A method and device for generating a mental arithmetic question, a computer device and a storage medium

Abstract

The application discloses a mental arithmetic question generating method and device, computer equipment and a storage medium, and relates to the technical field of learning machines. The method is to determine a mental arithmetic question generating rule and an interference strategy according to mental arithmetic practice requirement information of a student, then extract interference factors for replacing any operation digit value or any operation digit value combination in the mental arithmetic question generating rule from the mental arithmetic learning history data of the student according to the interference strategy, and finally replace the interference factors in the mental arithmetic question generating rule, and make all the un-replaced operation digit values be randomly selected within [0, 9], so as to obtain the mental arithmetic question. The interference factor refers to a certain previously learned mental arithmetic knowledge point that needs to be re-practiced according to the mental arithmetic learning history data. In this way, the question result can match the mental arithmetic difficulty of the student and the previously learned knowledge point that needs to be reviewed, so that the purpose and effectiveness of the question are greatly improved, and the training effect can be quickly achieved.

Description

TECHNICAL FIELD

[0001] The application belongs to the technical field of learning machines, and particularly relates to a generative oral calculation question generation method and device, a computer device and a storage medium. BACKGROUND

[0002] In a new era of paying more and more attention to education, oral calculation training plays an important role in mathematics teaching. In today's high-tech society, oral calculation is still widely used in social life. Oral calculation is the basis of written calculation. If oral calculation is not good enough, the effect of written calculation or estimation will not be satisfactory. In order to quickly and effectively improve the oral calculation ability of children and achieve the purpose of oral calculation training, learning machines or mobile phone APPs and other electronic devices have emerged as the times require. However, in the process of applying these electronic devices for oral calculation training, how to intelligently generate questions is the most important thing, because it will affect the overall learning effect.

[0003] At present, the question generation scheme for oral calculation training is usually based on the question bank generation method. However, this method cannot exhaust all oral calculations. For example, there are nearly 40,000 four-operation (addition, subtraction, multiplication and division) questions for two operation numbers within 100, and there are nearly 160 million four-operation questions without brackets for three operation numbers. Therefore, this question bank-based question generation method has the problem of poor purpose, and it is difficult to adjust the difficulty of oral calculation suitable for students according to the personalized learning history data of students and reiterate the prior learning knowledge points that need to be reviewed, which is not conducive to quickly achieving the oral calculation training effect. SUMMARY

[0004] The purpose of the present application is to provide a generative oral calculation question generation method, device, computer device and computer readable storage medium, which can solve the problems of poor purpose, waste of student time and difficulty in quickly achieving the target training effect of the existing question bank-based question generation method.

[0005] In order to achieve the above purpose, the application adopts the following technical scheme:

[0006] In a first aspect, a generative oral calculation question generation method is provided, comprising:

[0007] Obtaining oral calculation practice requirement information and oral calculation learning history data of a student, wherein the oral calculation practice requirement information contains a target oral calculation knowledge point, and the oral calculation learning history data contains historical learning event data of the student on all prior oral calculation knowledge points, the prior oral calculation knowledge point being another oral calculation knowledge point recognized by the student earlier than the target oral calculation knowledge point according to a preset learning plan;

[0008] According to the target mental arithmetic knowledge point, a corresponding and preset mental arithmetic question generation rule is determined, wherein the mental arithmetic question generation rule refers to a mental arithmetic expression containing M operation digit values and N operators, M represents a positive integer greater than or equal to 2, the value range of the operation digit value is [0, 9], N represents a positive integer less than M, the M operation digit values are arranged in a left-to-right order in the mental arithmetic expression, and the operators are located between a pair of adjacent operation digit values in the mental arithmetic expression.

[0009] According to the mental arithmetic question generation rule, a corresponding and preset interference strategy is determined.

[0010] According to the interference strategy, an interference factor is extracted from the mental arithmetic learning history data, wherein the interference factor refers to an interference knowledge point used to replace any operation digit value or any combination of operation digit values in the M operation digit values, and the interference knowledge point refers to a previously learned mental arithmetic knowledge point that needs to be re-learned according to the mental arithmetic learning history data.

[0011] The interference factor is substituted into the mental arithmetic question generation rule, and all un-replaced operation digit values in the M operation digit values are randomly selected from [0, 9] to obtain a mental arithmetic question for practicing the target mental arithmetic knowledge point.

[0012] Based on the above invention content, a generative mental arithmetic question generation scheme based on mental arithmetic practice requirement information and mental arithmetic learning history data is provided, that is, first, the mental arithmetic question generation rule and the interference strategy are determined according to the mental arithmetic practice requirement information of the student, then the interference factor used to replace any operation digit value or any combination of operation digit values in the mental arithmetic question generation rule is extracted from the mental arithmetic learning history data of the student according to the interference strategy, and finally, the interference factor is substituted into the mental arithmetic question generation rule, and all un-replaced operation digit values are randomly selected from [0, 9] to obtain a mental arithmetic question, wherein the interference factor refers to a previously learned mental arithmetic knowledge point that needs to be re-learned according to the mental arithmetic learning history data. In this way, the question is generated by combining the personalized learning history data of the student and the interference strategy, which can match the difficulty level of the student and the previously learned knowledge points that need to be reviewed, greatly improving the pertinence and effectiveness of the question, facilitating rapid training effect, and truly realizing personalized learning, which is convenient for practical application and promotion.

[0013] In one possible design, when the mental arithmetic practice requirement information further contains a secondary target mental arithmetic knowledge point, the interference knowledge point refers to a previously learned mental arithmetic knowledge point that needs to be re-learned according to the mental arithmetic learning history data and belongs to the secondary target mental arithmetic knowledge point.

[0014] In a possible design, determining, according to the mental arithmetic learning history data, a certain previously learned mental arithmetic knowledge point that currently needs to be re-practiced refers to determining a first previously learned mental arithmetic knowledge point that is prone to errors according to the mental arithmetic learning history data or determining a second previously learned mental arithmetic knowledge point for which a re-memorization time has arrived according to the mental arithmetic learning history data and a forgetting curve.

[0015] In a possible design, the interference strategy includes a number of interference factors, a type of interference knowledge point, a difficulty level of interference knowledge point, and / or an operation digit value replacement manner.

[0016] In a possible design, the operation digit value replacement manner includes an operation digit value integral replacement manner and / or an operation digit value discrete replacement manner, where the operation digit value integral replacement manner refers to a manner of integrally replacing all operation digit values located to the left of a leftmost operator, to the right of a rightmost operator, or between left and right operators, and the operation digit value discrete replacement manner refers to a manner of discretely replacing at least two operation digit values with an operator interval.

[0017] In a possible design, when the interference strategy includes the operation digit value integral replacement manner, extracting, according to the interference strategy, interference factors from the mental arithmetic learning history data includes:

[0018] determining, according to the mental arithmetic learning history data, at least one previously learned mental arithmetic knowledge point that currently needs to be re-practiced;

[0019] respectively determining, for each previously learned mental arithmetic knowledge point in the at least one previously learned mental arithmetic knowledge point, whether a bit number of a corresponding mental arithmetic result is equal to a total number of elements in each set of operation digit values in the M operation digit values, where the set of operation digit values refers to all operation digit values located to the left of a leftmost operator, to the right of a rightmost operator, or between left and right operators;

[0020] if it is determined that a bit number of a mental arithmetic result of a certain previously learned mental arithmetic knowledge point in the at least one previously learned mental arithmetic knowledge point is equal to a total number of elements in a certain set of operation digit values in the M operation digit values, regarding the certain previously learned mental arithmetic knowledge point as an interference knowledge point for replacing the certain set of operation digit values, and regarding the interference knowledge point as an interference factor extracted from the mental arithmetic learning history data.

[0021] In a possible design, when the interference strategy includes the operation digit value discrete replacement manner, extracting, according to the interference strategy, interference factors from the mental arithmetic learning history data includes:

[0022] determining at least one previously learned mental arithmetic knowledge point that needs to be re-practiced according to the mental arithmetic learning history data;

[0023] determining whether all operators in the corresponding mental arithmetic question are consistent with the n operators in the N operators for each of the at least one previously learned mental arithmetic knowledge point, where n represents a positive integer less than or equal to N;

[0024] if it is determined that all operators in the corresponding mental arithmetic question are consistent with the n operators in the N operators for a certain one of the at least one previously learned mental arithmetic knowledge point, extracting all operand value sets from the corresponding mental arithmetic question, where the operand value set refers to all operand values located to the left of the leftmost operator, to the right of the rightmost operator, or between the left and right operators;

[0025] determining whether conditions (X) and (Y) are both satisfied:

[0026] (X) the total number of elements in the first operand value set arranged from left to right in all the operand value sets is less than or equal to the total number of elements in the leftmost operand value set, where the leftmost operand value set refers to all operand values located to the left of the leftmost operator in the n operators;

[0027] (Y) the total number of elements in the k+1th operand value set arranged from left to right in all the operand value sets is less than or equal to the total number of elements in the kth right-side operand value set, where k = 1, 2,..., n, and the kth right-side operand value set refers to all operand values located to the right of the kth operator arranged from left to right in the n operators;

[0028] if it is determined that the above conditions (X) and (Y) are both satisfied, taking the certain one of the previously learned mental arithmetic knowledge point as a disturbance knowledge point for replacing at least n+1 operand values separated by the n operators, and taking the disturbance knowledge point as a disturbance factor extracted from the mental arithmetic learning history data, where the first operand value set is used to replace all or part of the operand values in the leftmost operand value set, and the k+1th operand value set is used to replace all or part of the operand values in the kth right-side operand value set.

[0029] In a second aspect, a generative mental arithmetic question generation device is provided, which includes an information data acquisition module, a mental arithmetic rule determination module, a disturbance strategy determination module, a disturbance factor extraction module, and a mental arithmetic question generation module.

[0030] The information data acquisition module is configured to acquire mental arithmetic practice requirement information and mental arithmetic learning history data of a student, wherein the mental arithmetic practice requirement information comprises a target mental arithmetic knowledge point, and the mental arithmetic learning history data comprises historical learning event data of the student on all previously learned mental arithmetic knowledge points, the previously learned mental arithmetic knowledge points being other mental arithmetic knowledge points learned by the student earlier than the target mental arithmetic knowledge point according to a preset learning plan;

[0031] The mental arithmetic rule determination module is communicatively connected to the information data acquisition module and configured to determine a corresponding and preset mental arithmetic question generation rule according to the target mental arithmetic knowledge point, wherein the mental arithmetic question generation rule refers to a mental arithmetic expression comprising M operation digit values and N operators, M represents a positive integer greater than or equal to 2, the operation digit values have a value range of [0, 9], N represents a positive integer less than M, the M operation digit values are arranged in a left-to-right order in the mental arithmetic expression, and the operators are located between a pair of adjacent operation digit values in the mental arithmetic expression.

[0032] The interference strategy determination module is communicatively connected to the mental arithmetic rule determination module and configured to determine a corresponding and preset interference strategy according to the mental arithmetic question generation rule.

[0033] The interference factor extraction module is communicatively connected to the information data acquisition module and the interference strategy determination module respectively and configured to extract an interference factor from the mental arithmetic learning history data according to the interference strategy, wherein the interference factor refers to an interference knowledge point used to replace any operation digit value or any combination of operation digit values in the M operation digit values, and the interference knowledge point refers to a previously learned mental arithmetic knowledge point that needs to be re-practiced according to the mental arithmetic learning history data.

[0034] The mental arithmetic question generation module is communicatively connected to the mental arithmetic rule determination module and the interference factor extraction module respectively and configured to substitute the interference factor into the mental arithmetic question generation rule, and make all un-replaced operation digit values in the M operation digit values have any value in [0, 9] to obtain a mental arithmetic question for practicing the target mental arithmetic knowledge point.

[0035] In a third aspect, the present application provides a computer device comprising a memory, a processor and a transceiver which are communicatively connected in sequence, wherein the memory is configured to store a computer program, the transceiver is configured to receive and send messages, and the processor is configured to read the computer program and execute the generative mental arithmetic question generation method according to any possible design of the first aspect.

[0036] In a fourth aspect, the present application provides a computer readable storage medium, which stores instructions, when the instructions are executed on a computer, the computer executes the generating method of oral arithmetic questions as described in the first aspect or any possible design in the first aspect.

[0037] In a fifth aspect, the present application provides a computer program product comprising instructions, when the instructions are executed on a computer, the computer executes the generating method of oral arithmetic questions as described in the first aspect or any possible design in the first aspect.

[0038] The above-mentioned scheme has the following beneficial effects:

[0039] (1) The present application creatively provides a generating method of oral arithmetic questions based on oral arithmetic practice requirement information and oral arithmetic learning history data, that is, first, the oral arithmetic question generation rule and the interference strategy are determined according to the oral arithmetic practice requirement information of the student, then the interference factors used to replace any operation digit value or any operation digit value combination in the oral arithmetic question generation rule are extracted from the oral arithmetic learning history data of the student according to the interference strategy, finally the interference factors are substituted into the oral arithmetic question generation rule, and all the un-substituted operation digit values are respectively randomly taken values in [0, 9], and the oral arithmetic question is obtained, wherein the interference factor refers to a certain previously learned oral arithmetic knowledge point that needs to be re-practiced according to the oral arithmetic learning history data, so that the questions are targeted by combining the personalized learning history data of the student and the interference strategy, which can match the oral arithmetic difficulty level of the student and the previously learned knowledge points that need to be reviewed, greatly improving the pertinence and effectiveness of the questions, facilitating rapid training effect, truly realizing personalized learning, and facilitating practical application and promotion. BRIEF DESCRIPTION OF DRAWINGS

[0040] In order to more clearly illustrate the technical solutions in the embodiments of the present application or the prior art, the following will briefly introduce the drawings needed to be used in the embodiment or prior art description. Obviously, the drawings in the following description only constitute some embodiments of the present application, and for those skilled in the art, other drawings can also be obtained without creative labor on the basis of these drawings.

[0041] Figure 1 The flowchart of the generating method of oral arithmetic questions provided by the embodiments of the present application is shown.

[0042] Figure 2 The example diagram of the generating process of oral arithmetic questions provided by the embodiments of the present application is shown.

[0043] Figure 3 The structure diagram of the generating device of oral arithmetic questions provided by the embodiments of the present application is shown.

[0044] Figure 4A structure diagram of a computer device provided by an embodiment of the present application is shown. DETAILED DESCRIPTION

[0045] In order to more clearly illustrate the technical solutions of the embodiments of the present application or the prior art, the present application will be briefly introduced below in combination with the drawings and the description of the embodiments or the prior art. Obviously, the following description of the drawings is only some embodiments of the present application, and for those skilled in the art, other drawings can also be obtained without creative labor on the basis of these drawings. It should be noted that the description of these embodiments is used to help understand the present application, but does not constitute a limitation on the present application.

[0046] It should be understood that although the terms first and second, etc. may be used herein to describe various objects, these objects should not be limited by these terms. These terms are only used to distinguish one object from another object. For example, a first object can be referred to as a second object, and similarly, a second object can be referred to as a first object, without departing from the scope of the example embodiments of the present application.

[0047] It should be understood that for the term "and / or" which may appear in the present application, it is only a description of the association relationship of the associated objects, which means that there can be three kinds of relationships, for example, A and / or B, which means that there are three kinds of cases, such as A alone, B alone, or A and B exist at the same time; for example, A, B and / or C, which means that there are any one of A, B and C or any combination thereof; for the term "and" which may appear in the present application, it is another description of the relationship of another associated object, which means that there can be two kinds of relationships, for example, A / and B, which means that there are two kinds of cases, such as A alone or A and B exist at the same time; in addition, for the character " / " which may appear in the present application, it generally means that the associated objects before and after are an "or" relationship.

[0048] Embodiment:

[0049] As shown in Figure 1 The generating method of the oral arithmetic test provided by the first aspect of the present embodiment can be executed by a computer device with certain computing resources, such as a platform server, a learning machine, a personal computer (PC, which refers to a multi-purpose computer suitable for personal use in size, price and performance; desktop computers, notebook computers to small notebook computers and tablet computers and ultrabooks, etc.), a smart phone, a personal digital assistant (PDA) or a wearable device, etc. As shown in Figure 1 The generating method of the oral arithmetic test can include the following steps S1-S5.

[0050] S1. Obtain the mental arithmetic practice requirement information and the mental arithmetic learning history data of a student, wherein the mental arithmetic practice requirement information includes but is not limited to a target mental arithmetic knowledge point, and the mental arithmetic learning history data includes but is not limited to historical learning event data of the student on all previously learned mental arithmetic knowledge points, wherein the previously learned mental arithmetic knowledge points refer to other mental arithmetic knowledge points that are learned earlier than the target mental arithmetic knowledge point according to a preset learning plan.

[0051] In the step S1, the target mental arithmetic knowledge point refers to a certain type of knowledge point for which a mental arithmetic training question is to be generated, such as, for example, “two-digit integer multiplication”. Thus, the previously learned mental arithmetic knowledge points can include but are not limited to “one-digit integer and two-digit integer multiplication”, “one-digit integer and one-digit integer multiplication”, “two-digit integer addition”, “one-digit integer and two-digit integer addition”, and / or “one-digit integer and one-digit integer addition”, etc. In order to facilitate the purpose of specifically limiting subsequent interference knowledge points, the mental arithmetic practice requirement information further includes but is not limited to a secondary target mental arithmetic knowledge point that is specifically one of the previously learned mental arithmetic knowledge points. Specifically, the historical learning event data includes but is not limited to a set of practiced mental arithmetic questions and / or a set of wrong questions, etc. In addition, the target mental arithmetic knowledge point and the secondary target mental arithmetic knowledge point can each have multiple types.

[0052] S2. Determine a corresponding and preset mental arithmetic question generation rule according to the target mental arithmetic knowledge point, wherein the mental arithmetic question generation rule refers to a mental arithmetic expression that includes M operation digit values and N operators, M represents a positive integer greater than or equal to 2, the operation digit values have a value range of [0, 9], N represents a positive integer less than M, the M operation digit values are arranged in a left-to-right order in the mental arithmetic expression, and the operators are located between a pair of adjacent operation digit values in the mental arithmetic expression.

[0053] In the step S2, the corresponding relationship between the target mental arithmetic knowledge point and the mental arithmetic question generation rule is obtained by pre-labeling; and the operation digit value refers to a value located at the unit place, the ten place, or the hundred place, etc. For example, when the target mental arithmetic knowledge point is “two-digit integer multiplication”, the mental arithmetic question generation rule can be, for example, a preset mental arithmetic expression as follows: AB×CD, wherein A represents a value in [0, 9] and located at the ten place of the first operation number, B represents a value in [0, 9] and located at the unit place of the first operation number, C represents a value in [0, 9] and located at the ten place of the second operation number, D represents a value in [0, 9] and located at the unit place of the second operation number (i.e., M = 4), and × represents a multiplication operator (i.e., N = 1).

[0054] S3. Determine a corresponding and preset interference strategy according to the mental arithmetic question generation rule.

[0055] In the step S3, the corresponding relationship between the mental arithmetic generation rule and the interference strategy is also pre-labeled. Specifically, the interference strategy includes but is not limited to the number of interference factors, the type of interference knowledge points, the difficulty level of interference knowledge points, and / or the replacement mode of operation digit value, etc. The type of interference knowledge points can include but is not limited to "one-digit integer and two-digit integer multiplication", "one-digit integer and one-digit integer multiplication", "two-digit integer addition", "one-digit integer and two-digit integer addition", and / or "one-digit integer and one-digit integer addition", etc. The difficulty level of interference knowledge points can include but is not limited to one-digit integer and one-digit integer operation level, one-digit integer and two-digit integer operation level, and / or two-digit integer and two-digit integer operation level, etc. The replacement mode of operation digit value includes but is not limited to the whole replacement mode of operation digit value and / or the discrete replacement mode of operation digit value, etc. The whole replacement mode of operation digit value refers to the mode of replacing all operation digit values located on the left side of the leftmost operator, on the right side of the rightmost operator, or between the left and right operators. The discrete replacement mode of operation digit value refers to the mode of replacing at least two operation digit values with operator intervals. For example, for AB×CD, if AB (i.e. all operation digit values located on the left side of the leftmost operator) or CD (i.e. all operation digit values located on the right side of the rightmost operator) is replaced, it is the whole replacement mode of operation digit value. If A and C, A and D, B and C, B and D, or AB and CD are replaced, it is the discrete replacement mode of operation digit value. In addition, for AB×CD×EF, if CD (i.e. all operation digit values located between the left and right operators) is replaced, it is also the whole replacement mode of operation digit value. If A, C and E are replaced, it is also the discrete replacement mode of operation digit value.

[0056] S4. According to the interference strategy, interference factors are extracted from the mental arithmetic learning history data, wherein the interference factor refers to an interference knowledge point used to replace any operation digit value or any combination of operation digit values in the M operation digit values. The interference knowledge point refers to a certain previously learned mental arithmetic knowledge point that needs to be re-practiced according to the mental arithmetic learning history data.

[0057] In the step S4, the specific number of the interference factors can be defined according to the number of interference factors in the interference strategy, for example, for ABxCDxEF, the number of interference factors can be defined as two. The category of the interference knowledge points can be defined according to the category of interference knowledge points in the interference strategy, for example, for ABxCDxEF, the category of "one-digit integer and one-digit integer multiplication" can be defined. The difficulty level of the interference knowledge points can be defined according to the difficulty level of the interference knowledge points in the interference strategy, for example, for ABxCDxEF, the difficulty level of "one-digit integer and one-digit integer operation" at a low difficulty level or the difficulty level of "one-digit integer and two-digit integer operation" at a high difficulty level can be defined. The replacement mode of the interference knowledge points can be defined according to the replacement mode of the operation digit value in the interference strategy, for example, for ABxCDxEF, the operation digit value replacement mode of the whole replacement mode and / or the operation digit value replacement mode of the discrete replacement mode can be defined. In order to facilitate the purpose of specifically defining the interference knowledge points, preferably, when the mental arithmetic practice requirement information further contains a secondary target mental arithmetic knowledge point, the interference knowledge point refers to a certain previously learned mental arithmetic knowledge point that belongs to the secondary target mental arithmetic knowledge point and is determined to need to be re-practiced according to the mental arithmetic learning history data, for example, when the secondary target mental arithmetic knowledge point is specifically "one-digit integer and one-digit integer addition", a certain previously learned mental arithmetic knowledge point that is determined to need to be re-practiced is "8+9", which can be used as the interference knowledge point. In addition, according to the mental arithmetic learning history data, a certain previously learned mental arithmetic knowledge point that is determined to need to be re-practiced refers to a first previously learned mental arithmetic knowledge point that is prone to errors or a second previously learned mental arithmetic knowledge point that reaches a re-memory time according to the mental arithmetic learning history data and the forgetting curve, wherein the specific way of determining the first previously learned mental arithmetic knowledge point that is prone to errors can be obtained based on existing methods, for example, the previously learned mental arithmetic knowledge point with the most errors in the error set is determined as the first previously learned mental arithmetic knowledge point that is prone to errors; the specific way of determining the second previously learned mental arithmetic knowledge point that reaches the re-memory time can also be obtained based on existing methods, for example, the previously learned mental arithmetic knowledge point that reaches the re-memory time is determined as the second previously learned mental arithmetic knowledge point that reaches the re-memory time according to the practiced mental arithmetic problem and the Ebbinghaus forgetting curve (discovered by the German psychologist Ebbinghaus, which describes the law of human brain forgetting new things: the forgetting process is fast at first and then slow; with the passage of time, the forgetting speed slows down and the forgetting amount decreases, so this law can be used to develop a memory time sequence).

[0058] In the step S4, specifically, when the interference strategy includes the operation digit value whole replacement mode, the interference factors are extracted from the mental arithmetic learning history data according to the interference strategy, including but not limited to the following steps S411-S413.

[0059] S411. According to the mental arithmetic learning history data, at least one previously learned mental arithmetic knowledge point that needs to be re-practiced is determined.

[0060] In the step S411, the at least one previously learned mental arithmetic knowledge point includes but is not limited to a first previously learned mental arithmetic knowledge point that is prone to errors according to the mental arithmetic learning history data and / or a second previously learned mental arithmetic knowledge point that reaches a re-memorization time according to the mental arithmetic learning history data and a forgetting curve, and can be specifically exemplified by 8+9 and 15×7.

[0061] S412. For each of the at least one previously learned mental arithmetic knowledge point, it is determined whether the number of digits of the corresponding mental arithmetic result is equal to the total number of elements in each of the M operand digit value sets, wherein the operand digit value set refers to all operand digit values located to the left of the leftmost operator, to the right of the rightmost operator, or between the left and right operators.

[0062] In the step S412, as shown in the example of Figure 2 AB×CD (i.e., M=4), there are two operand digit value sets in the M operand digit values: {A, B} and {C, D}, so it is necessary to determine whether the number of digits of the mental arithmetic result of 8+9 is equal to the total number of elements of {A, B} or {C, D} (i.e., two), and whether the number of digits of the mental arithmetic result of 15×7 is equal to the total number of elements of {A, B} or {C, D} (i.e., two).

[0063] S413. If it is determined that the number of digits of the mental arithmetic result of a certain previously learned mental arithmetic knowledge point in the at least one previously learned mental arithmetic knowledge point is equal to the total number of elements of a certain operand digit value set in the M operand digit values, the certain previously learned mental arithmetic knowledge point is taken as a disturbance knowledge point for replacing the certain operand digit value set, and the disturbance knowledge point is taken as a disturbance factor extracted from the mental arithmetic learning history data.

[0064] In the step S413, continuing the example, since 8+9=17, i.e., the number of digits of the corresponding mental arithmetic result is equal to the total number of elements of {A, B} or {C, D}, 8+9 can be taken as a disturbance knowledge point for replacing AB or CD; and since 15×7=105, i.e., the number of digits of the corresponding mental arithmetic result is not equal to the total number of elements of {A, B} or {C, D}, 15×7 cannot be taken as a disturbance knowledge point for replacing AB or CD.

[0065] In the step S4, specifically, when the disturbance strategy includes the operand digit value discrete replacement mode, disturbance factors are extracted from the mental arithmetic learning history data according to the disturbance strategy, including but not limited to the following steps S421-S425.

[0066] S421. According to the mental arithmetic learning history data, determine at least one previously learned mental arithmetic knowledge point that needs to be re-practiced at present.

[0067] In the step S421, the at least one previously learned mental arithmetic knowledge point can be specifically exemplified as 8+9 and 15x7.

[0068] S422. For each of the at least one previously learned mental arithmetic knowledge point, determine whether all operators in the corresponding mental arithmetic question are consistent with n operators in the N operators, where n represents a positive integer less than or equal to N.

[0069] In the step S422, for example, for ABxCD (i.e. N=1), it is thus determined whether + in 8+9 is consistent with x in ABxCD (i.e. n=1), and whether x in 15x7 is consistent with x in ABxCD (i.e. n=1).

[0070] S423. If it is determined that all operators in the corresponding mental arithmetic question are consistent with n operators in the N operators for a previously learned mental arithmetic knowledge point in the at least one previously learned mental arithmetic knowledge point, extract all operand digit value sets from the corresponding mental arithmetic question, where the operand digit value set refers to all operand digit values located to the left of the leftmost operator, to the right of the rightmost operator, or between the left and right operators.

[0071] In the step S423, continuing the example, since + in 8+9 is not consistent with x in ABxCD, 8+9 is no longer considered. Since x in 15x7 is consistent with x in ABxCD, two operand digit value sets {1, 5} (i.e. all operand digit values located to the left of the leftmost operator) and {7} (i.e. all operand digit values located to the right of the rightmost operator) can be extracted from 15x7. Since there is only one operator x in ABxCD, the operator x is both the leftmost operator and the rightmost operator.

[0072] S424. Determine whether conditions (X) and (Y) are both satisfied: (X) the total number of elements in the first operand digit value set arranged from left to right among all the operand digit value sets is less than or equal to the total number of elements in the leftmost operand digit value set, wherein the leftmost operand digit value set refers to all the operand digit values located to the left of the leftmost operator among the n operators; (Y) the total number of elements in the k+1th operand digit value set arranged from left to right among all the operand digit value sets is less than or equal to the total number of elements in the kth right-side operand digit value set, wherein k = 1, 2,..., n, and the kth right-side operand digit value set refers to all the operand digit values located to the right of the kth operator arranged from left to right among the n operators.

[0073] In the step S424, continuing with the example, the first operand digit value set is {1, 5}, and the leftmost operand digit value set is {A, B}, so it is necessary to determine whether the total number of elements in {1, 5} is less than or equal to the total number of elements in {A, B} in order to determine whether condition (X) is satisfied; since N = n = k = 1, the k+1th operand digit value set is {7}, and the kth right-side operand digit value set is {C, D}, so it is necessary to determine whether the total number of elements in {7} is less than or equal to the total number of elements in {C, D} in order to determine whether condition (Y) is satisfied.

[0074] S425. If it is determined that both conditions (X) and (Y) are satisfied, then the certain oral calculation knowledge point is used to replace the interference knowledge point of at least n+1 operand digit values separated by the n operators, and the interference knowledge point is used as an interference factor extracted from the oral calculation learning history data, wherein the first operand digit value set is used to replace all or part of the operand digit values in the leftmost operand digit value set, and the k+1th operand digit value set is used to replace all or part of the operand digit values in the kth right-side operand digit value set.

[0075] In the step S425, continuing with the example, since the total number of elements in {1, 5} is equal to the total number of elements in {A, B}, condition (X) is satisfied, and since the total number of elements in {7} is less than the total number of elements in {C, D}, condition (Y) is also satisfied, so 15x7 can be used as the interference knowledge point for replacing the 3 operators (i.e., AB and C or AB and D) separated by the operator x, wherein {1, 5} is used to replace all the operand digit values in {A, B}, and {7} is used to replace part of the operand digit values (i.e., C or D) in {C, D}.

[0076] S5. Substitute the interference factors into the mental arithmetic problem generation rule, and make all the unreplaced operand values ​​in the M operand values ​​take any value in [0,9] to obtain mental arithmetic problems for practicing the target mental arithmetic knowledge points.

[0077] In step S5, for example, for AB×CD, if the interference factor is 8+9, the mental arithmetic problem can be generated as (8+9)×23, where C and D are unreplaced operand values, so C can take any value of 2 within [0,9], and D can take any value of 3 within [0,9]. Alternatively, the mental arithmetic problem can also be generated as 52×(8+9), where A and B are unreplaced operand values, so A can take any value of 5 within [0,9], and B can take any value of 2 within [0,9]. As another example, for AB×CD, if the interference factor is 15×7, the mental arithmetic problem can be generated as 15×72, where D is unreplaced operand value, so D can take any value of 2 within [0,9]. Alternatively, the mental arithmetic problem can also be generated as 15×37, where C is unreplaced operand value, so C can take any value of 3 within [0,9].

[0078] Therefore, based on the generative mental arithmetic question generation method described in steps S1 to S5 above, a generative mental arithmetic question generation scheme based on mental arithmetic practice needs information and mental arithmetic learning history data is provided. First, the mental arithmetic question generation rules and interference strategies are determined according to the students' mental arithmetic practice needs information. Then, according to the interference strategies, interference factors are extracted from the students' mental arithmetic learning history data to replace any digit value or any combination of digit values ​​in the mental arithmetic question generation rules. Finally, the interference factors are substituted into the mental arithmetic question generation rules, and all unreplaced digit values ​​are arbitrarily selected within the range [0,9] to obtain the mental arithmetic question. The interference factor refers to a previously learned mental arithmetic knowledge point that needs to be practiced again based on the mental arithmetic learning history data. By combining the students' personalized learning history data and interference strategies to generate targeted questions, the question results can match the students' mental arithmetic difficulty level and highlight previously learned knowledge points that need review, greatly improving the accuracy and effectiveness of the question generation, facilitating rapid and effective training, truly realizing personalized learning, and making it easy to apply and promote in practice.

[0079] like Figure 3 As shown, the second aspect of this embodiment provides a virtual device for implementing the generative mental arithmetic question generation method described in the first aspect, including an information data acquisition module, a mental arithmetic rule determination module, an interference strategy determination module, an interference factor extraction module, and a mental arithmetic question generation module;

[0080] The information data acquisition module is configured to acquire mental arithmetic practice requirement information and mental arithmetic learning history data of a student, wherein the mental arithmetic practice requirement information comprises a target mental arithmetic knowledge point, and the mental arithmetic learning history data comprises historical learning event data of the student on all previously learned mental arithmetic knowledge points, the previously learned mental arithmetic knowledge points being other mental arithmetic knowledge points learned by the student earlier than the target mental arithmetic knowledge point according to a preset learning plan;

[0081] The mental arithmetic rule determination module is communicatively connected to the information data acquisition module and configured to determine a corresponding and preset mental arithmetic question generation rule according to the target mental arithmetic knowledge point, wherein the mental arithmetic question generation rule refers to a mental arithmetic expression comprising M operation digit values and N operators, M represents a positive integer greater than or equal to 2, the operation digit values have a value range of [0, 9], N represents a positive integer less than M, the M operation digit values are arranged in a left-to-right order in the mental arithmetic expression, and the operators are located between a pair of adjacent operation digit values in the mental arithmetic expression.

[0082] The interference strategy determination module is communicatively connected to the mental arithmetic rule determination module and configured to determine a corresponding and preset interference strategy according to the mental arithmetic question generation rule.

[0083] The interference factor extraction module is communicatively connected to the information data acquisition module and the interference strategy determination module respectively and configured to extract an interference factor from the mental arithmetic learning history data according to the interference strategy, wherein the interference factor refers to an interference knowledge point used to replace any operation digit value or any combination of operation digit values in the M operation digit values, and the interference knowledge point refers to a previously learned mental arithmetic knowledge point that needs to be re-practiced according to the mental arithmetic learning history data.

[0084] The mental arithmetic question generation module is communicatively connected to the mental arithmetic rule determination module and the interference factor extraction module respectively and configured to substitute the interference factor into the mental arithmetic question generation rule, and make all un-replaced operation digit values in the M operation digit values have any value in [0, 9] to obtain a mental arithmetic question for practicing the target mental arithmetic knowledge point.

[0085] The working process, working details and technical effects of the foregoing device provided by the second aspect of the embodiment can be referred to the generating mental arithmetic question method of the first aspect, which will not be described herein again.

[0086] As Figure 4As shown, the third aspect of the embodiment provides a computer device for performing the generating method of the mental arithmetic question as described in the first aspect, which comprises a memory, a processor and a transceiver connected in sequence, wherein the memory is used for storing a computer program, the transceiver is used for transmitting and receiving messages, and the processor is used for reading the computer program and performing the generating method of the mental arithmetic question as described in the first aspect. Specifically, the memory can include, but is not limited to, a random access memory (RAM), a read-only memory (ROM), a flash memory, a first input first output (FIFO) memory and / or a first input last output (FILO) memory, etc.; and the processor can be, but is not limited to, a microprocessor of the STM32F105 series. In addition, the computer device can further include, but is not limited to, a power module, a display screen and other necessary components.

[0087] The working process, working details and technical effects of the aforementioned computer device provided by the third aspect of the embodiment can be referred to the generating method of the mental arithmetic question as described in the first aspect, which will not be repeated here.

[0088] The fourth aspect of the embodiment provides a computer readable storage medium storing instructions of the generating method of the mental arithmetic question as described in the first aspect, i.e., the computer readable storage medium stores instructions, and when the instructions run on a computer, the generating method of the mental arithmetic question as described in the first aspect is performed. The computer readable storage medium refers to a carrier storing data, which can include, but is not limited to, floppy disks, optical disks, hard disks, flash memories, USB flash disks and / or memory sticks, etc. The computer can be a general-purpose computer, a special-purpose computer, a computer network or other programmable devices.

[0089] The working process, working details and technical effects of the aforementioned computer readable storage medium provided by the fourth aspect of the embodiment can be referred to the generating method of the mental arithmetic question as described in the first aspect, which will not be repeated here.

[0090] The fifth aspect of the embodiment provides a computer program product containing instructions, which, when running on a computer, causes the computer to perform the generating method of the mental arithmetic question as described in the first aspect. The computer can be a general-purpose computer, a special-purpose computer, a computer network or other programmable devices.

[0091] Finally, it should be noted that the above description is only the preferred embodiment of the present application, and is not intended to limit the protection scope of the present application. Any modification, equivalent replacement, improvement, etc. made within the spirit and principle of the present application shall be included in the protection scope of the present application.

Claims

1. A method for generating a mental arithmetic question, characterized by, The method comprises the following steps: obtaining mental arithmetic practice requirement information of a student, wherein the mental arithmetic practice requirement information contains a target mental arithmetic knowledge point; and obtaining mental arithmetic learning history data of the student, wherein the mental arithmetic learning history data contains historical learning event data of the student on all previously learned mental arithmetic knowledge points, and the previously learned mental arithmetic knowledge points refer to other mental arithmetic knowledge points learned by the student earlier than the target mental arithmetic knowledge point according to a preset learning plan; determining a corresponding and preset mental arithmetic question generation rule according to the target mental arithmetic knowledge point, wherein the mental arithmetic question generation rule refers to a mental arithmetic expression containing M operation digit values and N operators, M represents a positive integer greater than or equal to 2, the value range of the operation digit value is [0, 9], N represents a positive integer less than M, the M operation digit values are arranged in a left-to-right order in the mental arithmetic expression, and the operators are located between a pair of adjacent operation digit values in the mental arithmetic expression; determining a corresponding and preset interference strategy according to the mental arithmetic question generation rule, wherein the interference strategy includes an operation digit value replacement mode, the operation digit value replacement mode includes an operation digit value integral replacement mode and / or an operation digit value discrete replacement mode, the operation digit value integral replacement mode refers to a mode of integrally replacing all operation digit values located to the left of the leftmost operator, to the right of the rightmost operator, or between the left and right operators, and the operation digit value discrete replacement mode refers to a mode of discretely replacing at least two operation digit values with an operator interval; extracting an interference factor from the mental arithmetic learning history data according to the interference strategy, wherein the interference factor refers to an interference knowledge point used to replace any operation digit value or any combination of operation digit values in the M operation digit values, and the interference knowledge point refers to a previously learned mental arithmetic knowledge point currently in need of re-practice and determined according to the mental arithmetic learning history data; when the interference strategy includes the operation digit value integral replacement mode, extracting an interference factor from the mental arithmetic learning history data according to the interference strategy, specifically comprising: determining at least one previously learned mental arithmetic knowledge point currently in need of re-practice according to the mental arithmetic learning history data; for each of the at least one previously learned mental arithmetic knowledge point, respectively judging whether the number of digits of a corresponding mental arithmetic result is equal to the total number of elements of each operation digit value set in the M operation digit values, wherein the operation digit value set refers to all operation digit values located to the left of the leftmost operator, to the right of the rightmost operator, or between the left and right operators; if it is determined that the number of digits of a mental arithmetic result of a certain previously learned mental arithmetic knowledge point in the at least one previously learned mental arithmetic knowledge point is equal to the total number of elements of a certain operation digit value set in the M operation digit values, the certain previously learned mental arithmetic knowledge point is taken as an interference knowledge point used to replace the certain operation digit value set, and the interference knowledge point is taken as an interference factor extracted from the mental arithmetic learning history data. When the interference strategy includes the operand value discrete replacement manner, interference factors are extracted from the oral calculation learning history data according to the interference strategy, and specifically includes: determining at least one previously learned oral calculation knowledge point that currently needs to be re-practiced according to the oral calculation learning history data; for each previously learned oral calculation knowledge point in the at least one previously learned oral calculation knowledge point, determining whether all operators in the corresponding oral calculation question are consistent with n operators in the N operators, where n represents a positive integer less than or equal to N; if it is determined that all operators in the corresponding oral calculation question are consistent with n operators in the N operators for a previously learned oral calculation knowledge point in the at least one previously learned oral calculation knowledge point, all operand value sets in the corresponding oral calculation question are extracted, where the operand value set refers to all operand values located to the left of the leftmost operator, to the right of the rightmost operator, or between the left and right operators; determining whether conditions (X) and (Y) are both satisfied: (X) the total number of elements in the first operand value set from left to right in the all operand value sets is less than or equal to the total number of elements in the leftmost operand value set, where the leftmost operand value set refers to all operand values located to the left of the leftmost operator in the n operators; (Y) the total number of elements in the k+1th operand value set from left to right in the all operand value sets is less than or equal to the total number of elements in the kth right operand value set, where k=1, 2,..., n, and the kth right operand value set refers to all operand values located to the right of the kth operator from left to right in the n operators; if it is determined that the above conditions (X) and (Y) are both satisfied, the previously learned oral calculation knowledge point is used as an interference knowledge point for replacing at least n+1 operand values separated by the n operators, and the interference knowledge point is used as an interference factor extracted from the oral calculation learning history data, where the first operand value set is used to replace all or part of the operand values in the leftmost operand value set, and the k+1th operand value set is used to replace all or part of the operand values in the kth right operand value set. The interference factors are substituted into the oral calculation question generation rule, and all un-replaced operand values in the M operand values are randomly assigned values in [0, 9] to obtain an oral calculation question for practicing the target oral calculation knowledge point.

2. The method of generating a mental arithmetic question according to claim 1, wherein, When the oral calculation practice requirement information further contains a secondary target oral calculation knowledge point, the interference knowledge point refers to a previously learned oral calculation knowledge point that belongs to the secondary target oral calculation knowledge point and is determined to currently need to be re-practiced according to the oral calculation learning history data.

3. The method of generating oral arithmetic test questions according to claim 1 or 2, wherein, The first first-learned mental arithmetic knowledge point prone to errors is determined according to the mental arithmetic learning history data, or the second first-learned mental arithmetic knowledge point at which a relearning time arrives is determined according to the mental arithmetic learning history data and a forgetting curve.

4. The method of generating a mental arithmetic question according to claim 1, wherein, The interference strategy further includes a number of interference factors, a type of interference knowledge point, and / or a difficulty level of the interference knowledge point.

5. A generating device for a mental arithmetic question, characterized by The system includes an information data acquisition module, a mental arithmetic rule determination module, an interference strategy determination module, an interference factor extraction module, and a mental arithmetic question generation module. The information data acquisition module is configured to acquire mental arithmetic practice requirement information and mental arithmetic learning history data of a student, wherein the mental arithmetic practice requirement information includes a target mental arithmetic knowledge point, and the mental arithmetic learning history data includes historical learning event data of the student on all first-learned mental arithmetic knowledge points, the first-learned mental arithmetic knowledge points being other mental arithmetic knowledge points learned by the student earlier than the target mental arithmetic knowledge point according to a preset learning plan; The mental arithmetic rule determination module is communicatively connected to the information data acquisition module and configured to determine a corresponding and preset mental arithmetic question generation rule according to the target mental arithmetic knowledge point, wherein the mental arithmetic question generation rule is a mental arithmetic expression including M operation digit values and N operators, M represents a positive integer greater than or equal to 2, the operation digit values have a value range of [0, 9], N represents a positive integer less than M, the M operation digit values are arranged in a left-to-right order in the mental arithmetic expression, and the operators are located between a pair of adjacent operation digit values in the mental arithmetic expression; The interference strategy determination module is communicatively connected to the mental arithmetic rule determination module and configured to determine a corresponding and preset interference strategy according to the mental arithmetic question generation rule, wherein the interference strategy includes an operation digit value replacement mode, the operation digit value replacement mode includes an operation digit value integral replacement mode and / or an operation digit value discrete replacement mode, the operation digit value integral replacement mode is a mode of integrally replacing all operation digit values located to the left of a leftmost operator, to the right of a rightmost operator, or between left and right operators, and the operation digit value discrete replacement mode is a mode of discretely replacing at least two operation digit values with an operator interval; The interference factor extraction module is respectively communicatively connected to the information data acquisition module and the interference strategy determination module and configured to extract interference factors from the mental arithmetic learning history data according to the interference strategy, wherein the interference factors are interference knowledge points for replacing any operation digit value or any combination of operation digit values in the M operation digit values, and the interference knowledge points are a certain first-learned mental arithmetic knowledge point currently in need of re-practice determined according to the mental arithmetic learning history data. When the interference strategy includes the whole replacement of the operand digit values, the interference factors are extracted from the oral calculation learning history data according to the interference strategy, and specifically includes: determining at least one previously learned oral calculation knowledge point that needs to be re-practiced according to the oral calculation learning history data; for each previously learned oral calculation knowledge point in the at least one previously learned oral calculation knowledge point, it is judged whether the number of bits of the corresponding oral calculation result is equal to the total number of elements in each set of operand digit values in the M operand digit values, wherein the set of operand digit values refers to all operand digit values located on the left side of the leftmost operator, on the right side of the rightmost operator, or between the left and right operators; if it is judged that the number of bits of the oral calculation result of a previously learned oral calculation knowledge point in the at least one previously learned oral calculation knowledge point is equal to the total number of elements in a set of operand digit values in the M operand digit values, the previously learned oral calculation knowledge point is taken as an interference knowledge point for replacing the set of operand digit values, and the interference knowledge point is taken as an interference factor extracted from the oral calculation learning history data; When the interference strategy includes the operand value discrete replacement manner, interference factors are extracted from the oral calculation learning history data according to the interference strategy, and specifically includes: determining at least one previously learned oral calculation knowledge point that needs to be re-practiced according to the oral calculation learning history data; for each previously learned oral calculation knowledge point in the at least one previously learned oral calculation knowledge point, judging whether all operators in the corresponding oral calculation question are consistent with n operators in the N operators, where n represents a positive integer less than or equal to N; if it is judged that all operators in the corresponding oral calculation question are consistent with n operators in the N operators for a previously learned oral calculation knowledge point in the at least one previously learned oral calculation knowledge point, all operand value sets in the corresponding oral calculation question are extracted, where the operand value set refers to all operand values located to the left of the leftmost operator, to the right of the rightmost operator, or between the left and right operators; judging whether conditions (X) and (Y) are both satisfied: (X) the total number of elements in the first operand value set arranged from left to right in all the operand value sets is less than or equal to the total number of elements in the leftmost operand value set, where the leftmost operand value set refers to all operand values located to the left of the leftmost operator in the n operators; (Y) the total number of elements in the k+1th operand value set arranged from left to right in all the operand value sets is less than or equal to the total number of elements in the kth right operand value set, where k=1, 2,..., n, and the kth right operand value set refers to all operand values located to the right of the kth operator arranged from left to right in the n operators; if it is judged that the above conditions (X) and (Y) are both satisfied, the previously learned oral calculation knowledge point is used as a disturbance knowledge point for replacing at least n+1 operand values separated by the n operators, and the disturbance knowledge point is used as an interference factor extracted from the oral calculation learning history data, where the first operand value set is used to replace all or part of the operand values in the leftmost operand value set, and the k+1th operand value set is used to replace all or part of the operand values in the kth right operand value set; The oral calculation question generation module is respectively communicatively connected with the oral calculation rule determination module and the interference factor extraction module, and is configured to substitute the interference factor into the oral calculation question generation rule, and make all un-replaced operand values in the M operand values take values in [0, 9] at random, to obtain an oral calculation question for practicing the target oral calculation knowledge point.

6. A computer device, comprising: The apparatus includes a memory, a processor and a transceiver connected in sequence, wherein the memory is configured to store a computer program, the transceiver is configured to receive and send messages, and the processor is configured to read the computer program and execute the generating method of an oral calculation question according to any one of claims 1-4.

7. A computer readable storage medium characterized by The computer readable storage medium stores instructions, when the instructions run on the computer, performing the generating method of the mental arithmetic question as claimed in any one of claims 1-4.

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