description

[0016] Figure 1 This is a schematic diagram of the overall structure of the teaching electric blowpipe in the embodiments of this application; Figure 2 This is a cross-sectional schematic diagram of the teaching electric blowpipe in the embodiments of this application; Figure 3 yes Figure 2 An enlarged schematic diagram of part A in the middle; Figure 4 This is a schematic diagram of the module connection of the teaching electric wind instrument in the embodiments of this application; Figure 5 This is a flowchart illustrating the control method for a teaching electric wind instrument in the teaching mode of this application embodiment; Figure 6 This is a flowchart illustrating the control method for a teaching electric wind instrument in the daily mode according to an embodiment of this application.

[0017] Explanation of reference numerals in the attached diagram: 1. Tube body; 2. Mouthpiece; 3. PCB board; 31. Air blowing detection module; 32. Key trigger module; 33. Audio receiving module; 34. Processing module; 35. Sound output module; 36. Light feedback module; 37. Pressure sensing module; 4. Key group; 41. Key; 5. Electromagnetic suction assembly; 51. Electromagnet; 52. Auxiliary magnet; 6. Reset component; 7. Key hole; 8. Reset slot; 9. Reset stop lever; 10. Indicator light. Detailed Implementation

[0018] The following is in conjunction with the appendix Figure 1-6 This application will be described in further detail.

[0019] This application discloses a teaching electric wind instrument.

[0020] like Figure 1 and Figure 2 As shown, a teaching electric wind instrument includes a tube body 1, a mouthpiece 2, a PCB board 3, a key group 4 consisting of several key groups 4, an electronically controlled magnetic suction assembly 5, and a reset component 6.

[0021] The tube body 1 is the main part of the electric blowpipe, and it can be made of metal or plastic. The tube body 1 is generally long and narrow, and its shape can be modified to suit human working conditions.

[0022] The mouthpiece 2 is located at one end of the tube body 1 and is connected to the inside of the tube body 1. The mouthpiece 2 is used by the player to put it in their mouth and blow air. The mouthpiece 2 is usually detachably connected to the end of the tube body 1 for easy cleaning and replacement, and is usually made of plastic or rubber.

[0023] like Figure 2 and Figure 3 As shown, the tube body 1 has several key holes 7, and several keys 41 in the key group 4 correspond one-to-one with the key holes 7 and are slidably disposed in the key holes 7. The keys 41 protrude from the tube body 1. The keys 41 are used to represent different pitches, and by using a single key 41 or a combination of multiple keys 41, the electronic wind instrument can produce different pitches. The number of keys 41 contained in the key group 4 can vary in different configurations of electronic wind instruments. For example, some electronic wind instruments have 7 keys 41 on the tube body 1, while others have 10 keys 41 on the tube body 1. The size and position of the keys 41 can be adjusted appropriately according to comfort and ergonomics.

[0024] The PCB board 3 is located inside the tube body 1, and all relevant electronic components related to the electric blowpipe are integrated on the PCB board 3.

[0025] like Figure 2 and Figure 3 As shown, the electrically controlled magnetic attraction assembly 5 includes several electromagnets 51 and several auxiliary magnets 52. The electromagnets 51 are disposed on the PCB board 3 and correspond one-to-one with the key positions 41. The auxiliary magnets 52 are disposed on the bottom surface of the key positions 41. When the electromagnets 51 are energized, they generate electromagnetic fields, thereby attracting the auxiliary magnets 52 to the electromagnets 51. When not energized, there is no electromagnetic field on the electromagnets 51, and they cannot attract the auxiliary magnets 52.

[0026] Each key 41 corresponds to an electronically controlled magnetic attraction component 5. When an electromagnet 51 is energized, it will attract an auxiliary magnet 52 to move closer, causing the key 41 to move from the state of protruding from the tube body 1 to the inside of the tube to simulate the state of being pressed.

[0027] The reset element 6 is provided on the key 41 to reset the key 41 to its initial position after it is pressed. "Pressing" refers to the situation where a person presses the key 41 with their hand and the electro-magnetic attraction component 5 attracts the key 41 to move.

[0028] like Figure 4 As shown, PCB board 3 includes a blow detection module 31, a key trigger module 32, an audio receiving module 33, a processing module 34, and a sound output module 35.

[0029] The audio receiving module 33 is used to receive audio files uploaded by external devices. The audio files are generally MIDI files. The external devices are mobile devices such as mobile phones, tablets, and computers. Currently, mobile devices such as mobile phones store the MIDI files of the songs that you want to practice, and send the audio files to the audio receiving module 33 through wired or wireless transmission.

[0030] The processing module 34 is connected to the audio receiving module 33 to receive audio files, convert the audio files to obtain corresponding audio data, and output corresponding key 41 control signals according to the audio data.

[0031] The processing method can obtain audio data from audio files. The audio data is represented as waveforms of different pitches and tones. Different waveforms can be used to obtain corresponding audio information, and different audio frequencies correspond to different key positions 41. For example, if a note is "do", then the key positions 41 that need to be pressed on the electronic wind instrument are A and C. If a note is "soi", then the key position 41 that needs to be pressed on the electronic wind instrument is E. A, B, C, D, E... represent different key positions 41.

[0032] The processing module 34 is also connected to several electromagnets 51 to control the on / off state of the electromagnets 51 corresponding to the keys 41 according to the key control signals 41. In the example above, if a note is "do", then the keys 41 that need to be pressed on the wind instrument are A and C. The processing module 34 outputs a high level to the pins of the electromagnets 51 corresponding to the A and C keys 41, so that the electromagnets 51 conduct and obtain voltage conduction. In this way, the A and C keys 41 are attracted by the electromagnets 51 and simulate being pressed. The processing module 34 outputs a low level to the pins of the electromagnets 51 corresponding to other keys 41, so that these electromagnets 51 do not conduct and these keys 41 do not change.

[0033] The air blowing detection module 31 is used to detect the airflow on the mouthpiece 2 and output a corresponding airflow detection signal. The key trigger module 32 is used to detect whether the electromagnet 51 and the auxiliary magnet 52 are in contact and output a corresponding key trigger signal 41. The processing module 34 is electrically connected to the air blowing detection module 31 and the key trigger module 32 respectively to receive the airflow detection signal and the key trigger signal 41 and output a corresponding sound signal. The sound output module 35 is electrically connected to the processing module 34 to receive the sound signal and output a corresponding sound according to the sound signal.

[0034] When the player blows air through the mouthpiece 2, the airflow detection module 31 detects the airflow and outputs a corresponding airflow detection signal. When the electromagnet 51 and the auxiliary magnet 52 come into contact, the key trigger module 32 will output a corresponding key trigger signal 41. The sound of the wind instrument needs to be produced by pressing different keys 41 while the player blows into the mouthpiece 2. Thus, the performance can be achieved through the airflow detection signal and the key trigger signal 41.

[0035] When learning to play the wind instrument using the above-mentioned device, the audio file to be learned is first uploaded in MIDI format. Then, the processing module 34 converts the audio file into control signals for the key 41 and energizes the electromagnets 51 corresponding to the key 41 for different pitches according to the control signals. When the electromagnet 51 is energized, it attracts the auxiliary magnet 52, and the corresponding key 41 moves with the auxiliary magnet 52 to simulate the state of being pressed. As the audio file is played, the different key 41 corresponding to different pitches move accordingly. At this time, the player can place their fingers on the key 41 and practice playing by following the movement of the key 41. After a key 41 is pressed, it can be reset by the reset piece 6 to wait for the next control movement.

[0036] Therefore, the teaching electric wind instrument in this application can automatically press the keys 41 according to the pitch of different songs during learning. This allows the player to see intuitively which keys 41 need to be pressed for each note, and practice by following the notes with their fingers, resulting in a better teaching and learning effect.

[0037] like Figure 2 and Figure 3 As shown, in some embodiments, the tube body 1 has several reset grooves 8, which are corresponding to the key position 41 groove and located to the side of the key position 41 groove. Each key position 41 groove corresponds to at least two reset grooves 8, which are arranged opposite each other. All reset grooves 8 are arranged along the thickness direction of the tube body 1. A reset stop 9 is provided on the peripheral wall of the key position 41. The reset stop 9 is perpendicular to the side wall of the key position 41 and has a T-shaped structure. Each key position 41 corresponds to two reset stop 9s, which are respectively arranged on both sides of the key position 41 and slidably disposed within the reset groove 8. The reset element 6 is a spring, with one end fixedly connected to the bottom surface of the reset groove 8 and the other end fixedly connected to the reset stop 9. The spring is arranged vertically. Multiple springs can be provided on a single reset stop 9. Multiple springs can not only reduce the reset time but also provide support for the movement of the key position 41.

[0038] When the electromagnet 51 is energized, the auxiliary magnet 52 is attracted to move the key 41 downward, and the reset lever 9 moves accordingly. The spring is compressed. When the electromagnet 51 is de-energized, the spring stretches due to elastic deformation, which moves the reset lever 9 upward, further causing the key 41 to move upward to return to its original state of protruding from the tube body 1.

[0039] Using a spring as the reset component 6 results in a simple structure and low cost, and it is also convenient to replace the reset component 6 if it is damaged in the future.

[0040] like Figure 1 and Figure 4 As shown, the tube body 1 is provided with several indicator lights 10, each corresponding to a number of keys 41. In this embodiment, the indicator lights 10 are LED lights, which can emit various colors of light. A light feedback module 36 is provided on the PCB board 3. The light feedback module 36 is used to determine whether the key 41 is pressed correctly and output the corresponding light signal. The processing module 34 receives the light signal to control the indicator lights 10 to turn on and off and change color.

[0041] For example, during practice, if the note requires pressing keys A and C according to the control signal of key 41, these two keys 41 will automatically fall under the action of electromagnet 51. The indicator lights 10 corresponding to keys A and C will then light up green. This visual aid enhances the learning experience and makes it more intuitive. However, if the learner accidentally presses another key besides A and C, the light feedback signal will emit a different light signal, causing the indicator light 10 corresponding to the incorrectly pressed key to light up a color other than green, such as red. This distinguishes between keys 41 that correspond to the control information and those that do not, facilitating learning.

[0042] At the same time, when not conducting teaching or learning, but only performing or practicing in daily life, light prompts can be used to indicate which key 41 is pressed, and the light corresponding to that key 41 will light up in a green or other color.

[0043] like Figure 3 and Figure 4 As shown, in some other embodiments, the PCB also includes a pressure sensing module 37. The pressure sensing module 37 is disposed at the top of the electromagnet 51 and is used to detect the pressure applied to the electromagnet 51 by the auxiliary magnet 52 to output a corresponding pressure signal. The processing module 34 is connected to the pressure sensing module 37 to receive the pressure signal. The processing module 34 continues to control or stops controlling the electromagnet 51 corresponding to the subsequent key 41 to turn on or off according to the pressure signal.

[0044] When the electromagnet 51 attracts the auxiliary magnet 52 to approach and get close, the auxiliary magnet 52 will exert a force on the electromagnet 51 due to the attraction. The magnitude of this force is basically fixed. If, on this basis, the player's hand presses down on the key 41, the pressure value detected by the pressure sensing module 37 will be greater. Based on this principle, the following can be achieved: When the performer learns by following the automatically falling keys 41, the operator needs to reinforce the learning by following the key 41 with their hand after it falls. If the performer's hand follows the key 41 and presses it, the pressure sensing module 37 will receive a large pressure, indicating that the performer is seriously learning by following the falling key 41. At this time, the subsequent audio will continue to play and new key 41 control information will be issued. However, if the performer's hand does not follow the key 41 or follows it perfunctorily after it falls, the pressure sensing module 37 will still detect the pressure applied by the auxiliary magnet 52 due to its attraction. In this case, it is considered that the performer is not learning seriously or may not have followed the timer due to unfamiliarity. At this time, the audio playback will be paused, and the key 41 corresponding to the current note will remain in the falling state, waiting for the performer's hand to follow, thereby improving the learning effect.

[0045] like Figure 5 and Figure 6 As shown, this application also discloses a method for controlling a teaching electric wind instrument, including the following steps: Teaching mode: S100: Obtain the audio file and play it according to the audio file; S200 generates several consecutive audio data based on the audio file, and matches several consecutive key 41 control signals based on the audio data.

[0046] S300, according to a number of consecutive key position 41 control signals, the electromagnet 51 corresponding to the key position 41 is energized to attract the auxiliary magnet 52, and the electromagnet 51 and the auxiliary magnet 52 come into contact to trigger the key position 41.

[0047] S400, determine whether there is airflow in the mouthpiece 2.

[0048] If S500 does not exist, only the audio sound corresponding to the audio file will be played; if it exists, the audio sound corresponding to the audio file and the sound signal output by key 41 will be played.

[0049] Daily Mode: S600, press key 41 to make auxiliary magnet 52 contact electromagnet 51 to trigger the key 41 control signal represented by key 41.

[0050] The S700 obtains matching audio data based on the control signal of key 41.

[0051] S800: If airflow is present, the sound information corresponding to the audio data will be played; if no airflow is present, no sound signal will be emitted.

[0052] The electronic wind instrument has two modes: a teaching mode and a daily mode. In the teaching mode, players learn by using the automatically falling key 41, while in the daily mode, players practice or play the instrument.

[0053] In teaching mode, an audio file is first acquired and converted into audio data composed of multiple consecutive notes. Based on this audio data, continuous key position 41 control signals are matched, typically one note or measure corresponds to one key position 41 control signal. The key position 41 control signal energizes the relevant electromagnet 51, attracting the auxiliary magnet 52. The auxiliary magnet 52 causes the key 41 to fall, allowing the player to follow the key 41 with their fingers for learning. The audio file plays corresponding sounds as the song progresses, making it easy for the player to familiarize themselves with each note and compare their own playing with the sounds in the song. During practice, to produce a sound, the player needs to check for airflow at the mouthpiece 2, as only with airflow can the wind instrument produce the note corresponding to the pressed key 41.

[0054] In normal mode, if the player blows air onto the mouthpiece 2 and presses the relevant key 41, the player will produce the corresponding pitch according to the key 41.

[0055] Furthermore, in step S300, after controlling the electromagnet 51 corresponding to the respective key 41 to attract the auxiliary magnet 52 according to a series of consecutive key 41 control signals, the process further includes: S310, if the electromagnet 51 stops being energized, the reset component 6 moves the key 41 away from the electromagnet 51 to achieve a reset.

[0056] The reset component 6 enables the key 41 to be reset when the electromagnet 51 is de-energized, thus facilitating learning and practice for the player.

[0057] In other embodiments, a light feedback step is also included, comprising: Teaching mode: S900, determine whether the actual key information represented by the currently triggered key 41 is the same as the key control signal of the audio data at the current time point.

[0058] S910, if all are the same, outputs the first color light feedback to all triggered key 41.

[0059] S920, if there are differences, outputs the first color feedback for all identical triggered keys 41, and outputs the second color light feedback for all different triggered keys 41.

[0060] In daily mode: S930, determine if key 41 has been triggered.

[0061] S940, if present, outputs the first color light feedback to all triggered keys 41.

[0062] The colors of the first and second color lights are different and can be adjusted according to the actual situation.

[0063] In teaching mode, if the key 41 corresponding to the control information of a key 41 is A or C, then when the player presses the key 41 that is A, C, or D, the light corresponding to the A and C keys 41 will be the first color, and the light corresponding to the D key 41 will be the second color.

[0064] In normal mode, no matter which key 41 the performer presses, the corresponding light will output the first color.

[0065] In other embodiments, in teaching mode, when the key 41 corresponding to the control signal of key 41 is triggered, the method further includes: S320: Determine whether the pressure values ​​on one or more electromagnets 51 corresponding to the control signal of key 41 are all greater than the preset value.

[0066] S330, if all values ​​are greater than the preset value, then the key 41 corresponding to the key 41 control signal will be de-energized, and the corresponding electromagnet 51 will continue to be energized according to the key 41 control signal at the next time point.

[0067] S340, if the pressure on at least one electromagnet 51 is not greater than the preset value, then the electromagnet 51 corresponding to the control signal of the key 41 is kept energized until the pressure value on all electromagnets 51 corresponding to the control signal of the key 41 is greater than the preset value.

[0068] In other embodiments, when the key 41 corresponding to the control signal of key 41 is triggered, the method further includes: S350, taking the energization time of the electromagnet 51 corresponding to the control signal of key 41 as the starting time, calculates the time interval between the starting time and the trigger time to obtain the trigger duration, and defines the process from the electromagnet 51 being energized once to being triggered once as a trigger event.

[0069] S360 determines whether the trigger duration is greater than the first preset value.

[0070] S370, if the value is greater than the first preset value, the trigger is marked as an abnormal trigger; if the value is less than the first preset value, the trigger duration is determined to be less than the second preset value.

[0071] S380, if it is less than the second preset value, then the trigger is marked as an abnormal trigger.

[0072] S390: Obtain the number of consecutive trigger events of each key 41 preset times, determine whether the number of abnormal triggers in the consecutive trigger events is greater than the preset value, and if it is greater, output an alarm signal.

[0073] Because this application contains a reset component 6, sometimes the key 41 may get stuck in the middle and fail to reset in time or fail to fall down due to jamming or damage to the reset component 6. The above method effectively solves this problem.

[0074] When electromagnet 51 is energized, timing begins, calculating the time from when auxiliary magnet 52 contacts electromagnet 51, which is recorded as one trigger duration. Normally, the trigger duration within one trigger event is relatively fixed. Therefore, it is determined whether the trigger duration is greater than the first preset value. The first preset value is set relatively large. If it is greater, it means that key 41 cannot fall in time or cannot fall at all, which is marked as an abnormal trigger. If it is less, it is then determined whether the trigger event is less than the second preset time. The second preset time is shorter than the first preset time. If it is less, it means that key 41 falls too quickly, possibly because the reset piece 6 is stuck, causing key 41 to not reset to its original position in the previous trigger time, but to be closer to electromagnet 51. This also needs to be marked as an abnormal trigger.

[0075] If there are multiple abnormal triggers within a continuous triggering period, such as 5 abnormal triggers out of 10 consecutive triggers, it is very likely that the reset component 6 is misaligned or damaged, causing frequent abnormalities. This situation affects the player's learning and daily use, so an alarm needs to be triggered in time to remind the player to adjust or repair the key 41 and the reset component 6.

[0076] This application also discloses a computer storage medium on which a computer program is stored, which, when executed by a processor, implements the above-described teaching electric wind instrument control method.

[0077] The implementation principle is as follows: When learning to play the electronic wind instrument, the audio file to be learned is first uploaded in MIDI format. Then, the processing module 34 converts the audio file into control signals for the key 41. Based on the control signals, the electromagnets 51 corresponding to the keys 41 of different pitches are energized. When the electromagnets 51 are energized, they attract the auxiliary magnets 52, and the corresponding keys 41 move with the auxiliary magnets 52 to simulate the state of being pressed. As the audio file is played, the different keys 41 corresponding to different pitches move accordingly. At this time, the player can place their fingers on the keys 41 and follow the movement of the keys 41 to practice playing. After a key 41 is pressed, it can be reset by the reset piece 6 to wait for the next control movement.

[0078] The above are all preferred embodiments of this application, and are not intended to limit the scope of protection of this application. Therefore, all equivalent changes made in accordance with the structure, shape and principle of this application should be covered within the scope of protection of this application.

Claims

1. A teaching electric wind instrument, characterized in that: The device includes a tube body (1), a mouthpiece (2), a PCB board (3), a key group (4) consisting of several key positions (4), an electrically controlled magnetic suction assembly (5), and a reset component (6). The mouthpiece (2) is located at one end of the tube body (1) and communicates with the interior of the tube body (1). Several key holes (7) are provided on the tube body (1). Several keys (41) in the key group (4) correspond one-to-one with the key holes (7) and are slidably disposed in the key holes (7). The keys (41) protrude from the tube body (1). 1) The PCB board (3) is set inside the tube body (1). The electronically controlled magnetic suction assembly (5) includes several electromagnets (51) and several auxiliary magnets (52). Several electromagnets (51) are set on the PCB board (3) and are set one-to-one with the key positions (41). Several auxiliary magnets (52) are respectively set on the bottom surface of several key positions (41). The reset member (6) is set on the key position (41) to reset the key position (41) to the initial position after it is pressed. The PCB board (3) includes a blow detection module (31), a key trigger module (32), an audio receiving module (33), a processing module (34), and a sound output module (35). The audio receiving module (33) is used to receive audio files uploaded by external devices. The processing module (34) is connected to the audio receiving module (33) to receive the audio files, convert the audio files into audio data, and output corresponding key (41) control signals. The processing module (34) is also electrically connected to the electromagnet (51) to control the electromagnet (51) corresponding to the key (41) according to the key (41) control signal. 1) To switch on and off, the blowing detection module (31) is used to detect the airflow on the mouthpiece (2) to output the corresponding airflow detection signal. The key trigger module (32) is used to detect whether the electromagnet (51) and the auxiliary magnet (52) are in contact to output the corresponding key (41) trigger signal. The processing module (34) is connected to the blowing detection module (31) and the key trigger module (32) respectively to receive the airflow detection signal and the key (41) trigger signal to output the corresponding sound signal. The sound output module (35) is electrically connected to the processing module (34) to receive the sound signal and output the corresponding sound according to the sound signal. The PCB board (3) also includes a pressure sensing module (37), which is located at the top of the electromagnet (51) and is used to detect the pressure applied to the electromagnet (51) by the auxiliary magnet (52) to output a corresponding pressure signal. The processing module (34) is connected to the pressure sensing module (37) to receive the pressure signal. The processing module (34) continues to control or stops controlling the electromagnet (51) corresponding to the subsequent key (41) to turn on or off according to the pressure signal.

2. The teaching electric wind instrument according to claim 1, characterized in that: The tube body (1) is provided with several reset grooves (8), which are corresponding to the key (41) groove. A reset stop bar (9) is provided on the peripheral wall of the key (41). The reset stop bar (9) is slidably disposed in the reset groove (8). The reset component (6) is a spring. One end of the spring is fixedly connected to the reset stop bar (9), and the other end is fixedly connected to the bottom surface of the reset groove (8). The spring is arranged in the vertical direction.

3. The teaching electric wind instrument according to claim 1, characterized in that: The tube body (1) is provided with a number of indicator lights (10), and each of the indicator lights (10) corresponds to a number of keys (41). The PCB board (3) is provided with a light feedback module (36). The light feedback module (36) is used to determine whether the key (41) is pressed correctly and output the corresponding light signal. The processing module (34) receives the light signal to control the indicator lights (10) to turn on and off and change color.

4. A method for controlling a teaching electric wind instrument, characterized in that, Includes the following steps: Teaching mode: Obtain the audio file and play it according to the audio file; A number of consecutive audio data are generated based on the audio file, the audio data being characterized as the pitch frequency of a note, and a number of consecutive key (41) control signals are matched based on the audio data. According to a number of consecutive key (41) control signals, the electromagnet (51) corresponding to the key (41) is energized to attract the auxiliary magnet (52), and the electromagnet (51) and the auxiliary magnet (52) are in contact to trigger the key (41). Determine whether there is airflow in the mouthpiece (2); If it does not exist, only the audio sound corresponding to the audio file will be played; If it exists, play the audio sound corresponding to the audio file and the key (41) triggers the output sound signal; Daily Mode: Press the key (41) to make the auxiliary magnet (52) contact the electromagnet (51) to trigger the key (41) control signal represented by the key (41); According to the key (41) control signal, obtain the matching audio data; Determine whether there is airflow in the mouthpiece (2); If airflow is present, the sound signal corresponding to the audio data will be played. If there is no airflow, no sound signal will be emitted; In the teaching mode, when the key (41) corresponding to the key (41) control signal is triggered, the following steps are also included: determining whether the pressure value on one or more electromagnets (51) corresponding to the key (41) control signal is greater than the preset value; if they are all greater than the preset value, the key (41) corresponding to the key (41) control signal is de-energized, and the corresponding electromagnet (51) is energized according to the key (41) control signal at the next time point; if the pressure on at least one electromagnet (51) is not greater than the preset value, the electromagnet (51) corresponding to the key (41) control signal is kept energized until the pressure value on all electromagnets (51) corresponding to the key (41) control signal is greater than the preset value.

5. The method for controlling a teaching electric wind instrument according to claim 4, characterized in that: After controlling the electromagnet (51) corresponding to the respective key (41) to be energized according to the several consecutive key (41) control signals to attract the auxiliary magnet (52), the method further includes: If the electromagnet (51) stops being energized, the reset member (6) moves the key (41) away from the electromagnet (51) to achieve a reset.

6. The method for controlling a teaching electric wind instrument according to claim 4, characterized in that: It also includes a lighting feedback step, specifically including: Teaching mode: Determine whether the actual key information represented by the currently triggered key (41) is the same as the key (41) control signal matched by the audio data at the current time point; If all are the same, then output the first color light feedback for all triggered keys (41); If there are differences, output the first color feedback for all identical triggered keys (41), and output the second color feedback for all different triggered keys (41); Daily Mode: Determine if any key (41) has been triggered; If so, output the first color light feedback for all triggered keys (41).

7. The method for controlling a teaching electric wind instrument according to claim 4, characterized in that: In the teaching mode, when the key (41) corresponding to the key (41) control signal is triggered, it also includes; The time interval between the start time and the trigger time is calculated using the energization time of the electromagnet (51) corresponding to the control signal of the key (41) as the starting time. The trigger duration is obtained by energizing the electromagnet (51) once and being triggered once. The process from energizing the electromagnet (51) once to being triggered once is defined as a trigger event. Determine whether the trigger duration is greater than a first preset value; If the value is greater than the first preset value, the trigger will be marked as an abnormal trigger. If it is less than the first preset value, then determine whether the trigger duration is less than the second preset value; If the value is less than the second preset value, the trigger will be marked as an abnormal trigger. Get the number of consecutive trigger events of each key (41) preset number, and determine whether the number of abnormal triggers in the consecutive trigger events is greater than the preset value; If the value is greater than the specified value, an alarm signal will be output.

8. A computer storage medium having a computer program stored thereon, characterized in that, When the computer program is executed by the processor, it implements the teaching electric wind instrument control method according to any one of claims 4 to 7.

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