Teaching assisting system, related teaching interaction method and device, equipment and storage medium

Abstract

The invention discloses a teaching assisting system, a related teaching interaction method, device and equipment and a storage medium, the teaching assisting system comprises a pre-class subsystem, an in-class subsystem and an after-class subsystem, the pre-class subsystem at least comprises a teaching design module and is used for generating a teaching plan document based on first interaction information of a teacher; the in-class subsystem comprises a plurality of in-class interaction modules and is used for outputting third interaction information for assisting in teaching at least in the demonstration process of the teaching plan document based on the second interaction information of at least one of the teachers and the students; and the after-class subsystem at least comprises a teaching analysis module which is used for analyzing to obtain learning condition files of different students at least based on the second interaction information of each student in the teaching process. According to the scheme, teaching assistance can be provided for teachers in the whole process links before class, in class and after class, and the teaching quality can be improved as much as possible from the technical perspective of teaching of the teachers.

Description

Technical Field

[0001] The present application relates to the field of smart education technology, and in particular to a teaching assistant system and related teaching interaction methods, devices, equipment and storage media. Background Art

[0002] With the rapid development of electronic information and people's desire for high-quality education, the education industry is paying more and more attention to technologies related to smart education.

[0003] At present, existing smart education technologies generally focus on assisting students in their after-school learning or pre-class preparation. For example, they can intelligently select test questions that match students' learning conditions for training, select learning materials that match students' learning conditions, and answer difficult questions that students have during the test or learning process. Summary of the invention

[0004] The main technical problem solved by this application is to provide a teaching assistant system and related teaching interaction methods, devices, equipment and storage media, which can provide teaching assistance to teachers in the whole process before, during and after class, and help to improve the teaching quality as much as possible from the technical perspective of teachers' teaching.

[0005] In order to solve the above-mentioned technical problems, the first aspect of the present application provides a teaching assistant system, including: a pre-class subsystem, an in-class subsystem and an after-class subsystem. The pre-class subsystem at least includes a teaching design module, which is used to generate a lesson plan document based on the teacher's first interactive information; the in-class subsystem includes several in-class interactive modules, which are used to output third interactive information for assisting teaching based on the second interactive information of at least one of the teacher and the student, at least during the presentation of the lesson plan document; the after-class subsystem at least includes a teaching analysis module, which is used to analyze and obtain learning files of different students based on at least the second interactive information of each student during the teaching process.

[0006] In order to solve the above-mentioned technical problems, the second aspect of the present application provides a teaching interaction method based on a teaching assistant system, wherein the teaching assistant system is the teaching assistant system in the above-mentioned first aspect, and the teaching interaction method includes: loading the teaching assistant system; in response to detecting a module selection instruction for any functional module in the teaching assistant system, interacting with the user based on the selected functional module.

[0007] In order to solve the above-mentioned technical problems, the third aspect of the present application provides a teaching interaction device based on a teaching assistant system. The teaching assistant system is the teaching assistant system in the above-mentioned first aspect. The teaching interaction device includes: a system loading unit and a system interaction unit. The system loading unit is used to load the teaching assistant system; the system interaction unit is used to respond to detecting a module selection instruction for any functional module in the teaching assistant system, and interact with the user based on the selected functional module.

[0008] In order to solve the above technical problems, the fourth aspect of the present application provides an electronic device, which at least includes a memory and a processor coupled to each other, the memory at least stores program instructions, and the processor is used to execute the program instructions to implement the teaching interaction method in the above second aspect.

[0009] In order to solve the above technical problems, the fifth aspect of the present application provides a computer-readable storage medium storing program instructions that can be executed by a processor, and the program instructions are used to implement the teaching interaction method of the second aspect.

[0010] In the above scheme, the teaching assistant system includes a pre-class subsystem, an in-class subsystem and an after-class subsystem. The pre-class subsystem includes at least a teaching design module for generating a lesson plan document based on the teacher's first interactive information. The in-class subsystem includes a number of in-class interactive modules for outputting third interactive information for assisting teaching based on the second interactive information of at least one of the teacher and the student at least during the demonstration of the lesson plan document. The after-class subsystem includes at least a teaching analysis module for analyzing and obtaining the learning profiles of different students based on at least the second interactive information of each student during the teaching process. Therefore, on the one hand, in the pre-class link, at least the teaching design module can be used to assist the teacher in generating the lesson plan document, which can help reduce the teacher's paperwork and help the teacher devote more energy to teaching. On the one hand, in the process of presenting the teaching plan document, at least in the course, the system can output relevant information for assisting the teaching according to the interaction between at least one of the teacher and the student and the teaching assistant system, which can help reduce the teacher's preparation for the class and help the teacher improve the fun of the teaching interaction during the class. On the other hand, in the after-class stage, at least the system can combine the students' interactive performance during the class to help the teacher intelligently analyze the students' academic files, which can help reduce the teacher's recording of the students' performance during the class, help the teacher devote more energy to the interaction with the students during the class, and also help the teacher devote more energy to teaching students in accordance with their aptitude and personality according to the academic files after the class. Therefore, it is possible to provide teachers with teaching assistance in the whole process before, during and after class, which helps to improve the teaching quality as much as possible from the technical perspective of the teacher's teaching. BRIEF DESCRIPTION OF THE DRAWINGS

[0011] Figure 1 It is a schematic diagram of the framework of an embodiment of the teaching assistant system of the present application; Figure 2 This is a flowchart of an embodiment of a teaching interaction method based on a teaching assistant system of the present application; Figure 3 This is a schematic diagram of a framework of an embodiment of a teaching interactive device based on a teaching assistant system of the present application; Figure 4It is a schematic diagram of the framework of an embodiment of the electronic device of the present application; Figure 5 It is a schematic diagram of a framework of an embodiment of a computer-readable storage medium of the present application. DETAILED DESCRIPTION

[0012] The scheme of the embodiment of the present application is described in detail below in conjunction with the drawings of the specification.

[0013] In the following description, for the purpose of explanation rather than limitation, specific details such as specific system structures, interfaces, and technologies are provided to facilitate a thorough understanding of the present application.

[0014] The terms "system" and "network" are often used interchangeably in this article. The term "and / or" in this article is only a description of the association relationship of associated objects, indicating that there can be three relationships. For example, A and / or B can mean: A exists alone, A and B exist at the same time, and B exists alone. In addition, the fragment " / " in this article generally indicates that the associated objects before and after are in an "or" relationship. In addition, "many" in this article means two or more than two.

[0015] See also Figure 1 , Figure 1 It is a schematic diagram of the framework of an embodiment of the teaching assistant system of the present application. The teaching assistant system 10 includes: a pre-class subsystem 11, a mid-class subsystem 12 and an after-class subsystem 13. The pre-class subsystem 11 includes at least a teaching design module 111, which is used to generate a teaching plan document based on the first interactive information of the teacher; the mid-class subsystem 12 includes a plurality of in-class interactive modules 121, which are used to output third interactive information for assisting teaching based on the second interactive information of at least one of the teacher and the student during the demonstration of the teaching plan document; the after-class subsystem 13 includes at least a teaching analysis module 131, which is used to analyze and obtain the learning files of different students based on at least the second interactive information of each student during the teaching process.

[0016] In an implementation scenario, the teaching assistant system 10 can be run on various terminals, such as a teacher's personal computer, a smart blackboard in a classroom, etc., and the terminal on which the teaching assistant system 10 is run is not limited. In addition, the teaching assistant system 10 can also support account login to distinguish different users. For example, different teachers can log in to their own accounts in the teaching assistant system 10 respectively to provide targeted teaching assistance to teachers based on the teaching subjects of the teachers to whom the login accounts on the teaching assistant system 10 belong; or, different teachers in the same education department (such as the same school, or the same teaching group in the same school, etc.) can also be assigned the same login account to support different teachers in a unified education department to share the teaching assistant system 10. Of course, the above examples are only a few possible examples of the login accounts of the teaching assistant system 10, and the account allocation method of the teaching assistant system 10 is not limited here.

[0017] In one implementation scenario, as a possible example, the main interface of the teaching assistant system 10 can display option controls for triggering entry into the pre-class subsystem 11, the in-class subsystem 12, and the after-class subsystem 13. When an option trigger instruction for any option control is detected on the main interface, the subsystem represented by the selected option control can be entered. As another possible example, the main interface of the teaching assistant system 10 can also display option controls for triggering different functions such as preparing for teaching, teacher space, and auxiliary teaching. When the option trigger instruction for the aforementioned "auxiliary teaching" is detected on the main interface, the secondary interface containing the option controls of the pre-class subsystem 11, the in-class subsystem 12, and the after-class subsystem 13 can be entered. When the option trigger instruction for any option control is detected on the secondary interface, the subsystem represented by the selected option control can be entered; when the option trigger instruction for the aforementioned "preparing for teaching" is detected on the main interface, the secondary interface for displaying the teaching plan document can be entered; when the option trigger instruction for the aforementioned "teacher space" is detected on the main interface, the secondary interface for displaying teaching materials (such as teaching plan documents, student files, and other related materials) can be entered. Of course, the above examples are only several possible examples of interface design of the teaching assistant system 10 in actual application, and the interface design method of the teaching assistant system 10 is not limited here.

[0018] In an implementation scenario, the teaching design module 111 is specifically used to receive a description statement of teaching design requirements, and based on the description statement, generate a lesson plan outline, and based on the template selection instructions and the lesson plan outline for a number of lesson plan templates, generate a lesson plan document. In the above manner, by receiving a description statement of teaching design requirements, generating a lesson plan outline based on the description statement, and generating a lesson plan document in combination with the selected lesson plan template, the teacher's paperwork can be reduced as much as possible during the lesson plan generation process.

[0019] In a specific implementation scenario, the requirement description statement about the teaching design can be input into the teaching design module 111 of the teaching assistant system 10 through text, voice, etc. As a possible example, the requirement description statement can include but is not limited to the following content: "teaching design for understanding the principle of buoyancy", "generating a psychological education class for third-grade students", etc., and the specific content of the requirement description statement is not limited here.

[0020] In a specific implementation scenario, the teaching design module 111 is also used to call the large language model to process the requirement description statement, and obtain the output content of the large language model as the lesson plan outline. Exemplarily, after obtaining the requirement description statement, the teaching design module 111 can generate a prompt instruction based on the requirement description statement. Exemplarily, the prompt instruction can include but is not limited to the following content: "Please generate a lesson plan outline based on the following requirements [requirement description statement]. Requirements: (1)..., (2)..., (3)...", etc., and the specific content of the prompt instruction is not limited here. On this basis, the teaching design module 111 can further call the large language model to input the prompt instruction into the large language model to instruct the large language model to generate a lesson plan outline according to the requirements description statement and other relevant requirements in the prompt instruction, so as to obtain the output content of the large language model as the lesson plan outline. It should be noted that the large language model may include but is not limited to open source models such as LLAMA and Bloom; or, the large language model may also be obtained by fine-tuning the parameters of the open source large model based on a specific corpus (e.g., corpus collected in the teaching plan outline generation scenario in the education industry); or, the large language model may also be a custom large model, and the specific source of the large language model is not limited here. In addition, the large language model may be deployed on a cloud server, or the large language model may also be deployed on the same terminal as the teaching assistant system 10, and the deployment method of the large language model is not limited here. In the above method, the teaching design module 111 is also used to call the large language model to process the demand description statement, and obtain the output content of the large language model as the teaching plan outline, so that the general understanding ability and language generation ability of the large language model can be used to improve the generation quality and generation efficiency of the teaching plan outline as much as possible.

[0021] In a specific implementation scenario, the teaching design module 111 is also used for responding to the text editing instruction to the teaching plan outline detected in the first display interface of the teaching plan outline, and the teaching plan outline is edited. As a possible example, the teaching design module 111 can display different interfaces at the different stages of the teaching plan generation, such as can include but not limited to: the display interface of receiving the demand description statement, the display interface of the teaching plan outline, the display interface of selecting the teaching plan template, and the display interface of the final generation of the teaching plan document, etc. On this basis, the first display interface of the teaching plan outline can be displayed with an edit control for triggering the text editing instruction, when the triggering instruction to the edit control is detected, the teaching plan outline can be made in an editable state, to support modifying the teaching plan outline in the first display interface. It should be noted that the text editing instruction may include a manual modification instruction (e.g., manually modifying the lesson plan outline by typing "backspace key", "space key", "letter key", etc. on the keyboard); or, the text editing instruction may also include a voice modification instruction (e.g., "modify the XXXX sentence in the XX section to XXXX", "modify the language style to be more lovely", etc.), then the teaching design module 111 may automatically edit the lesson plan outline based on the semantic understanding result of the text editing instruction. Of course, the above examples are only several possible examples of text editing instructions, and other possible implementations of the text editing instructions are not limited thereto. In the above manner, the teaching design module 111 is also used to edit the lesson plan outline in response to detecting the text editing instruction to the lesson plan outline on the first display interface of the lesson plan outline, so it can support modifying and editing the lesson plan outline in the lesson plan generation process, which helps to improve the personalization and customization of the lesson plan document.

[0022] In a specific implementation scenario, the teaching design module 111 is also used to respond to the regeneration instruction of the teaching plan outline detected in the first display interface of the teaching plan outline, and regenerate a new teaching plan outline based on the demand description statement. As a possible example, a reset control for triggering the regeneration instruction can also be provided on the first display interface of the teaching plan outline. When the trigger instruction of the reset control is detected, the large language model can be re-called to process the demand description statement, and the output content of the large language model is obtained as a new teaching plan outline. The specific generation process can refer to the aforementioned description of the large language model, which will not be repeated here. As another possible example, when the trigger instruction of the reset control is detected, it can also jump to the display interface for receiving the demand description statement to re-receive the demand description statement, and after receiving the new demand description statement, the large language model can be called to process the new demand description statement, and the output content of the large language model is obtained as a new teaching plan outline. The specific generation process can refer to the aforementioned description of the large language model, which will not be repeated here. Of course, the above examples are only several possible examples of regenerating the teaching plan outline, and the specific way of regenerating the teaching plan outline is not limited thereto. For example, when the reset control is detected to be triggered, a prompt may be given to regenerate the lesson plan outline based on the original requirement description statement, or to re-enter the requirement description statement to regenerate the lesson plan outline, and then one of the regeneration methods may be selected according to the selection instructions for the above two methods. In the above method, the teaching design module 111 is also used to regenerate a new lesson plan outline based on the requirement description statement in response to detecting a regeneration instruction for the lesson plan outline on the first display interface of the lesson plan outline, which can enhance the personalization and customization of the lesson plan document.

[0023] In one implementation scenario, the teaching design module 111 is also used to automatically save the lesson plan document to the target storage space, and the target storage space at least includes: the cloud storage space bound to the login account of the teaching assistant system 10 when generating the lesson plan document. The in-class subsystem 12 is also used to load the target document when the teaching assistant system 10 is turned on, and the target document at least includes: the lesson plan document in the cloud storage space bound to the login account of the teaching assistant system 10; wherein, the teaching assistant system 10 when generating the lesson plan document before class and the teaching assistant system 10 when demonstrating the lesson plan document during class run on the same terminal, or run on different terminals. As a possible example of running on different terminals, teacher A can log in to the teaching assistant system 10 using a personal computer, and use the teaching design module 111 in the teaching assistant system 10 to generate a lesson plan document, so that the teaching design module 111 in the teaching assistant system 10 running on the personal computer can automatically save the lesson plan document to the cloud storage space bound to teacher A in the teaching assistant system 10 (such as teacher A's cloud disk), and when teaching, teacher A can open the smart blackboard in the classroom, the smart blackboard can run the teaching assistant system 10, and when teacher A logs in to his account in the teaching assistant system 10 running on the smart blackboard, at least the lesson plan document is loaded from the cloud storage space bound to the teaching assistant system 10 by teacher A, so that teacher A can start teaching by automatically calling the lesson plan document generated on the personal computer before class by the teaching assistant system 10 when teaching. In addition, when the teaching assistant system 10 generating the lesson plan document before class and the teaching assistant system 10 demonstrating the lesson plan document in class run on the same terminal, it can be deduced by analogy, and no examples are given one by one here. In addition, after the in-class subsystem 12 loads at least the lesson plan documents in the cloud storage space bound to the login account of the teaching assistant system 10 when the teaching assistant system 10 is turned on, it can display the document options of each lesson plan document (such as thumbnails of each lesson plan document, document names of each lesson plan document, etc.), and open the selected lesson plan document in response to detecting a lesson plan selection instruction for any lesson plan document. In the above manner, the teaching design module 111 is also used to automatically save the lesson plan document to the target storage space, and the target storage space at least includes: the cloud storage space bound to the login account of the teaching assistant system 10 when the lesson plan document is generated. The in-class subsystem 12 is also used to load the target document when the teaching assistant system 10 is turned on, and the target document at least includes: the lesson plan document in the cloud storage space bound to the login account of the teaching assistant system 10; wherein, the teaching assistant system 10 when generating the lesson plan document before the class and the teaching assistant system 10 when demonstrating the lesson plan document in the class run on the same terminal, or run on different terminals, so the lesson plan document can be associated with the cloud storage space of the login account, which helps to improve the convenience of loading the lesson plan document.

[0024] In an implementation scenario, in addition to generating a lesson plan document through the teaching design module 111, the teaching assistant system 10 can also respond to a lesson plan query request to obtain a target lesson plan related to the lesson plan query request. Exemplarily, the teaching assistant system 10 can be built-in (such as, built-in in a cloud server, etc.) with several candidate lesson plans, then after receiving the lesson plan query request, the lesson plan query request can be parsed to obtain a lesson plan description (such as, a description sentence, a description word, etc.), so that a search can be performed in several candidate lesson plans based on the lesson plan description, and a candidate lesson plan matching the lesson plan description can be obtained as a target lesson plan. On this basis, the target lesson plan can be further selected as a lesson plan document in response to a lesson plan confirmation instruction for the target lesson plan; or, the target lesson plan can be further edited in response to a lesson plan editing instruction for the target lesson plan to obtain a lesson plan document. In other words, in addition to being able to rely on the aforementioned teaching design module 111 to realize online generation of lesson plan documents, the teaching assistant system 10 can also realize offline generation of lesson plan documents based on the aforementioned technology. Of course, in actual application, the two methods of generating lesson plan documents online and offline can be combined. The method of generating lesson plan documents is not limited here.

[0025] In an implementation scenario, as mentioned above, the teaching assistant system 10 can support two generation modes of generating teaching plan documents online and offline. On this basis, the subsystem 12 in the class can display the display interface for starting teaching after detecting the instruction to start teaching. As a possible example, the display interface for starting teaching can at least display "My Courseware" to support the customized selection of teaching plan documents used in teaching by triggering "My Courseware"; or, as another possible example, the display interface for starting teaching can at least display "Autonomous Teaching" to support the default selection of teaching plan documents generated online as teaching plan documents used in teaching; or, as another possible example, the offline generation of teaching plan documents can also include supporting multimedia teaching plans, and the display interface for starting teaching can at least display "AI Dual Recording" to support the default selection of teaching plan documents generated offline as teaching plan documents used in teaching, and simultaneously open the multimedia teaching plan supporting it. Of course, the above examples are only a few teaching methods of teaching plan documents, and other possible teaching methods are not limited here.

[0026] In one implementation scenario, several in-class interactive modules 121 include at least an AI auxiliary teaching module 121A, which is used to generate and output the explanation content of the target content based on the target content in response to detecting an explanation request instruction for the target content in the teaching plan document on the second display interface of the teaching plan document; wherein the second interactive information at least includes an explanation request instruction for the target content, and the third interactive information at least includes the explanation content of the target content. In the above manner, the AI ​​auxiliary teaching module 121A can assist teachers in better explaining knowledge points during the teaching process, which helps to improve the teaching quality in the class.

[0027] In a specific implementation scenario, the explanation request instruction can be generated by circling at least one of the text and images in the teaching plan document. For example, if the text "neural network" appears in the teaching plan document, the text "neural network" can be circled to use the text "neural network" as the target content, and an explanation request instruction for the text "neural network" is generated; or, if the image "Mars" appears in the teaching plan document, the image "Mars" can be circled and used as the target content, and an explanation request instruction for the image "Mars" is generated. Of course, the above examples are only a few possible examples of target content and explanation request instructions, and do not limit the specific content of the target content and the specific method of triggering the explanation request instruction.

[0028] In a specific implementation scenario, after detecting an explanation request instruction, the large language model can be called to process the target content. For example, a prompt instruction can be generated based on the target content. The prompt instruction is used to instruct the large language model to generate explanation content for the target content, and then the prompt instruction is sent to the large language model, so that the output content of the large language model can be obtained as the explanation content of the target content. Exemplarily, still taking the target content "neural network" as an example, a prompt instruction "Please explain [neural network], requirements: (1)..., (2)..., (3)..., etc." can be generated according to the target content "neural network". Of course, the above example is only a possible example of obtaining explanation content in actual application, and does not limit other possible ways of obtaining explanation content. For example, the explanation content can also be obtained through knowledge base query, which will not be given one by one here.

[0029] In a specific implementation scenario, after detecting the explanation request instruction, a virtual image for explaining the target content can also be selected from the virtual images representing various subjects according to the target content. For example, when the target content is "neural network", a virtual image of a computer scientist (such as Turing, etc.) can be selected as a virtual image for explaining the target content; or, when the target content is "Mars", a virtual image of an astrophysical scientist (such as Einstein, etc.) can be selected as a virtual image for explaining the target content. Other situations can be deduced by analogy, and examples are not given one by one here. In addition, based on the target content, a virtual image for explaining the target content can also be selected from the virtual images representing various subjects in combination with the subject category currently being taught (such as Chinese, nature, etc.). For example, based on the target content, several virtual images can be selected as selected images from the virtual images representing various subjects, and then a virtual image for explaining the target content can be selected from several candidate images in combination with the subject category currently being taught. For example, when the target content is "Galaxy" and the subject category of the current class is "Chinese", a virtual image of a poet (such as Li Bai, etc.) can be selected as the virtual image used to explain the target content; or, when the target content is "Galaxy" and the subject category of the current class is "Nature", a virtual image of an astrophysicist (such as Einstein, etc.) can be selected as the virtual image used to explain the target content. On this basis, as a possible example, after determining the virtual image used to explain the target content, the large language model can be called in combination with the knowledge base of the determined virtual image to generate the explanation content of the target content. For example, when the target content is "Milky Way" and the current subject category is "Chinese", a virtual image of a poet (such as Li Bai, etc.) can be selected as the virtual image used to explain the target content. The large language model can be called in combination with the determined virtual image (such as Li Bai, etc.) to generate explanation content for the target content "Milky Way", such as "Here, 'Milky Way' is used to describe the spectacular waterfall rushing down from a great height, which makes people wonder if this is the Milky Way pouring down from the sky, and it describes the majestic momentum of the Lushan Waterfall pouring down. Now, people often use these two lines of poetry to describe the spectacular scenery of the waterfall." Alternatively, when the target content is "Milky Way" and the current subject category is "Nature", a virtual image of an astrophysicist (such as Einstein, etc.) can be selected as the virtual image used to explain the target content, and then the large language model can be called in combination with the determined virtual image (such as Li Bai, etc.) to generate the explanation content of the target content "Milky Way", such as "The Milky Way refers to a milky white bright band across the starry sky. The Milky Way intersects with the celestial equator in the Aquila constellation, in the northern hemisphere. The Milky Way outlines a band of varying widths in the celestial sphere...". Other situations can be deduced by analogy, and no examples are given here one by one.Alternatively, as another possible example, after selecting a candidate image, a large language model may be called to combine the knowledge base of the selected candidate image to generate explanation content for the target content, so as to explain the target content from different perspectives in combination with the knowledge bases of different disciplines. For example, when the target content is "Milky Way", the virtual image of a poet (such as Li Bai, etc.) or the virtual image of an astrophysicist (such as Einstein, etc.) can be selected as candidate images, and the large language model can be called in combination with the knowledge base of the selected candidate images to generate explanation content for the target content "Milky Way", such as "The Milky Way refers to a milky white bright band across the starry sky. The Milky Way intersects the celestial equator in the constellation Aquila, in the northern hemisphere. The Milky Way outlines a band of varying widths on the celestial sphere... The Milky Way occupies a very important position in Chinese culture. For example, Li Bai wrote in "Looking at the Waterfall at Mount Lu" that 'the waterfall falls three thousand feet straight down, as if the Milky Way is falling from the sky'. Here, 'Milky Way' is used to describe the spectacular waterfall rushing down from a great height, which makes people wonder if this is the Milky Way pouring down from the sky, and it describes the majestic momentum of the Lushan Waterfall pouring down. Nowadays, people often use these two lines of poetry to describe the spectacular scenery of the waterfall." Of course, the above examples are only a few possible examples of explanation contents that generate target contents by combining with a virtual image knowledge base, and do not limit other possible ways of generating explanation contents, which will not be listed one by one here.

[0030] In a specific implementation scenario, after obtaining the explanation content of the target content, the explanation content can be output. In this process, in response to detecting the explanation question instruction, the explanation content can be switched to a paused playback state, and based on the question content of the explanation content, the answer content to the question content is generated, and the step of detecting whether there is an explanation question instruction is returned until the explanation question instruction is not detected, and then the explanation content can be switched to a resumed playback state, and the presence of the explanation playback instruction can be continuously detected during the playback process. It should be noted that the explanation playback instruction can be triggered by voice, text, etc., and the triggering form of the explanation playback instruction is not limited here.

[0031] In one implementation scenario, the several in-class interactive modules 121 include at least a wonderful question module 121B, which is used to respond to the question-asking instructions for several virtual images in the third display interface of the wonderful question module 121B, and generate and output the answer to the input question based on the input question and the knowledge base associated with the virtual image being asked; wherein the subjects represented by different virtual images are not exactly the same, and the second interactive information includes at least the question-asking instructions for the virtual image, and the third interactive information includes at least the answer to the input question. Exemplarily, several virtual images may include but are not limited to: virtual images of astrophysicists (such as Einstein), virtual images of poets (such as Li Bai), virtual images of mathematicians (such as Zu Chongzhi), etc., which are not limited here. In addition, the question-asking instruction can be triggered by forms including but not limited to voice, text, etc., and the triggering method of the question-asking instruction is not limited here. In the above manner, the several in-class interactive modules 121 at least include a creative question module 121B, which is used to respond to question-asking instructions for several virtual images in the third display interface of the creative question module 121B, generate and output answers to input questions based on the input questions and the knowledge base associated with the virtual images being asked, and the subjects represented by different virtual images are not exactly the same. The second interactive information at least includes question-asking instructions for the virtual images, and the third interactive information at least includes answers to input questions, which helps to cultivate students' questioning thinking during the teaching process, and assists teachers in answering students' questions, thereby improving the quality of teaching.

[0032] In one implementation scenario, several in-class interactive modules 121 include at least a classroom display module 121C, which is used to respond to the classroom display instruction triggered in the fourth display interface of the classroom display module 121C, call the sensor device of the terminal device operated by the teaching assistant system 10 to at least collect data from students, obtain display content, and analyze based on the display content, generate and output evaluation content matching the display content; wherein, the second interactive information includes at least the student's display content, and the third interactive information includes at least the evaluation content matching the display content. It should be noted that the sensor device may include but is not limited to: camera devices, sound pickup devices, etc., and the specific types of sensor devices are not limited here. The above method, by calling the sensor device to collect data from students to obtain display content and automatically evaluate the display content, helps to improve the convenience of classroom display, enables teachers to devote more energy to interacting with students during classroom display, and can improve teaching quality.

[0033] In a specific implementation scenario, the classroom display instruction can be parsed to determine the classroom display requirements, and according to the classroom display requirements, the sensor devices that need to be called can be determined to call the sensor devices that can support data collection for the determined classroom display requirements. For example, when the classroom display instruction is parsed and the classroom display requirement is obtained as "theme speech display", it can be determined that the sensor devices that need to be called include at least a sound pickup device to at least call the sound pickup device that can support data collection for the "theme speech display"; or, when the classroom display instruction is parsed and the classroom display requirement is obtained as "painting homework display", it can be determined that the sensor devices that need to be called include at least a camera device to at least call the camera device that can support data collection for the "painting homework display"; or, when the classroom display instruction is parsed and the classroom display requirement is obtained as "painting introduction display", it can be determined that the sensor devices that need to be called include at least a sound pickup device and a camera device to at least call the sound pickup device and the camera device that can support data collection for the "painting introduction display". It should be noted that the above examples are only several possible examples of determining the sensor devices that need to be called according to the classroom presentation instructions during actual application, and do not limit which sensor devices should be called in other situations. No more examples will be given here.

[0034] In a specific implementation scenario, after the display content is collected, the large language model can be called to evaluate the display content to obtain evaluation content that matches the display content. Specifically, a prompt instruction can be constructed based on the display content, such as but not limited to "Please evaluate the following content [display content]. Requirements: (1)..., (2)..., (3)...", etc., and the prompt instruction is input into the large language model to instruct the large language model to evaluate the display content according to specific requirements, so that the output content of the large language model can be used as the evaluation content. It should be noted that the above-mentioned specific requirements may include but are not limited to: evaluation angles (such as expression coherence, logical relevance, clarity of theme, richness of rhetoric, etc.), evaluation methods (such as tables, figures, etc.), etc., which are not limited here.

[0035] In a specific implementation scenario, taking the classroom presentation requirement of "theme speech presentation" as an example, the fourth display interface of the classroom presentation module 121C can further display an input box for at least prompting to input the speech topic. In addition, it can also prompt to input the speech duration, etc., which is not limited here. On this basis, when it is determined that the input is completed, the sound pickup device can be called to collect audio from the student, and the audio data can be converted into text data, so that the text data can be evaluated according to specific requirements to obtain evaluation content.

[0036] In a specific implementation scenario, taking the classroom display requirement of "painting homework display" as an example, the fourth display interface of the classroom display module 121C can further display a detection frame to prompt the moving position so that the painting falls into the detection frame. On this basis, the camera device can be called to shoot, and it can be determined whether the painting is detected in the detection frame. If so, the image data in the detection frame can be evaluated according to specific requirements to obtain evaluation content. Alternatively, the fourth display interface of the classroom display module 121C can further display reference information representing the image upload address (such as a QR code, a short link, etc.) to prompt the painting to be uploaded to the background according to the reference information, and after receiving the image data, the image data is evaluated according to specific requirements to obtain evaluation content. It should be noted that the above examples are only a few possible examples of obtaining painting data, and other possible acquisition methods are not limited thereto, and no examples are given one by one here.

[0037] In a specific implementation scenario, taking the classroom display requirement of "painting introduction display" as an example, after obtaining the image data of the painting in the aforementioned way, the sound pickup device can be called to collect audio when the student introduces the painting, and the audio data can be converted into text data, so that the text data and image data can be evaluated according to specific requirements to obtain evaluation content.

[0038] In an implementation scenario, the interactive modules 121 in several classes include at least a teaching practice module 121D, which is used to generate and output feedback content on the practice content based on the practice content input in the sixth display interface of the selected practice project in response to the project selection instruction triggered in the fifth display interface of the teaching practice module 121D; wherein the practice project includes at least: a painting practice project, a poetry practice project, a music practice project, and a robot practice project, and the second interactive information includes at least the practice content, and the third interactive information includes at least the feedback content. It should be noted that the practice content and the practice feedback may also be different depending on the practice project. Exemplarily, in the case where the practice project is a poetry practice project, the practice content may include but is not limited to poetry recitation audio, and the practice feedback may include but is not limited to evaluation feedback of poetry recitation; or, in the case where the practice project is a music practice project, the practice content may include but is not limited to music singing audio, and the practice feedback may include but is not limited to evaluation feedback of music singing audio. Other situations can be deduced by analogy, and examples are not given one by one here. In addition, after obtaining the practice content, the large language model can be called to evaluate the practice content to obtain evaluation practice feedback. In the above method, several in-class interactive modules 121 include at least a teaching practice module 121D, which is used to respond to the project selection instruction triggered in the fifth display interface of the teaching practice module 121D, and generate and output feedback content on the practice content based on the practice content input in the sixth display interface of the selected practice project, and the practice projects include at least: painting practice projects, poetry practice projects, music practice projects, and robot practice projects. The second interactive information includes at least the practice content, and the third interactive information includes at least the feedback content, so it can assist teachers in carrying out classroom practice and help improve teaching quality.

[0039] In an implementation scenario, the several in-class interactive modules 121 include at least a calm training module 121E, which is used to respond to the scene selection instruction triggered in the seventh display interface of the calm training module 121E, and output calm guidance matching the selected calm scene; wherein the second interactive information includes at least the scene selection instruction, and the third interactive information includes at least the calm guidance. Exemplarily, calm scenes may include but are not limited to: "breathing", "imagination training", etc., and the specific types of calm scenes are not limited here. In addition, calm guidance may include but are not limited to: audio, video, etc., and the specific types of calm guidance are also not limited here. In the above manner, the several in-class interactive modules 121 include at least a calm training module 121E, which is used to respond to the scene selection instruction triggered in the seventh display interface of the calm training module 121E, and output calm guidance matching the selected calm scene, which can assist teachers in guiding students to calm down and help improve teaching quality.

[0040] In one implementation scenario, a quick entry control is displayed on the display interface of at least one in-class interactive module 121 in the in-class subsystem 12, which is used to display a shortcut menu containing several quick options in response to detecting a control trigger instruction for the quick entry control, and the several quick options represent different in-class interactive modules 121 in the in-class subsystem 12, and when an option trigger instruction for any quick option is detected, jump to the display interface of the in-class interactive module 121 represented by the selected quick option. Exemplarily, the quick entry control can be resident on the display interface of the in-class interactive module 121 in a suspended form. Of course, the above example is only one display method of the quick entry control, and does not limit the quick entry control to be displayed on the display interface of the in-class interactive 121 in other ways, and no examples are given here one by one. In addition, taking the subsystem 12 in the class including the AI ​​auxiliary teaching module 121A, the wonderful question module 121B, the classroom display module 121C, the teaching practice module 121D and the calm training module 121E as an example, the shortcut menu may include shortcut options corresponding to the above-mentioned interactive modules 121 in the class, and when the option trigger instruction for any of the above-mentioned shortcut options is detected, it can jump to the display interface of the corresponding interactive module 121 in the class, so as to quickly and conveniently jump to the display interface of any interactive module 121 in the class. Exemplarily, taking the current display interface as the display interface of the classroom display module 121C as an example, after the classroom display, if the students need to be calm as soon as possible, you can click the shortcut option corresponding to the "calm training module 121E" in the shortcut menu, so that you can quickly jump to the display interface of the calm training module 121E. Of course, the above example is only a possible example of quick jump, and it does not limit the mutual jump between other interactive modules 121 in the class, and no one example is given here. In the above manner, a quick entry control is displayed on the display interface of at least one in-class interactive module 121 in the in-class subsystem 12, which is used to display a shortcut menu containing several shortcut options in response to detecting a control trigger instruction for the quick entry control, and the several shortcut options respectively represent different in-class interactive modules 121 in the in-class subsystem 12, and when an option trigger instruction for any shortcut option is detected, it jumps to the display interface of the in-class interactive module 121 represented by the selected shortcut option, which can improve the convenience of jumping between different in-class interactive modules 121.

[0041] It should be noted that the above examples are only possible examples of several in-class interactive modules 121 of the in-class subsystem 12, and do not limit the in-class subsystem 12 to include other modules. Exemplarily, the in-class subsystem 12 may also include but is not limited to a student roll call module (not shown), etc. The specific functions of the in-class interactive module 121 in the in-class subsystem 12 are not limited here.

[0042] In an implementation scenario, as mentioned above, the teaching analysis module 131 is used to analyze the learning profiles of different students based on at least the second interactive information of each student during the teaching process. Exemplarily, the specific content of the second interactive information may include, but is not limited to: instructions for requesting explanations of the target content, instructions for asking questions to the virtual image, display content, and many other classroom performance-related data. The learning profile may include the changing trends of each evaluation indicator over time. Exemplarily, the learning profile may include, but is not limited to: changing trends in expression coherence, changing trends in rhetorical richness, etc. The specific content of the learning profile is not limited here.

[0043] In the above scheme, the teaching assistant system 10 includes a pre-class subsystem 11, an in-class subsystem 12 and an after-class subsystem 13. The pre-class subsystem 11 includes at least a teaching design module 111, which is used to generate a lesson plan document based on the first interactive information of the teacher. The in-class subsystem 12 includes a plurality of in-class interactive modules 121, which are used to output third interactive information for assisting the teaching based on the second interactive information of at least one of the teacher and the student at least during the demonstration of the lesson plan document. The after-class subsystem 13 includes at least a teaching analysis module 131, which is used to analyze and obtain the learning files of different students based on at least the second interactive information of each student during the teaching process. Therefore, on the one hand, in the pre-class link, at least the teaching design module 111 can be used to assist the teacher in generating the lesson plan document, which can help reduce the teacher's paperwork and help Teachers will devote more energy to teaching and other work that has a greater impact on teaching quality. On the other hand, during the course, at least in the demonstration of the lesson plan document, according to the interaction between at least one of the teacher and the student and the teaching assistant system 10, relevant information for assisting teaching can be output, which can help reduce the teacher's preparation for teaching and help the teacher improve the fun of teaching interaction during the teaching process. On the other hand, after class, at least in combination with the student's interactive performance during the teaching process, it can help the teacher intelligently analyze the student's academic profile, which can help reduce the teacher's recording of the student's performance during the teaching process, help the teacher devote more energy to interacting with the students during the teaching process, and also help the teacher devote more energy to teaching students in accordance with their aptitude and personality according to the academic profile after the teaching. Therefore, it is possible to provide teaching assistance to teachers in the whole process before, during and after class, which helps to improve the teaching quality as much as possible from the technical perspective of teachers' teaching.

[0044] See also Figure 2 , Figure 2 This is a flow chart of an embodiment of the teaching interaction method based on the teaching assistant system of the present application. It should be noted that the specific framework of the teaching assistant system can refer to the aforementioned teaching assistant system embodiment, which will not be repeated here. Specifically, the embodiment of the present disclosure may include the following steps: Step S21: Load the teaching assistant system.

[0045] Specifically, when a terminal device such as a personal computer or a smart blackboard is started, the teaching assistant system can be loaded to assist the whole process of teaching before, during, and after class. In addition, the display interface after loading the teaching assistant system can refer to the relevant description in the aforementioned teaching assistant system embodiment, which will not be repeated here.

[0046] Step S22: In response to detecting a module selection instruction for any functional module in the teaching assistant system, interacting with the user based on the selected functional module.

[0047] Specifically, the functional modules in the teaching assistant system may include, but are not limited to: functional modules of the pre-class subsystem (e.g., teaching design module), functional modules of the in-class subsystem (e.g., AI auxiliary teaching module, creative question module, classroom display module, teaching practice module, calm training module, etc.), and functional modules of the post-class subsystem (e.g., teaching analysis module). For the interaction between the functional modules and the user, please refer to the aforementioned teaching assistant system embodiment, which will not be repeated here.

[0048] In the above scheme, a teaching assistant system is loaded, and the teaching assistant system is the teaching assistant system in the above teaching assistant system embodiment, and in response to detecting a module selection instruction for any functional module in the teaching assistant system, based on the selected functional module, the teaching assistant system interacts with the user. On the one hand, in the pre-class stage, at least the teaching design module can be used to assist the teacher in generating a lesson plan document, which can help reduce the teacher's paperwork and help the teacher devote more energy to teaching and other work that has a greater impact on the teaching quality. On the other hand, in the in-class stage, at least in the demonstration of the lesson plan document, according to the interaction between at least one of the teacher and the student and the teaching assistant system, output relevant information for assisting the teaching, which can help reduce the teacher's preparation for the class and help the teacher improve the fun of the teaching interaction during the teaching process. On the other hand, in the post-class stage, at least the interactive performance of the students during the teaching process can be combined to help the teacher intelligently analyze the student's learning profile, which can help reduce the teacher's recording of the student's performance during the teaching process, help the teacher devote more energy to the interaction with the students during the teaching process, and also help the teacher devote more energy to teaching students in accordance with the learning profile after the teaching. Therefore, being able to provide teachers with teaching assistance throughout the entire process before, during, and after class will help improve the teaching quality as much as possible from a technical perspective.

[0049] See also Figure 3 , Figure 3It is a schematic diagram of the framework of an embodiment of a teaching interaction device based on a teaching assistant system of the present application. The teaching interaction device 30 based on a teaching assistant system includes a system loading unit 31 and a system interaction unit 32. The teaching assistant system is the teaching assistant system in the above teaching assistant system embodiment. The system loading unit 31 is used to load the teaching assistant system; the system interaction unit 32 is used to respond to the detection of a module selection instruction for any functional module in the teaching assistant system, and interact with the user based on the selected functional module.

[0050] In the above scheme, the teaching assistant system is loaded on the teaching interaction device 30 based on the teaching assistant system, and the teaching assistant system is the teaching assistant system in the above teaching assistant system embodiment, and in response to detecting a module selection instruction for any functional module in the teaching assistant system, it interacts with the user based on the selected functional module. On the one hand, in the pre-class stage, at least the teaching design module can be used to assist the teacher in generating lesson plan documents, which can help reduce the teacher's paperwork and help the teacher devote more energy to teaching and other work that has a greater impact on teaching quality. On the other hand, in the in-class stage, at least during the demonstration of the lesson plan document, according to the teacher, the student At least one of them can interact with the teaching assistant system and output relevant information for assisting teaching, which can help reduce the teacher's preparation for teaching and help teachers improve the fun of teaching interaction during the teaching process. On the other hand, after class, at least it can combine the students' interactive performance during the teaching process to help teachers intelligently analyze the students' academic files, which can help reduce the teacher's recording of students' performance during the teaching process, help teachers devote more energy to interacting with students during the teaching process, and also help teachers devote more energy to teaching students in accordance with their aptitude and personality according to their academic files after teaching. Therefore, it can provide teachers with teaching assistance in the entire process before, during and after class, which helps to improve the teaching quality as much as possible from the technical perspective of teachers' teaching.

[0051] See also Figure 4 , Figure 4 It is a schematic diagram of the framework of an embodiment of an electronic device 40 of the present application. The electronic device 40 includes a memory 41 and a processor 42 coupled to each other, the memory 41 at least stores program instructions, and the processor 42 is used to execute the program instructions to implement the steps in any of the above-mentioned teaching interaction method embodiments based on the teaching assistant system. For details, please refer to the aforementioned disclosed embodiments, which will not be repeated here. In addition, as a possible example, the electronic device 40 may also include sensor devices such as camera devices and sound pickup devices (not shown). As a possible example, the electronic device 40 may include but is not limited to: smart phones, tablet computers, learning machines, office books and other devices, and the specific type of the electronic device 40 is not limited here.

[0052] Specifically, the processor 42 is used to control itself and the memory 41 to implement the steps in any of the above-mentioned teaching interaction method embodiments based on the teaching assistant system. The processor 42 can also be called a CPU (Central Processing Unit). The processor 42 may be an integrated circuit chip with signal processing capabilities. The processor 42 can also be a general-purpose processor, a digital signal processor (Digital Signal Processor, DSP), an application-specific integrated circuit (Application Specific Integrated Circuit, ASIC), a field-programmable gate array (Field-Programmable Gate Array, FPGA) or other programmable logic devices, discrete gates or transistor logic devices, discrete hardware components. The general-purpose processor can be a microprocessor or the processor can also be any conventional processor, etc. In addition, the processor 42 can be implemented by an integrated circuit chip.

[0053] In the above scheme, the electronic device 40 implements the steps in any of the above-mentioned teaching interaction method embodiments based on the teaching assistant system. On the one hand, in the pre-class stage, at least the teaching design module can be used to assist the teacher in generating lesson plan documents, which can help reduce the teacher's paperwork and help the teacher devote more energy to teaching and other work that has a greater impact on teaching quality. On the other hand, in the in-class stage, at least during the demonstration of the lesson plan document, according to the interaction between at least one of the teacher and the student and the teaching assistant system, relevant information for assisting teaching can be output, which can help reduce the teacher's preparation for teaching and help the teacher improve the fun of teaching interaction during the teaching process. On the other hand, in the post-class stage, at least the interactive performance of the students during the teaching process can be combined to help the teacher intelligently analyze the student's academic profile, which can help reduce the teacher's recording of the student's performance during the teaching process, help the teacher devote more energy to interacting with the students during the teaching process, and also help the teacher devote more energy to teaching students in accordance with their aptitude and personality after the teaching. Therefore, being able to provide teachers with teaching assistance throughout the entire process before, during, and after class will help improve the teaching quality as much as possible from a technical perspective.

[0054] See also Figure 5 , Figure 5 The computer-readable storage medium 50 of the present application is a schematic diagram of a framework of an embodiment of the computer-readable storage medium 50. The computer-readable storage medium 50 stores program instructions 51 that can be executed by a processor, and the program instructions 51 are used to implement the steps in any of the above teaching assistant system-based teaching interaction method embodiments.

[0055] In the above scheme, the computer-readable storage medium 50 implements the steps in any of the above-mentioned teaching interaction method embodiments based on the teaching assistant system. On the one hand, in the pre-class stage, at least the teaching design module can be used to assist the teacher in generating lesson plan documents, which can help reduce the teacher's paperwork and help the teacher devote more energy to teaching and other work that has a greater impact on teaching quality. On the other hand, in the in-class stage, at least during the demonstration of the lesson plan document, according to the interaction between at least one of the teacher and the student and the teaching assistant system, relevant information for assisting teaching can be output, which can help reduce the teacher's preparation for teaching and help the teacher improve the fun of teaching interaction during the teaching process. On the other hand, in the post-class stage, at least the interactive performance of the students during the teaching process can be combined to help the teacher intelligently analyze the student's academic profile, which can help reduce the teacher's recording of the student's performance during the teaching process, help the teacher devote more energy to interacting with the students during the teaching process, and also help the teacher devote more energy to teaching students in accordance with their aptitude and personality after the teaching. Therefore, being able to provide teachers with teaching assistance throughout the entire process before, during, and after class will help improve the teaching quality as much as possible from a technical perspective.

[0056] In some embodiments, the functions or modules included in the device provided by the embodiments of the present disclosure can be used to execute the method described in the above method embodiments. The specific implementation can refer to the description of the above method embodiments, and for the sake of brevity, it will not be repeated here.

[0057] The above description of various embodiments tends to emphasize the differences between the various embodiments. The same or similar aspects can be referenced to each other, and for the sake of brevity, they will not be repeated herein.

[0058] In the several embodiments provided in the present application, it should be understood that the disclosed methods and devices can be implemented in other ways. For example, the device implementation described above is only schematic. For example, the division of modules or units is only a logical function division. There may be other division methods in actual implementation, such as multiple units or components can be combined or integrated into another system, or some features can be ignored or not executed. Another point is that the mutual coupling or direct coupling or communication connection shown or discussed can be through some interfaces, and the indirect coupling or communication connection of devices or units can be electrical, mechanical or other forms.

[0059] The units described as separate components may or may not be physically separated, and the components shown as units may or may not be physical units, that is, they may be located in one place or distributed on multiple network units. Some or all of the units may be selected according to actual needs to achieve the purpose of the present embodiment.

[0060] In addition, each functional unit in each embodiment of the present application may be integrated into one processing unit, or each unit may exist physically separately, or two or more units may be integrated into one unit. The above-mentioned integrated unit may be implemented in the form of hardware or in the form of software functional units.

[0061] If the integrated unit is implemented in the form of a software functional unit and sold or used as an independent product, it can be stored in a computer-readable storage medium. Based on this understanding, the technical solution of the present application is essentially or the part that contributes to the prior art or all or part of the technical solution can be embodied in the form of a software product. The computer software product is stored in a storage medium, including several instructions to enable a computer device (which can be a personal computer, server, or network device, etc.) or a processor to execute all or part of the steps of each implementation method of the present application. The aforementioned storage medium includes: U disk, mobile hard disk, read-only memory (ROM, Read-Only Memory), random access memory (RAM, Random Access Memory), disk or optical disk and other media that can store program code.

[0062] If the technical solution of this application involves personal information, the product using the technical solution of this application has clearly informed the personal information processing rules and obtained the individual's voluntary consent before processing the personal information. If the technical solution of this application involves sensitive personal information, the product using the technical solution of this application has obtained the individual's separate consent before processing the sensitive personal information, and at the same time meets the "explicit consent" requirement. For example, on personal information collection devices such as cameras, clear and prominent signs are set to inform that the personal information collection scope has been entered and personal information will be collected. If the individual voluntarily enters the collection scope, it is deemed that he or she agrees to the collection of his or her personal information; or on the device that processes personal information, the personal information processing rules are notified by obvious signs / information, and the individual's authorization is obtained through pop-up information or by asking the individual to upload his or her personal information; among them, the personal information processing rules may include information such as the personal information processor, the purpose of personal information processing, the processing method, and the type of personal information processed.

Claims

1. A teaching assistant system, characterized in that: include: The pre-class subsystem includes at least a teaching design module for generating a teaching plan document based on the teacher's first interactive information; The in-class subsystem includes a plurality of in-class interaction modules, which are used to output third interaction information for assisting the teaching based on the second interaction information of at least one of the teacher and the student at least during the demonstration process of the teaching plan document; The after-class subsystem at least includes a teaching analysis module, which is used to analyze and obtain the learning files of different students based on at least the second interactive information of each student during the teaching process.

2. The teaching assistant system according to claim 1, characterized in that: The teaching design module is specifically used to receive a requirement description statement about the teaching design, and generate a lesson plan outline based on the requirement description statement, and generate the lesson plan document based on template selection instructions for several lesson plan templates and the lesson plan outline.

3. The teaching assistant system according to claim 2, characterized in that: The teaching design module is also used to edit the teaching plan outline in response to detecting a text editing instruction for the teaching plan outline on the first display interface of the teaching plan outline.

4. The teaching assistant system according to claim 2, characterized in that: The teaching design module is also used to regenerate a new lesson plan outline based on the requirement description statement in response to detecting a regeneration instruction for the lesson plan outline on the first display interface of the lesson plan outline.

5. The teaching assistant system according to claim 2, characterized in that: The teaching design module is also used to call the large language model to process the demand description statement, and obtain the output content of the large language model as the teaching plan outline.

6. The teaching assistant system according to claim 1, characterized in that: The teaching design module is also used to automatically save the teaching plan document to the target storage space, and the target storage space at least includes: the cloud storage space bound to the login account of the teaching assistant system when the teaching plan document is generated. The in-class subsystem is also used to load the target document when the teaching assistant system is turned on, and the target document at least includes: the teaching plan document in the cloud storage space bound to the login account of the teaching assistant system; The teaching assistant system for generating the lesson plan document before class and the teaching assistant system for demonstrating the lesson plan document during class may run on the same terminal or on different terminals.

7. The teaching assistant system according to claim 1, characterized in that: The plurality of in-class interactive modules at least include an AI teaching assistance module, which is used to generate and output the teaching content of the target content based on the target content in response to detecting a teaching request instruction for the teaching content in the second display interface of the teaching document; The second interactive information at least includes a request instruction for explaining the target content, and the third interactive information at least includes the explanation content of the target content.

8. The teaching assistant system according to claim 1, characterized in that: The plurality of in-class interactive modules at least include a question-asking module, which is used to generate and output answers to the input questions based on the input questions and the knowledge base associated with the virtual images being asked in response to question-asking instructions for the plurality of virtual images in the third display interface of the question-asking module; The subjects represented by different virtual images are not completely the same, and the second interactive information at least includes instructions for asking questions to the virtual image, and the third interactive information at least includes answers to the input questions.

9. The teaching assistant system according to claim 1, characterized in that: The plurality of in-class interactive modules at least include a classroom presentation module, which is used to respond to a classroom presentation instruction triggered in a fourth display interface of the classroom presentation module, call a sensor device of a terminal device operated by the teaching assistant system to at least collect data from students, obtain presentation content, and analyze based on the presentation content, generate and output evaluation content matching the presentation content; The second interactive information at least includes the student's presentation content, and the third interactive information at least includes evaluation content matching the presentation content.

10. The teaching assistant system according to claim 1, characterized in that: The plurality of in-class interactive modules at least include a teaching practice module, which is used to generate and output feedback content on the practice content based on the practice content input on the sixth display interface of the selected practice project in response to the project selection instruction triggered in the fifth display interface of the teaching practice module; Among them, the practice projects at least include: painting practice projects, poetry practice projects, music practice projects, and robot practice projects, and the second interactive information at least includes the practice content, and the third interactive information at least includes the feedback content.

11. The teaching assistant system according to claim 1, characterized in that: The plurality of in-class interactive modules at least include a calmness training module, which is used to output calmness guidance matching the selected calmness scene in response to a scene selection instruction triggered in the seventh display interface of the calmness training module; The second interactive information at least includes the scene selection instruction, and the third interactive information at least includes the quiet guidance.

12. The teaching assistant system according to any one of claims 1 to 11, characterized in that: A quick entry control is displayed on the display interface of at least one of the in-class interactive modules in the in-class subsystem, which is used to display a shortcut menu containing several shortcut options in response to detecting a control trigger instruction for the quick entry control, and the several shortcut options respectively represent different in-class interactive modules in the in-class subsystem, and when an option trigger instruction for any of the shortcut options is detected, jump to the display interface of the in-class interactive module represented by the selected shortcut option.

13. A teaching interactive method based on a teaching assistant system, characterized in that: The teaching assistant system is the teaching assistant system according to any one of claims 1 to 12, and the teaching interaction method comprises: Loading the teaching assistant system; In response to detecting a module selection instruction for any functional module in the teaching assistant system, interaction is performed with the user based on the selected functional module.

14. A teaching interactive device based on a teaching assistant system, characterized in that: The teaching assistant system is the teaching assistant system according to any one of claims 1 to 12, and the teaching interaction device comprises: A system loading unit, used for loading the teaching assistant system; The system interaction unit is used to respond to detecting a module selection instruction for any functional module in the teaching assistant system and interact with the user based on the selected functional module.

15. An electronic device, characterized in that: It at least comprises a memory and a processor coupled to each other, wherein the memory at least stores program instructions, and the processor is used to execute the program instructions to implement the teaching interaction method described in claim 13.

16. A computer-readable storage medium, characterized in that: Program instructions that can be executed by a processor are stored, and the program instructions are used to implement the teaching interaction method described in claim 13.

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