A Course Objective Evaluation Report Generation System Based on OBE Concept

Abstract

The present invention relates to the technical field of teaching systems, and provides a course goal evaluation report generation system based on the OBE concept, including a course evaluation module, the course evaluation module receives a report generation instruction, determines the course goal corresponding to the report generation instruction; according to the course goal, obtains graduation requirements and indicator points that have a mapping relationship with the course goal; and obtains supporting courses that have a mapping relationship with the course goal; and obtains student classes and student grades; the course goals, graduation requirements, indicator points, supporting courses, student classes and student grades are passed to a report generation unit of the course evaluation module, the report generation unit is used to generate a first course goal evaluation report corresponding to the supporting course, and the report generation unit is also used to provide a first recommended course based on the student's first lack of ability after determining the student's first lack of ability. The present invention can automatically generate a standardized course goal evaluation report, and has the characteristics of ease of use and flexibility.

Description

Technical Field

[0001] The present invention relates to the technical field of teaching systems, and in particular to a course objective evaluation report generation system based on the OBE concept. Background Art

[0002] The OBE (Outcome based education) educational concept is a curriculum system construction concept that is outcome-oriented, student-centered, and adopts a reverse thinking approach. It is also called outcome-oriented education, ability-oriented education, goal-oriented education, or demand-oriented education. Its three core concepts are "student-centered, output-oriented, and continuous improvement."

[0003] Teachers are the main participants in teaching quality assurance, courses are the "last mile" to ensure the achievement of goals, and course teaching is the foothold for achieving goals. Only by implementing the concepts and methods of quality management in the regular online and offline hybrid course teaching process can the goal be achieved. Standardizing the teaching syllabus, course design, teaching process and teaching evaluation are important components of the quality assurance system.

[0004] The course goal evaluation report must cover the course goals, the support of the course goals to the graduation requirements indicators, and the course goal achievement data. The generation and analysis of course goal achievement needs to be based on teaching process data. There are many teaching data sources, many difficulties in the collection process, it is difficult to unify the calculation standards, and there is a lack of standardization. All of these factors will affect the generation of course goal evaluation reports. Summary of the invention

[0005] The present invention provides a course objective evaluation report generation system based on the OBE concept. The system generates a standardized report through a unified calculation processing standard, and is convenient for users to operate.

[0006] In a first aspect, the present invention provides a course objective evaluation report generation system based on the OBE concept, the system comprising a course evaluation module, the course evaluation module being configured to:

[0007] receiving an instruction to generate a report;

[0008] Determining a course objective corresponding to the generate report instruction;

[0009] According to the course objectives, the graduation requirements and indicator points that are mapped to the course objectives of the course objective management unit of the course evaluation module are obtained; the supporting courses that are mapped to the course objectives of the teaching content setting unit of the course evaluation module are obtained; and the student classes and student scores of the assessment and evaluation unit of the course evaluation module are obtained;

[0010] The course objectives, the graduation requirements, the indicator points, the supporting courses, the student classes and the student grades are input into the report generation unit of the course evaluation module. The report generation unit is used to generate a first course objective evaluation report corresponding to the supporting course. Based on the first course objective evaluation report, the report generation unit is also used to provide a first recommended course based on the student's first deficient ability after determining the student's first deficient ability.

[0011] Optionally, based on the first course objective evaluation report, the report generating unit is further configured to provide a first recommended course based on the first lack of ability of the student after determining the first lack of ability of the student, including:

[0012] Obtaining the weight of the teaching content setting unit that has a mapping relationship with the supporting course; and obtaining the achievement warning threshold that has a mapping relationship with the course goal of the course goal evaluation management unit of the course evaluation module;

[0013] The weight is transmitted to the report generating unit, and the report generating unit is used to calculate the first individual ability achievement degree according to the received data;

[0014] The report generating unit is used to compare the first individual ability achievement degree with the achievement degree warning threshold, determine the first individual ability achievement degree that does not reach the achievement degree warning threshold as the student's first lack of ability, determine the first course corresponding to the first individual ability achievement degree that does not reach the achievement degree warning threshold, obtain the second course that is strongly related to the first course, and use the second course as part of the first recommended course.

[0015] Optionally, the system further comprises:

[0016] Identify courses to be supplemented, including:

[0017] Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability;

[0018] Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to the first predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course;

[0019] or,

[0020] Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability;

[0021] Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to the second predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course;

[0022] The second prediction indicates that there are at least two courses corresponding to the first individual ability achievement degree that meet the first individual ability achievement degree requirement.

[0023] Optionally, the acquiring a second course strongly associated with the first course includes:

[0024] Determine a first indicator point and a first graduation requirement that have a mapping relationship with the first course;

[0025] Other courses other than the first course that have established associations with the first indicator point and the first graduation requirement are regarded as the second courses.

[0026] Optionally, the system further comprises:

[0027] The course objectives, the graduation requirements, the indicator points, the supporting courses, the second courses, the student classes, the student grades and the student grades of the second courses are input into the report generating unit, and the report generating unit is used to generate a second course objective evaluation report corresponding to the supporting courses and the second courses. Based on the second course objective evaluation report, the report generating unit is also used to provide a second recommended course based on the student's second deficient ability after determining the student's second deficient ability.

[0028] Optionally, the system further comprises:

[0029] The first recommended course includes a plurality of course packages;

[0030] Combine each set of course packages with the course objectives, graduation requirements, indicator points, supporting courses, student classes, student scores, and student scores of each second course, and transfer the combined data to the report generation unit, which calculates the corresponding recommended individual ability achievement degree;

[0031] Comparing each recommended personal ability achievement degree, and sorting the recommended personal ability achievement degrees based on the numerical values ​​of the recommended personal ability achievement degrees in the order of the largest numerical value first and the smallest numerical value last;

[0032] The course package corresponding to the recommended personal ability achievement ranked first will be set as a priority recommendation.

[0033] Optionally, the system further comprises a template module in communication with the course evaluation module, wherein the template module is configured to:

[0034] Receive a first template import instruction;

[0035] The template file is uploaded to the template module, and the template module identifies the selected course package and the student scores of the selected course package in the template file, fills the selected course package in the teaching content setting unit, and fills the student scores of the selected course package in the score management unit.

[0036] Optionally, the system further includes a training program construction module and a student data module that are communicatively connected to the course evaluation module. Before receiving the report generation instruction, the system further includes:

[0037] Acquire the graduation requirements of the graduation requirements management unit of the training program construction module and the indicator points of the graduation requirements management unit, add the graduation requirements and the indicator points to the course goal management unit, and establish a mapping relationship between the course goal and the indicator points in the course goal management unit;

[0038] Acquire the supporting courses of the course system construction management unit of the training program construction module, add the supporting courses to the teaching content setting unit, and establish a mapping relationship between the course objectives and the supporting courses in the teaching content setting unit;

[0039] The student class of the class management unit of the student data module is obtained, and the student score of the score management unit of the student data module is obtained, and the student class and the student score are added to the assessment and evaluation unit.

[0040] Optionally, the system further comprises:

[0041] Acquire the training program data of the basic information unit of the talent training program of the training program construction module, and add the training program data to the course homepage unit of the course evaluation module;

[0042] Acquire the training objectives of the training objective management unit of the training program construction module, the training objectives are derived from the training program data, and add the training objectives to the course objective evaluation management unit of the course evaluation module;

[0043] The course objective evaluation management unit defines corresponding course objectives according to the training objectives and the indicator points, and sets an achievement warning threshold for the course objectives.

[0044] Optionally, the system further comprises:

[0045] Acquire a second course of the course system construction management unit of the training program construction module, add the second course to the teaching content setting unit, and establish a mapping relationship between the course objective and the second course in the teaching content setting unit;

[0046] The second weight of the course system construction management unit of the training program construction module is obtained, the second weight is added to the teaching content setting unit, and a mapping relationship between the second weight and the second course is established in the teaching content setting unit.

[0047] Optionally, after generating the first course objective evaluation report, the system further includes:

[0048] When it is determined that the first personal ability achievement degree is calculated, the student score setting reference is frozen, the first personal ability achievement degree is stored in the teaching content setting unit, and a mapping relationship is established between the first personal ability achievement degree and the supporting course.

[0049] In a second aspect, the present invention provides a method for generating a course objective evaluation report based on the OBE concept, which is applied to a client, and the method comprises:

[0050] receiving an instruction to generate a report;

[0051] Determining a course objective corresponding to the generate report instruction;

[0052] According to the course objectives, obtain the corresponding graduation requirements, indicator points, supporting courses, student classes and student grades;

[0053] A first course objective evaluation report is generated based on the calculation and processing of at least the course objective, the graduation requirements, the indicator points, the supporting courses, the student classes and the student grades. Based on the first course objective evaluation report, after determining the student's first deficient ability, a first recommended course is provided based on the student's first deficient ability.

[0054] Optionally, the providing of a first recommended course based on the first lacking ability of the student after determining the first lacking ability of the student based on the first course objective evaluation report includes:

[0055] Obtaining a weight having a mapping relationship with the supporting course, and obtaining an achievement warning threshold having a mapping relationship with the course goal;

[0056] Using the first calculation formula, the first individual's ability achievement degree is obtained;

[0057] The first personal ability achievement degree is compared with the achievement degree warning threshold, the first personal ability achievement degree that does not reach the achievement degree warning threshold is determined as the student's first lack of ability, the first course corresponding to the first personal ability achievement degree that does not reach the achievement degree warning threshold is determined, the second course that is strongly related to the first course is obtained, and the second course is used as at least a part of the first recommended course.

[0058] Optionally, the method further comprises:

[0059] Identify courses to be supplemented, including:

[0060] Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability;

[0061] Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to the first predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course;

[0062] or,

[0063] Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability;

[0064] Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to the second predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course;

[0065] The second prediction indicates that there are at least two courses corresponding to the first individual ability achievement degree that meet the first individual ability achievement degree requirement.

[0066] In a third aspect, the present invention provides a computer-readable storage medium having a computer program stored thereon. When the computer program is executed by a processor, the above-mentioned method for generating a course objective evaluation report based on the OBE concept is implemented.

[0067] The present invention provides a course goal evaluation report generation system based on the OBE concept, the system includes a course evaluation module, the course evaluation module receives a report generation instruction, determines the course goal corresponding to the report generation instruction, obtains the graduation requirements and indicator points of the course goal management unit of the course evaluation module that have a mapping relationship with the course goal according to the course goal; and obtains the supporting courses of the teaching content setting unit of the course evaluation module that have a mapping relationship with the course goal; and obtains the student class and student score of the assessment and evaluation unit of the course evaluation module; the course goal, graduation requirements, indicator points, supporting courses, student classes and student scores are transmitted to the report generation unit of the course evaluation module, the report generation unit is used to generate a first course goal evaluation report corresponding to the supporting course, based on the first course goal evaluation report, the report generation unit is also used to provide a first recommended course based on the first lack of ability of the student after determining the first lack of ability of the student. Through this technical solution, batch data can be integrated and processed, and a unified calculation and processing standard can be adopted to generate a standardized first course goal evaluation report, which is convenient for users to operate. The system has the characteristics of wide application field, easy to use, standardized report, flexible operation, etc. BRIEF DESCRIPTION OF THE DRAWINGS

[0068] In order to more clearly illustrate the technical solutions in the present invention or the prior art, the following briefly introduces the drawings required for use in the embodiments or the description of the prior art. Obviously, the drawings described below are some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying creative work.

[0069] Figure 1 It is a schematic diagram of the principle of a course objective evaluation report generation system based on the OBE concept provided by the present invention.

[0070] Figure 2 It is a structural diagram of a course objective evaluation report generation system based on the OBE concept provided by the present invention.

[0071] Figure 3 It is a schematic diagram of the interface of a training program construction module of a course goal evaluation report generation system based on the OBE concept provided by the present invention.

[0072] Figure 4 It is a schematic diagram of an interface for associating graduation requirements with training objectives provided by the present invention.

[0073] Figure 5 It is a schematic diagram of the interface of graduation requirement associated indicator points provided by the present invention.

[0074] Figure 6 It is a schematic diagram of the interface of a course map provided by the present invention.

[0075] Figure 7 It is a schematic diagram of the interface corresponding to the course objectives provided by the present invention.

[0076] Figure 8 It is a schematic diagram of the interface of another course map provided by the present invention.

[0077] Fig. 9 It is a radar diagram of the personal ability achievement provided by the present invention.

[0078] Fig.10 It is a schematic diagram of the interface of the professional achievement status provided by the present invention.

[0079] Fig.11 It is a schematic diagram of the comparison of various reaction times before and after the data processing optimization provided by the present invention. DETAILED DESCRIPTION

[0080] In order to make the purpose, technical solution and advantages of the present invention clearer, the technical solution of the present invention will be clearly and completely described below in conjunction with the drawings of the present invention. Obviously, the described embodiments are part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0081] Please refer to Figure 1 and Figure 2 The present invention provides a course goal evaluation report generation system based on the OBE concept (hereinafter referred to as the "OBE system"). The front end of the OBE system adopts the MVVM (Model-View-ViewModel) architecture, and the back end is based on the microservice architecture. The OBE system includes four modules that are connected to each other in communication, namely: a training program construction module, which is used to complete the construction, management and implementation of training goals, graduation requirements, and course systems; a course evaluation module, which is used to guide teachers to design, implement and evaluate courses according to the OBE concept and requirements, and can also capture data, process and calculate the data to obtain personal ability achievement, graduation requirement achievement, etc., and can also generate a course goal evaluation report; a student data module, which is used to manage student classes (class information), student grades (student information) and supporting courses (course information) of various majors; a template module, which is used to manage template files that can be filled with data such as student classes and student grades.

[0082] In this application, the course evaluation module is the core module of the OBE system. The course evaluation module receives the training objectives, graduation requirements, and the framework of the curriculum system from the training program construction module, and also captures student grades, student classes and other data from the student data module / template module. Based on the obtained framework and data, the course evaluation module uses self-developed algorithms to calculate, for example, the degree of achievement of individual abilities, and can even produce a course goal evaluation report.

[0083] The OBE system can be run on the client side; it can also be run on the server side; it can also have some functions run on the client side and other functions run on the server side. As an application scenario, when the OBE system is run on the client side, the OBE system, the teaching platform of the university and the server side can establish a communication connection to realize the communication between the above OBE system and the teaching platform of the university.

[0084] The present invention provides a course goal evaluation report generation system based on the OBE concept, which serves the school's first-class course construction, helps the school to carry out output-oriented teaching, conduct daily teaching quality monitoring, and achieve continuous improvement through accurate and in-depth insight and data analysis of the teaching process. The system is guided by the OBE concept and includes two modules: training program construction and course evaluation. Among them, the main function of the training program construction module is to complete the training objectives, graduation requirements, and the construction, management and implementation of the course system. The main function of the course evaluation module is to guide the teaching teachers to design, implement and evaluate the course in accordance with the OBE concept and requirements. Through the implementation of the training program construction module and the course evaluation module, the system automatically generates a course goal evaluation report, quantitative evaluation score analysis, course goal achievement data, and assessment result analysis. The teaching teachers and course leaders can understand the achievement of each course goal, the course goal achievement data corresponding to each student, and the student score distribution scatter plot corresponding to each course goal based on the course goal evaluation report, and analyze the reasons for failure to achieve the results based on the data, so as to promote continuous improvement at the course level and further improve the teaching quality.

[0085] As a preferred embodiment, the training program construction module includes: a basic information unit of the talent training program, a training goal management unit, a graduation requirement management unit, a curriculum system construction management unit, a training program support material management unit and a history revision unit.

[0086] In this application, the training program construction module includes the basic information units of the talent training program (i.e. corresponding Figure 3 Basic information unit), training target management unit (i.e. corresponding Figure 3 training objectives unit), graduation requirements management unit (i.e. corresponding Figure 3 Graduation requirement unit), curriculum system construction management unit (i.e. corresponding Figure 3Curriculum system unit), training program support material management unit (i.e. corresponding Figure 3 Supporting material units) and historical revision units (i.e. corresponding Figure 3 ). Among them, ① the basic information unit of the talent training program is used to present the basic information of the training program, and is used to store the main information of the training program (for example, college, major, and training program version). ② The training goal management unit is used to add / modify / delete the training goals of the training program one by one or in batches, enter and manage the training goals, and realize the systematic management of the training goals. At the same time, the supporting materials of the training goals can also be uploaded to facilitate the aggregation and retention of documents related to the training goals. The training goals refer to the abilities that students should have after graduation. For example, it indicates the knowledge literacy and achievements that students should have 5 years after graduation. ③ The graduation requirement management unit is used to add / modify / delete the graduation requirements that students need to meet in the training program one by one, and to add / modify / delete indicator points (indicator points of graduation requirements) one by one. Graduation requirements represent the knowledge and literacy that students should have when they graduate, which is equivalent to exit criteria; indicator points are used to decompose graduation requirements into measurable indicator items. After using templates to batch import graduation requirements and indicator points, the training objectives are set to associate graduation requirements to establish a support (association) relationship between graduation requirements and training objectives; at the same time, relevant supporting materials for graduation requirements can be uploaded to facilitate the collection and retention of relevant materials for graduation requirements. ④ The course system construction management unit is used to manage the course composition in the course system and set the course nature; set the support relationship, support weight and specific weight value of each course and each indicator point one by one and in batches; after the course system is constructed, the professional person in charge can download and archive the course system in the form of pictures; through the construction of the course system, it is convenient for each major to check the rationality and necessity of the course opening, and it is also convenient for the major to check whether all indicator points have course support. The course system construction management unit is also used to import the cultivated courses into the course map (two-dimensional matrix). ⑤ The training program support material management unit is used to manage and summarize the materials related to the talent training program. ⑥ The historical revision unit is used to record the revision of the talent training program, so that the revision of the talent training program can be traced.

[0087] In one embodiment of the present application, the various units in the training program construction module interact as follows: the training goal management unit captures the training program information from the basic information unit of the talent training program and the training program support material management unit according to the set training goals, and then sends the training program information to the course system construction management unit. The graduation requirement management unit obtains the training goals from the training goal management unit, sets the graduation requirements and indicator points according to the training goals (that is, the graduation requirements and indicator points are determined based on the training goals), and then sends the graduation requirements and indicator points to the course system construction management unit. The course system construction management unit establishes a course system architecture based on the acquired training program information, graduation requirements and indicator points (that is, the course system construction management unit performs the operation of establishing the course system architecture based on the training goals). The historical revision unit traverses each unit in the training program construction module and records the revision process that occurs in each unit, so that the revision of the talent training program can be traced.

[0088] It should be noted that the four aspects of "national social and educational development needs, industry and workplace needs, school positioning and development goals, student development and parents and alumni expectations" determine the training objectives. The training objectives determine the graduation requirements (the abilities that students need to have when they graduate). The graduation requirements will be broken down into corresponding indicator points. These indicator points determine the corresponding curriculum system to support them. Different courses support different indicator points (i.e. graduation requirement indicator points). The indicator points supported by this course determine the course objectives of this course. In order to ensure that the course objectives are achieved, it is necessary to organize the corresponding teaching content, carry out teaching links, and carry out teaching evaluation. After the evaluation is completed, the scores generated will automatically calculate the achievement of the course objectives corresponding to the indicator points based on the supporting relationship, and then calculate the achievement of the indicator points upwards, and then calculate the achievement of the graduation requirements upwards through the achievement of the indicator points. Therefore, there is no direct relationship between the training objectives and the course objectives, and they are connected through the indicator points.

[0089] As a preferred embodiment, the course evaluation module includes: a course homepage unit, a course goal evaluation management unit, a course goal management unit, a teaching content setting unit, an assessment and evaluation unit and a report generation unit.

[0090] Among them, ① the course homepage unit is used to present the basic information of the course and the achievement results of the course. The course can be a course corresponding to different grades; the course homepage unit is also used to input the information of the referenced textbook. ② The course goal evaluation management unit is used to define the course goals, plan the teaching methods, implementation methods and evaluation methods used to promote the achievement of course goals; set the expected achievement of each course goal (achievement warning threshold). The course goal evaluation management unit is set with a filling prompt function, which can make intelligent recommendations for course goals, achievement warning thresholds, etc. ③ The course goal management unit is used to capture the graduation requirements and indicator points of the major, and establish the association relationship between course goals and indicator points (support matrix). ④ The teaching content setting unit is used to import teaching content and teaching activity related information one by one or in batches, and establish the association relationship between teaching content and course goals. ⑤ The assessment and evaluation unit is used to import class information, student grades, etc. For example, the assessment and evaluation unit can receive quantitative evaluation and qualitative evaluation. It is used to quantitatively and qualitatively assess and evaluate the achievement of course goals. The assessment and evaluation unit includes configuring the regular grades and theoretical assessment items included in the quantitative evaluation. Each assessment item is set with a total score, a percentage of the total evaluation score, and a supporting relationship with the course objectives. The theoretical assessment requires configuring the supporting relationship of each question for the course objectives to be evaluated, completing the course objective evaluation percentage and target score setting, completing the course achievement calculation weight setting, and completing the quantitative evaluation scale setting. Configure qualitative evaluation assessment items. Each assessment item needs to be set with a supporting relationship with the course objectives, present the course objectives for each qualitative evaluation assessment item to be evaluated, and complete the qualitative evaluation scale setting. ⑥ The report generation unit is used to generate a course objective evaluation report based on the acquired data and related relationships. That is, it is used to analyze data according to the assessment results, automatically generate course goal evaluation reports and support exporting in document form for easy retention, view basic course information, view the correspondence between course goals and graduation requirements, view the distribution of course goal regular scores, view the distribution of course goal theoretical assessments, view the distribution of course goal exam questions, view the course teaching quality evaluation results, view the implementation paths and evaluation methods corresponding to all course goals, the corresponding assessment items, actual average scores and target scores, weights, indicator comment values ​​and target achievement evaluation values, and understand the relationship between the actual achievement values ​​and target expectations of each course goal through the course goal achievement evaluation value bar chart. Unachieved course goals are marked in red to facilitate key teaching teachers and course leaders to focus on them and carry out continuous improvement in the future. The distribution of course goal achievement can be viewed, and it is presented in the form of a scatter plot of student scores in each course goal, which is convenient for teaching teachers and course leaders to understand the course goal achievement distribution data. The teaching content can be viewed, and the scoring standards can be viewed. Teaching teachers and course leaders can conduct in-depth analysis based on all the above data, complete the course summary and think about improvement measures.

[0091] In this application, the course objectives are supported by teaching content, and the indicator points are supported by course objectives. It should be noted that: based on the OBE concept, the arrangement of all teaching contents needs to support the realization of course objectives. Teaching contents can be added one by one or imported in batches, and course objectives can be associated to present the supporting relationship between teaching content and course objectives. In one embodiment of this application, the interaction of each unit in the course evaluation module is as follows: the course objective evaluation management unit obtains the course from the course homepage unit according to the course objective, and then sends the course to the teaching content setting unit. The course objective management unit captures graduation requirements and indicator points according to the course objectives of the course objective evaluation management unit, establishes the association relationship between course objectives and indicator points, and then sends the graduation requirements, indicator points, and the association relationship between course objectives and indicator points to the teaching content setting unit. The teaching content setting unit establishes the association relationship between graduation requirements, indicator points, course objectives and supporting courses based on the above-mentioned data received, and then sends the graduation requirements, indicator points, course objectives and supporting courses, as well as the association relationship between the four data to the report generation unit. The assessment and evaluation unit obtains corresponding class information and student scores based on the course goal determined by the course goal evaluation management unit, and sends the class information and student scores to the report generation unit. The report generation unit generates a first course goal evaluation report corresponding to the supporting course.

[0092] As a preferred embodiment, the course objective evaluation report includes basic information of the course, the correspondence between the course objectives and graduation requirements, the distribution of regular scores of the course objectives, the distribution of theoretical assessments of the course objectives, the distribution of examination questions of the course objectives, the teaching quality evaluation results of the course, the implementation paths and evaluation methods corresponding to all course objectives, the assessment items corresponding to the course objectives, the actual average scores, the target scores and weights, the evaluation values ​​of graduation requirement indicators and the evaluation values ​​of the achievement of the course objectives, the distribution of the achievement of the course objectives, the teaching content and the scoring standards.

[0093] As a preferred embodiment, the course evaluation module also includes: a course questionnaire unit, a course continuous improvement unit and a course goal support material management unit. Among them, the course questionnaire unit is used to create and collect course questionnaires, and can collect indirect evidence. The course continuous improvement unit is used to record the process of course continuous improvement. The course goal support material management unit is used to upload and manage OBE course goal evaluation related materials.

[0094] As a preferred embodiment, the assessment and evaluation unit includes: a quantitative evaluation transcript unit, a qualitative evaluation transcript unit, a quantitative evaluation result analysis unit and an assessment result analysis unit.

[0095] Among them, the quantitative evaluation transcript unit is used to import, view, and export the student scores of different classes under the course goal evaluation corresponding to different grades. The qualitative evaluation transcript unit is used to import, view, and export the qualitative evaluation scores of students in different classes under the course goal evaluation corresponding to different grades. The quantitative evaluation score analysis unit is used to view the quantitative evaluation score analysis data corresponding to the course goal evaluation of different grades, including the regular scores corresponding to each course goal and the scores related to the theoretical assessment and the final achievement degree, the total score, average score, average score for boys, average score for girls, the highest score, and the lowest score for each quantitative score assessment item, presenting the standard measurement reference method data, understanding the number and percentage corresponding to each gauge segment, and can be viewed in the form of bar charts and pie charts and downloaded to the local computer. The assessment result analysis unit is used to analyze the course goal achievement data and obtain the assessment result analysis data. It can automatically generate the course goal achievement corresponding to the course goal evaluation of different grades, and present the expected achievement value and actual achievement value of each course goal in the form of a bar graph. If the actual achievement value is less than the expected achievement value, it means that it has not been achieved and is marked in red, which is convenient for teachers and course leaders to focus on the unachieved course goals, analyze the reasons for non-achievement and find ways and means of continuous improvement; the distribution of students' scores in each course goal can be viewed and presented in the form of a scatter plot, which is convenient for teachers and course leaders to focus on students who have not achieved the course goals and intervene and guide them in a timely manner.

[0096] As a preferred embodiment, the student data module includes: a class management unit and a grade management unit. Among them, the class management unit is used to create classes and add corresponding relationship information of students' classes, so as to facilitate class management under the course goal evaluation corresponding to different grades. The grade management unit is used to import student grades of each grade, class and course, and set whether the student's overall grade is included in the calculation of the final course goal achievement. It can reduce the impact of the grades of students who did not participate in part of the assessment due to special reasons such as absence from exams and suspension of school on the final course goal achievement, and improve the accuracy and rationality of the course goal achievement. After the grades are imported, the system can automatically calculate the course goal achievement and automatically generate a course goal evaluation report.

[0097] In one embodiment of the present application, the various units in the student data module interact as follows: the grade management unit sends the grade data to the class management unit, and the class management unit establishes a correspondence between the grade data and the class, student, and course of the class management unit.

[0098] Before using the course evaluation module of the OBE system for calculation and analysis, a professional training program must be established first. Specifically, the graduation requirements of the graduation requirements management unit of the training program construction module and the indicator points of the graduation requirements management unit are obtained, and the graduation requirements and the indicator points are added to the management course goal unit, and a mapping relationship is established between the course goal and the indicator points in the management course goal unit; the supporting courses of the course system construction management unit of the training program construction module are obtained, and the supporting courses are added to the teaching content setting unit, and a mapping relationship is established between the course goal and the supporting courses in the teaching content setting unit; the student classes of the class management unit of the student data module are obtained, and the student grades of the grade management unit of the student data module are obtained, and the student classes and the student grades are added to the assessment and evaluation unit. It should be noted that the mapping relationship refers to the establishment of an association relationship between the two. Once one of them is referenced, the other associated one will also change accordingly, or be referenced accordingly.

[0099] By establishing a mapping relationship between course objectives, the corresponding supporting courses, graduation requirements, and indicator points can be obtained based on the course objectives to facilitate subsequent data processing.

[0100] Furthermore, the system also includes: obtaining the training program data of the basic information unit of the talent training program of the training program construction module, and adding the training program data to the course homepage unit of the course evaluation module; obtaining the training objectives of the training objective management unit of the training program construction module, the training objectives are derived from the training program data, and adding the training objectives to the course objective evaluation management unit of the course evaluation module; the course objective evaluation management unit defines the corresponding course objectives according to the training objectives and the indicator points, and sets an achievement warning threshold for the course objectives.

[0101] The achievement warning threshold refers to the minimum individual ability achievement that meets the ability requirements. By comparing the first individual ability achievement with the achievement warning threshold, if the first individual ability achievement is higher than the achievement warning threshold, it is determined that the ability achievement requirements are met; if the first individual ability achievement is lower than the achievement warning threshold, it is determined that the ability achievement requirements are not met. Among them, the individual ability achievement is obtained by calculating the course objectives, graduation requirements, indicator points, supporting courses, student classes, student grades and weights through the report generation unit.

[0102] Further, in an embodiment of the present invention, the course evaluation module receives a report generation instruction, determines the course objectives corresponding to the report generation instruction, and obtains the graduation requirements and indicator points that have a mapping relationship with the course objectives from the course management objective unit of the course evaluation module according to the course objectives; and obtains the supporting courses that have a mapping relationship with the course objectives from the teaching content setting unit of the course evaluation module; and obtains the student class and student grades from the assessment and evaluation unit of the course evaluation module. The course objectives, the graduation requirements, the indicator points, the supporting courses, the student class and the student grades are transmitted to the report generation unit of the course evaluation module, and the report generation unit is used to generate a first course objective evaluation report corresponding to the supporting course. Based on the first course objective evaluation report, the report generation unit is also used to provide a first recommended course based on the student's first lack of ability after determining the student's first lack of ability.

[0103] Among them, the degree of individual ability achievement is obtained through the report generation unit calculating the course objectives, graduation requirements, indicator points, supporting courses, student classes, student grades and weights.

[0104] In this application, by obtaining supporting courses (such as Figure 8 Linguistics and Language Teaching in China), and the graduation requirements for the supporting courses (e.g. Figure 8 knowledge integration, teaching ability), indicator points (e.g. Figure 8 3-3 indicator points, 3-4 indicator points in the model), as well as obtaining the student class information and student grades, and then using the course evaluation module to calculate the first individual ability achievement based on the student grades and other information, and using the course evaluation module to generate the first course goal evaluation report based on the course goals, graduation requirements and other information.

[0105] As a preferred embodiment, the calculation formula of the first individual ability achievement degree is: (support course regular actual score × percentage / regular total score) × weight 1 + (support course theoretical actual score / theoretical target score) × weight 2 + (recommended course regular actual score × percentage / regular total score) × weight 3 + (recommended course theoretical actual score / theoretical target score) × weight 4. Among them, the supporting courses are required courses for the major, and the recommended courses are courses used to improve the students' lack of abilities.

[0106] According to the first personal ability achievement degree, the supporting course for the student with poor grades is determined, thereby judging that the student lacks ability in the supporting course. According to the supporting course with poor grades, the first recommended course for improving the first personal ability achievement degree is analyzed, and the first recommended course is added to the first course goal evaluation report, so that users (such as students) who view the first course goal evaluation report can adjust their own learning courses based on the first recommended course, thereby improving the first personal ability achievement degree. Through this technical solution, it is possible to determine the student's lack of ability, automatically form a first recommended course for the lack of ability, and strengthen the student's lack of ability based on the study of the first recommended course, thereby improving the student's personal ability achievement degree.

[0107] As a preferred embodiment of the present application, the first course goal evaluation report can display the first individual ability achievement and graduation requirement achievement. The first individual ability achievement refers to the knowledge, ability and quality that students possess after combining the required courses and elective courses of the major. The first individual ability achievement is used to correspond to the individual ability of the students; the graduation requirement achievement refers to the knowledge, ability and quality that students should possess upon graduation, which is equivalent to the exit criteria.

[0108] In one embodiment of the present invention, a report generating unit is used to provide a first recommended course based on the first deficient ability of the student after determining the first deficient ability of the student, including: determining the first deficient ability of the student; determining a course to be supplemented based on the first deficient ability of the student, wherein the course to be supplemented includes at least one indicator point corresponding to the first deficient ability of the student; and generating a new course objective evaluation report (e.g., a second course objective evaluation report) based on the new first personal ability achievement after the supplemented course (e.g., the second course).

[0109] Specifically, after the report generation unit calculates the first individual ability achievement degree, it determines the student's first lacking ability based on the ability that the student has not achieved, such as Figure 8 After calculating the first individual ability achievement, the first lack of ability of the student (i.e., the item that does not meet the graduation requirements) is determined based on the ability that the student has not achieved, which is teaching ability, technology integration ability, etc. Among them, the calculation method of the first individual ability achievement is described in detail below:

[0110] For example: Student A's grades are shown in Table A:

[0111] Table A

[0112]

[0113] The first individual ability achievement degree = (actual score of supporting courses × percentage / total score) × weight 1 + (actual theoretical score of supporting courses / theoretical target score) × weight 2 + (actual score of recommended courses × percentage / total score) × weight 3 + (actual theoretical score of recommended courses / theoretical target score) × weight 4;

[0114] The first person's ability achievement: (80×50% / 100)×42%+(80 / 90)×58%+(90×40% / 120)×44%+(53 / 60)×56%=0.168+0.516+0.132+0.495=1.311

[0115] Calculation shows that the first personal ability achievement of student A is 1.311.

[0116] Through this application, the teaching content is expressed in numerical values, which allows users to intuitively and quickly identify the deficiencies and deficiencies of their learning courses, and make timely teaching adjustments to improve their knowledge literacy standards, so that students can continue to move closer to graduation requirements in their studies.

[0117] After determining the student's first lack of ability, determine the course to be supplemented based on the student's first lack of ability, wherein the course to be supplemented includes at least one indicator point corresponding to the student's first lack of ability; for example, after determining that the student's first lack of ability is teaching ability, technology integration ability, etc. based on the ability that the student has not achieved, such as Figure 8 As shown, based on the report generation unit, multiple courses such as linguistics and Chinese teaching, foreign literature and Chinese teaching, modern and contemporary literature and Chinese, and teaching skills training are determined, and based on the student's deficient abilities, courses to be supplemented are determined, wherein the courses to be supplemented include at least one indicator point corresponding to the student's first deficient ability.

[0118] In a preferred embodiment of the present invention, determining the courses to be supplemented based on the first lack of ability of the student includes: obtaining the first individual ability achievement degree of the student's first lack of ability for the indicator point corresponding to the ability, such as a score; obtaining the first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtaining the course corresponding to the first predicted first individual ability achievement degree that meets the first individual ability achievement degree requirement as the first recommended course. Among them, obtaining the first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course includes: presetting the student to obtain a passing score (60 points) for studying the course (preset according to the calculation method, if other scores are required, such as attendance in class, they are also set at the passing line), based on the preset value, obtaining the first predicted first individual ability achievement degree according to the calculation method of the first individual ability achievement degree.

[0119] In one embodiment of the present invention, a course to be supplemented is determined based on the student's first deficient ability, wherein the course to be supplemented includes at least one indicator point corresponding to the student's first deficient ability; when the course to be supplemented includes, in addition to an indicator point corresponding to the student's first deficient ability, also includes indicator points corresponding to other abilities, the report generation unit performs analysis based on the course content and extracts partial content of the corresponding course, wherein the partial content of the corresponding course is partial course content corresponding to the indicator point corresponding to the first deficient ability of the student for cultivating the course.

[0120] In one embodiment of the present invention, determining the courses to be supplemented based on the first lack of ability of the student may further include: obtaining the first individual ability achievement degree, such as a score, for the indicator point corresponding to the first lack of ability of the student; obtaining the first predicted first individual ability achievement degree for the indicator point corresponding to the ability obtained by the student after learning the course, obtaining the course corresponding to the second predicted first individual ability achievement degree that meets the first individual ability achievement degree requirement as the first recommended course; and the course corresponding to the second predicted first individual ability achievement degree that meets the first individual ability achievement degree requirement is at least 2 courses. Wherein, obtaining the second predicted first individual ability achievement degree for the indicator point corresponding to the ability obtained by the student after learning the course includes: presetting the student to obtain a passing score (60 points) for learning the course (preset according to the calculation method, if other scores are required, such as attendance in class, they are also set at the passing line), based on the preset value, obtaining the first predicted first individual ability achievement degree according to the calculation method of the first individual ability achievement degree, taking the sum of the weights of at least 2 first predicted first individual ability achievement degrees as the second predicted first individual ability achievement degree, and taking the course corresponding to the second predicted first individual ability achievement degree that meets the first individual ability achievement degree requirement as the first recommended course, wherein the course is at least 2 courses. The weight sum is calculated using the following formula:

[0121] ;

[0122] Wherein, M is the sum of the weights of at least 2 first predicted first-person ability achievement degrees (i.e., the second predicted first-person ability achievement degree), i is a positive integer, and n is a positive integer greater than or equal to 2; Ai is the weight of the i-th first predicted first-person ability achievement degree, that is, the weight of the first predicted first-person ability achievement degree of the ability indicator point corresponding to the i-th course, and the sum of n Ai's is 1; Bi is the i-th first predicted first-person ability achievement degree.

[0123] In one embodiment of the present invention, the report generating unit further includes: after providing the first recommended course, based on the recommendation effect, making a suggestion for adjusting the weight value of the support relationship corresponding to the course, so that the teaching content setting unit adjusts the weight value of the support relationship of the course based on the adjustment suggestion. Wherein, after providing the first recommended course, based on the recommendation effect, making a suggestion for adjusting the weight value of the support relationship corresponding to the course includes: obtaining the course corresponding to the second predicted first individual ability achievement degree that meets the first individual ability achievement degree requirement as the first recommended course, and teaching the students according to the first recommended course in the teaching content setting unit (i.e., letting the students learn these courses); the assessment and evaluation unit records the test scores after learning each course; the report generating unit combines each first recommended course (i.e., each set of course packages) with the course objectives, the graduation requirements, the indicator points, the supporting courses, the student classes, the student scores and the student scores of each second course to calculate the recommended individual ability achievement degree (equivalent to scoring the individual ability achievement degree of the first recommended course in each round of teaching); and adjusting the support relationship weight value according to the recommended individual ability achievement degree calculated for each first recommended course. For example, in order to improve teaching ability, the three courses of linguistics and Chinese teaching (support relationship weight value is 0.2), foreign literature and Chinese teaching (support relationship weight value is 0.2), and teaching skills training (support relationship weight value is 0.4) corresponding to the second predicted first personal ability achievement degree that meets the first personal ability achievement requirement are taken as the first recommended courses. Students are taught and after studying for a period of time (for example, one semester), the report generation unit provides suggestions for adjusting the support relationship weight values ​​for the three courses based on the personal ability achievement degrees corresponding to each course.

[0124] Through the above technical solutions, multiple methods are used to screen the first recommended courses, which can provide flexible and diversified support for improving students' knowledge literacy.

[0125] In one embodiment of the present invention, the personal ability achievement degree is calculated according to each first recommended course, and the support relationship weight value is adjusted. The corresponding support relationship weight value can be adjusted based on the ratio of the personal ability achievement degree corresponding to each first recommended course, including: obtaining the ratio of the personal ability achievement degree corresponding to each first recommended course, when the ratio is greater than or equal to the first threshold, calculating the adjusted support relationship weight value corresponding to each first recommended course according to N=C+tC; wherein N is the adjusted support relationship weight value, C is the support relationship weight value corresponding to the first recommended course before adjustment, and t is the ratio of the personal ability achievement degree corresponding to the first recommended course; when the ratio is less than the first threshold, calculating the adjusted support relationship weight value corresponding to each first recommended course according to N=C-tC. Wherein, the first threshold can be set as needed, and the first threshold makes the sum of the ratios of the personal ability achievement degree corresponding to each first recommended course after adjustment less than or equal to the sum of the ratios of the personal ability achievement degree corresponding to each first recommended course before adjustment.

[0126] In a preferred embodiment of the present application, when the first recommended course includes multiple sets of course packages, for example, the first recommended course includes 3 sets of courses, each set of courses includes one course; each set of course packages is individually combined with the course objectives, the graduation requirements, the indicator points, the supporting courses, the student classes, the student grades and the student grades of each second course, and the combined data is passed to the report generation unit, which calculates the corresponding recommended personal ability achievement degree; compares each recommended personal ability achievement degree, and sorts the recommended personal ability achievement degrees based on the values ​​of the recommended personal ability achievement degrees in the order of the largest value first and the smallest value later; and sets the course package corresponding to the recommended personal ability achievement degree ranked first as a priority recommendation. Through the above technical solution, the first recommended course is screened in a variety of ways, which can flexibly and diversifiedly support the improvement of students' knowledge literacy.

[0127] Through this technical solution, batches of data can be integrated and processed, and a unified calculation and processing standard can be adopted to generate a standardized first course goal evaluation report, which is convenient for users to operate. This system has the characteristics of wide application field, easy to use, standardized reports, and flexible operation. In addition, the first course goal evaluation report also records the first recommended course for improving the first personal ability achievement. Based on the study of the first recommended course, the students' deficient abilities are strengthened, thereby improving the students' personal ability achievement. By improving the solidified teaching content in the existing teaching into a flexible selection of courses, and flexibly combining courses according to the specific learning situation of each student, the learning content can be truly absorbed by the students and transformed into the students' personal abilities. The students trained in this way will better meet the needs of society and enterprises.

[0128] Exemplarily, the basic information unit of the talent training program includes, for example, the college, major, training program name and version information, etc., for example, see Table 1 below:

[0129] Table 1

[0130]

[0131] The training goal management unit can add / modify / delete training goal information one by one or in batches when setting training goals, enter and manage training goals, and realize systematic management of training goals; at the same time, the supporting materials of training goals can be uploaded through the data import and export module, which is convenient for the summary and retention of training goal-related documents.

[0132] For example, the software engineering training direction 1 sets two training objectives as follows:

[0133] Goal 1: To cultivate practical, compound and international talents in line with the needs of industries and fields. To cultivate students with solid theoretical foundation, reasonable knowledge structure, innovation ability and excellent professional quality, focusing on improving students' software design and development ability, engineering organization and management ability, foreign language communication and international competitiveness.

[0134] Goal 2: Students with a second degree already have the advantage of professional knowledge in different fields. After studying software engineering and practicing engineering, they can become compound talents with both professional field knowledge and software professional knowledge and skills, and can better serve the information construction of this industry.

[0135] When configuring the graduation requirement management unit, each graduation requirement is broken down into at least one indicator point, which is used to evaluate whether the student can meet the graduation requirement. Figure 5 As shown in the figure, the relationship between the two can be clearly shown. When setting indicator points, you can set the sequence number, the corresponding indicator point description and the target achievement degree. For example, Fig.10 Graduation requirement 1 is set, and its corresponding indicator points are 1-1, 1-2; graduation requirement 2: its corresponding indicator points are 2-1, 2-2. The configuration of indicator points includes the sequence number, indicator point description and corresponding goal achievement degree.

[0136] Next, it is necessary to link the graduation requirements with the training objectives in the training program to present the supporting relationship between the graduation requirements and the training objectives.

[0137] like Figure 4 As shown. The graduation requirements set by the graduation requirements management unit are associated with the training objectives of the training objectives management unit to establish a support relationship between the two, and the corresponding training objectives are achieved through the support of the graduation requirements; wherein the achievement of the training objectives can be achieved by supporting at least one configured graduation requirement. Figure 4 As can be seen, training objectives 1, 2, and 3 are all checked as settings to establish an association with graduation requirements. In this way, teaching content that meets graduation requirements will be selected based on the training objectives.

[0138] The course system construction management unit is used to manage all course components in the course system, set the nature of each course, and set the support relationship and weight between each course and each graduation requirement indicator point. Among them, the relationship between each course and the indicator points in the graduation requirements is divided into strong support H, medium support M, weak support L, and no support. Among them, the corresponding weight value can be set for the relationship between the course and the indicator points in the graduation requirements H, M, L.

[0139] like Figure 6 As shown in the figure, the course map (course matrix) generated after the configuration of the course system construction management unit involves the nature of the course, the course, the graduation requirements and the corresponding indicator points, as well as the indicator point to graduation requirements support (HML) relationship and weight value. Each course in the figure has a weight relationship with the supporting indicator points. The sum of the weights of the courses supporting the same indicator point must be less than or equal to 1. For example, the indicator point supporting the graduation requirements of design / development solutions is 3-1, and the supporting courses involving indicator point 3-1 include software engineering and IT project management. Software engineering is a strong support relationship H, and the weight value is 0.700; IT project management is a medium support relationship M, and the weight value is 0.300; the weight summary value is 1.

[0140] The person in charge of the major can download and archive the course system in the form of images; through the construction of the course system, it is convenient for each major to check the rationality and necessity of the course opening, and it is also convenient for the major to check whether all graduation requirement indicators are supported by courses.

[0141] like Figure 7 As shown in the figure, the configuration of regular grades includes regular grade types, as well as the course objectives, total scores, and total evaluation score percentages associated with each regular grade. Regular grade types may include, for example, optional homework, self-study tests, and online tests. Of course, different regular grade types can also be set according to the specific needs of the course. Each regular grade description type is only associated with one course objective.

[0142] Furthermore, the configuration of the theoretical assessment items includes the description of the theoretical assessment items, the total score, the percentage of the total evaluation score, the related course objectives and the configuration of the questions. The description of the theoretical assessment, such as the final exam, needs to be associated with all the course objectives of the course. Based on the above, the total score of this subject is 100, and the assessment of each of the three items in the regular grades accounts for 20% of the total evaluation score, while the theoretical assessment accounts for 40% of the total evaluation score. Therefore, the sum of the total evaluation score percentage of the regular grades and the percentage of the theoretical assessment in the total evaluation score is 1, for example, see Table 2 below:

[0143] Table 2

[0144]

[0145] As can be seen from the above, the same course can have multiple regular scores and theoretical assessments. Among them, the theoretical assessment is in the form of an exam, which needs to involve multiple course objectives. Therefore, different course objectives can be associated with the questions in the exam, and the required multiple course objectives can be associated with different question numbers.

[0146] Specifically, you need to configure the questions, and configure the associated course objectives and corresponding scores according to the question numbers in the exam papers. After the association, the system will automatically calculate the cumulative scores supported by the course objectives corresponding to the final exam assessment item under each course objective based on the association between each question and the course objective. For example, the question number is 1, the question number is 2, the score is 5, and the associated course objective is 1; the question number is 1, the question number is 3, the score is 5, and the associated course objective is 1, then the support score for course objective 1 is 10. It should be noted that the above theoretical assessment items are set as final exams, and of course other assessment items such as midterm exams are still set, and there are no specific restrictions here.

[0147] Furthermore, configure the evaluation percentage and target score of regular grades and theoretical assessment in each course objective.

[0148] In the above two steps, the proportion of regular scores and theoretical assessments has been adjusted. In this step, a proportion of the course objectives of regular scores and theoretical assessments needs to be allocated. For example, see Table 3 below:

[0149] Table 3

[0150]

[0151] After entering the course goal evaluation percentage, the target score will be automatically calculated. For example, if the total score is 100 points and the evaluation percentage is 50%, the target score is 50. After setting the course goal evaluation percentage and target score for all assessment items, the course achievement calculation weight will also be automatically calculated. The specific calculation method is explained later.

[0152] Furthermore, the configuration of the quantitative evaluation rubric table is to divide different score segments according to the scores and determine the number of people corresponding to each score segment. Among them, the score segments are defined as different evaluation rubrics according to the proportion of the total score.

[0153] For example, for the configuration of course objective 1: poor is 0%, passing is 60%, medium is 70%, good is 80%, and excellent is 90%. For the evaluation scale percentage, the score range is automatically calculated, such as 0-59 for poor; 60-69 for passing, 70-79 for medium, 80-89 for good, and 90-100 for excellent.

[0154] Based on this, through the configuration of the quantitative evaluation rubric table, each score range has a different description for different course objectives to indicate the students' mastery of the course objectives.

[0155] Configuration of the qualitative evaluation transcript unit. The configuration of the qualitative evaluation rubric is used to make qualitative evaluations of different levels based on the student's class attendance. For example, it may include course attendance, online learning attendance, online discussion participation, online inquiry ability and other evaluation items. Different evaluation items can be configured according to the actual situation of the course. For the evaluation criteria of the evaluation items, different standards can be set for the content of the evaluation items. For example, a rubric for qualitative evaluation is configured based on attendance: grading is based on the number of attendances, with full attendance as grade A, 1-2 times as grade B, 3 times as grade C, and 4 times or more as grade D. Of course, qualitative evaluation items can also be added according to other situations.

[0156] The quantitative evaluation score analysis unit is used to generate quantitative evaluation score analysis data corresponding to the course goal evaluation of different grades based on the imported student scores and the information configured in the quantitative evaluation transcript unit. The analysis data includes the regular scores corresponding to each course goal and the scores related to the theoretical assessment and the achievement degree of each course goal. Among them, the achievement degree of the course goal of the class is the average of the individual achievement degrees of the course goal of each student.

[0157] For example, based on the above configuration of regular grades and theoretical assessments, in each course objective evaluation percentage and target score example, see Table 4:

[0158] Table 4

[0159]

[0160] For example, the results of student A are shown in Table 5:

[0161] Table 5

[0162]

[0163] Personal course goal achievement = (regular score * percentage / regular target score) * weight + (theoretical score / theoretical target score) * weight

[0164] Achievement of course objective 1:

[0165] (80*50% / 50)*42%+(80 / 90)*58%=0.336+0.515=0.851

[0166] Course Objective 2 Achievement:

[0167] (100*40% / 48)*44%+(53 / 60)*56%=0.366+0.494=0.858

[0168] The degree of achievement of personal course goals is the minimum value of the degrees of achievement of all course goals, that is, the degree of achievement of student A’s personal course goals is = 0.851.

[0169] The degree of achievement of course objective 1 in the class is the average of the individual course objective 1 achievement of each student.

[0170] For example,

[0171] Student A’s achievement of course goal 1 is 0.851, and student B’s achievement of course goal 1 is 0.861;

[0172] The achievement of the class's course goal 1: (0.851+0.861) / 2=0.856

[0173] Student A’s achievement of course goal 2 is 0.858, and student B’s achievement of course goal 2 is 0.795;

[0174] The achievement of the class's course goal 2: (0.858+0.795) / 2=0.826

[0175] The quantitative evaluation performance analysis unit can also generate and display the performance distribution, such as the total score, average score, average score for boys, average score for girls, highest score, and lowest score for each quantitative performance assessment item, present the standard measurement reference method data, understand the number and percentage corresponding to each gauge segment, and can be viewed in the form of bar charts and pie charts and downloaded to the local computer. Among them, you can select specific performance items to view the performance sub-target distribution and display it in a graphical form; the distribution of the overall evaluation performance. This module can view evaluation performance analysis, test score analysis, and standard measurement reference methods according to different courses.

[0176] Calculation of the overall evaluation score: ((score of each item / total score of each item) * sum of weights) * 100.

[0177] For example, see Table 6 below:

[0178] Table 6

[0179]

[0180] Note: The sum of the weights must equal 100%

[0181] Student A's regular score is 1, and his actual score is 80.

[0182] Regular score 2 Actual score 65

[0183] Theoretical score 1 Actual score 95

[0184] Theoretical score 2 Actual score 80

[0185] Student A's total score: (80 / 100)*30%+65 / 70*30%+95 / 100*20%+80 / 90*20%)*100

[0186] =(0.24+0.27+0.19+0.17)*100

[0187] =87

[0188] For example, the template for the student's quantitative evaluation transcript includes two templates: regular grades and theoretical exams. Regular grades include fields such as serial number, student number, name, class, online test, self-study test, and optional homework. The theoretical grade template includes fields such as serial number, student number, name, class, and question number. Add corresponding data to different fields in the template, import the template into the system, and the system will automatically identify and add corresponding data to the system according to each field and store it.

[0189] For example, in the template of the student's qualitative evaluation transcript, the fields of serial number, student ID, name, and class are included. According to the qualitative evaluation items and the actual situation of the student, fill in ABCD / excellent, medium, or poor. Similarly, the system automatically identifies and adds the corresponding data to the system according to each field and performs storage processing.

[0190] Of course, you can also choose other ways to import data, such as converting the content in the table file into a picture format, reading the data through OCR recognition technology, and adding the data to the corresponding unit / module. Alternatively, establish a mapping relationship between the data and the unit / module of the course goal evaluation report generation system based on the OBE concept in the data file, and the course goal evaluation report generation system based on the OBE concept captures the data according to the above mapping relationship and quickly fills it.

[0191] The course objective evaluation report generated by the report generation unit includes the basic information of the course, the correspondence between the course objectives and the graduation requirements, the distribution of regular scores of the course objectives, the distribution of theoretical assessments of the course objectives, the distribution of examination questions of the course objectives, the teaching quality evaluation results of the course, all implementation approaches and evaluation methods corresponding to the course objectives, the assessment items corresponding to the course objectives, the actual average scores, target scores and weights, the evaluation value of graduation requirement indicators and the evaluation value of course objective achievement, the distribution of achievement of the course objectives, teaching content and scoring standards.

[0192] In an optional embodiment of the present invention, the report generation unit is used to automatically generate the achievement of course objectives for different courses in different grades. It is configured to: obtain the weight of the course system construction management unit of the training program construction module, add the weight to the teaching content setting unit, and establish a mapping relationship between the weight and the supporting course in the teaching content setting unit; input the graduation requirements, indicator points, supporting courses, student classes, student grades and weights into the report generation unit, and the report generation unit calculates the achievement of the course objectives corresponding to the indicator points; and reflect the achievement of the course objectives corresponding to the indicator points in the first course objective evaluation report.

[0193] Among them, the report generation unit also calculates the achievement degree of the course objectives corresponding to the indicator points, including: the course evaluation module obtains the regular grades, regular grade weights, theoretical grades, theoretical grade weights, learning attitude and performance grades, and learning attitude and performance grade weights of the grade management unit; the course evaluation module inputs the graduation requirements, indicator points, supporting courses, student classes, regular grades, regular grade weights, theoretical grades, theoretical grade weights, learning attitude and performance grades, and learning attitude and performance grade weights into the report generation unit, and the report generation unit calculates the achievement degree of the course objectives corresponding to the indicator points.

[0194] In an optional embodiment of the present invention, the course goal achievement data includes the achievement of each course goal theoretical assessment, the achievement of regular grades, the achievement of each course goal, and the final course achievement. The course achievement takes the lowest value of all course goal achievement.

[0195] Among them, the theoretical assessment achievement degree in the course objectives is the average of each student's personal theoretical assessment achievement degree, where personal theoretical assessment achievement degree = (theoretical actual score / theoretical target score) * weight; the usual performance achievement degree is the average of each student's personal usual performance achievement degree, where personal usual performance achievement degree = (usual performance * percentage / usual target score) * weight; and the course achievement degree is the minimum value of all course objective achievement degrees.

[0196] If a course includes multiple course objectives, the achievement degree of the course is the minimum achievement degree of each course objective. For example, the achievement degree of course objective 1 is 0.856, and the achievement degree of course objective 2 is 0.826. The achievement degree of the course objective is the minimum value of the two course objectives: 0.826.

[0197] The report generation unit is used to automatically generate the achievement of graduation requirement indicator points for different grades, which is configured as follows:

[0198] The weight and the achievement degree of the course objectives corresponding to the indicator points are input into the report generation unit, and the indicator review value is calculated by the report generation unit;

[0199] The value of the indicator review will be reflected in the course goal evaluation report. The degree of achievement of the indicator points corresponding to the course goals will be reflected in the course goal evaluation report.

[0200] Specifically, the achievement of the graduation requirement indicators of the courses is as follows:

[0201] The indicator review value corresponding to a course = the degree of achievement of the course objectives calculated based on the students' grades * the corresponding indicator point weight value.

[0202] For example, the weight coefficient of course A supporting a certain indicator point is 0.3, and the degree of achievement of the course goal related to the indicator point in the course is 0.8, then the contribution of the course to the indicator point is: 0.3×0.8=0.24.

[0203] The weight coefficient of course B supporting a certain indicator point is 0.1, and the degree of achievement of the course goal related to this indicator point in the course is 0.7. Then the contribution of the course to this indicator point is: 0.1×0.7=0.07.

[0204] The achievement degree of this indicator point is the sum of the indicator review values ​​corresponding to all courses supporting this indicator point. For example, if the courses supporting this indicator point include A and B, then the achievement degree of this indicator point is 0.24+0.07=0.31.

[0205] In a preferred embodiment of the present invention, the report generating unit further sums up the values ​​of the various indicator comments corresponding to the various supporting courses of the same indicator point of the graduation requirement to obtain the achievement degree of the indicator point;

[0206] Compare the achievement of each indicator point;

[0207] Determine the achievement degree of the indicator point with the smallest value as the achievement degree of the graduation requirement corresponding to the graduation requirement;

[0208] The degree of achievement of the graduation requirements shall be reflected in the first course objective evaluation report.

[0209] For example, if the achievement of the index points of a certain graduation requirement is 0.88, 0.82, and 0.78 respectively, then the achievement of the graduation requirement is 0.78. Among them, a critical threshold is set for the graduation requirement to indicate whether graduation is possible. For example, taking 0.7 as an example, if the graduation requirement achievement is 0.7 or above, it is "achieved graduation requirements", and if it is less than 0.7, it is "not achieved graduation requirements".

[0210] Among them, supporting courses are required courses, and auxiliary supporting courses are elective courses. The configuration of elective courses is similar to that of required courses, and they can also be configured with corresponding course objectives, indicators and other information, and the course completion degree can also be calculated. However, since it corresponds to the graduation requirement indicator points, it has no effect on the relevant data of the course goal evaluation report generation unit, which is displayed in the personal ability achievement degree. However, through the calculation of the course completion degree, the student's personal ability in this course can be reflected. For example Figure 8 The bottom row shown indicates that there is a summary that is not included in the achievement weight, which shows the achievement of the elective courses. Fig. 9 As shown in the figure, the colored part indicates that the achievement of each index of graduation requirement is less than 1; while the non-colored part shows that after the elective courses are added, the corresponding value of the index point can be greater than 1, such as 1.24 and 1.16. Based on this, the personalized ability of the student can be quickly obtained through the display chart of personal ability.

[0211] In a preferred embodiment of the present invention, the system is further configured as follows:

[0212] Obtain the training program data of the basic information unit of the talent training program of the training program construction module, and add the training program data to the course homepage unit of the course evaluation and construction module; obtain the training objectives of the training objective management unit of the training program construction module, the training objectives are derived from the training program data, and add the training objectives to the course objective evaluation management unit of the course evaluation and construction module; the course objective evaluation management unit defines the corresponding course objectives according to the training objectives and indicator points, and sets the achievement warning threshold for the course objectives; generate a chart based on the achievement of the indicator points corresponding to the course objectives and the achievement warning threshold, and draw the chart in the course objective evaluation report.

[0213] According to the course goal achievement data, the course goal achievement corresponding to the course goal evaluation of different grades is automatically generated. The expected achievement value and actual achievement value of each course goal are presented in the form of a bar chart. If the actual achievement value is less than the expected achievement value, it means that it has not been achieved and can be displayed with a color code, which is convenient for teachers and course leaders to focus on the unachieved course goals, analyze the reasons for non-achievement and find ways to continuously improve; the distribution of students' scores in each course goal can be viewed and presented in the form of a scatter plot, which is convenient for teachers and course leaders to focus on students who have not achieved the course goals and intervene and guide them in time.

[0214] Usually, a course goal evaluation report is an evaluation report for a course. And if a major has 8 courses to support it, there must be 8 corresponding course goal evaluation reports. Based on the course goal evaluation report, teachers and course leaders can understand the achievement of each course goal, the course goal achievement data corresponding to each student, and the student score distribution scatter plot corresponding to each course goal. Based on the data, they can deeply analyze the reasons for non-achievement, promote continuous improvement at the course level, and further improve teaching quality.

[0215] The course goal evaluation report supports exporting in document form through the data import and export module for easy retention. It can view the basic information of the course, the correspondence between the course goals and graduation requirements, the distribution of the course goal scores, the distribution of the course goal theoretical assessment, the distribution of the course goal test questions, the course teaching quality evaluation results, the implementation paths and evaluation methods corresponding to all course goals, the corresponding assessment items, the actual average scores and target scores, weights, indicator comment values ​​and graduation goal achievement, and the relationship between the actual achievement values ​​and target expectations of each course goal can be understood through the course goal achievement evaluation value bar chart. Unachieved course goals can be displayed with, for example, red marks, so that key teachers and course leaders can focus on them and carry out continuous improvements in the future. The distribution of course goal achievement can be viewed, presented in the form of a scatter plot of the distribution of students' scores in each course goal, so that teachers and course leaders can understand the course goal achievement distribution data, view the teaching content, view the scoring standards, and teachers and course leaders can conduct in-depth analysis based on all the above data, complete the course summary and think about improvement measures.

[0216] Taking the operation of the professional administrator role as an example, after the achievement of all courses under the major is calculated, the professional achievement form can be formed to view Fig.10 The form shown. Fig.10 The table shows two graduation requirements for a major, as well as the indicator points, supporting courses, achievement of each course, and other parameters based on the corresponding graduation requirements, as well as the achievement of graduation requirements. If a major has three graduating classes, there will be at least three sheets. Fig.10 There are 30-50 courses on each table.

[0217] In an optional embodiment of the present invention, the report generating unit is further configured to:

[0218] When automatically generating the course objective evaluation report, the stored procedure calculation method is used.

[0219] Since the traditional calculation method is to use view calculation, which is calculated through real-time query. In this calculation method, when the data volume reaches a million rows or more, the data query speed will be seriously slowed down, and the interface will be in a loading state. Therefore, the present invention converts it into a stored procedure calculation method, that is, after obtaining the data, the data of the intermediate calculation process is stored in the intermediate table of the database, and when calculating again, there is no need to calculate from the original data, and the data in the intermediate table can be used for the next step of calculation.

[0220] For example, when querying, after the system imports the student's grades, the training program configuration module and the course goal configuration module configure the hierarchical support relationship of graduation requirements-indicator points-course goals-grades. As for the data structure, it is in reverse order, that is, the grades are the bottom-level data, and then the course goal achievement is calculated, and then the indicator point achievement and graduation requirement achievement are calculated. In the calculation process of the present invention, the course goal achievement and the indicator point achievement are stored as intermediate data, and then when calculating the graduation requirements, the corresponding data can be directly called for calculation without starting from the grades.

[0221] Based on this, storing the intermediate process results of the calculation in the intermediate table of the database can effectively improve the query speed of the system by about 20 times. The comparison table of data processing response time between the view calculation method and the stored procedure calculation method can be seen in Table 7 below:

[0222] Table 7

[0223]

[0224] As shown in the table, the data processing reaction time comparison line chart of the view calculation method and the stored procedure calculation method shows that the stored procedure calculation method adopted by the present invention can effectively improve the data processing speed of the system.

[0225] Furthermore, in an optional embodiment of the present invention, the system is provided with a system configuration module for configuring user roles and implementing user role management, wherein the roles involved include: system administrator, school director, department administrator, major director, and course director.

[0226] Specifically, the system administrator is a super administrator who can manage all permissions of the system and the settings of the background, etc. The school director is responsible for school-level management; the department administrator is responsible for college-level management, such as configuring college information and professional information. For example, professional information settings include professional code, grade, professional name, creation time, professional director and other information. The department administrator can view and manage the department dashboard, professional certification management and file sharing, etc. The professional director can view the professional code information imported by the department administrator, and can also configure and manage the content in the training program generation module, such as training objectives, graduation requirements, curriculum system management, self-evaluation reports, audit work, etc. The course director is used to configure the course objectives to be achieved by the courses in the curriculum system and the teaching methods and evaluation methods when the course objectives are achieved. Among them, the course director is the planner of the entire course. Unlike the teacher, the teacher cannot log in to the system directly. Students cannot log in to the system either. Instead, this system has reserved ports for data exchange, and teachers and students can access the ports through other systems to obtain specific data.

[0227] For example, in an optional embodiment, the course objective evaluation report generation system of the OBE concept also includes a data exchange port; the data exchange port is used for data exchange with an external teaching platform; the external teaching platform is used by teachers and students to access data from the server to obtain corresponding course objective evaluation report information, and the teacher can also configure the course objectives in the course objective configuration module and plan the teaching methods, implementation methods and evaluation methods used to promote the achievement of course objectives.

[0228] After generating the first course objective evaluation report, the system also includes: when it is determined that the first personal ability achievement degree is calculated, the student score setting reference is frozen, the first personal ability achievement degree is stored in the teaching content setting unit, and a mapping relationship is established between the first personal ability achievement degree and the supporting course.

[0229] like Fig.11 As shown, the data processing reaction time comparison line chart of the view calculation method and the stored procedure calculation method is shown. It can be seen that the stored procedure calculation method adopted by the present invention can effectively improve the data processing speed of the system.

[0230] In addition, the MVVM architecture of the present invention binds the UI (UserInterface) interface and the view data so that changes in the view data are reflected in the UI interface in real time.

[0231] Specifically, the client uses a progressive framework to bind the view data to the DOM (Document Object Model) so that changes in the view data can be reflected in the interface in real time. The UI interface is split into independent components, each of which can have its own template, style, and behavior, which can achieve component reuse and management. Virtual DOM technology is used to minimize DOM operations and improve application performance. A template syntax similar to HTML (HyperText Markup Language) is used. The front-end software architecture is MVVM. The core idea is to bind UI logic and view data together, and to achieve two-way data binding through ViewModel. Communication between View and ViewModel is achieved through data binding. When the data in the View changes, the ViewModel will automatically update the corresponding data in the Model, and vice versa.

[0232] The microservice architecture splits the system into multiple independent microservices, which meet the service discovery and registration mechanism, elastic scaling mechanism, fault tolerance and disaster recovery mechanism.

[0233] Specifically, the backend is based on the design principle of microservices, with an embedded application server. The system adopts a microservice-based architecture, splitting the system into multiple independent services, each of which is responsible for a specific functional module. Each microservice has its own code base, database, and business logic, and can be independently developed, tested, deployed, and expanded. Services communicate with each other through a lightweight RESTful API (Representational State Transfer Application Program Interface) and a message queue communication mechanism. Services can communicate with each other using the JSON data format. Services are autonomous and can be modified and upgraded independently without relying on the specific implementation of other services. Each microservice has its own team responsible for development and maintenance, and can be independently iterated and released according to demand.

[0234] The system uses service discovery and registration mechanisms, such as using a service registry to manage and discover the location and status of each microservice. The service registry can record the network address and availability information of each microservice, and other services can find and call the required services through the service registry.

[0235] The system architecture supports elastic scaling, which can automatically expand or reduce the number of service instances according to the load. By monitoring the system's load and performance indicators, the number of service instances can be dynamically adjusted to meet different request volumes and concurrency requirements. Common elastic scaling solutions include using container orchestration tools such as Kubernetes for automatic expansion.

[0236] The system architecture has fault tolerance and disaster recovery capabilities. When a service fails, it will not affect the normal operation of the entire system. Other services can find available service instances through the service discovery mechanism to ensure the availability and stability of the system. Common fault tolerance and disaster recovery solutions include the use of circuit breaker mode, failover and backup strategies. Services can be deployed independently without affecting the operation of other services. By using the containerization technology Docke, each microservice is packaged into an independent container for easy deployment and management.

[0237] Further, the weight of the teaching content setting unit that is mapped to the supporting course is obtained; and the achievement warning threshold that is mapped to the course goal is obtained from the course goal evaluation management unit of the course evaluation module; the weight is passed to the report generation unit, and the report generation unit calculates the achievement of the first individual ability based on the received data, and displays the achievement of the first individual ability in the first course goal evaluation report; the report generation unit compares the achievement of the first individual ability with the achievement warning threshold, determines the first course corresponding to the achievement of the first individual ability that has not reached the achievement warning threshold, obtains the second course that is strongly associated with the first course, uses the second course as the first recommended course, and displays it in the first course goal evaluation report. Through this step, the first course that has not reached the achievement warning threshold is determined.

[0238] Preferably, in order to facilitate the reference to relevant data of the second course, the course evaluation and construction module obtains the second course of the course system construction management unit of the training program construction module, adds the second course to the teaching content setting unit, and establishes a mapping relationship between the course objective and the second course in the teaching content setting unit; obtains the second weight of the course system construction management unit of the training program construction module, adds the second weight to the teaching content setting unit, and establishes a mapping relationship between the second weight and the second course in the teaching content setting unit.

[0239] Further, the first indicator point and the first graduation requirement associated with the first course are determined, and other course seats associated with the first indicator point and the first graduation requirement are also associated with the second course.

[0240] Furthermore, the student studies the second course and then uses the report generation unit to generate a second course objective evaluation report for the student learning support course and the second course, wherein the second personal ability achievement degree is displayed in the second course objective evaluation report, as well as the second recommended course for improving the second personal ability achievement degree.

[0241] Furthermore, the second course may include multiple; the report generation unit is used to generate the personal ability achievement degree of the student learning support course and a second course, and each personal ability achievement degree is sorted from large to small based on its data, and the second courses corresponding to the personal ability achievement degree are sorted based on the sorting rules of the personal ability achievement degree; the recommendation priority of the second course that is sorted first is set higher than the recommendation priority of the second course that is sorted later. Through this application, the student's learning situation of the course studied can be digitally reflected in the calculation result of the personal ability achievement degree, and then sorted according to the numerical value of the personal ability achievement degree, and the personal ability achievement degree with a large numerical value is ranked first. The personal ability achievement degree with a large numerical value indicates that the corresponding course can bring positive ability reinforcement to the student.

[0242] Furthermore, the OBE system also includes a template module that is communicatively connected to the course evaluation module, and the template module receives a first template import instruction; the template file is uploaded to the template module, and the template module identifies the selected second course (or selected course package) and the student scores of the selected second course in the template file, fills the selected second course in the teaching content setting unit, and fills the student scores of the selected second course in the score management unit. The present application can capture the data content of the second course required by the student from the template file, and automatically add the data content to the corresponding unit for user convenience.

[0243] On the other hand, the present invention also provides a method for generating a course objective evaluation report based on the OBE concept, which is applied to a client, and the method includes: receiving a report generation instruction; determining the course objective corresponding to the report generation instruction; obtaining corresponding graduation requirements, indicator points, supporting courses, student classes and student grades according to the course objectives; generating a first course objective evaluation report based on at least the calculation and processing of the course objectives, graduation requirements, indicator points, supporting courses, student classes and student grades, and based on the first course objective evaluation report, after determining the student's first deficient ability, providing a first recommended course based on the student's first deficient ability.

[0244] Furthermore, based on the first course objective evaluation report, after determining the student's first lack of ability, a first recommended course is provided based on the student's first lack of ability, including: obtaining a weight having a mapping relationship with the supporting course, and obtaining an achievement warning threshold having a mapping relationship with the course objective; using a first calculation formula to obtain a first personal ability achievement; comparing the first personal ability achievement with the achievement warning threshold, determining the first personal ability achievement that does not reach the achievement warning threshold as the student's first lack of ability, determining the first course corresponding to the first personal ability achievement that does not reach the achievement warning threshold, obtaining a second course that is strongly related to the first course, and using the second course as at least a part of the first recommended course.

[0245] Furthermore, obtaining a second course that is strongly associated with the first course includes: determining a first indicator point and a first graduation requirement that have a mapping relationship with the first course; and taking other courses outside the first course that have an associated relationship with the first indicator point and the first graduation requirement as the second course.

[0246] Furthermore, the method also includes: determining courses to be supplemented, including: obtaining a first personal ability achievement degree for an indicator point corresponding to a first deficient ability of the student; obtaining a first predicted first personal ability achievement degree for an indicator point corresponding to the ability obtained by the student after studying the course, and obtaining a course corresponding to the first predicted first personal ability achievement degree that meets the first personal ability achievement degree requirement as a first recommended course.

[0247] Alternatively, a first personal ability achievement degree for an indicator point corresponding to the student's first deficient ability is obtained; a first predicted first personal ability achievement degree for an indicator point corresponding to the ability obtained by the student after studying the course is obtained, and a course corresponding to a second predicted first personal ability achievement degree that satisfies the first personal ability achievement degree requirement is obtained as a first recommended course; and the number of courses corresponding to the second predicted first personal ability achievement degree that satisfies the first personal ability achievement degree requirement is at least 2 courses.

[0248] In another aspect of the present invention, a computer-readable storage medium is provided, which stores one or more programs. The one or more programs can be executed by one or more processors to implement the method for generating a course objective evaluation report based on the OBE concept provided in the aforementioned embodiment, thereby also achieving the corresponding beneficial technical effects, which have been described in detail in the previous text and will not be repeated here.

[0249] Computer readable media can be tangible media that can contain or store programs for use by or in conjunction with instruction execution systems, devices or equipment. Machine readable media can be machine readable signal media or machine readable storage media. Machine readable media can include, but are not limited to, electronic, magnetic, optical, electromagnetic, infrared, or semiconductor systems, devices or equipment, or any suitable combination of the above. More specific examples of machine readable storage media can include electrical connections based on one or more lines, portable computer disks, hard disks, random access memories (RAM), read-only memories (ROM), erasable programmable read-only memories (EPROM or flash memory), optical fibers, portable compact disk read-only memories (CD-ROM), optical storage devices, magnetic storage devices, or any suitable combination of the above.

[0250] In addition, although each operation is described in a specific order, this should be understood as requiring such operation to be performed in the specific order shown or in a sequential order, or requiring that all illustrated operations should be performed to obtain desired results. Under certain circumstances, multitasking and parallel processing may be advantageous. Similarly, although some specific implementation details are included in the above discussion, these should not be interpreted as limiting the scope of the present disclosure. Some features described in the context of a separate embodiment can also be implemented in a single implementation in combination. On the contrary, the various features described in the context of a single implementation can also be implemented in multiple implementations individually or in any suitable sub-combination mode.

[0251] In recent years, the Ministry of Education has emphasized the importance of information technology in education management and has put forward the goal of basically forming a new era education management information system by 2025. This shows that improving education management, including course data management, through information technology is an important direction for future education development. By implementing the OBE education concept and combining it with educational information technology, the quality of education and students' learning outcomes can be improved more effectively. Under the existing technical conditions, a large amount of course-related data needs to be processed during the certification process of domestic engineering demonstration majors. The traditional manual processing method is not only labor-intensive and requires multi-person collaboration, but also easily leads to inconsistent data formats, affecting subsequent use.

[0252] Based on the above, the course goal evaluation report generation system based on the OBE concept of the present invention provides course goal achievement data and assessment result analysis, helping teachers and course leaders understand the achievement of course goals, analyze the reasons for non-achievement, and promote continuous improvement at the course level. The system can automatically generate a course goal evaluation report, including basic course information, the correspondence between course goals and graduation requirements, grade distribution, teaching quality evaluation results, etc., which greatly reduces the complexity of manual operation. Compared with the prior art, the present invention can use information technology to improve the efficiency and accuracy of data processing by building an intelligent course data management system.

[0253] The present invention also has the following beneficial effects:

[0254] (1) Flexible curriculum management: It supports the management of curriculum goal evaluation by grade, allowing different grades to correspond to different curriculum goal evaluations, facilitating the implementation of personalized teaching.

[0255] (2) Comprehensive evaluation system: including quantitative and qualitative evaluation, focusing not only on students’ test scores but also on students’ learning process and other non-cognitive aspects.

[0256] (3) The relationship between teaching content and course objectives: The setting of teaching content is directly related to the course objectives to ensure that the teaching content can effectively support the realization of course objectives.

[0257] (4) Technology-supported curriculum improvement: The system supports evidence-based curriculum improvement decisions by collecting course questionnaires and recording the process of continuous course improvement.

[0258] The above is only a preferred embodiment of the present invention, and does not limit the present invention in any form. Although the present invention is disclosed as above in the preferred embodiment, it is not used to limit the present invention. Any technician familiar with this profession can make some changes or modifications to equivalent embodiments of equivalent changes using the technical contents disclosed above without departing from the scope of the technical solution of the present invention. However, any simple modification, equivalent change and modification made to the above embodiments based on the technical essence of the present invention without departing from the content of the technical solution of the present invention still fall within the scope of the technical solution of the present invention.

Claims

1. A course objective evaluation report generation system based on OBE concept, characterized by: The system includes a course evaluation module, which is configured to: receiving an instruction to generate a report; Determining a course objective corresponding to the generate report instruction; According to the course objectives, the graduation requirements and indicator points that are mapped to the course objectives of the course objective management unit of the course evaluation module are obtained; the supporting courses that are mapped to the course objectives of the teaching content setting unit of the course evaluation module are obtained; and the student classes and student scores of the assessment and evaluation unit of the course evaluation module are obtained; The course objectives, graduation requirements, indicator points, supporting courses, student classes and student grades are transmitted to a report generation unit of the course evaluation module, wherein the report generation unit is used to generate a first course objective evaluation report corresponding to the supporting course; Based on the first course goal evaluation report, the report generating unit is further configured to provide a first recommended course based on the first lack of ability of the student after determining the first lack of ability of the student, including: Obtaining the weight of the teaching content setting unit that has a mapping relationship with the supporting course; and obtaining the achievement warning threshold that has a mapping relationship with the course goal of the course goal evaluation management unit of the course evaluation module; The weight is transmitted to the report generating unit, and the report generating unit is used to calculate the first individual ability achievement degree according to the received data. The calculation formula of the first individual ability achievement degree is: (actual score of the supporting course × percentage / total score) × weight 1 + (actual theoretical score of the supporting course / theoretical target score) × weight 2 + (actual score of the recommended course × percentage / total score) × weight 3 + (actual theoretical score of the recommended course / theoretical target score) × weight 4; Determine a first course corresponding to the first individual's ability achievement degree that has not reached the achievement degree warning threshold, obtain a second course that is strongly related to the first course, and use the second course as at least a part of the first recommended course; The acquiring of a second course strongly associated with the first course comprises: Determine a first indicator point and a first graduation requirement that have a mapping relationship with the first course; Other courses other than the first course that have established associations with the first indicator point and the first graduation requirement are regarded as the second courses.

2. The system according to claim 1, characterized in that The system further comprises: Identify courses to be supplemented, including: Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability; Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to the first predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course; or, Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability; Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to a second predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course; The second prediction that the first individual's ability achievement degree meets the first individual's ability achievement degree requirement corresponds to at least 2 courses; It is preset that the student obtains a passing score in the course, and based on the preset value, a first predicted first personal ability achievement degree is obtained according to the calculation method of the first personal ability achievement degree; and the weighted sum of at least two first predicted first personal ability achievement degrees is used as the second predicted first personal ability achievement degree.

3. The system according to claim 1, characterized in that The system further comprises: The course objectives, the graduation requirements, the indicator points, the supporting courses, the second courses, the student classes, the student grades and the student grades of the second courses are input into the report generating unit, and the report generating unit is used to generate a second course objective evaluation report corresponding to the supporting courses and the second courses. Based on the second course objective evaluation report, the report generating unit is also used to provide a second recommended course based on the student's second deficient ability after determining the student's second deficient ability.

4. The system according to claim 1, characterized in that The system further comprises: The first recommended course includes a plurality of course packages; Combine each set of course packages with the course objectives, graduation requirements, indicator points, supporting courses, student classes, student scores, and student scores of each second course, and transfer the combined data to the report generation unit, which calculates the corresponding recommended individual ability achievement degree; Comparing each recommended personal ability achievement degree, and sorting the recommended personal ability achievement degrees based on the numerical values ​​of the recommended personal ability achievement degrees in the order of the largest numerical value first and the smallest numerical value last; The course package corresponding to the recommended personal ability achievement ranked first is set as a priority recommendation.

5. The system according to claim 4, characterized in that The system further comprises a template module in communication with the course evaluation module, wherein the template module is configured to: Receive a first template import instruction; The template file is uploaded to the template module, and the template module identifies the selected course package and the student scores of the selected course package in the template file, fills the selected course package in the teaching content setting unit, and fills the student scores of the selected course package in the score management unit.

6. The system according to claim 1, characterized in that The system further includes a training program construction module and a student data module which are in communication connection with the course evaluation module. Before receiving the instruction to generate a report, the system further includes: Acquire the graduation requirements of the graduation requirements management unit of the training program construction module and the indicator points of the graduation requirements management unit, add the graduation requirements and the indicator points to the course goal management unit, and establish a mapping relationship between the course goal and the indicator points in the course goal management unit; Acquire the supporting courses of the course system construction management unit of the training program construction module, add the supporting courses to the teaching content setting unit, and establish a mapping relationship between the course objectives and the supporting courses in the teaching content setting unit; The student class of the class management unit of the student data module is obtained, and the student score of the score management unit of the student data module is obtained, and the student class and the student score are added to the assessment and evaluation unit.

7. The system according to claim 1, characterized in that The system further comprises: Acquire a second course in the course system construction management unit of the training program construction module, add the second course to the teaching content setting unit, and establish a mapping relationship between the course objective and the second course in the teaching content setting unit; The second weight of the course system construction management unit of the training program construction module is obtained, the second weight is added to the teaching content setting unit, and a mapping relationship between the second weight and the second course is established in the teaching content setting unit.

8. The system according to claim 1, characterized in that After generating the first course objective evaluation report, the system further includes: When it is determined that the first personal ability achievement degree is calculated, the student score setting reference is frozen, the first personal ability achievement degree is stored in the teaching content setting unit, and a mapping relationship is established between the first personal ability achievement degree and the supporting course.

9. A method for generating a course objective evaluation report based on the OBE concept, characterized in that: Applied to a client, the method comprises: receiving an instruction to generate a report; Determining a course objective corresponding to the generate report instruction; According to the course objectives, obtain the corresponding graduation requirements, indicator points, supporting courses, student classes and student grades; Generate a first course objective evaluation report based on at least the calculation and processing of the course objective, the graduation requirements, the indicator points, the supporting courses, the student classes, and the student scores; Based on the first course goal evaluation report, after determining the first lacking ability of the student, providing a first recommended course based on the first lacking ability of the student includes: The first calculation formula is used to obtain the first individual ability achievement degree. The calculation formula for the first individual ability achievement degree is: (actual score of the supporting course × percentage / total score) × weight 1 + (actual theoretical score of the supporting course / theoretical target score) × weight 2 + (actual score of the recommended course × percentage / total score) × weight 3 + (actual theoretical score of the recommended course / theoretical target score) × weight 4; Obtaining a weight having a mapping relationship with the supporting course, and obtaining an achievement warning threshold having a mapping relationship with the course goal; Using the first calculation formula, the first individual's ability achievement degree is obtained; Comparing the first individual ability achievement degree with the achievement degree warning threshold, determining the first individual ability achievement degree that does not reach the achievement degree warning threshold as the student's first lack of ability, determining the first course corresponding to the first individual ability achievement degree that does not reach the achievement degree warning threshold, acquiring a second course that is strongly associated with the first course, and using the second course as at least a part of the first recommended course; The acquiring of a second course strongly associated with the first course comprises: Determine a first indicator point and a first graduation requirement that have a mapping relationship with the first course; Other courses other than the first course that have established associations with the first indicator point and the first graduation requirement are regarded as the second courses.

10. The method according to claim 9, characterized in that The method further comprises: Identify courses to be supplemented, including: Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability; Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to the first predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course; or, Obtain the first individual ability achievement degree of the student's first lacking ability for the indicator point corresponding to the ability; Obtain a first predicted first individual ability achievement degree of the indicator point corresponding to the ability obtained by the student after studying the course, and obtain a course corresponding to a second predicted first individual ability achievement degree that satisfies the first individual ability achievement degree requirement as a first recommended course; The second prediction indicates that there are at least two courses corresponding to the first individual ability achievement degree that meet the first individual ability achievement degree requirement.

11. A computer-readable storage medium having a computer program stored thereon, characterized in that: When the computer program is executed by a processor, the method for generating a course objective evaluation report based on the OBE concept as described in any one of claims 9 to 10 is implemented.

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