Project type exploration course design method and device, electronic equipment and storage medium

Abstract

The invention relates to the technical field of computers, and provides a project type exploration course design method and device, electronic equipment and a storage medium, and the method comprises the steps: obtaining the basic information of a course to be designed; on the basis of a large language model and the basic information, a creative theme is generated, and the creative theme conforms to a GRASPS expressive task framework; and generating a course design scheme corresponding to the creative theme based on the large language model. According to the project-based exploration course design method and device, the electronic equipment and the storage medium provided by the invention, a set of systematic and professional project-based exploration course design guidance system can be formed, so that the teaching quality and the learning effect of students are improved.

Description

Technical Field

[0001] The present invention relates to the field of computer technology, and in particular to a project-based inquiry course design method, device, electronic equipment and storage medium. Background Art

[0002] The new curriculum standard promotes the cultivation of students' core literacy, focusing on cultivating students' key abilities such as thinking ability, innovation ability, and practical ability. At the same time, the new curriculum standard encourages interdisciplinary learning, integrating knowledge and skills from different disciplines to cultivate students' comprehensive literacy. Project-based inquiry courses are a type of course learning activity that focuses on inquiry, where students discover, analyze, solve problems, and achieve learning goals. This course model emphasizes students' subjectivity and practicality, and aims to improve students' comprehensive abilities and qualities through project practice.

[0003] At present, project-based inquiry curriculum design is still at the forefront of innovation and exploration. There is no widely adopted unified textbook as a direct reference, and teachers are required to independently design and optimize curriculum plans.

[0004] However, due to the barriers between disciplines, some teachers have certain limitations in mastering interdisciplinary knowledge and applying their abilities, which makes them unable to integrate disciplinary knowledge and methods. In addition, the lack of resource investment and support makes it particularly difficult to obtain high-quality educational resources, further exacerbating the difficulties in curriculum design and implementation. More importantly, the lack of a systematic and professional design guidance system has become the main bottleneck that prevents teachers from becoming excellent curriculum designers. Teachers can often only rely on their personal experience accumulation and scattered learning resources to make attempts, and it is difficult to form scientific, systematic and efficient design ideas and methods, thus limiting the pace of curriculum innovation and quality improvement. Summary of the invention

[0005] The present invention provides a project-based inquiry course design method, device, electronic device and storage medium, which are used to solve the defect of the prior art that there is a lack of a systematic and professional project-based inquiry course design guidance system.

[0006] The present invention provides a project-based inquiry course design method, comprising: Obtain basic information about the course to be designed; Generate creative topics based on the large language model and the basic information, wherein the creative topics conform to the GRASPS expressive task framework; Based on the large language model, a course design plan corresponding to the creative theme is generated.

[0007] According to the project-based inquiry course design method provided by the present invention, generating a creative theme based on a large language model and the basic information includes: Generate a topic input text based on topic prompt information and the basic information, wherein the topic prompt information includes description information of the GRASPS expressive task framework and instructions for generating a creative topic; The topic input text is input into the large language model to obtain the creative topic output by the large language model.

[0008] According to the project-based inquiry course design method provided by the present invention, the subject prompt information also includes subject requirement description information and subject examples, and the subject requirement description information is used to describe the content requirements, format requirements, and quantity requirements of the creative subject.

[0009] According to the project-based inquiry course design method provided by the present invention, generating a course design scheme corresponding to the creative theme based on the large language model includes: receiving a first input, and determining an input theme based on the first input and the creative theme, wherein the first input includes a selection operation, a regeneration operation, and a modification operation; Based on the large language model, a course design plan corresponding to the input topic is generated.

[0010] According to the project-based inquiry course design method provided by the present invention, generating a course design plan corresponding to the input topic based on the large language model includes: Generate a solution input text based on the solution prompt information and the input subject, wherein the solution prompt information includes instructions for generating a design solution, and solution content requirement description information and / or solution examples; The program input text is input into the large language model to obtain a course design program corresponding to the input topic output by the large language model.

[0011] According to the project-based inquiry course design method provided by the present invention, the course design scheme corresponding to the creative theme is generated based on the large language model, and then further includes: publishing said course design; Receive and present feedback on the course design proposal.

[0012] According to the project-based inquiry course design method provided by the present invention, the method further includes: receiving a second input, and determining a target course design solution from preset course cases based on the second input; or,

[0013] A third input is received, and the target course design plan is created based on a preset course design template and the third input.

[0014] The present invention also provides a project-based inquiry course design device, comprising: An information acquisition unit, used to acquire basic information of the course to be designed; A topic generation unit, for generating a creative topic based on a large language model and the basic information, wherein the creative topic conforms to the GRASPS expressive task framework; A solution generation unit is used to generate a course design solution corresponding to the creative theme based on the large language model.

[0015] The present invention also provides an electronic device, comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein when the processor executes the program, the project-based inquiry course design method as described above is implemented.

[0016] The present invention also provides a non-transitory computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, implements any of the project-based inquiry course design methods described above.

[0017] The present invention also provides a computer program product, comprising a computer program, wherein when the computer program is executed by a processor, the computer program implements any of the above-mentioned project-based inquiry course design methods.

[0018] The project-based inquiry course design method, device, electronic device and storage medium provided by the present invention generate creative themes based on a large language model and basic information, and the creative themes conform to the GRASPS expressive task framework. The creative themes can provide inspiration to teachers, and on this basis, a course design plan corresponding to the creative themes is generated based on a large language model, which helps to form a systematic and professional project-based inquiry course design guidance system, thereby improving the teaching quality and students' learning effects. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] In order to more clearly illustrate the technical solutions in the present invention or the prior art, the following briefly introduces the drawings required for use in the embodiments or the description of the prior art. Obviously, the drawings described below are some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without paying creative work.

[0020] Figure 1 It is a flow chart of the project-based inquiry curriculum design method provided by the present invention.

[0021] Figure 2 It is a flowchart of step 120 in the project-based inquiry curriculum design method provided by the present invention.

[0022] Figure 3It is a flowchart of step 130 in the project-based inquiry curriculum design method provided by the present invention.

[0023] Figure 4 It is a structural schematic diagram of the project-based inquiry course design device provided by the present invention.

[0024] Figure 5 It is a structural schematic diagram of the electronic device provided by the present invention. DETAILED DESCRIPTION

[0025] In order to make the purpose, technical solution and advantages of the present invention clearer, the technical solution of the present invention will be clearly and completely described below in conjunction with the drawings of the present invention. Obviously, the described embodiments are part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0026] Project-based inquiry courses can include project-based learning courses and practical activities. Project-based learning courses are usually long-term inquiry practices, which usually take place after class or outside the school. Students conduct long-term inquiry activities around a theme, requiring students to comprehensively use the knowledge they have learned to solve a complex problem. They are not necessarily related to the lessons in the textbook. Analogous to homework, practical activities are a type of activity that requires practice and is related to the knowledge learned in class. They are an extension of school classroom learning after class. For example, if you are studying the phases of the moon in class, you will be assigned an activity to observe the phases of the moon after class, and you will need to submit an observation report.

[0027] However, there is no widely adopted unified textbook as a direct reference, and there is a lack of a systematic and professional design guidance system. Teachers are often required to rely on their personal experience accumulation and scattered learning resources to independently design and optimize course plans, which makes it difficult to form scientific, systematic and efficient design ideas and methods, thus limiting the pace of course innovation and quality improvement.

[0028] In view of the above problems, an embodiment of the present invention proposes a project-based inquiry course design method, in which the basic information of the course to be designed is obtained; based on the large language model and the basic information, a creative theme is generated, and the creative theme conforms to the GRASPS expressive task framework. Creative themes that conform to the GRASPS expressive task framework have significant benefits in enhancing the reality and context of learning, promoting the development of higher-order thinking skills, improving collaboration and communication skills, improving the comprehensiveness of learning effect evaluation, stimulating students' learning interest and motivation, and promoting the achievement of teaching goals. At the same time, the creative theme can provide inspiration to teachers. On this basis, a course design plan corresponding to the creative theme is generated based on a large language model, which helps to form a systematic and professional project-based inquiry course design guidance system, thereby improving the teaching quality and students' learning effects.

[0029] The embodiments of the present invention can be applied to the scenario of project-based inquiry course design. For example, in the field of natural sciences, projects such as ecological surveys and climate change research can be carried out; in the field of social sciences, projects such as community services and cultural heritage can be carried out; in the field of engineering technology, projects such as innovative design and scientific invention can be carried out. The execution subject of the method can be an electronic device such as a terminal device, a computer, a server, a server cluster, or a specially designed project-based inquiry course design device, or a project-based inquiry course design device set in the electronic device, which can be implemented by software, hardware, or a combination of the two.

[0030] Figure 1 It is a flowchart of the project-based inquiry course design method provided by the present invention, such as Figure 1 As shown, the method comprises the following steps: Step 110, obtaining basic information of the course to be designed.

[0031] Specifically, the course to be designed is a project-based inquiry course that expects to generate a course design plan. The embodiment of the present invention does not specifically limit the field of the course to be designed. For example, it can be the field of natural sciences, social sciences, or engineering technology, or it can be a comprehensive field that integrates multiple disciplines.

[0032] The basic information of the course to be designed here may include applicable grades, estimated duration, integrated subjects, theme vocabulary, etc. The applicable grades may be basic education and higher education of various grades, such as grades one to nine, or junior high school, high school, and university. The applicable grade here may be a certain grade, such as grade two, or a certain grade range, such as grades one to three. The estimated duration refers to the estimated duration of the project-based inquiry course, and the minimum unit is day, such as 1 day, 30 days, and the numbers must be positive integers. Integrated subjects refer to the subjects involved in the project-based inquiry course, usually science-based, and other subjects may include Chinese, mathematics, English, art, physical education, physics, chemistry, biology, etc. The theme vocabulary refers to the topics involved in the project-based inquiry course, such as bridges, rain, animals, diet, ancient mythology, etc.

[0033] The user can select the basic information of the course to be designed through the drop-down box of preset options, or directly input the basic information through text, or obtain the basic information by converting the input voice into text, which is not specifically limited in the embodiment of the present invention.

[0034] Step 120, generating creative topics based on the large language model and basic information, where the creative topics conform to the GRASPS expressive task framework; Step 130, generating a course design plan corresponding to the creative theme based on the large language model.

[0035] Specifically, related technologies often require teachers to rely on their personal experience and scattered learning resources to independently design and optimize course plans, or directly output course design plans in the form of question-and-answer dialogues through large models. In this process, it is difficult for teachers to form scientific, systematic and efficient design ideas and methods.

[0036] In an embodiment of the present invention, in order to generate a course design plan, a creative theme can be first generated based on a large language model. Here, the creative theme conforms to the GRASPS performance task framework. The GRASPS performance task framework is a conceptual framework used in instructional design or task design to help teachers or designers construct challenging and authentic performance tasks.

[0037] The GRASPS framework consists of six core elements that together form the basis for designing expressive tasks: G Goal: That is, "What is the goal of the task?" or "What problem do we want to solve?" "What task do we want to complete?" Since it is aimed at students, the description of the task goal should be clear and specific so that students can read and understand it.

[0038] R Role: What role do students play? After students put themselves into the role, they will think mainly from the perspective of the role, thus completing tasks and solving problems, with a stronger sense of reality and involvement.

[0039] A Object or Audience: Who is the client or service object of the task? Students can think in different roles and audiences, reflect on, improve, and optimize tasks from the perspective of the client or service object, and trigger students' self-regulation and continuous growth.

[0040] S Situation: What is the specific situation of the task? What challenges may be faced? What restrictions or constraints are there? On the one hand, the reality, specificity and challenges of the situation or situation make students feel fully involved; on the other hand, the restrictions or constraints in the situation or situation make it impossible for students to avoid the unit content, learning objectives, core issues and big concepts in the process of completing the task, which is more conducive to maintaining the consistency of the task and can also reasonably adjust the complexity of the task to a certain extent.

[0041] P Product (performance / product): What products or results need to be delivered to complete the task? It can include personal results or team results. The more visible and measurable the product is, the more evaluable the task is.

[0042] S Success criteria: indicators for testing whether a product is effective or evaluating whether the results have been achieved. To some extent, success criteria are similar to the core task evaluation rubrics we often use, but they do not have to stick to the three or more levels of description of the rubric, but directly point to the demonstration level or optimal solution of each dimension.

[0043] The creative themes generated in this way have significant benefits in enhancing the reality and context of learning, promoting the development of higher-order thinking skills, improving collaboration and communication skills, improving the comprehensiveness of learning effect evaluation, stimulating students' learning interest and motivation, and promoting the achievement of teaching goals. At the same time, the creative themes can provide inspiration to teachers and guide them to clarify their thinking and better design courses when there are almost no textbooks to refer to.

[0044] Since the creative theme conforms to the GRASPS expressive task framework, a course design plan corresponding to the creative theme is generated based on the large language model. It is understandable that the course design plan generated is based on the GRASPS expressive task framework, which helps to form a systematic and professional project-based inquiry course design guidance system, thereby improving the teaching quality and students' learning effects.

[0045] Here, Large Language Model (LLM) is referred to as large model, which refers to a natural language processing (NLP) model with a large parameter scale. The number of model parameters and / or the complexity of the model structure exceeds the preset threshold. The model processes a large amount of text data during training and has the ability to understand and generate natural language. For example, large language models can include Spark large models, etc.

[0046] Furthermore, the large-scale language model here can be a large-scale language model in a general field, or a large-scale language model in the education field obtained by fine-tuning with education field data. For example, the large-scale language model can be obtained by fine-tuning a pre-trained large-scale language model using various sample course information, creative themes of various sample course information, sample creative themes, and course design plans of various sample creative themes. The embodiments of the present invention do not specifically limit this.

[0047] Creative themes are for teachers and can provide inspiration for them. Creative themes can include the theme name and the six elements of the GRASPS performance task framework under the theme name, namely, goals, roles, objects, situations, products and success criteria.

[0048] In some embodiments, the theme name of the creative theme may be "Nutrition Instructor", and the six elements included in the creative theme may be: GGoal: Help third-grade students choose lunch dishes scientifically, ensure a balanced diet, and learn to be responsible for their own health.

[0049] R role: A nutrition instructor

[0050] A object or audience (audience): Third-year students

[0051] S situation or situation: Students in a certain school can choose their own lunch dishes when they enter the third grade. Faced with a wide variety of dishes, will the third graders have difficulty choosing? How can third graders who have just started to choose their own meals scientifically choose lunch dishes to ensure a balanced diet and learn to be responsible for their own health?

[0052] P product (performance / product): Targeted dining guidance plans and on-site guidance services.

[0053] S Success criteria (standards): We hope that with our help, third graders will be able to do the following within one month: 1. Be able to plan a weekly lunch window and food mix (reasonable nutrition) according to your own physical indicators; 2. Be able to ask the chef in the canteen for the amount of food you need based on your appetite (to avoid waste); 3. After practicing for a period of time, third-grade students can try to design a weekly lunch menu for their parents based on their parents’ physical conditions (caring for parents).

[0054] The course design plan is for students. Through the course design plan, students can conduct project-based inquiry learning and complete the teaching objectives with high quality according to the schedule and activity arrangements of the course design plan.

[0055] The course design plan may include basic information about the project, a description of the tools and support needed by students to complete the project, a description of the main activities in which students participate, and may also include milestone information, public display information, and summary reflections.

[0056] The generation of creative themes can be achieved through a large language model. For example, the basic information of the course to be designed can be included in the input text of the large language model, or the context obtained by combining the basic information and some other parameter information can be included in the input text of the large language model. The input text is input into the large language model, and the large language model analyzes various possible situations that meet the basic information, and based on the various situations obtained by the analysis, generates creative themes corresponding to various situations. The generation of course design plans can also be achieved through a large language model.

[0057] It is understandable that the number of creative themes or course design schemes generated based on the large language model can be one or more, and when multiple creative themes or course design schemes are generated, each creative theme or course design scheme is independent of other creative themes or course design schemes.

[0058] The method provided in the embodiment of the present invention first generates a creative theme based on a large language model and basic information, and the creative theme conforms to the GRASPS expressive task framework. The creative theme can provide inspiration to teachers, and on this basis, a course design plan corresponding to the creative theme is generated based on a large language model, which helps to form a systematic and professional project-based inquiry course design guidance system, thereby improving the teaching quality and students' learning effect.

[0059] Compared with teachers relying on their own experience accumulation and scattered learning resources to independently design and optimize course plans, or compared with directly generating course design plans based on large language models, the method provided by the embodiment of the present invention provides inspiration to teachers by first generating creative themes that conform to the GRASPS expressive task framework, thereby helping teachers to better design course plans.

[0060] Based on the above embodiments, Figure 2 is a flow chart of step 120 in the project-based inquiry course design method provided by the present invention, such as Figure 2 As shown, in step 120, a creative theme is generated based on a large language model and basic information, specifically including: Step 121, generating a topic input text based on the topic prompt information and the basic information, wherein the topic prompt information includes description information of the GRASPS expressive task framework and instructions for generating a creative topic; Step 122, input the topic input text into the large language model to obtain the creative topic output by the large language model.

[0061] Specifically, in order to generate a creative theme through a large language model, an input for the large language model can be constructed based on the basic information of the course to be designed and the prompt of the large language model. In the embodiment of the present invention, the prompt for the large language model used to generate a creative theme is recorded as theme prompt information, and the input for the large language model is recorded as theme input text.

[0062] Here, the topic prompt information is used to specify the generation requirements of creative themes at the input stage of the large language model, that is, the topic prompt information is used to instruct the large language model to generate creative themes. Therefore, the topic prompt information may include instructions for instructing the large language model to generate creative themes. The instructions here are in the form of natural language text, for example, "Please design the content entered by the user into a creative theme" or "Assuming that you are an experienced elementary school science subject teaching and research staff, please design it into a creative theme based on the basic information entered by the user."

[0063] In addition, the subject prompt information also includes description information of the GRASPS expressive task framework, which is used to describe the core elements of the GRASPS expressive task framework.

[0064] After the basic information is acquired, the subject input text may be generated based on the subject prompt information and the basic information. For example, the subject prompt information and the basic information may be concatenated to obtain the subject input text; or the subject prompt information and the basic information may be filled into a pre-set input text template to obtain the subject input text, which is not specifically limited in the embodiment of the present invention.

[0065] After obtaining the subject input text, the subject input text can be input into a large language model, which analyzes various possible situations of the basic information in the subject input text and generates creative themes corresponding to various situations based on the various situations obtained from the analysis.

[0066] The method provided in the embodiment of the present invention generates a topic input text as an input of a large language model through topic prompt information and basic information, thereby realizing creative topic generation based on a large language model, and providing inspiration to teachers by calling on the excellent semantic understanding and analysis capabilities of the large language model, thereby helping teachers to better design course plans.

[0067] Based on any of the above embodiments, the theme prompt information also includes theme requirement description information and theme examples, and the theme requirement description information is used to describe the content requirements, format requirements, and quantity requirements of the creative theme.

[0068] Specifically, the topic prompt information may include not only instructions for generating creative topics to instruct the large language model to generate creative topics, but also requirements for the creative topics to be generated, so as to guide the large language model to generate creative topics that meet the user's expectations.

[0069] Furthermore, the topic prompt information may include topic requirement description information, which is a natural language text describing the requirements that the creative topic needs to meet. It is understandable that the requirements that the creative topic needs to meet can be used to describe the content requirements, format requirements, and quantity requirements of the creative topic. That is, in this embodiment, the topic requirement description information can be used to require the content, format, and quantity that need to be included in the creative topic generated by the large language model.

[0070] In addition, the topic prompt information may also include topic examples, which are demonstrations and examples provided to the large language model to facilitate the large language model to better understand and generate natural language, thereby generating creative topics that better meet user requirements and expectations.

[0071] In some embodiments, the topic prompt information may be displayed as follows: ##background: You are an experienced elementary school science researcher. The user will input % heat transfer %, applicable grade % 5th grade %, integrated subject % science, Chinese, English %, activity duration % 30 days %. Now, please design the content input by the user into a creative theme. The creative theme is the expressive task that guides the students' unit learning process. Its functions are as follows: (1) Closely following the unit learning objectives, students can fully achieve the unit learning objectives in the process of completing creative themes.

[0072] (2) Representation and auxiliary core questions: Students constantly think about and answer core questions while completing creative themes, and gradually gain a deeper understanding of the big concepts of the subject (or interdisciplinary subject).

[0073] (3) Carrying out unit content and knowledge, especially creative themes and core knowledge, so that students can effectively transfer and apply this knowledge in the process of completing creative themes.

[0074] (4) Evaluate learning outcomes. The process and results of students completing creative topics are visible and measurable, and can serve as important evaluation evidence for learning outcomes.

[0075] The design of the creative theme follows the GRASPS framework, which: G Goal: That is, "What is the goal of the task?" or "What problem do we want to solve?" "What task do we want to complete?" Since it is aimed at students, the description of the task goal should be clear and specific so that students can read and understand it.

[0076] R Role: What role do students play? After students put themselves into the role, they will think mainly from the perspective of the role, thus completing tasks and solving problems, with a stronger sense of reality and involvement.

[0077] A Object or Audience: Who is the client or service object of the task? Students can think in different roles and audiences, reflect on, improve, and optimize tasks from the perspective of the client or service object, and trigger students' self-regulation and continuous growth.

[0078] S Situation: What is the specific situation of the task? What challenges may be faced? What restrictions or constraints are there? On the one hand, the reality, specificity and challenges of the situation or situation make students feel fully involved; on the other hand, the restrictions or constraints in the situation or situation make it impossible for students to avoid the unit content, learning objectives, core issues and big concepts in the process of completing the task, which is more conducive to maintaining the consistency of the task and can also reasonably adjust the complexity of the task to a certain extent.

[0079] P Product (performance / product): What products or results need to be delivered to complete the task? It can include personal results or team results. The more visible and measurable the product is, the more evaluable the task is.

[0080] S Success criteria: indicators for testing whether a product is effective or evaluating whether the results have been achieved. To some extent, success criteria are similar to the core task evaluation rubrics we often use, but they do not have to stick to the three or more levels of description of the rubric, but directly point to the demonstration level or optimal solution of each dimension.

[0081] ##Require: 1. Please strictly follow the following format to output each project task, and the maximum number of words should not exceed 300.

[0082] ###Ggoal###

[0083] ###Role###

[0084] ###A target or audience###

[0085] ###Situation###

[0086] ###P Product (performance / product)###

[0087] ###Success standards###

[0088] 2. Three project tasks need to be output, and each project task is separated by *******.

[0089] ##Example: *********

[0090] Nutrition instructor (Example 1)

[0091] GGoal: Help third-grade students choose lunch dishes scientifically, ensure a balanced diet, and learn to be responsible for their own health.

[0092] R role: A nutrition instructor

[0093] A object or audience (audience): Third-year students

[0094] S situation or situation: Students in a certain school can choose their own lunch dishes when they enter the third grade. Faced with a wide variety of dishes, will the third graders have difficulty choosing? How can third graders who have just started to choose their own meals scientifically choose lunch dishes to ensure a balanced diet and learn to be responsible for their own health?

[0095] P product (performance / product): Targeted dining guidance plans and on-site guidance services

[0096] S Success criteria (standards): We hope that with our help, third graders will be able to do the following within one month: 1. Be able to plan a weekly lunch window and food mix (reasonable nutrition) according to your own physical indicators; 2. Be able to ask the chef in the canteen for the amount of food you need based on your appetite (to avoid waste); 3. After practicing for a period of time, third-grade students can try to design a weekly lunch menu for their parents based on their parents’ physical conditions (caring for parents).

[0097] *********

[0098] Investigation and optimization of monitoring blind spots (Example 2)

[0099] GGoal: Improving the effectiveness of school monitoring systems

[0100] R role: Small town security system design and evaluation expert

[0101] A object or audience (audience): Logistics support department

[0102] S situation or situation: A student lost her pencil case in the rest area on the 4th floor. There were 80 dragon coins in the pencil case. She wanted to find the surveillance camera to retrieve it, but the location of the lost pencil case was in the blind spot of the surveillance camera, so the surveillance camera was useless. As a town security system design and evaluation expert, you are invited to participate in the improvement of the town's surveillance system. You hope to make a scientific, reasonable and feasible improvement plan based on the limited funds, the number, model, placement and other factors of the camera, and the mathematical modeling analysis.

[0103] P product (performance / product): Form a complete security system design proposal

[0104] S Success criteria (standards): 1. The monitoring coverage rate reaches 85%; 2. Costs are controlled within budget.

[0105] *********

[0106] Ximen Hall Landscape Project (Example 3)

[0107] GGoal: Undertook the West Gate Hall landscape wall renovation project, submitted the design plan and evaluated the feasibility, cooperated with the construction team to complete the land and water landscape renovation, was able to analyze the current situation, investigate the needs, and display and optimize the design plan through the micro-landscape model; was able to combine the real environment, rely on the design plan, and formulate an implementation plan; assisted in the landscape construction and completed the use and maintenance instructions.

[0108] R role: Senior landscape designer

[0109] A object or audience (audience): School logistics department

[0110] S situation or situation: The original green wall of the West Gate Hall has been in disrepair for a long time and has had leakage problems in the past few years. In addition, due to insufficient lighting, it is difficult to maintain the green plants, and the display form of the green wall is relatively simple. Now a new circular pool has been added, hoping to transform it into a water and land landscape, which not only reflects the agility of the rockery fountain, but also highlights the small town style of small bridges and flowing water.

[0111] P product (performance / product): Micro landscape model (to display the design plan); implementation plan (including: schedule, material list, construction drawings, cost accounting, etc.); instructions for use and maintenance.

[0112] S Success criteria (standards): 1. In the selection of proposals from many designers, your proposal received support from more than 50% of the town’s teachers and students.

[0113] 2. Highlight the small town culture, combining beauty, practicality and ease of use and maintenance.

[0114] 3. Meet cost control and comply with reasonable budget.

[0115] Combine the above topic prompt information and basic information to generate topic prompt text. After inputting the topic prompt text into the large language model, the creative theme output by the large language model is obtained. According to the above basic information "heat transfer, applicable to grade 5, integrated subjects including science, Chinese, English, activity duration is 30 days", three creative themes are generated, which can be displayed as follows: Heat Transfer Experimenter (Creative Theme 1)

[0116] GGoal: By designing and completing a series of heat transfer experiments, we help fifth grade students intuitively understand the principles and methods of heat transfer.

[0117] R role: Science experiment instructor.

[0118] A object or audience (audience): Grade 5 students and their parents.

[0119] S situation or situation: The school science festival is coming soon, and you are invited to design an interactive presentation on heat transfer for Grade 5 students. The purpose is to let students understand the basic concepts of heat conduction, convection and radiation through interesting experiments.

[0120] P product (performance / product): A complete set of experimental plans, including experimental materials, procedures, expected results and safety instructions; as well as on-site guidance and explanation services on the day of the experiment.

[0121] S Success criteria (standards): 1. At least 80% of the participating students can accurately describe the heat transfer phenomena observed in the experiment; 2. The cost of experimental materials is controlled within the budget; 3. No safety accidents.

[0122] Interdisciplinary Environmental Project (Creative Theme 2)

[0123] GGoal: Lead an interdisciplinary team, combining science, language and English knowledge, to plan and implement a comprehensive project to raise environmental awareness on campus.

[0124] R role: Environmental project leader.

[0125] A object or audience (audience): All teachers, students and parents of the school.

[0126] S situation or situation: Faced with increasingly serious environmental problems, the school decided to launch an environmental protection project called "Green Footprint" to encourage students to take practical actions to protect the environment starting from their daily lives.

[0127] P product (performance / product): A project plan including project planning, implementation steps, expected results and evaluation methods; and a summary report and presentation after the project implementation.

[0128] S Success criteria (standards): 1. The project covers at least 70% of the students on campus; 2. After the project, at least 60% of the participants indicated through questionnaire survey that their environmental protection behavior had improved; 3. The project received positive feedback from the school and parents.

[0129] Science Journalist (Creative Theme 3)

[0130] GGoal: As a science reporter, interview and write a series of reports on how people from different professions apply scientific principles to solve problems at work.

[0131] R role: Science reporter.

[0132] A object or audience (audience): School newspaper readers include teachers, students and parents.

[0133] S situation or situation: The school newspaper plans to launch a column aimed at showcasing the application of scientific knowledge in various industries and enhancing students' interest and motivation in learning science.

[0134] P product (performance / product): A series of in-depth interview articles, each detailing how a professional applies scientific principles to problem solving in their work.

[0135] S Success criteria (standards): 1. The total number of articles should be no less than 5; 2. Each article must contain a clear explanation of scientific principles and practical application cases; 3. After the article was published, through reader surveys, at least 70% of readers expressed an increased understanding and interest in science.

[0136] Based on any of the above embodiments, Figure 3 is a flow chart of step 130 in the project-based inquiry course design method provided by the present invention, such as Figure 3 As shown, in step 130, a course design plan corresponding to a creative theme is generated based on a large language model, including: Step 131, receiving a first input, and determining an input theme based on the first input and a creative theme, wherein the first input includes a selection operation, a regeneration operation, and a modification operation; Step 132, based on the large language model, generate a course design plan corresponding to the input topic.

[0137] Specifically, in order to better provide inspiration to teachers, the large language model can generate multiple creative themes, and teachers can select any one of the multiple creative themes as the final input theme according to course requirements. For another example, if the teacher is not satisfied with the generated creative theme, the creative theme can be regenerated until a satisfactory creative theme is generated. For another example, the teacher can select any creative theme and modify the creative theme, and use the modified creative theme as the final input theme.

[0138] On this basis, based on the large language model, a course design plan corresponding to the input topic is generated.

[0139] The method provided by the embodiment of the present invention determines the final input theme through interaction between the generated creative theme and the user. In this process, it can continuously provide inspiration to teachers, thereby helping teachers to better carry out course design plans.

[0140] Based on any of the above embodiments, a course design plan corresponding to the input topic is generated based on a large language model, including: Generate a solution input text based on the solution prompt information and the input subject, wherein the solution prompt information includes instructions for generating a design solution, and description information of the solution content requirements and / or a solution example; The plan input text is input into the large language model, and the course design plan corresponding to the input topic is output by the large language model.

[0141] Specifically, the solution prompt information is used to specify the generation requirements of the course design plan during the input stage of the large language model, that is, the solution prompt information is used to instruct the large language model to generate a course design plan. Therefore, the solution prompt information may include instructions for instructing the large language model to generate a course design plan. The instructions here are in the form of natural language text, for example, "Please expand the creative theme entered by the user into a complete project-based course design plan", or "Suppose you are an experienced elementary school science subject teaching and research member, please design a complete project-based course design plan based on the creative theme entered by the user."

[0142] In addition, the program prompt information may also include program content requirement description information, which is a natural language text that describes the content requirements that the course design program needs to meet. In this embodiment, the program content requirement description information can be used to require that the course design program generated by the large language model include the project name, integrated subjects, applicable grades, estimated duration, project description, driving questions, required tool support, students' main participation activities, milestones, public presentations, and summary reflections. The program content requirement description information also includes a detailed explanation of each item.

[0143] In addition, the solution prompt information may also include solution examples, which are demonstrations and examples provided to the large language model to promote the large language model to better understand and generate natural language, thereby generating a course design solution that better meets the user's requirements and expectations.

[0144] After the input subject is obtained, the solution input text may be generated based on the solution prompt information and the input subject. For example, the solution prompt information and the input subject may be concatenated to obtain the solution input text; or the solution prompt information and the input subject may be filled into a pre-set input text template to obtain the solution input text, which is not specifically limited in the embodiment of the present invention.

[0145] After obtaining the solution input text, the solution input text can be input into the large language model, which will parse it according to the format to generate a complete course design solution.

[0146] In some embodiments, the solution prompt information may be displayed as follows: You are an experienced elementary school science researcher. The content entered by the user is % selected creative topic%. Please expand this content into a complete project-based learning plan. The plan includes the project name, integrated subjects, applicable grade, estimated duration, project description, driving questions, required tool support, main student participation activities, milestones, public presentations, and summary reflections. The standards and purposes of each link are as follows: Project name: Use concise and attractive phrases or short sentences to describe the project content, reflecting the characteristics and interest of the project, such as the production of "The Great Qin Empire Cultivation Manual" and "Planning Scheme for Preventing and Controlling Flying Catkins on Campus". The number of words should not exceed 15.

[0147] Integrated subjects: Science is the main subject, and other subjects can be selected from the following subjects: Chinese, mathematics, English, art, physical education, physics, chemistry, and biology.

[0148] Applicable grades: The target users of this project are primary and junior high school students, so the grades can be selected from 1st grade, 2nd grade, 3rd grade, 4th grade, 5th grade, 6th grade, 7th grade, 8th grade, and 9th grade. You can also select across grade ranges, such as 4th to 6th grade.

[0149] Estimated duration: The minimum unit is day, such as 1 day, 30 days, and the numbers must be positive integers.

[0150] Project description: This is the background description of the project. It is required to explain the significance and value of this issue from the perspectives of reality and discipline, so that students can be motivated and appreciate the value and significance of the issue to be studied. The word count should not exceed 300 words.

[0151] Driving questions: mainly to simplify the content entered by the user into no more than 50 words, and require the description to have driving, feasibility, development, relevance, and standardization characteristics.

[0152] 1. Drive: It can drive students to participate in solving problems. Drive may be manifested in: creating real problem situations for students; having a certain degree of complexity; being open and inspiring students to think; stimulating students' curiosity and thirst for knowledge; having a sense of immersion so that students can immerse themselves in the task.

[0153] 2. Feasibility: It should be in line with students’ cognitive level and ability, and can be broken down into sub-problems that students can solve; at the same time, the teacher’s ability level, class conditions, required material resources, hardware facilities, external environment and management system can support the implementation of the project.

[0154] 3. Developmental: Help students acquire subject-level knowledge, skills and methods; promote problem-solving skills and high-order thinking, as well as the development of non-cognitive competencies such as communication, cooperation, and social responsibility.

[0155] 4. Relevance: Whether the content belongs to the key and difficult points in the relevant topics of the curriculum standards; whether it is closely linked to the project learning objectives.

[0156] 5. Normativity: The elements that can be reflected in the expression of "driving problem" include: what situation one is in; what role one plays; what problem one is solving (the problem one is facing, the expected goal); what means one uses to achieve it; what results one has achieved (problem-solving results, personal growth results); on what occasion one is made public; and what development one has gained (personal growth results) [not all elements need to be reflected].

[0157] Required learning tool support: refers to the support of tools, manpower, financial materials and other resources needed to complete the task.

[0158] Main student participation activities: refers to the activities that students need to complete in the process of completing the project and the project results, generally including: 1. Activity categories (looking: [observation and thinking]; reading: [reading analysis]; speaking: [communication and discussion], [AB speech]; doing: [activity exploration], [investigation and analysis], [experimental exploration], [information retrieval], [independent learning], [hands-on practice]; thinking: [independent / autonomous thinking], [reflection and summary], etc.).

[0159] 2. Support columns (

Method Guide

Information Card

Extended Reading

[0160] 3. Monitoring columns (

Check progress

Knowledge summary

Capacity development

[0161] Milestone: refers to the activities that have the greatest impact, are most critical, and have the most educational function in serving the project and the project results and students’ growth goals. It is required to include the milestone name and milestone description.

[0162] Milestone name: Need to point directly to the milestone itself, such as understanding the cause of the shadow.

[0163] Milestone description: A systematic description of the content and objectives of the milestone is required. The word count should not exceed 300 words and must be detailed and clear.

[0164] Activities: Activities are subordinate to milestones and are sub-activities broken down from milestones. Sub-activities are more specific and executable than milestones. The basic modules are activity name and activity description.

[0165] Activity name: The statement should directly refer to the activity itself.

[0166] Activity description: Systematically describe the content and objectives of the activity. The word count should not exceed 300 words and must be detailed and clear.

[0167] Learning materials: Because the activity is challenging, you need to provide reasonable support scaffolding. You can imagine that you are a novice in problem solving and think about what problems you may encounter when going through the main activity. Consider which corresponding scaffolding is more appropriate. You need to give a description from the perspective of what the learning material is. The number of words should not exceed 150, and it must be detailed and clear.

[0168] Submit assignments: closely related to the activity and pointing to the learning outcomes of the activity. Types include prototype design, mind map, program design, concept map, work introduction, work demonstration, etc. Technical types can be video, audio, text (in word or pdf format), and pictures (jpg, png, etc.).

[0169] Public display: Fixed text content, the text message is "Accept interview with AI tutor and share what you have learned."

[0170] Summary and reflection: Fixed text content, the text information is "What project goals have you completed, what new knowledge or skills have you mastered? What challenges did you encounter in the process? What is your proudest achievement? In what areas do you think you can do better?"

[0171] ##Require: 1. Note that in the entire project plan, there can be multiple milestones, activities, and learning materials. Milestones include activities, learning materials, and submission materials. Each milestone can have multiple activities, and each activity can have multiple learning materials, but each learning material can only correspond to one submission at most. It must be output in the following format: ###Project Name###

[0172] ###Integrated Disciplines###

[0173] ###Applicable Grades###

[0174] ###Duration###

[0175] ###Project Description###

[0176] ###Driver Issues###

[0177] ###Required Tool Support###

[0178] ###Main activities students participate in###

[0179] ###Milestone 1###

[0180] ####Milestone Name####

[0181] #### Milestone Description ####

[0182] ####Activity 1####

[0183] #####Activity 1 Name#####

[0184] #####Activity 1 Description#####

[0185] #####Study Material 1#####

[0186] #####Submitting Assignment#####

[0187] ###Public Display###

[0188] ###Summary and reflection###

[0189] 2. The number of milestones in the entire plan shall not exceed 5.

[0190] 3. Each milestone shall not contain more than 5 activities.

[0191] 4. There can only be one copy of each learning material.

[0192] 5. The most important thing is that the readers of this program are students, not teachers, so attention should be paid to the language being easy to understand.

[0193] ##Example

[0194] Here, the user enters the subject: Inspection and optimization of monitoring blind spots

[0195] GGoal: Improving the effectiveness of school monitoring systems.

[0196] R role: Expert in small town security system design and evaluation.

[0197] A object or audience (audience): Logistics support department.

[0198] S situation or situation: A student lost her pencil case in the rest area on the 4th floor. There were 80 dragon coins in the pencil case. She wanted to find the surveillance camera to retrieve it, but the location of the lost pencil case was in the blind spot of the surveillance camera, so the surveillance camera was useless. As a town security system design and evaluation expert, you are invited to participate in the improvement of the town's surveillance system. You hope to make a scientific, reasonable and feasible improvement plan based on the limited funds, the number, model, placement and other factors of the camera, and the mathematical modeling analysis.

[0199] P product (performance / product): Form a complete security system design proposal.

[0200] S Success criteria (standards): 1. The monitoring coverage rate reaches 85%; 2. Costs are controlled within budget.

[0201] After determining the solution prompt information, the solution input text is generated based on the solution prompt information and the input topic, and the solution input text is input into the large language model to obtain the course design solution corresponding to the input topic output by the large language model. Based on the solution prompt information and the input topic, the output course design solution can be displayed as: ###Project Name###

[0202] Detectives in the blind spot

[0203] ###Integrated Disciplines###

[0204] Science, mathematics, physics

[0205] ###Applicable Grades###

[0206] Grades 5-6

[0207] ###Duration###

[0208] 30 days

[0209] ###Project Description###

[0210] As campus safety becomes increasingly important, effective coverage of surveillance systems has become a problem we have to face. Through this project, we will explore in depth how to optimize the school's surveillance system, eliminate blind spots, and ensure that every corner can be effectively monitored. Students will learn the basics of cameras, the working principles of surveillance technology, and how to use mathematics and physics knowledge to design a scientific and reasonable surveillance plan.

[0211] ###Driver Issues###

[0212] How to use limited resources to improve the coverage of the school monitoring system and ensure that there are no blind spots in monitoring?

[0213] ###Required Tool Support###

[0214] 1. Camera parameter table

[0215] 2. Mathematical modeling software

[0216] 3. Drawing tablet and marking tools

[0217] 4. Calculator

[0218] 5. Computer and Internet access (for data search and model simulation).

[0219] ###Main activities students participate in###

[0220] 1. Investigate the existing monitoring system

[0221] 2. Learn the basics of mathematical modeling

[0222] 3. Design a new monitoring layout plan

[0223] 4. Prepare budget report

[0224] 5. Public display of the final solution

[0225] ###Milestone 1###

[0226] ####Milestone Name####

[0227] Understand the existing monitoring system

[0228] #### Milestone Description ####

[0229] First, students need to understand the layout of the school's current surveillance system and the specific parameters of each camera, including model, location, angle, etc. Through this stage, students can identify which areas may be blind spots.

[0230] ####Activity 1####

[0231] #####Activity 1 Name#####

[0232] Collect monitoring data

[0233] #####Activity 1 Description#####

[0234] Students need to visit each floor of the school, record the location and models of all surveillance cameras, and understand their coverage.

[0235] #####Study Material 1#####

[0236] Camera parameter table

[0237] #####Submitting Assignment#####

[0238] Completed camera parameter summary table

[0239] ###Milestone 2###

[0240] ####Milestone Name####

[0241] Mathematical Modeling and Analysis

[0242] #### Milestone Description ####

[0243] Students will use mathematical modeling to analyze the coverage efficiency of existing surveillance systems and propose possible improvements. This may include adjusting the location and angle of the cameras, or adding additional cameras.

[0244] ####Activity 1####

[0245] #####Activity 1 Name#####

[0246] Learn the basics of mathematical modeling

[0247] #####Activity 1 Description#####

[0248] Through instructional videos and teaching materials, students will learn how to use mathematical modeling software to simulate and analyze the coverage of surveillance cameras.

[0249] #####Study Material 1#####

[0250] Introduction to Mathematical Modeling and Software Operation Guide

[0251] #####Submitting Assignment#####

[0252] Mathematical modeling study notes and preliminary simulation results

[0253] ###Milestone 3###

[0254] ####Milestone Name####

[0255] Design Improvement Program

[0256] #### Milestone Description ####

[0257] Based on the previous analysis and simulation, students will design a new surveillance layout with the goal of maximizing surveillance coverage and ensuring there are no blind spots. This phase also includes cost estimation to ensure the economic feasibility of the solution.

[0258] ####Activity 1####

[0259] #####Activity 1 Name#####

[0260] Creative surveillance layout design

[0261] #####Activity 1 Description#####

[0262] Combining the mathematical modeling results with the actual situation of the school, students need to design a new surveillance camera layout plan.

[0263] #####Study Material 1#####

[0264] School plans, blueprints and marking tools

[0265] #####Submitting Assignment#####

[0266] New monitoring layout design and cost estimate report

[0267] ###Milestone 4###

[0268] ####Milestone Name####

[0269] Solution evaluation and optimization

[0270] #### Milestone Description ####

[0271] During this phase, students will evaluate and refine their designs to ensure feasibility and effectiveness, and they will also be prepared to present their final proposals to the logistics department.

[0272] ####Activity 1####

[0273] #####Activity 1 Name#####

[0274] Program Evaluation Meeting

[0275] #####Activity 1 Description#####

[0276] Organize an evaluation meeting and invite teachers and classmates to provide opinions and suggestions on the design plan.

[0277] #####Study Material 1#####

[0278] Design Proposal Draft and Evaluation Form

[0279] #####Submitting Assignment#####

[0280] Evaluation feedback summary and program adjustment report

[0281] ###Public Display###

[0282] Be interviewed by an AI mentor and share what you have learned.

[0283] ###Summary and reflection###

[0284] What project goals did you accomplish? What new knowledge or skills did you acquire? What challenges did you encounter along the way? What achievement are you most proud of? What do you think you could do better?

[0285] Based on any of the above embodiments, a course design scheme corresponding to a creative theme is generated based on a large language model, and then the following steps are further included: Release course design plan; Receive and present feedback on course design proposals.

[0286] Specifically, a course design plan corresponding to a creative theme may be generated and published. When publishing, publishing parameters may be set. The publishing parameters may include a project cycle, a publishing object, grouping objects, and setting associated courses.

[0287] In addition, you can save and preview the course design plan before publishing it, and then synchronize it to the activity library for viewing. The preview shows the effect on the student side, and after you are satisfied with the preview effect, you can enter the publishing parameter setting. If you are not satisfied with the preview effect, you can further edit and modify the course design plan.

[0288] After the course design plan is released, students can view the course design plan and complete the feedback according to the plan. At the same time, students can upload the feedback results to the server, which receives and displays the feedback results for the course design plan.

[0289] Furthermore, the progress of the feedback results can be tracked and summarized and reviewed through methods such as Kanban management.

[0290] Based on any of the above embodiments, the method further includes: receiving a second input, and determining a target course design solution from preset course cases based on the second input; or,

[0291] A third input is received, and a target course design plan is created based on the preset course design template and the third input.

[0292] Specifically, in addition to being automatically generated through large models, course design courses can also be generated through case template creation or autonomous creation.

[0293] The second input here can be a selection operation, selecting a case from the preset course cases. On this basis, the case can be edited with the help of AI to obtain the target course design plan.

[0294] The third input here may be an editing operation, which creates a target course design plan by editing the preset course design template.

[0295] The project-based inquiry course design device provided by the present invention is described below. The project-based inquiry course design device described below and the project-based inquiry course design method described above can be referenced to each other.

[0296] Based on any of the above embodiments, Figure 4 is a schematic diagram of the structure of the project-based inquiry course design device provided by the present invention, such as Figure 4 As shown, the device comprises: An information acquisition unit 410 is used to acquire basic information of the course to be designed; A topic generation unit 420, for generating a creative topic based on a large language model and the basic information, wherein the creative topic conforms to the GRASPS expressive task framework; The solution generation unit 430 is used to generate a course design solution corresponding to the creative theme based on the large language model.

[0297] The device provided by the embodiment of the present invention first generates a creative theme based on a large language model and basic information, and the creative theme conforms to the GRASPS expressive task framework. The creative theme can provide inspiration to teachers, and on this basis, a course design plan corresponding to the creative theme is generated based on a large language model, which helps to form a systematic and professional project-based inquiry course design guidance system, thereby improving the teaching quality and students' learning effect.

[0298] Based on any of the above embodiments, the theme generation unit is specifically used for: Generate a topic input text based on topic prompt information and the basic information, wherein the topic prompt information includes description information of the GRASPS expressive task framework and instructions for generating a creative topic; The topic input text is input into the large language model to obtain the creative topic output by the large language model.

[0299] Based on any of the above embodiments, the theme prompt information also includes theme requirement description information and theme examples, and the theme requirement description information is used to describe the content requirements, format requirements, and quantity requirements of the creative theme.

[0300] Based on any of the above embodiments, the solution generating unit is specifically used for: receiving a first input, and determining an input theme based on the first input and the creative theme, wherein the first input includes a selection operation, a regeneration operation, and a modification operation; Based on the large language model, a course design plan corresponding to the input topic is generated.

[0301] Based on any of the above embodiments, the solution generating unit is specifically used for: Generate a solution input text based on the solution prompt information and the input subject, wherein the solution prompt information includes instructions for generating a design solution, and solution content requirement description information and / or solution examples; The program input text is input into the large language model to obtain a course design program corresponding to the input topic output by the large language model.

[0302] Based on any of the above embodiments, it further includes a publishing unit, which is used to: publishing said course design; Receive and present feedback on the course design proposal.

[0303] Based on any of the above embodiments, the method further includes a creating unit, which is used to: receiving a second input, and determining a target course design solution from preset course cases based on the second input; or,

[0304] A third input is received, and the target course design plan is created based on a preset course design template and the third input.

[0305] Figure 5 An example of a physical structure diagram of an electronic device is shown in FIG. Figure 5As shown, the electronic device may include: a processor 510, a communication interface 520, a memory 530 and a communication bus 540, wherein the processor 510, the communication interface 520 and the memory 530 communicate with each other through the communication bus 540. The processor 510 may call the logic instructions in the memory 530 to execute the project-based inquiry course design method, which includes: obtaining basic information of the course to be designed; generating a creative theme based on a large language model and the basic information, the creative theme conforming to the GRASPS expressive task framework; generating a course design plan corresponding to the creative theme based on the large language model.

[0306] In addition, the logic instructions in the above-mentioned memory 530 can be implemented in the form of a software functional unit and can be stored in a computer-readable storage medium when it is sold or used as an independent product. Based on such an understanding, the technical solution of the present invention, in essence, or the part that contributes to the prior art or the part of the technical solution, can be embodied in the form of a software product, and the computer software product is stored in a storage medium, including a number of instructions for a computer device (which can be a personal computer, a server, or a network device, etc.) to perform all or part of the steps of the method described in each embodiment of the present invention. 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, etc. Various media that can store program codes.

[0307] On the other hand, the present invention also provides a computer program product, which includes a computer program. The computer program can be stored on a non-transitory computer-readable storage medium. When the computer program is executed by a processor, the computer can execute the project-based inquiry course design method provided by the above methods, which method includes: obtaining basic information of the course to be designed; generating a creative theme based on a large language model and the basic information, and the creative theme conforms to the GRASPS expressive task framework; based on the large language model, generating a course design plan corresponding to the creative theme.

[0308] On the other hand, the present invention also provides a non-transitory computer-readable storage medium having a computer program stored thereon, which, when executed by a processor, is implemented to execute the project-based inquiry course design method provided by the above-mentioned methods, the method comprising: obtaining basic information of the course to be designed; generating a creative theme based on a large language model and the basic information, the creative theme conforming to the GRASPS expressive task framework; generating a course design plan corresponding to the creative theme based on the large language model.

[0309] The device embodiments described above are merely illustrative, wherein the units described as separate components may or may not be physically separated, and the components displayed as units may or may not be physical units, that is, they may be located in one place, or they may be distributed on multiple network units. Some or all of the modules may be selected according to actual needs to achieve the purpose of the scheme of this embodiment. Ordinary technicians in this field can understand and implement it without paying creative labor.

[0310] Through the description of the above implementation methods, those skilled in the art can clearly understand that each implementation method can be implemented by means of software plus a necessary general hardware platform, and of course, can also be implemented by hardware. Based on this understanding, the above technical solution is essentially or the part that contributes to the prior art can be embodied in the form of a software product, and the computer software product can be stored in a computer-readable storage medium, such as ROM / RAM, a disk, an optical disk, etc., including a number of instructions for a computer device (which can be a personal computer, a server, or a network device, etc.) to execute the methods described in each embodiment or some parts of the embodiments.

[0311] Finally, it should be noted that the above embodiments are only used to illustrate the technical solutions of the present invention, rather than to limit it. Although the present invention has been described in detail with reference to the aforementioned embodiments, those skilled in the art should understand that they can still modify the technical solutions described in the aforementioned embodiments, or make equivalent replacements for some of the technical features therein. However, these modifications or replacements do not deviate the essence of the corresponding technical solutions from the spirit and scope of the technical solutions of the embodiments of the present invention.

Claims

1. A project-based inquiry course design method, characterized by: include: Obtain basic information about the course to be designed; Generate creative topics based on the large language model and the basic information, wherein the creative topics conform to the GRASPS expressive task framework; Based on the large language model, a course design plan corresponding to the creative theme is generated.

2. The project-based inquiry course design method according to claim 1 is characterized in that: The generating of a creative topic based on the large language model and the basic information includes: Generate a topic input text based on topic prompt information and the basic information, wherein the topic prompt information includes description information of the GRASPS expressive task framework and instructions for generating a creative topic; The topic input text is input into the large language model to obtain the creative topic output by the large language model.

3. The project-based inquiry course design method according to claim 2 is characterized in that: The theme prompt information also includes theme requirement description information and theme examples, and the theme requirement description information is used to describe the content requirements, format requirements, and quantity requirements of the creative theme.

4. The project-based inquiry course design method according to claim 1 is characterized in that: The generating of a course design scheme corresponding to the creative theme based on the large language model comprises: receiving a first input, and determining an input theme based on the first input and the creative theme, wherein the first input includes a selection operation, a regeneration operation, and a modification operation; Based on the large language model, a course design plan corresponding to the input topic is generated.

5. The project-based inquiry course design method according to claim 4 is characterized in that: The generating a course design scheme corresponding to the input topic based on the large language model comprises: Generate a solution input text based on the solution prompt information and the input subject, wherein the solution prompt information includes instructions for generating a design solution, and solution content requirement description information and / or solution examples; The program input text is input into the large language model to obtain a course design program corresponding to the input topic output by the large language model.

6. The project-based inquiry course design method according to any one of claims 1 to 5, characterized in that: The step of generating a course design scheme corresponding to the creative theme based on the large language model further comprises: publishing said course design; Receive and present feedback on the course design proposal.

7. The project-based inquiry course design method according to any one of claims 1 to 5, characterized in that: The method further comprises: receiving a second input, and determining a target course design solution from preset course cases based on the second input; or, A third input is received, and the target course design plan is created based on a preset course design template and the third input.

8. A project-based inquiry course design device, characterized in that: include: An information acquisition unit, used to acquire basic information of the course to be designed; A topic generation unit, for generating a creative topic based on a large language model and the basic information, wherein the creative topic conforms to the GRASPS expressive task framework; A solution generation unit is used to generate a course design solution corresponding to the creative theme based on the large language model.

9. An electronic device comprising a memory, a processor, and a computer program stored in the memory and executable on the processor, wherein: When the processor executes the program, the project-based inquiry curriculum design method as described in any one of claims 1 to 7 is implemented.

10. A non-transitory computer-readable storage medium having a computer program stored thereon, characterized in that: When the computer program is executed by a processor, the project-based inquiry curriculum design method as described in any one of claims 1 to 7 is implemented.

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