Tutoring system and related teaching interaction method, apparatus, device and storage medium

Abstract

The application discloses a teaching assistant system and a related teaching interaction method and device, equipment and a storage medium, wherein the teaching assistant system comprises a pre-class subsystem, a class subsystem and an after-class subsystem. The pre-class subsystem at least comprises a teaching design module, which is used for generating a teaching plan document based on first interaction information of a teacher. The class subsystem comprises a plurality of class interaction modules, which are used for outputting third interaction information for assisting teaching based on second interaction information of at least one of the teacher and students at least in a demonstration process of the teaching plan document. The after-class subsystem at least comprises a teaching analysis module, which is used for analyzing to obtain a learning condition file of different students based on the second interaction information of the students in a teaching process. The above scheme can provide teaching assistance for the teacher in the whole process of pre-class, class and after-class, and help to improve the teaching quality as much as possible from the technical point of view of the teacher teaching.

Description

TECHNICAL FIELD

[0001] The present application relates to the technical field of smart education, in particular to a teaching assistant system and a related teaching interaction method, device, equipment and storage medium. BACKGROUND

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

[0003] At present, the existing smart education technology generally focuses on assisting students in after-school learning or pre-class preparation. For example, intelligently selecting test questions suitable for the learning situation of students for training, screening learning materials suitable for the learning situation of students for students, answering questions or difficult problems in the learning process, etc. SUMMARY

[0004] The technical problem solved by the present application is to provide a teaching assistant system and a related teaching interaction method, device, equipment and storage medium, which can provide teaching assistance for teachers in the whole process of pre-class, in-class and after-class, and help to improve the teaching quality as much as possible from the technical point of view of teacher teaching.

[0005] To solve the above technical problem, the first aspect of the present application provides a teaching assistant system, comprising: a pre-class subsystem, an in-class subsystem and an after-class subsystem, the pre-class subsystem at least comprising a teaching design module, configured to generate a teaching plan document based on first interaction information of a teacher; the in-class subsystem comprising a plurality of in-class interaction modules, configured to output third interaction information for assisting teaching based on second interaction information of at least one of the teacher and the students at least in the demonstration process of the teaching plan document; the after-class subsystem at least comprising a teaching analysis module, configured to analyze to obtain learning situation archives of different students based on the second interaction information of each student in the teaching process.

[0006] To solve the above technical problem, the second aspect of the present application provides a teaching interaction method based on a teaching assistant system, the teaching assistant system being the teaching assistant system in the first aspect, and the teaching interaction method comprising: loading the teaching assistant system; in response to detecting a module selection instruction for any function module in the teaching assistant system, interacting with a user based on the selected function module.

[0007] To solve the above technical problem, the third aspect of the present application provides a teaching interaction device based on a teaching assistant system, the teaching assistant system being the teaching assistant system in the first aspect, and the teaching interaction device comprising: a system loading unit and a system interaction unit, the system loading unit being configured to load the teaching assistant system; the system interaction unit being configured to, in response to detecting a module selection instruction for any function module in the teaching assistant system, interact with a user based on the selected function module.

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

[0009] To solve the above technical problems, the fifth aspect of the present application provides a computer readable storage medium, which stores program instructions capable of being executed by a processor, and the program instructions are used to implement the teaching interaction method in the second aspect.

[0010] The above scheme, the teaching assistant system comprises a pre-class subsystem, a class subsystem and an after-class subsystem, the pre-class subsystem at least comprises a teaching design module, which is configured to generate a teaching plan document based on the first interaction information of the teacher, the class subsystem comprises a plurality of class interaction modules, which are configured to output third interaction information for assisting teaching based on the second interaction information of at least one of the teacher and the student at least during the demonstration of the teaching plan document, and the after-class subsystem at least comprises a teaching analysis module, which is configured to analyze the learning situation profile of different students based on the second interaction information of each student during the teaching process. Therefore, on the one hand, the teaching design module can assist the teacher in generating the teaching plan document at least in the pre-class link, which can help to reduce the teacher's writing work, and help the teacher to devote more energy to teaching and other work that has a greater impact on the quality of teaching. On the other hand, the class subsystem can output relevant information for assisting teaching based on the interaction between at least one of the teacher and the student and the teaching assistant system at least during the demonstration of the teaching plan document, which can help to reduce the teacher's teaching preparation work, help the teacher to improve the interest of teaching interaction during the teaching process, and on the other hand, the after-class subsystem can help the teacher to intelligently analyze the learning situation profile of the student in combination with the interactive performance of the student during the teaching process, which can help to reduce the teacher's recording work of the student's performance during the teaching process, help the teacher to devote more energy to the interaction with the student during the teaching process, and also help the teacher to devote more energy to the individualized teaching and individualized teaching of the student according to the learning situation profile after the teaching. Therefore, the teaching assistant can be provided for the teacher in the whole process link of pre-class, class and after-class, which can help to improve the quality of teaching as much as possible from the technical point of view of the teacher's teaching. BRIEF DESCRIPTION OF DRAWINGS

[0011] Figure 1 is a framework schematic diagram of an embodiment of the teaching assistant system of the present application;

[0012] Figure 2 is a flow schematic diagram of an embodiment of the teaching interaction method based on the teaching assistant system of the present application;

[0013] Figure 3 is a framework schematic diagram of an embodiment of the teaching interaction device based on the teaching assistant system of the present application;

[0014] Figure 4 is a framework diagram of an embodiment of the electronic device of the present application;

[0015] Figure 5 is a framework diagram of an embodiment of the computer readable storage medium of the present application. DETAILED DESCRIPTION

[0016] The scheme of the embodiments of the present application will be described in detail below with reference to the accompanying drawings.

[0017] In the following description, for the purpose of explanation and not limitation, specific details are set forth, such as particular system configurations, interfaces, techniques, in order to provide a thorough understanding of the present application.

[0018] The terms "system" and "network" are often used interchangeably herein. The term "and / or" herein is merely an associative relationship between the associated objects, which means that there can be three relationships, for example, A and / or B, which can represent the three cases of A alone, A and B together, and B alone. In addition, the segment " / " herein generally represents an "or" relationship between the associated objects. In addition, "multiple" herein means two or more than two.

[0019] Please refer to Figure 1 , Figure 1 is a framework diagram of an embodiment of the teaching assistant system of the present application. The teaching assistant system 10 includes a pre-class subsystem 11, a class subsystem 12 and an after-class subsystem 13. The pre-class subsystem 11 includes at least a teaching design module 111, which is configured to generate a teaching plan document based on first interaction information of a teacher. The class subsystem 12 includes a plurality of class interaction modules 121, which are configured to output third interaction information for assisting teaching based on second interaction information of at least one of the teacher and the students during presentation of the teaching plan document. The after-class subsystem 13 includes at least a teaching analysis module 131, which is configured to analyze student profiles of different students based on the second interaction information of the students during the teaching.

[0020] In an implementation scenario, the teaching assistant system 10 can run on various terminals, such as a personal computer of a teacher, a smart blackboard in a classroom, etc., and the running terminal of the teaching assistant system 10 is not limited herein. In addition, the teaching assistant system 10 can also support account login to distinguish different users. For example, different teachers can log in their own accounts on the teaching assistant system 10, respectively, to provide targeted teaching assistance for the teachers based on the teaching subject of the teacher to whom the logged-in account belongs on the teaching assistant system 10; or different teachers in the same educational department (e.g., the same school, or the same teaching group of the same school, etc.) can also be assigned the same login account to support the sharing of the teaching assistant system 10 by different teachers in the same educational department. Of course, the above examples are only a few possible examples of the login account of the teaching assistant system 10, and the account allocation manner of the teaching assistant system 10 is not limited herein.

[0021] In an 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, respectively, and when an option triggering 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 entry into different functions such as preparation for teaching, teacher space, and auxiliary teaching, and when an option triggering instruction for the aforementioned “auxiliary teaching” is detected on the main interface, a secondary interface including option controls of the pre-class subsystem 11, the in-class subsystem 12, and the after-class subsystem 13 can be entered, and when an option triggering instruction for any option control is detected on the secondary interface, the subsystem represented by the selected option control can be entered; when an option triggering instruction for the aforementioned “preparation for teaching” is detected on the main interface, a secondary interface displaying a teaching plan document can be entered; and when an option triggering instruction for the aforementioned “teacher space” is detected on the main interface, a secondary interface displaying teaching materials (e.g., a teaching plan document, a student profile, and other related materials) can be entered. Of course, the above examples are only a few possible examples of the interface design of the teaching assistant system 10 in actual application, and the interface design manner of the teaching assistant system 10 is not limited herein.

[0022] In an implementation scenario, the teaching design module 111 is specifically configured to receive a requirement description sentence about teaching design, and generate a teaching plan outline based on the requirement description sentence, and generate a teaching plan document based on a template selection instruction for a plurality of teaching plan templates and the teaching plan outline. In the above manner, by receiving a requirement description sentence about teaching design, a teaching plan outline is generated accordingly, and a teaching plan document is generated in combination with a selected teaching plan template, so that the writing work of a teacher can be reduced as much as possible in the teaching plan generation process.

[0023] In a specific implementation scenario, the requirement description statement about the instructional design can be input to the instructional 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: "teaching design of understanding the principle of buoyancy", "generate a psychological education course for third-grade students", etc. The specific content of the requirement description statement is not limited here.

[0024] In a specific implementation scenario, the instructional design module 111 is also used to call a large language model to process the requirement description statement, and obtain the output content of the large language model as the outline of the teaching plan. Illustratively, after obtaining the requirement description statement, the instructional design module 111 can generate a prompt instruction based on the requirement description statement. Illustratively, the prompt instruction can include but is not limited to the following: "Please generate the outline of the teaching plan according to the following requirements

requirement description statement

[0025] In one specific implementation scenario, the teaching design module 111 is further configured to, in response to detecting a text editing instruction on the lesson plan outline at the first display interface of the lesson plan outline, edit the lesson plan outline. As one possible example, the teaching design module 111 can display different interfaces at different stages of the lesson plan generation, such as but not limited to: a display interface for receiving a requirement description sentence, a display interface for the lesson plan outline, a display interface for selecting a lesson plan template, and a display interface for finally generating a lesson plan document, etc. On this basis, the first display interface of the lesson plan outline can be displayed with an editing control for triggering a text editing instruction, and when a triggering instruction on the editing control is detected, the lesson plan outline can be put into an editable state to support modification of the lesson plan outline at the first display interface. It should be noted that the text editing instruction can include a manual modification instruction (such as manually modifying the lesson plan outline by entering “backspace”, “space”, “letter” keys, etc.); or the text editing instruction can also include a voice modification instruction (such as “modify the XXX sentence in the XX section to XXXX”, “make the language style more lovely”, etc.), and the teaching design module 111 can automatically edit the lesson plan outline based on the semantic understanding result of the text editing instruction. Of course, the above examples are only a few possible examples of text editing instructions, and do not limit other possible implementations of text editing instructions. In the above manner, the teaching design module 111 is further configured to, in response to detecting a text editing instruction on the lesson plan outline at the first display interface of the lesson plan outline, edit the lesson plan outline, so as to support modification and editing of the lesson plan outline during the lesson plan generation process, which helps to improve the personalization and customization of the lesson plan document.

[0026] In one specific implementation scenario, the teaching design module 111 is further configured to, in response to detecting a re-generation instruction of the teaching plan outline on the first display interface of the teaching plan outline, re-generate a new teaching plan outline based on the requirement description statement. As one possible example, the first display interface of the teaching plan outline can further be provided with a reset control for triggering the re-generation instruction. When a triggering instruction of the reset control is detected, the requirement description statement can be re-invoked to the large language model for processing, and the output content of the large language model can be obtained as the new teaching plan outline. The specific generation process can refer to the foregoing description of the large language model and will not be described here. As another possible example, when a triggering instruction of the reset control is detected, the display interface for receiving the requirement description statement can be jumped to, so as to re-receive the requirement description statement. After receiving the new requirement description statement, the large language model can be invoked to process the new requirement description statement, and the output content of the large language model can be obtained as the new teaching plan outline. The specific generation process can refer to the foregoing description of the large language model and will not be described here. Of course, the above examples are only a few possible examples of re-generating the teaching plan outline, and do not limit the specific way of re-generating the teaching plan outline. For example, when the triggering of the reset control is detected, it can be prompted whether to re-generate the teaching plan outline based on the original requirement description statement or to re-input the requirement description statement to re-generate the teaching plan outline. Then, according to the selection instruction of the above two ways, one of the re-generation ways can be selected. The above way, the teaching design module 111 is further configured to, in response to detecting a re-generation instruction of the teaching plan outline on the first display interface of the teaching plan outline, re-generate a new teaching plan outline based on the requirement description statement, which can improve the individualization and customization of the teaching plan document.

[0027] In one implementation scenario, the teaching design module 111 is further configured to automatically save the lesson plan document to a target storage space, the target storage space at least including a cloud storage space bound to a login account of the teaching assistant system 10, and the in-class subsystem 12 is further configured to load the target document when the teaching assistant system 10 is started, the target document at least including 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 for generating the lesson plan document and the teaching assistant system 10 for demonstrating the lesson plan document are running on the same terminal or different terminals. As a possible example of running on different terminals, teacher A can log in to the teaching assistant system 10 by using a personal computer, and generate the lesson plan document by using the teaching design module 111 in the teaching assistant system 10, so that the teaching design module 111 running on the personal computer can automatically save the lesson plan document to the cloud storage space (such as the cloud disk of teacher A) bound to the login account of the teaching assistant system 10 by teacher A, and when teaching, teacher A can start the smart blackboard in the classroom, the smart blackboard can run the teaching assistant system 10, and after teacher A logs in to the teaching assistant system 10 running on the smart blackboard by using his own account, at least load the lesson plan document from the cloud storage space bound to the login account of the teaching assistant system 10 by teacher A, so as to start teaching by automatically calling the lesson plan document generated on the personal computer before class by the teaching assistant system 10. In addition, when the teaching assistant system 10 for generating the lesson plan document and the teaching assistant system 10 for demonstrating the lesson plan document are running on the same terminal, the above can be similarly applied, which will not be repeated one by one. In addition, after the in-class subsystem 12 loads at least the lesson plan document in the cloud storage space bound to the login account of the teaching assistant system 10 when the teaching assistant system 10 is started, the in-class subsystem 12 can display the document options (such as the thumbnail of each lesson plan document, the document name of each lesson plan document, etc.) of each lesson plan document, and open the selected lesson plan document in response to detecting the lesson plan selection instruction of any lesson plan document. In the above manner, the teaching design module 111 is further configured to automatically save the lesson plan document to a target storage space, the target storage space at least including a cloud storage space bound to a login account of the teaching assistant system 10, and the in-class subsystem 12 is further configured to load the target document when the teaching assistant system 10 is started, the target document at least including 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 for generating the lesson plan document and the teaching assistant system 10 for demonstrating the lesson plan document are running on the same terminal or different terminals, so that 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.

[0028] In one implementation scenario, in addition to generating the teaching plan document through the teaching design module 111, the teaching assistant system 10 can also obtain a target teaching plan related to the teaching plan query request in response to the teaching plan query request. For example, the teaching assistant system 10 can be built-in (e.g., built-in in a cloud server, etc.) with a plurality of candidate teaching plans, and after receiving the teaching plan query request, the teaching plan query request can be parsed to obtain a teaching plan description (e.g., a description sentence, a description word, etc.), so that the candidate teaching plans can be searched based on the teaching plan description to obtain a candidate teaching plan matching the teaching plan description as the target teaching plan. On this basis, the target teaching plan can be selected as the teaching plan document in response to the teaching plan confirmation instruction of the target teaching plan; or the target teaching plan can be edited to obtain the teaching plan document in response to the teaching plan editing instruction of the target teaching plan. That is, in addition to relying on the aforementioned teaching design module 111 to realize online generation of the teaching plan document, the teaching assistant system 10 can also realize offline generation of the teaching plan document based on the aforementioned technology. Of course, in actual application, the online generation of the teaching plan document and the offline generation of the teaching plan document can be combined, and the generation method of the teaching plan document is not limited herein.

[0029] In one implementation scenario, as described previously, the teaching assistant system 10 can support both online generation of the teaching plan document and offline generation of the teaching plan document. On this basis, the in-class subsystem 12 can display a start teaching display interface after detecting the start teaching instruction. As one possible example, the start teaching display interface can at least display “My Courseware” for supporting custom selection of the teaching plan document used during teaching by triggering “My Courseware”; or as another possible example, the start teaching display interface can at least display “Autonomous Teaching” for supporting default selection of the online generated teaching plan document as the teaching plan document used during teaching; or as yet another possible example, the offline generated teaching plan document can also include a supporting multimedia teaching plan, and the start teaching display interface can at least display “AI Double Recording” for supporting default selection of the offline generated teaching plan document as the teaching plan document used during teaching and simultaneously starting the supporting multimedia teaching plan. Of course, the above examples are only a few teaching methods of the teaching plan document, and other possible teaching methods are not limited herein.

[0030] In one implementation scenario, the plurality of in-class interaction modules 121 at least include an AI auxiliary teaching module 121A for generating and outputting explanation content of target content in response to detecting an explanation request instruction of the target content in the teaching plan document on the second display interface of the teaching plan document based on the target content; wherein the second interaction information at least includes the explanation request instruction of the target content, and the third interaction information at least includes the explanation content of the target content. In this way, the AI auxiliary teaching module 121A can assist the teacher to better explain the knowledge points during teaching, which helps to improve the teaching quality in class.

[0031] In a specific implementation scenario, the explanation request instruction can be generated by circling at least one of the text and the image in the teaching document. For example, the text "neural network" in the teaching document can be circled to take the text "neural network" as the target content, and an explanation request instruction for the text "neural network" is generated; or the image "Mars" in the teaching document can be circled to take the image "Mars" 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 way of triggering the explanation request instruction.

[0032] In a specific implementation scenario, after detecting the 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 an explanation content for the target content, the prompt instruction is sent to the large language model, and then the output content of the large language model is obtained as the explanation content of the target content. For example, taking the target content "neural network" as an example, a prompt instruction "Please explain

neural network

[0033] In one 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 disciplines according to the target content. For example, in the case of the target content being “neural network”, a virtual image of a computer scientist (e.g., Turing, etc.) can be selected as the virtual image for explaining the target content; or in the case of the target content being “Mars”, a virtual image of an astrophysics scientist (e.g., Einstein, etc.) can be selected as the virtual image for explaining the target content. Other cases can be similarly extended, which will not be exemplified one by one here. In addition, the virtual image for explaining the target content can also be selected from the virtual images representing various disciplines based on the subject category of the current course (e.g., Chinese, nature, etc.) in combination with the target content. For example, a plurality of virtual images can be selected as candidate images from the virtual images representing various disciplines based on the target content, and then a virtual image for explaining the target content can be selected from the plurality of candidate images in combination with the subject category of the current course. For example, in the case of the target content being “galaxy” and the subject category of the current course being “Chinese”, a virtual image of a poet (e.g., Li Bai, etc.) can be selected as the virtual image for explaining the target content; or in the case of the target content being “galaxy” and the subject category of the current course being “nature”, a virtual image of an astrophysics scientist (e.g., Einstein, etc.) can be selected as the virtual image for explaining the target content. Based on this, as one possible example, after determining the virtual image for explaining the target content, a large language model can be called to generate the explanation content of the target content in combination with the knowledge base of the determined virtual image. For example, in the case of the target content being “galaxy” and the subject category of the current course being “Chinese”, a virtual image of a poet (e.g., Li Bai, etc.) can be selected as the virtual image for explaining the target content, and then a large language model can be called to generate the explanation content of the target content “galaxy” in combination with the determined virtual image (e.g., Li Bai, etc.), such as “Here, ‘galaxy’ is used to describe the magnificent waterfall rushing straight down from a high place, making people doubt whether it is the galaxy falling from the sky, which writes the magnificent momentum of the waterfall rushing down. Now, people often use these two poems to describe the magnificent scenery of the waterfall.” Or in the case of the target content being “galaxy” and the subject category of the current course being “nature”, a virtual image of an astrophysics scientist (e.g., Einstein, etc.) can be selected as the virtual image for explaining the target content, and then a large language model can be called to generate the explanation content of the target content “galaxy” in combination with the determined virtual image (e.g., Li Bai, etc.), such as “Galaxy refers to a wide white light belt across the sky. The Milky Way intersects the celestial equator in the Aquila constellation, on the northern celestial hemisphere. The Milky Way outlines a belt of varying width on the celestial sphere……”. Other cases can be similarly extended, which will not be exemplified one by one here.Alternatively, as another possible example, after the candidate image is selected, a large language model can be invoked to generate the explanation content of the target content in combination with the knowledge base of the selected candidate image, so as to explain the target content from different angles in combination with the knowledge base of different disciplines. For example, in the case of the target content being "Galaxy", the virtual image of a poet (such as Li Bai, etc.) and the virtual image of an astrophysics scientist (such as Einstein, etc.) can be selected as candidate images, and a large language model can be invoked to generate the explanation content of the target content "Galaxy" in combination with the knowledge base of the selected candidate image, such as "Galaxy refers to a milky white bright band across the starry sky. The Milky Way intersects the celestial equator in the Aquila constellation, on the northern celestial hemisphere. The Milky Way draws a wide and narrow band on the celestial sphere … The Milky Way occupies an important position in Chinese culture, such as Li Bai's "Wang Lu Shan Pubu" in which it is said that "flying straight down three thousand feet, it is suspected that the Milky Way has fallen nine days". Here, "Milky Way" is used to describe the magnificent waterfall rushing straight down from a high place, making people suspect that it is the Milky Way falling from the sky, which describes the magnificent momentum of the Lu Shan Pubu waterfall pouring down. Now, people often use these two poems to describe the magnificent scenery of the waterfall". Of course, the above examples are only a few possible examples of generating explanation content of target content in combination with virtual image knowledge base, and do not limit other possible ways of generating explanation content.

[0034] 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 follow-up question instruction, the explanation content can be switched to a paused playing state, and based on the follow-up question content of the explanation content, the answer content to the follow-up question content can be generated, and the step of detecting whether there is an explanation follow-up question instruction can be returned until no explanation follow-up question instruction is detected. That is, the explanation content can be switched to a resumed playing state, and the detection of whether there is an explanation playing instruction can continue during playing. It should be noted that the explanation playing instruction can be triggered by voice, text, etc. The form of triggering the explanation playing instruction is not limited herein.

[0035] In an implementation scenario, the plurality of in-class interaction modules 121 at least include a curious question module 121B, configured to, in response to a question asking instruction for the plurality of virtual images in a third display interface of the curious question module 121B, generate and output a question answer of an input question based on the input question and a knowledge base associated with the virtual image being asked. Different virtual images respectively represent different subjects, and the second interaction information at least includes the question asking instruction for the virtual image, and the third interaction information at least includes the question answer of the input question. For example, the plurality of virtual images can include, but are not limited to, a virtual image of an astrophysicist (e.g., Einstein), a virtual image of a poet (e.g., Li Bai), a virtual image of a mathematician (e.g., Zu Chongzhi), and the like, which are not limited herein. In addition, the question asking instruction can be triggered in the form of, but is not limited to, voice, text, and the like, and the triggering manner of the question asking instruction is not limited herein. In the above manner, the plurality of in-class interaction modules 121 at least include the curious question module 121B, configured to, in response to the question asking instruction for the plurality of virtual images in the third display interface of the curious question module 121B, generate and output the question answer of the input question based on the input question and the knowledge base associated with the virtual image being asked, and different virtual images respectively represent different subjects, the second interaction information at least includes the question asking instruction for the virtual image, and the third interaction information at least includes the question answer of the input question, which helps to cultivate the questioning thinking of students during the teaching process, and assists the teacher in answering the questions of students, and can improve the teaching quality.

[0036] In an implementation scenario, the plurality of in-class interaction modules 121 at least include a classroom display module 121C, configured to, in response to a classroom display instruction triggered in a fourth display interface of the classroom display module 121C, call a sensor device of a terminal device running the teaching assistant system 10 to collect data of at least the student, obtain display content, and generate and output evaluation content matched with the display content based on the display content. The second interaction information at least includes the display content of the student, and the third interaction information at least includes the evaluation content matched with the display content. It should be noted that the sensor device can include, but is not limited to, a camera device, a sound pickup device, and the like, and the specific type of the sensor device is not limited herein. In the above manner, the sensor device is called to collect data of the student to obtain the display content, and the display content is automatically evaluated, which helps to improve the convenience of classroom display, enables the teacher to devote more energy to the interaction with the student during the classroom display process, and can improve the teaching quality.

[0037] In a specific implementation scenario, the classroom presentation instruction can be parsed to determine the classroom presentation requirement, and based on the classroom presentation requirement, the sensor device to be called can be determined to call the sensor device that can support data collection on the determined classroom presentation requirement. For example, in the case of parsing the classroom presentation instruction and obtaining the classroom presentation requirement as "theme presentation", it can be determined that the sensor device to be called at least includes a sound pickup device to at least call the sound pickup device that can support data collection on "theme presentation"; or in the case of parsing the classroom presentation instruction and obtaining the classroom presentation requirement as "drawing assignment presentation", it can be determined that the sensor device to be called at least includes a camera device to at least call the camera device that can support data collection on "drawing assignment presentation"; or in the case of parsing the classroom presentation instruction and obtaining the classroom presentation requirement as "drawing introduction presentation", it can be determined that the sensor device to be called at least includes 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 on "drawing introduction presentation". It should be noted that the above examples are only a few possible examples of determining the sensor device to be called according to the classroom presentation instruction in actual application, and do not limit the calling of other sensor devices in other cases, which will not be exemplified here.

[0038] In a specific implementation scenario, after the presentation content is collected, a large language model can be called to evaluate the presentation content to obtain evaluation content matched with the presentation content. Specifically, a prompt instruction can be constructed based on the presentation content, such as but not limited to "Please evaluate the following content

presentation content

[0039] In a specific implementation scenario, taking the classroom presentation requirement as "theme presentation" as an example, the fourth display interface of the classroom presentation module 121C can further display an input box for prompting at least the input of the presentation theme. In addition, the input of the presentation duration and the like can also be prompted, which are not limited here. On this basis, when it is determined that the input is complete, the sound pickup device can be called to collect audio of 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.

[0040] In a specific implementation scenario, taking the classroom presentation requirement of "painting presentation" as an example, the fourth display interface of the classroom presentation module 121C can further display a detection frame for prompting a mobile position to make the painting fall into the detection frame. On this basis, a camera device can be called to take a picture, and it can be judged whether the painting in the detection frame is detected. 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 presentation module 121C can further display reference information (such as a two-dimensional code, a short link, etc.) representing an image upload address to prompt the painting to be uploaded to the background according to the reference information. 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 obtaining methods are not limited by this, and will not be exemplified one by one here.

[0041] In a specific implementation scenario, taking the classroom presentation requirement of "painting presentation" as an example, the fourth display interface of the classroom presentation module 121C can further display a detection frame for prompting a mobile position to make the painting fall into the detection frame. On this basis, a camera device can be called to take a picture, and it can be judged whether the painting in the detection frame is detected. 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 presentation module 121C can further display reference information (such as a two-dimensional code, a short link, etc.) representing an image upload address to prompt the painting to be uploaded to the background according to the reference information. 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 obtaining methods are not limited by this, and will not be exemplified one by one here.

[0042] In an implementation scenario, the several-class interaction module 121 at least includes a teaching practice module 121D, configured to, in response to a project selection instruction triggered in a fifth display interface of the teaching practice module 121D, generate and output feedback content on practice content based on the practice content input in a sixth display interface of a selected practice project; wherein the practice project at least includes a drawing practice project, a poetry practice project, a music practice project, and a robot practice project, and the second interaction information at least includes the practice content, and the third interaction information at least includes the feedback content. It should be noted that, according to different practice projects, the practice content and the practice feedback can also be different. For example, in the case of a poetry practice project, the practice content can include but is not limited to poetry recitation audio, and the practice feedback can include but is not limited to evaluation feedback on poetry recitation; or, in the case of a music practice project, the practice content can include but is not limited to music singing audio, and the practice feedback can include but is not limited to evaluation feedback on the music singing audio. Other cases can be similarly extended, which will not be repeated here. In addition, after obtaining the practice content, a large language model can be called to evaluate the practice content to obtain evaluation feedback. In the above manner, the several-class interaction module 121 at least includes the teaching practice module 121D, configured to, in response to a project selection instruction triggered in a fifth display interface of the teaching practice module 121D, generate and output feedback content on practice content based on the practice content input in a sixth display interface of a selected practice project, and the practice project at least includes a drawing practice project, a poetry practice project, a music practice project, and a robot practice project, the second interaction information at least includes the practice content, and the third interaction information at least includes the feedback content, so as to assist teachers in conducting classroom practice and help improve teaching quality.

[0043] In an implementation scenario, the several-class interaction module 121 at least includes a quiet training module 121E, configured to, in response to a scene selection instruction triggered in a seventh display interface of the quiet training module 121E, output a quiet guide matched with a selected quiet scene; wherein the second interaction information at least includes the scene selection instruction, and the third interaction information at least includes the quiet guide. For example, the quiet scene can include but is not limited to "breathing" and "imagery training", and the specific types of the quiet scene are not limited here. In addition, the quiet guide can include but is not limited to audio and video, and the specific types of the quiet guide are also not limited here. In the above manner, the several-class interaction module 121 at least includes the quiet training module 121E, configured to, in response to a scene selection instruction triggered in a seventh display interface of the quiet training module 121E, output a quiet guide matched with a selected quiet scene, so as to assist teachers in guiding students to calm down and help improve teaching quality.

[0044] In an implementation scenario, the display interface of at least one in-class interaction module 121 of the in-class subsystem 12 displays a shortcut entry control, which is configured to display a shortcut menu containing a plurality of shortcut options in response to detecting a control trigger instruction of the shortcut entry control, and the plurality of shortcut options respectively represent different in-class interaction modules 121 of the in-class subsystem 12, and jump to the display interface of the in-class interaction module 121 represented by the selected shortcut option when detecting a selection trigger instruction of any shortcut option. For example, the shortcut entry control can be in a floating form and always present on the display interface of the in-class interaction module 121. Of course, the above example is only one way of displaying the shortcut entry control on the display interface of the in-class interaction module 121, and does not limit the shortcut entry control to be displayed in other ways on the display interface of the in-class interaction module 121, which will not be repeated here. In addition, taking the in-class subsystem 12 including the AI auxiliary teaching module 121A, the curious question module 121B, the classroom display module 121C, the teaching practice module 121D and the quiet training module 121E as an example, the shortcut menu can contain shortcut options corresponding to the above in-class interaction modules 121 respectively, and when detecting a selection trigger instruction of any shortcut option, the display interface of the corresponding in-class interaction module 121 can be jumped to, so as to quickly and conveniently jump to the display interface of any in-class interaction module 121. For example, 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 quiet as soon as possible, the shortcut option corresponding to the "quiet training module 121E" in the shortcut menu can be clicked, so as to quickly jump to the display interface of the quiet training module 121E. Of course, the above example is only one possible example of shortcut jumping, and does not limit the mutual jumping between other in-class interaction modules 121, which will not be repeated here. In the above manner, the display interface of at least one in-class interaction module 121 of the in-class subsystem 12 displays a shortcut entry control, which is configured to display a shortcut menu containing a plurality of shortcut options in response to detecting a control trigger instruction of the shortcut entry control, and the plurality of shortcut options respectively represent different in-class interaction modules 121 of the in-class subsystem 12, and jump to the display interface of the in-class interaction module 121 represented by the selected shortcut option when detecting a selection trigger instruction of any shortcut option, which can improve the convenience of mutual jumping between different in-class interaction modules 121.

[0045] It should be noted that the above examples are only possible examples of several in-class interaction modules 121 of the in-class subsystem 12, and do not limit the in-class subsystem 12 to contain other modules. For example, the in-class subsystem 12 can also include but is not limited to a student roll call module (not shown) and the like. The specific functions of the in-class interaction modules 121 in the in-class subsystem 12 are not limited here.

[0046] In one implementation scenario, as described above, the teaching analysis module 131 is configured to analyze the learning profiles of different students based on at least the second interaction information of the students during the teaching process. For example, the second interaction information can include, but is not limited to, a request instruction for explanation of the target content, a question instruction for the virtual image, a presentation content, and other classroom performance related data, and the learning profile can include the change trend of each evaluation index with respect to time. For example, the learning profile can include, but is not limited to, a change trend of expression coherence, a change trend of rhetoric richness, and the like. The specific content of the learning profile is not limited herein.

[0047] The above scheme, the teaching assistant system 10 includes a pre-class subsystem 11, a class subsystem 12 and a post-class subsystem 13, the pre-class subsystem 11 at least includes a teaching design module 111, configured to generate a teaching plan document based on the first interaction information of the teacher, the class subsystem 12 includes a plurality of class interaction modules 121, configured to output third interaction information for assisting teaching based on the second interaction information of at least one of the teacher and the students during the presentation of the teaching plan document, and the post-class subsystem 13 at least includes a teaching analysis module 131, configured to analyze the learning profiles of different students based on at least the second interaction information of the students during the teaching process. Therefore, on the one hand, the teaching design module 111 can assist the teacher in generating the teaching plan document before the class, which can help reduce the teacher's writing work, and help the teacher to put more effort into the teaching and other work that has a greater impact on the teaching quality. On the other hand, the class interaction modules 121 can output relevant information for assisting teaching based on the interaction between at least one of the teacher and the students and the teaching assistant system 10 during the presentation of the teaching plan document, which can help reduce the teacher's teaching preparation work, help the teacher to improve the interest of teaching interaction during the teaching process, and on the other hand, the teaching analysis module 131 can help the teacher to intelligently analyze the learning profiles of the students based on the interaction performance of the students during the teaching process, which can help reduce the teacher's recording work of the students' performance during the teaching process, help the teacher to put more effort into the interaction with the students during the teaching process, and also help the teacher to put more effort into the individualized teaching and individualized teaching according to the learning profiles of the students after the teaching. Therefore, the teaching assistant system can provide teaching assistance for the teacher in the whole process of the pre-class, the class and the post-class, which can help to improve the teaching quality as much as possible from the technical point of view of the teacher's teaching.

[0048] Please refer to Figure 2 , Figure 2 is a flowchart of an embodiment of a teaching interaction method of a teaching assistant system. It should be noted that the specific framework of the teaching assistant system can be referred to the foregoing teaching assistant system embodiments, which will not be described herein. Specifically, the embodiment of the present disclosure can include the following steps:

[0049] Step S21: loading the teaching assistant system.

[0050] Specifically, when a terminal device such as a personal computer, a smart blackboard, etc. is started, the teaching assistant system can be loaded to provide teaching assistance in the whole process of teaching before class, during class, after class, etc. In addition, the display interface after loading the teaching assistant system can refer to the relevant description in the foregoing teaching assistant system embodiments, which will not be described here again.

[0051] Step S22: in response to detecting a module selection instruction for any function module in the teaching assistant system, interacting with the user based on the selected function module.

[0052] Specifically, the function modules in the teaching assistant system can include but are not limited to: function modules of the pre-class subsystem (such as a teaching design module), function modules of the in-class subsystem (such as an AI assistant teaching module, a curious question module, a classroom display module, a teaching practice module, a quiet training module, etc.), and function modules of the after-class subsystem (such as a teaching analysis module). The interaction mode between the function modules and the user can refer to the foregoing teaching assistant system embodiments, which will not be described here again.

[0053] The above scheme loads the teaching assistant system, and the teaching assistant system is the teaching assistant system in the foregoing teaching assistant system embodiments, and in response to detecting a module selection instruction for any function module in the teaching assistant system, interacts with the user based on the selected function module. On the one hand, at least a teaching plan document can be generated for a teacher by the teaching design module in the pre-class stage, which can help reduce the teacher's writing work, help the teacher put more effort into teaching and other work that has a greater impact on the teaching quality. On the other hand, at least in the demonstration process of the teaching plan document, relevant information for assisting teaching can be output according to the interaction between at least one of the teacher and the student and the teaching assistant system in the in-class stage, which can help reduce the teacher's teaching preparation work, help the teacher improve the interest of teaching interaction in the teaching process. On the other hand, at least the student's learning profile can be analyzed by the teacher intelligently in combination with the interaction performance of the student in the teaching process in the after-class stage, which can help reduce the teacher's recording work of the student's performance in the teaching process, help the teacher put more effort into interacting with the student in the teaching process, and also help the teacher put more effort into teaching students according to the learning profile in the teaching process. Therefore, teaching assistance can be provided for the teacher in the whole process of the pre-class, in-class and after-class stages, which helps improve the teaching quality as much as possible from the technical point of view of the teacher's teaching.

[0054] Please refer to Figure 3 , Figure 3is a framework schematic diagram of an embodiment of a teaching interactive device based on a teaching assistant system. The teaching interactive device 30 based on the teaching assistant system comprises a system loading unit 31 and a system interactive unit 32, and the teaching assistant system is the teaching assistant system in the above-mentioned teaching assistant system embodiment. The system loading unit 31 is configured to load the teaching assistant system; and the system interactive unit 32 is configured to, in response to detecting a module selection instruction for any function module in the teaching assistant system, interact with a user based on the selected function module.

[0055] The above-mentioned scheme, the teaching interactive device 30 based on the teaching assistant system loads the teaching assistant system, and the teaching assistant system is the teaching assistant system in the above-mentioned teaching assistant system embodiment, and in response to detecting a module selection instruction for any function module in the teaching assistant system, interacts with a user based on the selected function module. On the one hand, at least in the pre-class link, the teaching design module can be used to assist the teacher in generating a teaching plan document, which can help to reduce the teacher's writing work, help the teacher to put more effort into teaching and other work that has a greater impact on teaching quality. On the other hand, at least in the in-class link, during the demonstration process of the teaching plan document, relevant information for assisting teaching can be output according to the interaction between at least one of the teacher and the student and the teaching assistant system, which can help to reduce the teacher's teaching preparation work, help the teacher to improve the interest of teaching interaction in the teaching process. On the other hand, at least in the after-class link, the student's interaction performance in the teaching process can be used to help the teacher to intelligently analyze the student's learning profile, which can help to reduce the teacher's recording work of the student's performance in the teaching process, help the teacher to put more effort into interacting with the student in the teaching process, and also help the teacher to put more effort into teaching students according to their aptitude and individual needs after teaching. Therefore, the teaching assistant can be provided for the teacher in the whole process of pre-class, in-class and after-class, which can help to improve the teaching quality as much as possible from the technical point of view of the teacher's teaching.

[0056] Please refer to Figure 4 , Figure 4 is a framework schematic diagram of an embodiment of an electronic device 40. The electronic device 40 comprises a memory 41 and a processor 42 coupled with each other, the memory 41 at least stores program instructions, and the processor 42 is configured to execute the program instructions to implement the steps in any of the above-mentioned teaching interactive method embodiments based on the teaching assistant system. For details, please refer to the foregoing disclosure, which will not be repeated here. In addition, as a possible example, the electronic device 40 can further comprise sensor devices (not shown) such as camera devices, sound pickup devices, etc. As a possible example, the electronic device 40 can include but not limited to: smart phones, tablet computers, learning machines, office books, etc. The specific type of the electronic device 40 is not limited here.

[0057] In particular, the processor 42 is configured to control itself and the memory 41 to implement the steps in any of the above-mentioned embodiments of the teaching interaction method based on the teaching assistant system. The processor 42 can also be referred to as a CPU (Central Processing Unit). The processor 42 can be an integrated circuit chip having a processing capability of signals. The processor 42 can also be a general-purpose processor, a DSP (Digital Signal Processor), an ASIC (Application Specific Integrated Circuit), an FPGA (Field-Programmable Gate Array) 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 or the like. In addition, the processor 42 can be jointly implemented by integrated circuit chips.

[0058] The above-mentioned scheme, the electronic device 40 implements the steps in any of the above-mentioned embodiments of the teaching interaction method based on the teaching assistant system. On the one hand, in the pre-class link, the teaching design module can at least assist the teacher in generating a teaching plan document, which can help reduce the teacher's writing work, and help the teacher to devote more energy to teaching and other work that has a greater impact on teaching quality. On the other hand, in the in-class link, the teaching plan document can at least be used to output relevant information for assisting teaching according to the interaction between at least one of the teacher and the student and the teaching assistant system during the demonstration process of the teaching plan document, which can help reduce the teacher's teaching preparation work and help the teacher improve the interest of teaching interaction during the teaching process. On the other hand, in the post-class link, the student's interaction performance during the teaching process can be used to help the teacher intelligently analyze the student's learning profile, which can help reduce the teacher's recording work of the student's performance during the teaching process, help the teacher to devote more energy to interacting with the student during the teaching process, and also help the teacher to devote more energy to teaching students according to the learning profile after the teaching. Therefore, the teaching assistant can be provided for the teacher in the whole process of the pre-class, in-class and post-class links, which can help improve the teaching quality as much as possible from the technical point of view of the teacher's teaching.

[0059] Please refer to Figure 5 , Figure 5 is a frame diagram of an embodiment of the computer readable storage medium 50 of the present application. The computer readable storage medium 50 stores program instructions 51 capable of being executed by the processor, and the program instructions 51 are used to implement the steps in any of the above-mentioned embodiments of the teaching interaction method based on the teaching assistant system.

[0060] The above scheme, the computer readable storage medium 50 implements the steps in any of the above teaching interaction methods based on the teaching assistant system, on the one hand, at least in the pre-class link, the teaching design module can assist the teacher in generating the teaching plan document, which can help reduce the teacher's writing work, and help the teacher to invest more energy in teaching and other work that has a greater impact on teaching quality. On the other hand, at least in the demonstration process of the teaching plan document, the relevant information for assisting teaching can be output 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 teaching preparation work, help the teacher improve the interest of teaching interaction in the teaching process, and on the other hand, at least in the teaching process, the student's interaction performance can be combined to help the teacher intelligently analyze the student's learning profile, which can help reduce the teacher's recording work in the teaching process. The performance of the student, help the teacher to invest more energy in the interaction with the student in the teaching process, and also help the teacher to invest more energy in the teaching according to the learning profile of the student after the teaching. Therefore, the teaching assistant can be provided for the teacher in the whole process of the pre-class, the class and the post-class, which can help improve the teaching quality as much as possible from the technical point of view of the teacher's teaching.

[0061] In some embodiments, the device provided by the embodiments of the present disclosure has functions or includes modules that can be used to execute the methods described in the above method embodiments, and the specific implementation can refer to the description of the above method embodiments. For brevity, it will not be repeated here.

[0062] The above description of various embodiments tends to emphasize the differences between various embodiments, and the same or similar parts can be mutually referred to. For brevity, it will not be repeated here.

[0063] In 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 the module or unit is only a logical function division, and in actual implementation, another division mode can be used, for example, a plurality of units or components can be combined or integrated into another system, or some features can be ignored or not executed. In addition, the coupling or direct coupling or communication connection between the shown or discussed each other can be indirect coupling or communication connection through some interface, device or unit, which can be electrical, mechanical or other forms.

[0064] The unit described as a separate component can or can not be physically separated, and the component shown as a unit can or can not be a physical unit, that is, it can be located in one place, or it can be distributed on a plurality of network units. According to the actual needs, part or all of the units can be selected to achieve the purpose of the present embodiment scheme.

[0065] In addition, each functional unit in each embodiment of the present application can be integrated in one processing unit, or each unit can exist physically separately, or two or more units can be integrated in one unit. The integrated unit can be realized in the form of hardware or in the form of a software functional unit.

[0066] If the integrated unit is realized 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 solutions of the present application, essentially or the part that contributes to the prior art, or all or part of the technical solutions can be embodied in the form of a software product. The computer software product is stored in a storage medium, and includes several instructions for causing a computer device (which can be a personal computer, a server, or a network device, etc.) or a processor (processor) to execute all or part of the steps of the methods in the various embodiments of the present application. The foregoing storage medium includes: a U disk, a mobile hard disk, a read-only memory (ROM, Read-Only Memory), a random access memory (RAM, Random Access Memory), a magnetic disk or an optical disk, and various program code storage media.

[0067] If the technical solutions of the present application involve personal information, the product applying the technical solutions of the present application has been explicitly informed of the personal information processing rules before processing the personal information, and has obtained the personal independent consent. If the technical solutions of the present application involve sensitive personal information, the product applying the technical solutions of the present application has obtained the personal independent consent before processing the sensitive personal information, and at the same time meets the requirement of "explicit consent". For example, at the personal information collection device such as a camera, a clear and prominent mark is set to inform that the personal information collection range has been entered, and the personal information will be collected. If the individual voluntarily enters the collection range, it is regarded as consent to collect the personal information. Or, on the device for processing personal information, the personal information processing rules are informed by using obvious marks / information, and the personal authorization is obtained by means of pop-up information or asking the individual to upload the personal information by himself / herself. The personal information processing rules can include the personal information processor, the processing purpose of personal information, the processing method, and the type of processed personal information, etc.

Claims

1. A teaching assistant system, characterized in that, include: The pre-class subsystem includes at least an instructional design module, which is used to generate lesson plan documents based on the teacher's first interaction information. The in-class subsystem includes several in-class interactive modules, which are used to output third interactive information to assist teaching, based on second interactive information from at least one of the teachers and students, at least during the presentation of the lesson plan document. The after-class subsystem includes at least a teaching analysis module, which is used to analyze and obtain different students' learning profiles based on at least the second interaction information of each student during the teaching process. The interactive modules in each lesson include at least an AI-assisted teaching module, which, in response to a request for explanation of target content in the lesson plan document detected on the second display interface of the lesson plan document, generates and outputs explanation content of the target content based on the target content; wherein the second interactive information includes at least the request for explanation of the target content, and the third interactive information includes at least the explanation content of the target content; in response to a follow-up question instruction on the explanation content, the explanation content is switched to a paused playback state, and an answer to the follow-up question is generated based on the follow-up question, and the process returns to the step of detecting whether there is a follow-up question instruction on the explanation content, until no follow-up question instruction is detected, then the explanation content is switched to a resumed playback state, and the process of detecting whether there is a follow-up question instruction on the explanation content continues during playback.

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

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

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

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

6. The teaching assistant system according to claim 1, characterized in that, The instructional design module is also used to automatically save the lesson plan document to a target storage space, the target storage space including at least: the cloud storage space bound to the login account of the teaching assistant system when the lesson plan document is generated; the in-class subsystem is also used to load the target document when the teaching assistant system is started, and the target document includes at least: the lesson plan document in the cloud storage space bound to the login account of the teaching assistant system. The teaching assistant system that generates the lesson plan document before class and the teaching assistant system that demonstrates 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 interactive modules in the lessons include at least a "Creative Questions" module, which is used to respond to a questioning instruction on a number of virtual characters in the third display interface of the "Creative Questions" module, and generate and output the answer to the input question based on the knowledge base associated with the input question and the virtual character being questioned. The different virtual characters represent different disciplines, and the second interactive information includes at least a question instruction to the virtual character, and the third interactive information includes at least the answer to the input question.

8. The teaching assistant system according to claim 1, characterized in that, The aforementioned interactive modules include at least a classroom display module, which, in response to a classroom display instruction triggered in the fourth display interface of the classroom display module, calls the sensor devices of the terminal device running the teaching assistant system to collect data from at least the students, obtain the display content, analyze the display content, and generate and output evaluation content that matches the display content. The second interactive information includes at least the student's presentation content, and the third interactive information includes at least the evaluation content that matches the presentation content.

9. The teaching assistant system according to claim 1, characterized in that, The aforementioned interactive modules include at least 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 item in response to the project selection instruction triggered in the fifth display interface of the teaching practice module. The practice projects include at least: painting practice projects, poetry practice projects, music practice projects, and robotics practice projects, and the second interactive information includes at least the practice content, and the third interactive information includes at least the feedback content.

10. The teaching assistant system according to claim 1, characterized in that, The interactive modules in the lessons include at least a quiet training module, which is used to output quiet guidance that matches the selected quiet scene in response to a scene selection command triggered in the seventh display interface of the quiet training module. The second interactive information includes at least the scene selection instruction, and the third interactive information includes at least the calming guidance.

11. The teaching assistant system according to any one of claims 1 to 10, characterized in that, In the in-class subsystem, at least one of the in-class interactive modules displays a shortcut entry control on its display interface. In response to the detection of a control trigger command on the shortcut entry control, a shortcut menu containing several shortcut options is displayed. The several shortcut options represent different in-class interactive modules in the in-class subsystem. When an option trigger command is detected for any of the shortcut options, the user is redirected to the display interface of the in-class interactive module represented by the selected shortcut option.

12. A teaching interaction 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 11, and the teaching interaction method includes: Load the teaching assistant system; In response to detecting a module selection instruction for any functional module in the teaching assistant system, the system interacts with the user based on the selected functional module.

13. 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 11, and the interactive teaching device includes: The system loading unit is used to load the teaching assistant system; The system interaction unit is used to interact with the user based on the selected functional module in response to the detection of a module selection instruction for any functional module in the teaching assistant system.

14. An electronic device, characterized in that, It includes at least a memory and a processor coupled to each other, wherein the memory stores at least program instructions, and the processor is used to execute the program instructions to implement the interactive teaching method of claim 12.

15. A computer-readable storage medium, characterized in that, The system stores program instructions that can be executed by a processor, the program instructions being used to implement the interactive teaching method of claim 12.

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