A method and system for evaluating the external adaptability of applied education

Abstract

The present invention relates to the field of data processing technology, and in particular to an external adaptability education quality evaluation method and system for applied education, including: obtaining the records of each student and teacher using the system for teaching; obtaining the degree of attention of each student to the course according to the specific situation of the student's practice in the question bank and the situation of the learning materials, and obtaining the learning quality index of all students in combination with the teacher's score of each student and all previous students, as well as the student's total score; obtaining the abnormality of the total score according to the distribution of the total scores of all students; obtaining the teacher's teaching quality index according to the teacher's attention to the students and the specific form of the course setting; obtaining the course education quality according to the student's learning quality index and the teacher's teaching quality index, as well as the abnormality of the total score, and adjusting the course after evaluating the course. The present invention evaluates the education quality of the course by analyzing the student's learning quality and the teacher's teaching quality.

Description

Technical Field

[0001] The present invention relates to the technical field of data processing, and in particular to a method and system for evaluating the external adaptability education quality of applied education. Background Art

[0002] With the rapid development of social economy and scientific and technological progress, all walks of life are increasingly demanding talents with practical operation ability and professional skills. Applied education emphasizes the combination of theoretical knowledge and practical operation skills to cultivate students' ability to solve practical problems. The adaptability of applied education affects the future development of students. Evaluating the quality of education can understand the actual learning quality of students and make appropriate adjustments to the curriculum.

[0003] When evaluating the quality of education, students' total scores are usually used as the main criterion for judging the quality of education. However, the total score cannot fully represent the quality of education. It is necessary to comprehensively analyze the quality of course education based on the influence of other factors. When using online education systems, in addition to students' learning situation, teachers' course setting and teaching situation will affect the quality of course education. It is difficult to reflect the true education quality of the course by only looking at the total score. Summary of the invention

[0004] The present invention provides an external adaptability education quality assessment method and system for applied education to solve the existing problems.

[0005] The external adaptability education quality assessment method and system of the present invention adopts the following technical solutions:

[0006] An embodiment of the present invention provides a method for evaluating the quality of external adaptability education of applied education, the method comprising the following steps:

[0007] Obtain each student's total score, the record of using the system to study, and the record of the teacher's using the system to teach. The student's record of using the system to study includes the total time each student uses the question bank to practice when studying the course, the time to answer each question, the completion rate of the set of questions, and the time for viewing course materials. The teacher's record of using the system to teach includes the setting form of the course and the number of times each student's learning progress is viewed;

[0008] According to the differences between the student and other students in the question bank and the learning materials, the degree of attention paid to the course by each student can be obtained;

[0009] Get the teacher's rating of each student, and according to each student's course importance and the similarity of the teacher's rating of each student with other students, combined with each student's total score, obtain the learning quality index of all students;

[0010] According to the distribution of total scores of all students, the abnormality of total scores is obtained;

[0011] Obtain the teacher's teaching quality index based on the number of times the teacher checks each student's learning progress and the diversity of the course format;

[0012] The educational quality of the course was obtained based on the students’ learning quality index and the teachers’ teaching quality index, as well as the overall grade abnormality;

[0013] Adjust the curriculum after evaluating the courses based on their educational quality.

[0014] Furthermore, the specific steps of obtaining the course attention level of each student are as follows:

[0015]

[0016] In the formula, Indicates the importance of the course to the i-th student; Indicates the level of question bank practice of the i-th student; represents the total time that the i-th student has spent viewing the course materials of the course. represents the average total viewing time of all students on the course materials. is the completion rate of the set of questions for the i-th student’s course, represents an exponential function with a natural constant as base, represents the linear normalization function.

[0017] Furthermore, the specific method of obtaining the practice level of the question bank is as follows:

[0018]

[0019] in, Indicates the level of question bank practice of the i-th student; The time it takes for the i-th student to answer the a-th question in the question bank; The average time taken by all students to answer question a in the question bank; The variance of the time it takes the i-th student to answer each question in the question bank, and B represents the total number of questions in the question bank; Represents an exponential function with a natural constant as its base.

[0020] Furthermore, the specific steps of obtaining the learning quality index of all students are as follows:

[0021]

[0022] In the formula, represents the learning quality index of all students; Indicates the importance of the course to the i-th student; represents the normalized value of the teacher's score for the i-th student; represents the mean of the teacher's scores for all students before the i-th student; represents the total number of students; represents the total score of the i-th student; is the linear normalization function, Represents an exponential function with a natural constant as its base.

[0023] Furthermore, the specific steps of obtaining the abnormality of the total score are as follows:

[0024] The scores of all students are counted to obtain the total score distribution histogram, and then all the maximum values ​​in the total score distribution histogram are obtained. The calculation method of the total score abnormality is:

[0025]

[0026] In the formula, Indicates abnormality of total score; Indicates the number of maximum values ​​in the total score distribution histogram; Indicates the total score corresponding to the jth maximum value in the total score distribution histogram; Indicates the total score corresponding to the j+1th maximum value in the total score distribution histogram; The mean of the total scores corresponding to all maximum values.

[0027] Furthermore, the specific steps of obtaining the teacher's teaching quality index are as follows:

[0028]

[0029] In the formula, It represents the teaching quality index of teachers; represents the total course richness; D represents the mean number of times the teacher checks each student's learning progress; Indicates abnormality of total score; is the sigmoid function.

[0030] Furthermore, the specific method of obtaining the total course richness is as follows:

[0031] The richness of the course set as course video is recorded as x1, the richness of the course set as live video is recorded as x2, the richness of the course set as section quiz is recorded as x3, and the sum of the course richness of all forms in the course is recorded as the total course richness F.

[0032] Furthermore, the specific steps of obtaining the course education quality are as follows:

[0033]

[0034] In the formula, Indicates the educational quality of the course; represents the learning quality index of all students; represents the teacher’s teaching quality index, is a linear normalization function.

[0035] Furthermore, the adjustment of the course after evaluating the course education quality includes the following specific steps:

[0036] A judgment threshold is preset. If the course education quality is lower than the preset judgment threshold, the teacher's teaching quality and the student's learning quality are judged separately; if the teacher's teaching quality is higher than the student's learning quality, the student needs to adjust his or her learning method and attitude; if the student's learning quality is higher than the teacher's teaching quality, the teacher needs to change the teaching method or adjust the course.

[0037] The present invention also proposes a system for evaluating the quality of external adaptability education for applied education, comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein the processor executes the computer program stored in the memory to implement the steps of the aforementioned method for evaluating the quality of external adaptability education for applied education.

[0038] The beneficial effects of the technical solution of the present invention are: obtaining the records of each student and teacher using the system for teaching; obtaining the degree of attention of each student to the course based on the specific situation of the students' practice in the question bank and the situation of the learning materials, and obtaining the learning quality index of all students in combination with the teacher's score for each student and all previous students, as a factor for evaluating the student aspect of education quality; obtaining the abnormality of the total score based on the distribution of the total scores of all students; obtaining the teacher's teaching quality index based on the teacher's attention to the students and the specific form of the course setting, which shows the teacher's level of course teaching; obtaining the course education quality based on the student's learning quality index and the teacher's teaching quality index, as well as the abnormality of the total score, and adjusting the course after a specific evaluation of the course. BRIEF DESCRIPTION OF THE DRAWINGS

[0039] In order to more clearly illustrate the embodiments of the present invention or the technical solutions in the prior art, the drawings required for use in the embodiments or the description of the prior art will be briefly introduced below. Obviously, the drawings described below are only 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.

[0040] Figure 1This is a flow chart of the steps of a method for evaluating the quality of external adaptability education of applied education according to the present invention. DETAILED DESCRIPTION

[0041] In order to further explain the technical means and effects adopted by the present invention to achieve the predetermined invention purpose, the following is a detailed description of the external adaptive education quality assessment method and system of an applied education proposed by the present invention, its specific implementation method, structure, characteristics and effects as follows in combination with the accompanying drawings and preferred embodiments. In the following description, different "one embodiment" or "another embodiment" does not necessarily refer to the same embodiment. In addition, specific features, structures or characteristics in one or more embodiments may be combined in any suitable form.

[0042] Unless defined otherwise, all technical and scientific terms used herein have the same meaning as commonly understood by one of ordinary skill in the art to which this invention belongs.

[0043] The specific scheme of the external adaptability education quality assessment method and system for applied education provided by the present invention is described in detail below with reference to the accompanying drawings.

[0044] See also Figure 1 , which shows a flowchart of a method for evaluating the quality of external adaptability education of applied education provided by an embodiment of the present invention, the method comprising the following steps:

[0045] Step S001: Obtain each student's record of using the system for learning and the teacher's record of using the system for teaching.

[0046] The purpose of this embodiment is to evaluate the educational quality of the course by analyzing the learning quality of students and the teaching quality of teachers. Therefore, first, the total score of each student in a course and the record of each student using the system to study are obtained through the background records of the online education system. The record of students using the system to study includes the total time each student uses the question bank to practice when studying the course, the completion rate of the set of questions, the viewing time of the course materials, and the time the student stays on the page of each question is used as the answering time of each question; at the same time, the record of teachers using the system to teach is obtained. The record of teachers using the system to teach includes the setting form of the course and the number of times each student's learning progress is checked.

[0047] Step S002: Obtain each student's course importance based on the specific situation of the student's practice in the question bank and the situation of the learning materials; obtain the teacher's score for each student, and obtain the learning quality index of all students based on the similarity of the teacher's score for each student with all previous students and the course importance, as well as the student's total score.

[0048] It should be noted that when students use the online education system to study a course, in addition to studying the video content of the course itself, the question bank and course materials that come with the course are available for students to view and study at any time. When students use the question bank to practice, the number of exercises and the duration of each exercise reflect the degree of importance the students place on the course. When studying course materials, the longer the time spent studying all the materials and the more progress made in completing the important course materials, the better the students' learning level.

[0049] However, due to the different acceptance levels of different students for the course during the practice stage, the number of completed sets of questions can better reflect the students' learning situation than the scores of the sets of questions. At the same time, there are some students who answer questions casually or just open the question bank without doing them. At this time, the students answer questions too fast or too slowly. Under normal circumstances, there is a stable distribution of the speed at which each student answers each question, and the speed of all students when answering the same question is not much different. Therefore, the time it takes for each student to answer each question is used to reflect the students' answering speed. If the time it takes for a student to answer the same question is similar to that of other students, and the distribution of the answer time among the answered questions is even, it means that the students do not answer questions casually or spend too much time on the question bank, and they attach great importance to the course.

[0050] Specifically, the calculation method of the question bank practice degree of the i-th student is:

[0051]

[0052] in, Indicates the level of question bank practice of the i-th student; The time it takes for the i-th student to answer the a-th question in the question bank; The average time taken by all students to answer question a in the question bank; The variance of the time it takes the i-th student to answer each question in the question bank, and B represents the total number of questions in the question bank; Represents an exponential function with a natural constant as its base.

[0053] It represents the learning situation of the i-th student when studying this course. When the distribution range of the time spent answering questions by students is smaller, that is, The smaller the value is, the less likely the student is to answer questions carelessly when completing the set of questions. At the same time, the closer the time he spends answering each question is to that of other students, the more normal the student's answering habits are.

[0054] The calculation method of the course importance of the i-th student is:

[0055]

[0056] In the formula, Indicates the importance of the course to the i-th student; Indicates the level of question bank practice of the i-th student; represents the total time that the i-th student has spent viewing the course materials of the course. represents the average total viewing time of all students on the course materials. is the completion rate of the set of questions for the i-th student’s course, represents an exponential function with a natural constant as base, represents the linear normalization function.

[0057] It indicates how students study the course materials. The longer a student studies the course materials compared to the average length of time all students spend studying the course materials, the more importance they attach to the course.

[0058] It should be further explained that the total score of students after completing the course can reflect the students' course learning situation to a certain extent. At the same time, teachers will have different scoring evaluations based on the status of each student in the entire learning process. The teacher's score for each student is obtained. Since the teacher scores students in order of their student numbers, it is possible that the teacher will refer to the scores of previous students when scoring. The purpose is to make the overall score approach a trend, resulting in the teacher's score for the current students being close to the score of the already scored students. At this time, the teacher's score for the student cannot fully represent the student's learning quality, and the score is less referenceable. For some students with extremely high or extremely low learning quality, the teacher is impressed by them and can give reliable high or low scores when scoring. Therefore, the student's learning quality is analyzed based on the student's total score and the teacher's score, combined with the student's emphasis on the course.

[0059] Specifically, the learning quality index of all students is calculated as follows:

[0060]

[0061] In the formula, represents the learning quality index of all students; Indicates the importance of the course to the i-th student; represents the normalized value of the teacher's score for the i-th student; represents the mean of the teacher's scores on all students before the i-th student. It should be noted that when i=1, let =1; represents the total number of students; represents the total score of the i-th student; is the linear normalization function, Represents an exponential function with a natural constant as its base.

[0062] It indicates the teacher's scoring of students of all student numbers. The smaller the difference in scores, the more likely it is that the teacher wants to maintain the overall score of the students or the teacher does not know the student well, so the given score is close to the average, that is, the score is only for reference. Therefore, the student's learning quality needs to be evaluated based on the score. The greater the difference between the teacher's score and the student's emphasis on the course, the less credible the teacher's score is, and the final student's learning quality index should refer to the total score. When there are differences in the teacher's scores for students with consecutive student numbers, it means that the student has left a deep impression on the teacher, so that the teacher can give a score that is different from the average trend when scoring.

[0063] Step S003: Obtain the total score abnormality according to the distribution of the total scores of all students; obtain the teacher's teaching quality index according to the teacher's attention to students and the specific form of course setting.

[0064] It should be noted that under normal circumstances, the total score of students after completing the course should be concentrated in a score range that presents a normal distribution. If the total score is concentrated in multiple score ranges and each score range is very narrow, it indicates that students may have plagiarized when studying the course and completing the set of questions, or due to unreasonable course settings, the course is not suitable for all students, resulting in abnormal total scores of students, which means that there is a problem with the teacher's teaching and the teacher's teaching quality is lower.

[0065] Specifically, the scores of all students are counted to obtain a total score distribution histogram, and then all the maximum values ​​in the total score distribution histogram are obtained. The calculation method of the total score abnormality is:

[0066]

[0067] In the formula, Indicates abnormality of total score; Indicates the number of maximum values ​​in the total score distribution histogram; Indicates the total score corresponding to the jth maximum value in the total score distribution histogram; Indicates the total score corresponding to the j+1th maximum value in the total score distribution histogram; The mean of the total scores corresponding to all maximum values.

[0068] It means that when the difference between the total scores of two adjacent maximum values ​​is larger and the number of maximum values ​​is greater, the distribution of students' total scores is more dispersed and more unreasonable, and the total scores may be abnormal; when The larger the value, the more concentrated the students’ overall scores are and the better their grades are, so the possibility of abnormal situations is small.

[0069] It should be further explained that in the process of students learning courses, the specific setting of courses by teachers in the online education system also affects the quality of students' learning. When setting courses, you can only upload course videos, or you can set up live courses, broadcast live to students at regular intervals, and set section tests for the courses. The more course setting forms, the richer the course content, which can better help students understand the course content, increase students' interest in learning courses, and the better the teacher's teaching quality. Among the set course forms, live courses have the best effect. Students can interact with teachers in real time, which is closer to the form of offline classes. The second is course videos and section tests. Students can choose the number of times to watch according to their own situation. Section tests can check the effect of students' stage learning. Combining different course setting forms can effectively improve the teaching quality of the course; teachers can urge students to study by checking students' learning progress, or adjust the course settings in real time to improve the teaching quality of the course.

[0070] Furthermore, for the three setting forms of courses: course video, live course, section test; the course richness of the setting form is course video as x1, the course richness of the setting form is live video as x2, the course richness of the setting form is section test as x3, and the sum of the course richness of all forms in the course is recorded as the total course richness F; in this embodiment, x1 is set to 1, x2 is set to 2, and x3 is set to 1, which is described as an example, and other implementation methods can set other values, which are not specifically limited in this embodiment;

[0071] The calculation method of the teacher's teaching quality index is:

[0072]

[0073] In the formula, It represents the teaching quality index of teachers; represents the total course richness; D represents the mean number of times the teacher checks each student's learning progress; Indicates abnormality of total score; is the sigmoid function.

[0074] It indicates the degree of attention the teacher pays to each student. The larger the ratio is, the more concerned the teacher is about the learning progress of each student, and the more timely adjustments can be made to the course, and the better the teaching quality is. It means that when the richness of the course is higher, the teacher's score is higher and the total score abnormality is lower, the course setting is more reasonable and the teacher's teaching quality is better.

[0075] It means that the more times the teacher checks each student's learning progress and the richer the course is, the more attention he pays to the students, the more timely adjustments can be made to the course, and the better the teaching quality is; when the total score is more abnormal, it means that the teacher's teaching quality is worse.

[0076] Step S004: Obtain the course education quality based on the student's learning quality index, the teacher's teaching quality index, and the abnormality of the total score.

[0077] It should be noted that the overall educational quality of a course is mainly determined by the teacher's teaching situation and the student's learning situation. If there is a large difference between the student's learning quality and the teacher's teaching quality, when the course set by the teacher is unreasonable or too simple, it may result in the student's learning quality being good but the teacher's teaching quality being poor. When the student's learning quality is poor but the teacher's teaching quality is good, it means that the teacher's teaching method is not suitable for the student's actual learning situation, there are certain problems with the course, and there may be problems with the course's educational quality.

[0078] Specifically, the calculation method of course education quality is:

[0079]

[0080] In the formula, Indicates the educational quality of the course; represents the learning quality index of all students; represents the teacher’s teaching quality index, is a linear normalization function.

[0081] It represents the difference between students' learning quality and teachers' teaching quality. The larger the difference is, the more likely it is that there are problems with the course and the lower the educational quality of the course.

[0082] Step S005: Evaluate the course and adjust the course based on its educational quality.

[0083] A judgment threshold is preset. If the course education quality is less than the preset judgment threshold, it means that there is a problem with the course quality, and it is necessary to judge the teacher's teaching quality and the student's learning quality respectively; if the teacher's teaching quality is greater than the student's learning quality, it means that there is a problem with the student's learning quality, and the student needs to adjust his or her learning method and attitude; if the student's learning quality is greater than the teacher's teaching quality, it means that there is a problem with the teacher's teaching, and the teacher needs to change the teaching method or adjust the course;

[0084] If the course education quality is greater than or equal to the preset judgment threshold, it means that the course education quality is good and no adjustment is needed for the time being.

[0085] The preset judgment threshold in this embodiment is 0.7, which is used as an example for description. Other implementation methods may set other values, which are not specifically limited in this embodiment.

[0086] The present invention also provides an external adaptability education quality assessment system for applied education, comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein the processor executes the computer program stored in the memory to implement the steps of the aforementioned external adaptability education quality assessment method for applied education.

[0087] So far, the present invention is completed.

[0088] The above description is only a preferred embodiment of the present invention and is not intended to limit the present invention. Any modifications, equivalent substitutions, improvements, etc. made within the principles of the present invention should be included in the protection scope of the present invention.

Claims

1. A method for evaluating the external adaptability of applied education. It is characterized in that The method comprises the following steps: Obtain each student's total score, the record of using the system to study, and the record of the teacher's using the system to teach. The student's record of using the system to study includes the total time each student uses the question bank to practice when studying the course, the time to answer each question, the completion rate of the set of questions, and the time for viewing course materials. The teacher's record of using the system to teach includes the setting form of the course and the number of times each student's learning progress is viewed; According to the differences between the student and other students in the question bank and the learning materials, the degree of attention paid to the course by each student can be obtained; Get the teacher's rating of each student, and according to each student's course importance and the similarity of the teacher's rating of each student with other students, combined with each student's total score, obtain the learning quality index of all students; According to the distribution of total scores of all students, the abnormality of total scores is obtained; Obtain the teacher's teaching quality index based on the number of times the teacher checks each student's learning progress and the diversity of the course format; The educational quality of the course was obtained based on the students’ learning quality index and the teachers’ teaching quality index, as well as the overall grade abnormality; Adjusting the curriculum after evaluating it based on its educational quality; The specific steps of obtaining each student's course attention level are as follows: In the formula, Indicates the importance of the course to the i-th student; Indicates the level of question bank practice of the i-th student; represents the total time that the i-th student has spent viewing the course materials of the course. represents the average total viewing time of all students on the course materials. is the completion rate of the set of questions for the i-th student’s course, represents an exponential function with a natural constant as base, represents the linear normalization function; The specific steps of obtaining the learning quality index of all students are as follows: In the formula, represents the learning quality index of all students; Indicates the importance of the course to the i-th student; represents the normalized value of the teacher's score for the i-th student; represents the mean of the teacher's scores for all students before the i-th student; represents the total number of students; represents the total score of the i-th student; is the linear normalization function, Represents an exponential function with a natural constant as its base.

2. According to the external adaptability education quality assessment method of applied education as described in claim 1, It is characterized in that The specific method of obtaining the practice level of the question bank is as follows: in, Indicates the level of question bank practice of the i-th student; The time it takes for the i-th student to answer the a-th question in the question bank; The average time taken by all students to answer question a in the question bank; The variance of the time it takes the i-th student to answer each question in the question bank, and B represents the total number of questions in the question bank; Represents an exponential function with a natural constant as its base.

3. According to the external adaptability education quality assessment method of applied education as described in claim 1, It is characterized in that The specific steps of obtaining the abnormality of the total score are as follows: The scores of all students are counted to obtain the total score distribution histogram, and then all the maximum values ​​in the total score distribution histogram are obtained. The calculation method of the total score abnormality is: In the formula, Indicates abnormality of total score; Indicates the number of maximum values ​​in the total score distribution histogram; Indicates the total score corresponding to the jth maximum value in the total score distribution histogram; Indicates the total score corresponding to the j+1th maximum value in the total score distribution histogram; The mean of the total scores corresponding to all maximum values.

4. According to the method for evaluating the external adaptability of applied education as claimed in claim 1, It is characterized in that The specific steps of obtaining the teacher's teaching quality index are as follows: In the formula, It represents the teaching quality index of teachers; represents the total course richness; D represents the mean number of times the teacher checks each student's learning progress; Indicates abnormality of total score; is the sigmoid function.

5. According to the external adaptability education quality assessment method of applied education as described in claim 4, It is characterized in that The specific method of obtaining the total course richness is as follows: The richness of the course set as course video is recorded as x1, the richness of the course set as live video is recorded as x2, the richness of the course set as section quiz is recorded as x3, and the sum of the course richness of all forms in the course is recorded as the total course richness F.

6. According to the external adaptability education quality assessment method of applied education as described in claim 1, It is characterized in that The specific steps to obtain the course education quality are as follows: In the formula, Indicates the educational quality of the course; represents the learning quality index of all students; represents the teacher’s teaching quality index, is a linear normalization function.

7. According to claim 1, a method for evaluating the external adaptability of applied education quality, It is characterized in that The specific steps of adjusting the course after evaluating the course's educational quality are as follows: A judgment threshold is preset. If the course education quality is lower than the preset judgment threshold, the teacher's teaching quality and the student's learning quality are judged separately; if the teacher's teaching quality is higher than the student's learning quality, the student needs to adjust his or her learning method and attitude; if the student's learning quality is higher than the teacher's teaching quality, the teacher needs to change the teaching method or adjust the course.

8. An external adaptability education quality assessment system for applied education, comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, It is characterized in that When the computer program is executed by a processor, the steps of a method for evaluating the quality of external adaptability education of applied education as described in any one of claims 1 to 7 are implemented.

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