Teaching system and method based on knowledge graph

Abstract

The invention discloses a teaching system and method based on a knowledge graph, and the system comprises a server, a teaching client, a learning client, a class listening and checking client, and a document plug-in, and the server comprises an account management module, a classroom management module, a teaching management module, a teaching auxiliary module, a knowledge management module, a question and answer module, and a learning module. Before class, teaching suggestions and teaching documents can be generated through the teaching auxiliary module, in the teaching process, the document plug-in accesses the knowledge management module to obtain knowledge maps, knowledge point data, questions and resources, the knowledge maps, the knowledge point data, the questions and the resources are forwarded to all clients through the classroom management module and displayed on slides, the flexible teaching process is achieved, and in the teaching process or after class, the teaching suggestions and the teaching documents can be obtained. The knowledge management module can be accessed through the question-answering module for knowledge question-answering, and homework and testing can be completed through the learning module after class. According to the invention, the knowledge graph technology is applied to each stage of the teaching process, so that the efficiency and effect of the teaching and learning process can be improved.

Description

Technical Field

[0001] The present invention relates to a teaching system and method based on knowledge graph, and belongs to the technical field of teaching research. Background Art

[0002] Currently, knowledge graph technology is a hot topic in teaching research. Many teachers use knowledge graphs to construct the knowledge system of the course and summarize the relationship between knowledge points during the teaching process. However, many teaching processes are still only at the stage of constructing the course knowledge graph, and the knowledge graph is not associated with the application of the entire teaching process. As a result, the generated knowledge graph is closer to the traditional mind map, and the true value of graph technology is not brought into play.

[0003] At present, all universities and related enterprises are committed to strengthening the application of knowledge graph technology in the teaching process. As a new teaching platform composed of cloud platform, mobile terminal, classroom terminal and management terminal, the Super Star teaching system applies knowledge graph technology to the management of exercises and teaching resources through data interaction between "one platform and three terminals". It can provide questions and resources of a certain knowledge point to the mobile terminal, and can also display the overall knowledge graph structure of the course. However, it does not support the extraction and display of knowledge graphs for a single class, nor does it use question-answering technology based on knowledge graphs. The Chinese invention patent with publication number CN118484520A discloses an intelligent teaching method and system based on deep knowledge tracking and large language model, which obtains the student's historical practice sequence and the pre-entered built-in question bank, builds a knowledge graph based on the built-in question bank, and then builds a deep knowledge tracking model based on the knowledge graph and the student's historical practice sequence; builds a learning diagnosis portrait based on the knowledge graph and the deep knowledge tracking model; uses the pre-trained large language model to make personalized test question recommendations based on the learning diagnosis portrait, generates student question feedback, and conducts intelligent dialogue guidance based on the preset knowledge base to generate intelligent dialogue records; and updates teaching strategies based on student question feedback and intelligent dialogue records. This patent has made good use of the knowledge graph technology, but it still fails to introduce the content of knowledge points in the knowledge graph. Although it proposes the idea of ​​updating teaching strategies based on student question feedback, it fails to provide specific update operations.

[0004] To sum up, the application of knowledge graphs in the current teaching process has made great progress, but there are still some problems. How to further improve the application of knowledge graphs and how to further improve teaching efficiency and effectiveness through knowledge graph technology will be the focus of future research. Summary of the invention

[0005] The purpose of the present invention is to provide a teaching system and method based on knowledge graph, which constructs a knowledge graph by taking knowledge points, questions, resources and teaching methods as entities, so as to apply knowledge graph technology to each stage of the teaching process, realize various functions such as knowledge point association learning, resource push, exercise practice, knowledge point question and answer, teaching feedback, etc., and improve the efficiency and effect of the teaching and learning process.

[0006] In order to achieve the above objectives / solve the above technical problems, the present invention is implemented by adopting the following technical solutions.

[0007] On the one hand, the present invention provides a teaching system based on a knowledge graph, including a server, a teaching client, a learning client, a class observation client and a document plug-in, wherein the server is used to manage teaching-related knowledge data, teaching affairs and classroom affairs based on the knowledge graph, and complete various teaching tasks through data interaction with each client; the teaching client is used to assist teachers to log in to the server to carry out teaching work; the learning client is used to assist students to log in to the server to study; the class observation client is used to assist listeners to log in to the server to audit or check course work; the document plug-in is used to access the server to obtain knowledge point information and exercises, and insert knowledge point identifiers, knowledge point data, local knowledge graphs or exercises in teaching slides.

[0008] Furthermore, the server includes an account management module, a classroom management module, a teaching management module, a teaching auxiliary module, a knowledge management module, a question and answer module and a learning module; the account management module is used to manage the information of various accounts in the system; the classroom management module is used to manage classroom data, classroom instances and classroom plans, and is used to exchange data between various clients and various modules during classroom teaching; the teaching management module is used to manage various teaching affairs, teaching implementation plans and student information; the teaching auxiliary module is used to generate teaching suggestions and teaching documents according to the teaching implementation plan, and conduct post-class analysis and summary after each course is completed; the knowledge management module is used to manage course-related knowledge data, teaching methods, questions and resources corresponding to knowledge points, and generate course-related knowledge graphs; the question and answer module is used to provide knowledge question and answer and resource acquisition services to various users in the system based on the knowledge data in the knowledge management module; the learning module is used to publish homework and knowledge point test papers after the course is over, and generate student portraits based on the results of homework and test papers.

[0009] Furthermore, the classroom management module includes a classroom data management submodule, a classroom instance management submodule and a classroom plan management submodule; the classroom data management submodule is mainly used to manage classroom metadata, procedural data generated during teaching and resources used during teaching; the classroom instance management submodule is used to generate and manage classroom instances based on classroom instance requests containing class data, and the classroom instance is a message subscription and publishing channel or a container with the function of sending and receiving network messages; the classroom plan management submodule is used to generate a classroom plan for each class according to the teaching implementation plan, and use a timer to automatically publish or remind teachers to publish preview resources, publish homework, and correct homework according to the classroom plan.

[0010] Furthermore, the teaching management module includes a teaching affairs management submodule and a student affairs management submodule; the teaching affairs management submodule is used to manage the teaching implementation plan and the class data of the teaching class, and is also used to generate a class learning portrait based on the learning situation of all students in the teaching class; the student affairs management submodule is used to manage student information.

[0011] Furthermore, the teaching auxiliary module includes a teaching suggestion generation submodule, a document generation submodule and a teaching summary submodule; the teaching suggestion generation submodule is used to generate teaching suggestions corresponding to the course based on the knowledge point information and the teaching class information of the teaching course, wherein the knowledge point information includes but is not limited to the difficulty of the knowledge point, the thinking characteristics required for the knowledge point, and whether it is a key point, and the teaching class information includes the class learning portrait; the document generation submodule is used to generate teaching documents based on the knowledge points and teaching suggestions of the teaching course, and the teaching documents include slide files; the teaching summary submodule is used to read the evaluation and feedback of students and users who listen to the class during the teaching process, and score the teaching suggestions, and the scoring results are used to update the teaching suggestions for subsequent courses.

[0012] Furthermore, the teaching suggestions include the associations between knowledge points, evaluation data of knowledge points and teaching method suggestions for knowledge points; wherein the associations between knowledge points include not only the associations between all knowledge points included in the current course, but also the associations between the current course knowledge points and knowledge points in other courses; the evaluation data of the knowledge points include the quantitative value of the teaching difficulty of the knowledge points and the basis for judging the same, the basis for judging includes the quantitative value of the knowledge point's requirements for thinking and ability in each dimension, the quantitative value of thinking and ability in each dimension in the class learning portrait corresponding to the current course, and the quantitative value of the student's mastery level corresponding to each previous knowledge point in the class course learning portrait on which the course knowledge point of the current course depends; the teaching method suggestions for the knowledge points include the knowledge point mastery requirements and the suggested teaching method, and the suggested teaching method is retrieved from the teaching method node associated with the knowledge point according to the knowledge point teaching difficulty and whether the knowledge point is a key point.

[0013] Furthermore, the knowledge management module includes a graph database, a question library, a resource library, a visualization interface and an interactive sub-module; wherein the question library is used to store and manage questions, and the questions can be divided into example questions, homework exercises and test questions; the resource library is used to store and manage resources required for teaching, and the resources include videos, images and slides; the graph database is used to generate and manage knowledge graphs; the visualization interface is used to display the resource library, question library and graph database, and is also used to add, delete, modify, query, import and export data in the resource library, question library and graph database; the interactive sub-module is used to realize information interaction between the knowledge management module and other modules.

[0014] Furthermore, the knowledge graph includes four entities and the associations between the four entities; the four entities are knowledge points, resources, topics and teaching methods, and the associations between the knowledge points include dependency relationships, inclusion relationships, similarity relationships, and distinction relationships between knowledge points that are easily confused; each knowledge point is associated with the topic, resource and teaching method corresponding to the knowledge point;

[0015] The knowledge points include knowledge point content and knowledge point attributes. The knowledge point attributes include the chapter to which the knowledge point belongs, the knowledge point type, the knowledge point difficulty, the thinking characteristics required for the knowledge point, and the ability characteristics required for the knowledge point; the attributes of the questions include the chapter to which the question belongs, the question difficulty, the thinking characteristics required for the question, and the ability characteristics required for the question.

[0016] Furthermore, the learning module generates a student portrait based on the results of homework and test papers, and the student portrait includes a course learning portrait, a student thinking portrait and a learning ability portrait. The course learning portrait is used to characterize the student's mastery of a certain course, the student thinking portrait is used to characterize the thinking characteristics displayed by the student in the teaching process, and the learning ability portrait is used to characterize the ability characteristics displayed by the student in the teaching process.

[0017] Furthermore, the document plug-in includes a login submodule, a classroom interaction submodule, a graph management submodule and a question management submodule; the login submodule is used to log in to the server of the teaching system; the classroom interaction submodule is used to generate a QR code for logging in to the classroom, and is also used to interact with the server and each client for knowledge point data, exercise data and teaching classroom information during the slide show; the graph management submodule is used to obtain knowledge point data according to the knowledge point identifier in the slide, generate a local knowledge graph, display the knowledge point data and the local knowledge graph on the slide and push them to the learning client and the class listening client, and is also used to access the knowledge management module when there are unidentified knowledge points in the slide page, retrieve the identifier corresponding to the knowledge point, and insert the knowledge point identifier into the corresponding position of the slide page; the question management submodule is used to insert exercises related to the knowledge points in the slide, push the exercises to the learning client through the classroom management module and obtain student answers for display.

[0018] Furthermore, the method for generating the local knowledge graph includes:

[0019] According to the knowledge point identification list, multiple knowledge points are obtained from the knowledge management module to obtain the teaching knowledge point set, which is recorded as N=[n1,n2,… ,n k ], where n i represents the i-th teaching knowledge point, and k is the total number of teaching knowledge points;

[0020] For any two teaching knowledge points n in set N i ,n j , search for teaching knowledge points through the knowledge management module i And teaching knowledge points j The relationship r between them; where 1<=i, j<=k, and i≠j;

[0021] The k teaching knowledge points in the set N are used as points in the teaching knowledge point sub-graph, and the correlation between any two teaching knowledge points is used as the connecting line between the corresponding points in the teaching knowledge point sub-graph to obtain a complete teaching knowledge point sub-graph;

[0022] According to the teaching knowledge point set N, the dependency relationship between the course knowledge points is constructed using the order relationship in the course knowledge graph to obtain the dependency relationship set R;

[0023] Under the set R, find the maximum point set S of the Hasse graph formed by the set N, S={s1,s2,...,s T}, for any knowledge point s t ∈S, search s in the knowledge graph through dependency relations t The previous knowledge points of i ; Among them, s trepresents the tth knowledge point in set S, t=1,2,…,T, T is the total number of knowledge points in set S;

[0024] Take the union Q' of the previous knowledge point sets of all knowledge points in set S as the point set in the previous knowledge point sub-graph, and draw the dependency relationship from the points in set S to the points in set Q' to obtain a complete previous knowledge point sub-graph;

[0025] Under the set R, find the minimum point set B of the Hasse graph formed by the set N, B={b1,b2,...,b P}, for any b p ∈B, search for b in the knowledge graph through the dependency relationship p The subsequent knowledge points are obtained by p ; Among them, b p represents the pth knowledge point in set B, p = 1, 2, …, P, P is the total number of knowledge points in set B;

[0026] Take the union H' of the post-order knowledge point sets of all knowledge points in set B as the point set in the post-order knowledge point sub-graph, and draw the dependency relationship from the points in set H' to the points in set B to obtain a complete post-order knowledge point sub-graph;

[0027] For any teaching knowledge point n i , search for teaching knowledge points n in the knowledge graph through similarity relationships i similar knowledge points, and obtain a similar knowledge point set X. If the set X is not empty, the teaching knowledge point n i The similar knowledge points in the set X are taken as points in the similar knowledge point sub-graph, and their similarity relations are taken as connecting lines between corresponding points in the similar knowledge point sub-graph. After traversing all the teaching knowledge points in the set N, a complete similar knowledge point sub-graph is obtained;

[0028] For any teaching knowledge point n i , search for teaching knowledge points n in the knowledge graph through confusing relationships i The easily confused knowledge points are obtained, and the easily confused knowledge point set Y is obtained. If the set Y is not empty, the teaching knowledge point n i The easily confused knowledge points in the set Y are taken as points in the easily confused knowledge point sub-graph, and their easily confused relationships are taken as connecting lines between corresponding points in the easily confused knowledge point sub-graph. After traversing all the teaching knowledge points in the set N, a complete easily confused knowledge point sub-graph is obtained.

[0029] In a second aspect, the present invention provides a teaching method based on knowledge graph, comprising the following steps

[0030] Use the teaching management module to obtain the teaching implementation plan, and use the classroom management module to generate a classroom plan based on the teaching implementation plan;

[0031] According to the teaching implementation plan or external input data, the course knowledge point list and teaching class information are obtained, and the teaching auxiliary module is used to generate the course teaching suggestions and teaching documents; among which, the teaching documents include slide files;

[0032] According to the teaching implementation plan and classroom plan, the corresponding preview resources of the course are automatically obtained from the knowledge management module and sent to the learning client in the form of a link;

[0033] During classroom teaching, the document plug-in is used to read the knowledge point identification information in the slides, and the knowledge point data and the local knowledge graph composed of multiple knowledge points are obtained from the knowledge management module according to the knowledge point identification information;

[0034] Use document plug-ins to display knowledge point data and local knowledge graphs in slides and forward them to learning clients and class listening and checking clients;

[0035] Use the learning client and the listening and checking client to click on the knowledge points in the local knowledge graph to view the knowledge point data, access the question and answer module to query questions related to the knowledge points, and score and provide feedback on the knowledge point data and the local knowledge graph;

[0036] After the course is over, according to the teaching implementation plan and course knowledge points, use the classroom management module to publish homework to the learning module and obtain the completion status of students' homework;

[0037] Use the learning module to automatically correct the objective questions in the students' homework, and notify the teacher to access the learning module through the teaching client to correct the subjective questions and obtain the students' homework scores;

[0038] Based on the students' homework scores, question information in the homework and the course knowledge point map, the learning module is used to obtain the students' course learning portrait, learning ability portrait and student thinking portrait.

[0039] Compared with the prior art, the present invention has the following beneficial effects:

[0040] The present invention proposes a teaching system and method based on knowledge graph, which constructs a knowledge graph by taking knowledge points, questions, resources and teaching methods as entities, so as to apply knowledge graph technology to each stage of the teaching process, realize multiple functions such as knowledge point association learning, resource push, exercise practice, knowledge point question and answer, teaching feedback, etc., and improve the efficiency and effect of the teaching and learning process.

[0041] Before teaching, the present invention provides teaching implementation plans, classroom plans, teaching suggestions and teaching documents, and can provide preview reminders, resources and homework push; during the teaching process, the present invention can display the local knowledge map of the course and the location of the currently taught knowledge points in the map in real time on the slides and each client, which is helpful to help students build a knowledge system. When explaining specific knowledge points, knowledge point data will be pushed to each client to help users better understand and learn; after the teaching is over, the present invention provides homework and tests, and also provides knowledge point question and answer services throughout the process. The system and method of the present invention realize the deep binding of knowledge map technology and teaching process, and can provide a flexible and changeable teaching process to meet different teaching needs. BRIEF DESCRIPTION OF THE DRAWINGS

[0042] Figure 1 FIG. 1 is a schematic diagram of the structure of a teaching system provided by an embodiment of the present invention;

[0043] Figure 2 The figure is a schematic diagram of the structure of a document plug-in in an embodiment of the present invention;

[0044] Figure 3 Shown is a schematic diagram of a local knowledge graph in an embodiment of the present invention;

[0045] Figure 4 The structure diagram of the classroom management module in the embodiment of the present invention is shown;

[0046] Figure 5 The figure is a schematic diagram of the structure of the knowledge management module in the embodiment of the present invention;

[0047] Figure 6 The figure shows a schematic diagram of the structure of the knowledge graph in an embodiment of the present invention;

[0048] Figure 7 The figure is a schematic diagram of the structure of the teaching management module in the embodiment of the present invention;

[0049] Figure 8 The figure is a schematic diagram of the structure of the teaching auxiliary module in the embodiment of the present invention;

[0050] Fig. 9 The figure is a schematic diagram of the structure of the learning module in the embodiment of the present invention;

[0051] Fig.10 FIG. 1 is a schematic diagram of the structure of a question-answering module in an embodiment of the present invention;

[0052] Fig.11 Shown is a schematic flow chart of the steps of the teaching method provided by the present invention. DETAILED DESCRIPTION

[0053] The technical solution of the present invention is described in detail below through the accompanying drawings and specific embodiments. It should be understood that the embodiments of the present invention and the specific features in the embodiments are detailed descriptions of the technical solution of the present invention, rather than limitations on the technical solution of the present invention. The embodiments of the present invention and the technical features in the embodiments may be combined with each other unless there is a conflict.

[0054] Example 1

[0055] This embodiment introduces a teaching system based on knowledge graph, such as Figure 1 As shown in the figure, the system mainly includes a server, a teaching client, a learning client, a class inspection client and a document plug-in. The server is used to perform knowledge management, teaching management and classroom management based on the knowledge graph, and provide services and guarantees for teachers' teaching, students' learning and listeners' (such as leaders, supervisors and experts) class inspection activities, and complete teaching tasks through data interaction with various clients; the teaching client is used to assist teachers to log in to the server and perform teaching work by accessing the relevant modules of the server; the learning client is used to assist students to log in to the server and perform learning by accessing the relevant modules of the server; the class inspection client is used to assist listeners to log in to the server and audit or check course work by accessing the relevant modules; the document plug-in is used to insert knowledge point identifiers, local knowledge graphs, knowledge point data or exercises in the teaching slides.

[0056] In an embodiment of the present invention, the server mainly includes an account management module, a classroom management module, a teaching management module, a teaching assistance module, a knowledge management module, a question-and-answer module, and a learning module. The account management module is used to manage the information of various accounts within the system, such as teacher accounts, student accounts, and listener accounts; the classroom management module is used to manage classroom data, classroom instances, and classroom plans, and can send and receive messages and notifications between various clients and modules participating in classroom teaching; the teaching management module is used to manage various teaching affairs and student information, and can summarize the data of student learning and teacher teaching to generate a class learning portrait, which can be used by teachers to improve teaching based on the learning situation, and for managers to make decisions; the teaching assistance module is used to assist teachers in completing off-class teaching activities, including but not limited to lesson preparation, post-class analysis and summary, and classroom learning resource publishing; the knowledge management module is used to manage the classroom data, classroom examples ... the classroom data, classroom examples, and classroom plans, and can send and receive messages and notifications between various clients and modules participating in classroom teaching; the teaching management module is used to manage various teaching affairs and student information, and can summarize the data of student learning and teacher teaching to generate a class learning portrait, and the class learning portrait can be used by teachers to improve teaching based on the learning situation, and for managers to make decisions; the teaching assistance module is used to assist teachers in completing off-class teaching activities, including but not limited to lesson preparation, post-class analysis and summary, and classroom learning The knowledge management module is used to manage the knowledge data related to the course and the teaching methods corresponding to the knowledge points. The knowledge data includes the knowledge graph, course resources and questions related to the course. The knowledge management module can also provide external query services for knowledge data and corresponding teaching methods; the question and answer module is used to provide knowledge question and answer and resource acquisition services to various users of the system based on the knowledge data in the knowledge management module; the learning module is used for students' after-school learning, which includes detection and diagnosis functions. It can evaluate and record the learning situation of each student, and can also evaluate the students' thinking ability and problem-solving ability, and generate learning ability portraits and student thinking portraits. In addition, the learning module can also conduct targeted exercises on the abilities that students lack based on the portraits.

[0057] The teaching client, learning client and listening and checking class client can log in by accessing the account management module; the teaching client can also access the teaching management module, teaching auxiliary module, classroom management module, question and answer module and knowledge management module to complete teaching tasks at different stages (such as lesson preparation, teaching, after-class consolidation, etc.); the learning client can access the learning module, classroom management module, question and answer module and knowledge management module to complete learning tasks at different stages (such as attending classes, doing homework, etc.); the listening and checking class client can access the teaching management module, classroom management module, question and answer module and knowledge management module to complete the listening and checking class tasks.

[0058] The document plug-in is mainly used to perform some data interaction and display work based on the knowledge points appearing in the slides during the lecture (PPT), such as Figure 2As shown, the document plug-in includes a login submodule, a classroom interaction submodule, a graph management submodule and a question management submodule. The login submodule is used for teachers to log in to the server of the teaching system through the document plug-in. The classroom interaction submodule is used to generate a QR code for logging in to the classroom according to the classroom selected by the teacher, so that the student client and the class checking client can scan the code to enter the classroom. The classroom interaction submodule is also used to realize the data interaction between the document plug-in and the classroom management module. The classroom interaction submodule pushes the knowledge point data, exercise data and teaching classroom information related to the slides to the learning client or the class checking client through the classroom management module, and receives the statistical data of questions about knowledge points or answers to exercises returned by the classroom management client, among which, questions about knowledge points will prompt the teacher through messages, and the data of exercise answers will be sent to the question management submodule.

[0059] The graph management submodule mainly has two functions, one is to access the knowledge management module to obtain knowledge point data, local knowledge graphs, etc. according to the knowledge point identifiers in the slide, and the other is to add knowledge point identifiers to the knowledge points in the slide when there are no knowledge point identifiers in the slide. In an embodiment of the present invention, the teacher can manually add knowledge point identifiers to the knowledge points in the slide through the graph management submodule, and the graph management submodule can also automatically add relevant identifiers to the slide by accessing the knowledge management module. Considering that the slide may mention knowledge points that are not related to the current course, the teacher can choose which knowledge points need to be identified and which do not need to be identified, thereby achieving more flexible management operations.

[0060] When there are unidentified knowledge points in the slide page, the graph management submodule retrieves the identifier corresponding to the knowledge point in the knowledge management module by accessing the knowledge management module, and inserts the knowledge point identifier into the corresponding position of the slide page. When the slide starts playing and the class is in progress, the graph management submodule integrates all the knowledge point identifiers contained in the slide into a list and sends it to the knowledge management module. The knowledge management module can generate a local knowledge graph based on the knowledge point identifier list. On the one hand, the knowledge management module feeds the local knowledge graph back to the graph management submodule for display in the slide. On the other hand, the knowledge management module sends the local knowledge graph to the classroom management module, which then forwards it to each client for display on the client.

[0061] In order to further improve the teaching quality, the local knowledge graph can identify key information to further improve the teaching effect. Key information refers to all the knowledge points to be taught in this course, the knowledge points currently being taught, the previous knowledge points, the key and difficult points, etc. When the slide shows a page containing a knowledge point identifier, the graph management submodule obtains the corresponding knowledge point data from the knowledge management module through the knowledge point identifier, forwards the knowledge point identifier and knowledge point data to the learning client and the class inspection client through the classroom management module, and is used to identify the knowledge point currently being taught in the local knowledge graph.

[0062] Students or users who listen to and check lessons can conduct in-depth study of the current knowledge point based on the information of the current knowledge point, and can also access the question-and-answer module through the learning client or the listening and checking client to study other knowledge points of interest, such as extended knowledge or previous dependent knowledge. Students can also provide feedback and ask questions about the current knowledge point, and teachers can view feedback data for any knowledge point during and after class, and make timely adjustments during class or summarize and reflect on their own teaching content or methods after class.

[0063] In an embodiment of the present invention, the local knowledge graph includes a teaching knowledge point sub-graph, a preceding knowledge point sub-graph, a succeeding knowledge point sub-graph, an analogy knowledge point sub-graph, and an easily confused knowledge point sub-graph, etc. The method for generating the local knowledge graph includes:

[0064] Step 1: Get the knowledge point identification list of the current course or the knowledge point identification list of the current slide page, and obtain k knowledge points from the knowledge management module according to the knowledge point identification list to obtain the teaching knowledge point set, which is recorded as N=[n1,n2,…,n k ], where n i represents the i-th teaching knowledge point, and k is the total number of teaching knowledge points.

[0065] Step 2: Method for constructing a teaching knowledge point sub-graph: add k teaching knowledge points in set N to the teaching knowledge point sub-graph as points in the teaching knowledge point sub-graph; for any two teaching knowledge points n in set N, i ,n j (1<=i,j<=k, and i≠j), search for teaching knowledge point n i And teaching knowledge points j The association relationship r between them is added to the teaching knowledge point sub-graph as the connecting line of the corresponding points, and all the teaching knowledge points in the set N are traversed to form a complete teaching knowledge point sub-graph.

[0066] Step 3: Construction method of the previous knowledge point sub-graph: Based on the set of teaching knowledge points N, the dependency relationship between the course knowledge points is constructed using the order relationship in the course knowledge graph to obtain the dependency relationship set R. Under the set R, the maximum value point set S is obtained for the Hasse graph formed by the set N. Let S={s1,s2,...,sT}, for any knowledge point s t ∈S, search for its previous knowledge points in the knowledge graph through dependency relationships and obtain the previous knowledge point set Q i , where s t Represents the tth knowledge point in set S, t=1,2,…,T, T is the total number of knowledge points in set S; take the union Q' of the predecessor knowledge point sets of all knowledge points in set S as the point set in the predecessor knowledge point sub-graph, and draw the dependency relationship from the points in set S to the points in set Q' to obtain a complete predecessor knowledge point sub-graph.

[0067] Step 4: Method for constructing the sub-graph of the subsequent knowledge points: Find the minimum point set B of the Hasse graph composed of the set N under the set R, and let B={b1,b2,...,b P}, for any b p ∈B, search for its subsequent knowledge points in the knowledge graph through the dependency relationship, and obtain the subsequent knowledge point set H p , where b p Represents the pth knowledge point in set B, p = 1, 2, …, P, P is the total number of knowledge points in set B; take the union H' of the post-order knowledge point sets of all knowledge points in set B as the point set in the post-order knowledge point sub-graph, and draw the dependency relationship from the midpoint of set H' to the midpoint of set B to obtain a complete post-order knowledge point sub-graph.

[0068] Step 5: Similar knowledge point sub-graph construction method: For any teaching knowledge point n i ∈N, search for similar knowledge points in the knowledge graph through similarity relations, and obtain a set of similar knowledge points X. If the set X is not empty, the teaching knowledge point n i The knowledge points in the set X are taken as points in the similar knowledge point sub-graph, and their similarity relationships are taken as connecting lines between corresponding points in the similar knowledge point sub-graph. After traversing all the teaching knowledge points in the set N, the similar knowledge point sub-graph is constructed.

[0069] Step 6: Method for constructing graphs of easily confused knowledge points: i ∈N, search for easily confused knowledge points in the knowledge graph through the easily confused relationship, and obtain the easily confused knowledge point set Y. If the set Y is not empty, the teaching knowledge point n i The knowledge points in the set Y are taken as points in the easily confused knowledge point sub-graph, and their easily confused relationships are taken as connecting lines between corresponding points in the easily confused knowledge point sub-graph. After traversing all the teaching knowledge points in the set N, the easily confused knowledge point sub-graph is constructed.

[0070] like Figure 3As shown, assuming that the knowledge points of the current course are C, D, and E, a knowledge point identification list is generated according to the representation of knowledge points C, D, and E; the knowledge management module is accessed to obtain the association relationship between any two knowledge points in the knowledge point identification list, and a teaching knowledge point sub-graph is generated; according to the knowledge point identification list, the dependency relationship of the teaching knowledge points is searched in the knowledge management module to find its predecessor knowledge point list (assuming knowledge points A and B), and then the subsequent knowledge point list (assuming knowledge point F) is searched according to the dependency relationship, and the predecessor knowledge point sub-graph and the subsequent knowledge point sub-graph are constructed according to the predecessor knowledge point list and the subsequent knowledge point list respectively; the predecessor knowledge point sub-graph, the subsequent knowledge point sub-graph and the teaching knowledge point sub-graph are combined to form a complete local knowledge graph.

[0071] The question management submodule is used to insert exercises into slides. The exercises can be edited by the teacher himself, or the teacher can access the knowledge management module through the question management submodule to select the questions corresponding to the knowledge points and fill them into the slides. When the slides are played to the page containing exercises, the teacher can use the question management submodule to send the exercises to the classroom management module through preset trigger conditions, so that the classroom management module can forward the exercises to the learning client. At the same time, the question management submodule can also receive the student answers returned by the classroom management module and display them in the slides.

[0072] like Figure 4 As shown, the classroom management module includes a classroom data management submodule, a classroom instance management submodule and a classroom plan management submodule. The classroom data management submodule is mainly used to manage classroom metadata, procedural data generated during the teaching process and resources used during the teaching. The classroom instance management submodule is used to manage classroom instances. Classroom instances can be message subscription and publishing channels, or containers that can send and receive network messages, or they can be used in combination. The classroom plan management submodule is used to generate a classroom plan for each class according to the teaching implementation plan of the teaching management submodule. The classroom plan management submodule contains a timer, which is used to remind teachers to release preview resources, publish homework, correct homework, etc. according to the classroom plan, or the system reads the preview resources and homework under the corresponding knowledge point from the knowledge management module according to the knowledge point information in the classroom plan and automatically releases them.

[0073] In an embodiment of the present invention, classroom metadata includes a teaching classroom identifier, a classroom name, information about teachers and students corresponding to the classroom, etc., wherein the teaching classroom identifier is generally unique; the process data generated during the teaching process includes classroom exercise statistics, questions, comments and review data on classroom knowledge points by student clients and / or listening and checking class clients, and evaluation data on the entire classroom, etc.; the resources used during the teaching process include slides or their snapshots, videos, etc. The classroom data management submodule can receive a classroom management request sent by the teaching management module, and perform management operations such as adding, querying, modifying, and deleting classroom metadata. The classroom data management submodule can also receive the teacher identifier passed in by the teaching auxiliary module to obtain the classroom identifier list corresponding to the teacher identifier, and directly obtain the classroom metadata and classroom process data of all classes taught by a certain teacher by passing in the teacher identifier and the classroom identifier list for reference.

[0074] The classroom instance management submodule can receive a request to enter a classroom from a student client, a class checking client, or a document plug-in, receive data sent by the document plug-in, and forward it to the learning client and class checking client that enter the corresponding classroom. The classroom instance management submodule can also receive feedback data sent by the learning client and class checking client, save the feedback data to the classroom data management module, and forward it to the teaching client logged in by the teacher of the classroom, where the feedback data includes but is not limited to comments, questions, homework data, etc.

[0075] In an embodiment of the present invention, the working method of the classroom example management submodule includes the following steps:

[0076] Step 1: Receive a classroom instance creation request sent by the teaching management module through the classroom instance management submodule, where the classroom instance creation request includes class data.

[0077] Step 2: Generate classroom metadata based on the class data in the request to create a classroom instance, and create a corresponding classroom instance based on the classroom metadata. The classroom instance can subscribe to a publishing channel for messages.

[0078] Step 3: Receive the classroom entry request sent by the learning client, class viewing client or document plug-in through the classroom instance management submodule, and add user information in the classroom instance for message subscription registration. Student users and class users subscribe to the messages published by the teacher, and teachers subscribe to the messages published by students and class listeners.

[0079] Step 4: Receive the learning data sent by the document plug-in through the classroom instance management submodule, and the sending request includes the teacher ID and classroom ID of the login document plug-in.

[0080] Step 5: Save the learning data or its identification information to the classroom data management module through the classroom instance management submodule, and forward it to the student client and the class listening and checking client that enter the corresponding classroom.

[0081] Step 6: Receive feedback data sent by the learning client and the class listening and checking client through the classroom instance management submodule, save the feedback data to the classroom data management module, and forward it to the teaching client logged in by the classroom teacher.

[0082] In the classroom instance management submodule, administrators can also create classroom instances themselves.

[0083] like Figure 5 As shown, the knowledge management module includes a graph database, a question library, a resource library, a visualization interface and an interactive sub-module; among them, the question library is used to store and manage questions, which can be divided into example questions, homework questions and test questions, etc.; the resource library is used to store and manage the resources required for teaching, including videos, images, slides, ideological and political elements, etc.; the graph database is used to store and manage the knowledge graph; the visualization interface is used to display and manage the resource library, question library and graph database, and the management here includes but is not limited to the addition, deletion, modification, query, import and export of data; the interactive sub-module is used to realize the information interaction between the knowledge management module and other modules, and provide external access interface and knowledge query services.

[0084] Each function of the system of the present invention needs to rely on the knowledge graph. The present invention regards knowledge points, resources, topics, and teaching methods as four entities and constructs a knowledge graph based on the four entities. Figure 6 As shown in the figure, knowledge points can be associated with corresponding resources and questions through relationships, and association relationships between knowledge point entities can be established. The association relationships include dependency relationships, inclusion relationships, similarity relationships, and distinction relationships between easily confused knowledge points. The teaching method is the teaching method recommended for each specific knowledge point, as well as the type of students the method is suitable for and the main components. In the knowledge graph, questions and resources can be links or index data, while the actual questions and resources are stored in the question library and resource library respectively.

[0085] In an embodiment of the present invention, the attributes of a knowledge point include, but are not limited to, the chapter to which it belongs, whether it is a key point, the type of knowledge (including definitions, theorems, methods, etc.), the thinking required or exercised (including logical thinking, critical thinking, creative thinking, abstract thinking, systematic thinking, image thinking, etc.), the ability required or exercised (including comprehension ability, memory ability, application ability, problem-solving ability, innovation ability, etc.) and the difficulty of the knowledge point, wherein the thinking and ability required by the knowledge are mainly used to match the thinking and ability in the class learning portrait, and to determine whether students have learning difficulties for the knowledge point. Questions can be classified according to function (such as example questions, homework questions, test questions), and specific questions are associated with instances of the type. When generating ppt, questions are extracted from example questions, and when publishing homework and generating test papers, questions are extracted from homework and test questions respectively.

[0086] The attributes of a question include, but are not limited to, the chapter it belongs to, the thinking required or exercised, the abilities required or exercised, and the difficulty of the question. Among them, the abilities and thinking attributes required for the question are mainly used to generate students' learning ability profiles and student thinking profiles.

[0087] Resources can be classified according to their functions, into learning resources (pre-study, expansion resources, etc.) and teaching resources (ppt, teaching plans, etc.).

[0088] Each teaching method includes the corresponding teaching framework and teaching summary. The teaching framework is used to generate slides and teaching suggestions. When the teaching method is problem-driven teaching method, it includes a series of possible problems and solutions. When the teaching method is heuristic teaching method, it includes multiple question lists and reference answers, and the difficulty is marked, which is used to prepare questions of different difficulty levels according to students of different abilities.

[0089] The present invention can mark the difficulty, required thinking and ability and other information of knowledge points, teaching methods and questions through manual marking or automatic marking by the system.

[0090] In the interactive submodule of the knowledge management module, the functions of the external access interface and knowledge query service specifically include: 1) querying knowledge points and relationships in the knowledge graph based on keyword names and attributes (including but not limited to chapters, key points and difficult points); 2) returning knowledge points that have a certain relationship with the current knowledge point, such as previous knowledge points and easily confused knowledge points; 3) constructing and returning a local knowledge graph containing a given knowledge point based on multiple knowledge points passed in. The local knowledge graph includes the passed in knowledge points and their mutual correlations. Furthermore, only one or several categories of mutual correlations can be returned based on the passed in parameter settings. Further, the passed in knowledge points can be expanded to add dependent knowledge points for each knowledge point on the basis of the original knowledge points, and the dependent knowledge points can be marked; 4) returning corresponding questions and learning resources based on the knowledge points; 5) returning corresponding teaching methods based on the knowledge points and class learning portraits.

[0091] The teaching management module is mainly responsible for the management of various teaching affairs and provides viewing functions for various users. The teaching management module in the present invention only describes the functions and modules related to the main content of the present invention. Figure 7 As shown, the teaching management module mainly includes a teaching affairs management submodule, a student affairs management submodule and an interaction submodule.

[0092] The teaching affairs management submodule is used to manage the teaching implementation plan and provide a reading interface and a query interface. The teaching implementation plan can be read or queried by the teaching auxiliary module, the classroom management module and the listening and checking class client. The teaching implementation plan includes the daily course schedule, such as the first and second classes on Monday are English classes for a certain class taught by a certain teacher. The teaching affairs management submodule is also used to manage the class data of the teaching class. The class data includes course information, teacher information and student information list. The student information list can be imported into a student list of a certain major by the student affairs management submodule, or multiple majors can be combined or split to form a student information list of the class. The student information list can also be composed of students who choose the course. The teaching affairs management submodule can also send class data to the classroom management module for classroom creation. The teaching affairs management submodule can also access the learning module, count the student learning situation (including the mastery of knowledge points and problems in thinking ability) by class, and generate a class learning portrait. The class learning portrait can be queried through the interface. The teaching affairs management submodule can also save the evaluation of classroom teaching sent by the listening and checking class client, and can generate a teacher's teaching ability portrait based on the evaluation of the teacher during the semester.

[0093] In the embodiment of the present invention, the class learning portrait can be further divided into class course knowledge portrait, class thinking portrait and class ability portrait.

[0094] The class course knowledge portrait counts the proportion of students who have mastered this knowledge point in the course learning portrait of each student in the class for each knowledge point in the course knowledge graph.

[0095] Class thinking portrait: When the number of students in a class exceeds the threshold n, it is considered that the value of each dimension of thinking ability conforms to the normal distribution, and the mean of the normal distribution of the class thinking ability is calculated for each dimension. and variance , the mean and variance of each dimension are the class thinking portrait; when the number of students in a class is greater than m and less than n, calculate the statistical value of each dimension, set an interval for each dimension, calculate the number of students and the average value of the interval, and use the statistical value of each dimension as the class thinking portrait; when the number of students in a class is less than the threshold m, record the value list of each dimension, and use the value list of each dimension as the class thinking portrait. The default threshold m is 10, and the default threshold n is 30.

[0096] The student affairs management submodule is used to manage student information. It can view the portraits of students of a certain major in different time stages and courses according to the student's major. It can also be used to analyze the course teaching effect and the rationality of the talent training program arrangement.

[0097] The interactive submodule is used to provide access views for various users and access interfaces for various clients. The interactive submodule allows teacher users or teaching clients to access the teaching affairs management submodule, student users or learning clients to access the student affairs management submodule, and teaching management users or class inspection clients to access the teaching affairs management submodule and the student affairs management submodule, and use statistics-related functions.

[0098] like Figure 8 As shown, the teaching assistance module includes a teaching suggestion generation submodule, a document generation submodule, a teaching summary submodule and an interactive interface.

[0099] The teaching suggestion generation submodule is used to generate teaching suggestions for the course based on the knowledge point information and class information of the course being taught. Specifically: 1) The teacher selects the knowledge point information and class information to be taught through the interactive interface, where the knowledge point information includes attribute information such as the difficulty of the knowledge point and the thinking characteristics required by the knowledge point, and the class information includes the class learning portrait; 2) The teaching suggestion generation submodule obtains the class learning portrait from the teaching management module based on the class information; 3) The teacher inputs the knowledge point set for teaching through the interactive interface or selects it from the knowledge management module according to the filtering conditions; 4) The teaching suggestion generation submodule obtains the attributes of each knowledge point and the associated teaching methods based on the knowledge point set, and generates teaching suggestions for the course based on the knowledge point attributes and the class learning portrait.

[0100] In the embodiment of the present invention, teaching suggestions include but are not limited to: 1) the association relationship between knowledge points, which includes not only the association relationship between all knowledge points included in the course, but also the association relationship between the knowledge points of the course and other courses. The present invention can display the association relationship through the graphical display method of the local knowledge graph, the language description method or other methods; 2) evaluation data of the knowledge point, which includes the quantitative value of the teaching difficulty of the knowledge point and its judgment basis, and the judgment basis includes the quantitative value of the knowledge point's requirements for each dimension of thinking and ability obtained from the knowledge point attributes, the quantitative value of the corresponding dimension of thinking and ability in the class learning portrait, and the quantitative value of the teaching difficulty of the knowledge point obtained from the local knowledge point attributes. The quantitative value of the students' mastery level in the class course learning portrait for each previous knowledge point that the course knowledge point of this course depends on, obtained from the knowledge graph; 3) Suggestions on teaching methods for knowledge points, including knowledge point mastery requirements and recommended teaching methods. The knowledge point mastery requirements are the requirements for whether the knowledge point is a key point for the class type in the knowledge point attributes obtained from the knowledge graph. The recommended teaching method is to retrieve the corresponding teaching method from the teaching method node associated with the knowledge point based on the teaching difficulty and whether the knowledge point is a key point, and display its content and related information, where the related information includes the corresponding framework of the teaching method and the teaching summary query index using the method.

[0101] The teaching suggestions generated by the present invention can also be combined with large model technology to generate virtual teaching classrooms. In this case, the teaching suggestions are generated based on the students' personal learning portraits and are used to tailor teaching plans for each student.

[0102] The document generation submodule is used to generate teaching documents based on the knowledge point set and teaching suggestions corresponding to the course. As an alternative, teaching documents can also be generated based on the knowledge point set and class information. Teaching documents include slide files, lesson plan files, etc. Each knowledge point content in the slide file contains a corresponding knowledge point identifier. Through the knowledge point identifier, the corresponding knowledge point entity can be found in the knowledge graph to obtain the specific knowledge content. The slide file can only generate the knowledge point title, and the specific content is added by the teacher himself. It can also automatically generate slides containing titles, knowledge content and exercises based on the knowledge point attributes in the knowledge graph and related exercises, resources, etc.

[0103] In the embodiment of the present invention, there are two ways to automatically generate slides:

[0104] The first one is the template generation method: according to the teaching method of each knowledge point in the teaching suggestion, use the document generation submodule to select the information in the teaching method and fill it into the preset template to construct the teaching method framework. The document generation submodule then queries the content, examples, and resources of the knowledge point from the knowledge management module and fills them into the framework, or the teacher user manually fills the examples and resources corresponding to the knowledge point into the framework to generate a teaching document.

[0105] The second method is the large model generation method: use the large model to process the knowledge point information and the corresponding teaching suggestions, generate the teaching content of each knowledge point, and then splice the teaching content of all knowledge points to generate a slide file. The knowledge point information includes definitions and chapters, and the resource information includes videos, pictures, ideological and political education, and cases. The slide file generated by the large model generation method can be subsequently edited and optimized by the teacher.

[0106] The document generation submodule can pass the knowledge point set into the knowledge management module to generate a local knowledge graph, and insert the local knowledge graph into the import or summary module in the document.

[0107] The teaching summary submodule is used to help teachers review the classroom teaching process, generate teaching summaries, and import solidified experience into the teaching methods of corresponding knowledge points in the knowledge management module for subsequent generation of teaching suggestions.

[0108] In an embodiment of the present invention, the teaching summary generation method includes the following steps:

[0109] Step 1: Read the students' evaluations during the class and the evaluation feedback and suggestions of the experts who attended the class from the classroom management module.

[0110] Step 2: Import the teaching suggestions generated by the previous teaching suggestion generation submodule for this course, combine the actual teaching results, student evaluations, and expert evaluation feedback suggestions, score and provide feedback on the teaching suggestions, and use them to update subsequent teaching suggestions.

[0111] Step 3. Edit the teaching summary for the knowledge points that need to be recorded. The teaching summary is saved and recorded in the teaching summary sub-module. At the same time, a query index is generated and added to the teaching method of the knowledge point in the knowledge management module. It will be used for subsequent teaching improvements when preparing lessons for this knowledge point and for reviewing the teaching process during teaching seminars.

[0112] like Fig. 9As shown, the learning module includes an interactive submodule, a practice submodule, a detection submodule and a statistical submodule. The interactive submodule is used to provide access interfaces and services to various clients, as well as an interactive interface for students and teacher users. The practice submodule is used to receive homework issued by the classroom management module. Students can log in to the learning module through the learning client or web page to complete homework, or conduct self-study exercises. The detection submodule is used to generate test papers based on the test questions in the knowledge management module, and conduct comprehensive tests on given knowledge points or staged learning effects. The statistical submodule can generate students' course learning portraits, student thinking portraits and learning ability portraits based on the students' question-solving situation. The course learning portrait is used to characterize the students' mastery of a certain course, the student thinking portrait is used to characterize the thinking characteristics displayed by the students during the teaching process, and the learning ability portrait is used to characterize the ability characteristics displayed by the students during the teaching process.

[0113] In the embodiment of the present invention, the working method of the detection submodule and the statistics submodule includes the following steps:

[0114] Step 1: Based on the interface provided by the knowledge management module, use the detection submodule to select the knowledge points to be tested, and find the test question index corresponding to the knowledge points to be tested through the association relationship between the knowledge points and the test questions in the knowledge graph, and find the corresponding test questions from the question bank according to the index.

[0115] Step 2: Based on the list of test questions corresponding to the knowledge points to be tested, the detection submodule is used to select or randomly extract test questions from the list of test questions according to preset conditions, generate a test paper, and record a set of questions associated with the knowledge points.

[0116] Step 3: Obtain the knowledge points and scores from the students' exercises and test results, combine them with the course knowledge graph, use the statistical sub-module to generate the students' course learning profile and update the students' thinking profile and learning ability profile.

[0117] The course learning portrait includes the mastery of course knowledge points and course methods. The student thinking portrait and learning ability portrait respectively reflect the student's learning thinking and ability. Among them, the mastery of course knowledge points and course methods are evaluations of a certain course, and the student's learning thinking and ability are a comprehensive evaluation of the student himself. It can be obtained based on the learning process of multiple courses in a time period. The time period can be in semesters or academic years, or the time length can be customized.

[0118] In the embodiment of the present invention, the method for generating the course learning portrait, the student thinking portrait and the learning ability portrait is:

[0119] After completing the course, students complete the corresponding homework and test papers through the learning module. The attributes of each question in the homework and test papers include knowledge points, thinking and ability. The dimensions of thinking ability are the same as those in the portrait. Each dimension uses a numerical value to indicate the level of requirement. If it is not required, it will be the default value.

[0120] Step 301: Use the statistics submodule to obtain the knowledge points and scores in the student's exercises and test results.

[0121] Step 302: Calculate the accuracy of each knowledge point (the score of correctly answered questions and the total number of questions in the set) based on the set of questions corresponding to each knowledge point recorded when the questions were asked, and use the accuracy of the knowledge point as the mastery of the knowledge point after the course is completed. Mark the mastery of the knowledge point in the course knowledge graph. After all course knowledge points are marked, the course learning portrait of the student is obtained. When the student takes the test again or completes the relevant questions, the numerical value or quantitative value describing the mastery of the knowledge point in the student's course learning portrait can be updated.

[0122] Step 303: According to the thinking attributes and ability attributes in the correctly answered questions, select the maximum value in each dimension and update the student's thinking portrait and learning ability portrait.

[0123] Step 4: Based on the knowledge points and scores in the students' exercises and test results, the statistical submodule is used to evaluate the students' thinking and abilities, and generate student thinking portraits and learning ability portraits. The student thinking portrait and learning ability portrait are composed of multiple dimension values, and each dimension has an interval range. Thinking includes but is not limited to logical thinking, critical thinking, creative thinking, abstract thinking, and systematic thinking. Ability includes but is not limited to knowledge comprehension ability, knowledge memory ability, knowledge application ability, problem-solving ability, innovation ability, and learning initiative.

[0124] Step 5: Push the Q&A module link and generate corresponding questions based on the weak knowledge points shown in the course learning portrait, prompting students to conduct targeted learning through the Q&A module.

[0125] Step 6: Generate test papers again through the detection submodule based on weak knowledge points to re-examine the students' learning results. The statistical submodule can update the portrait based on the results of the re-test.

[0126] In an embodiment of the present invention, the working method of the training submodule includes the following steps:

[0127] Step 1: Use the practice submodule to create a homework task list for each class based on the request of the classroom management module.

[0128] Step 2: Use the practice submodule to receive the homework issued by the classroom management module, which can be a list of exercise labels, and create homework tasks.

[0129] Step 3: The classroom management module notifies the learning client of the homework task information, and the student accesses the practice submodule through the learning client to complete the homework.

[0130] Step 4: Use the practice submodule to automatically correct the objective questions in the homework, and notify the teacher through the teacher client to correct the subjective questions in the homework.

[0131] Step 5: Send the class homework identification, homework completion time and score to the statistics submodule through the exercise submodule, and use the statistics submodule to generate a statistical report on the completion of the homework.

[0132] In an embodiment of the present invention, teachers can connect the teaching management module to the learning module to view the portrait of each student, conduct targeted learning of the students based on the portraits, and view the statistical results of the overall portrait of the teaching class. This function requires the teaching management module to query the learning module for the portrait of each student based on the class student information, and generate an overall portrait of the class after integration.

[0133] The question-answering module can provide knowledge question-answering and resource acquisition services to various users of the system based on the learning resources in the knowledge management module, such as Fig.10 As shown, the question-answering module includes a question classification submodule, a question query submodule, an answer integration submodule and a connection submodule, wherein the question classification submodule is used to classify the questions input into the question-answering module, the question query submodule is used to send query requests to the knowledge management module according to the question type, the answer integration submodule is used to integrate the question answers according to the question query results, and the connection submodule is used to connect to other types of clients, receive question requests and feedback the question answers.

[0134] The working method of the question-answering module includes the following steps:

[0135] Step 1. Various clients in the system can send question requests to the question-answering module. The question requests include questions about knowledge points, questions about teaching methods, questions about learning methods, and questions about obtaining knowledge point-related questions and learning resources.

[0136] Step 2: In response to the question request, the question classification submodule is used to classify the question through a pattern matching method to obtain the question type.

[0137] Step 3: According to the question type, use the question query submodule to send a query request to the knowledge management module to obtain the question query result.

[0138] Step 4: Obtain the question query results returned by the knowledge management module through the answer integration submodule, call the reply template corresponding to the question, integrate the question query results into the question answer in the form of natural language and splicing related resources, and return it to the user. If a question involves multiple question categories, multiple questions need to be processed and summarized one by one.

[0139] As an alternative, the present invention can also use a large model question-answering method to perform knowledge question-answering.

[0140] Experts or leaders who are attending the class can use the Listening and Checking Class Client to join the class as a listener. During the class, from the perspective of the listener, the listener can obtain the local knowledge graph of the class through the Listening and Checking Class Client, and query the knowledge points through the question and answer module to understand the related knowledge points and the knowledge points that the class depends on; from the perspective of teaching guidance, comments and suggestions can be made on a certain knowledge point and the overall teaching of the class. The comments and suggestions will be sent to the classroom management module for recording. After the comments on the knowledge point teaching are accepted by the teacher, they will be synchronized to the knowledge management module as the basis for subsequent lesson preparation suggestions. The evaluation data for the class will be synchronized to the teaching management module as the basis for teaching evaluation. The teaching management module can generate a teacher's teaching ability portrait based on the teaching evaluation data; from the perspective of teaching management, you can also access the teaching management module through the Listening and Checking Class Client to view the course learning portraits of the students in the class, access the learning module to view the historical statistics of students' homework, and understand the resources (including but not limited to videos, questions, and ideological and political points) prepared by the teacher for each knowledge point of the course through the knowledge management module.

[0141] The teaching system of the present invention applies knowledge graphs to all stages of teaching, making full use of the characteristics of knowledge graphs, which is conducive to improving teachers' lesson preparation efficiency, improving the effectiveness of classroom teaching, improving students' after-class review and learning effects, and improving the experience of experts or leaders observing classes.

[0142] Example 2

[0143] Based on the same inventive concept as Example 1, Example 2 introduces a teaching method based on knowledge graph, such as Fig.11 As shown, the specific steps include:

[0144] Step A: Obtain class and course information through the teaching management module, and create a classroom instance through the classroom management module based on the class and course information.

[0145] Step B: Obtain each student's learning ability portrait from the learning module based on the student information in the class, and generate a class learning ability portrait as the basis for learning situation analysis.

[0146] Step C: Obtain the teaching implementation plan (which can be uploaded by teachers or administrators) through the teaching management module, and use the classroom management module to read the teaching implementation plan, generate a course plan for each class, and build a classroom activity timer based on the course plan to automatically publish or remind the release of preview resources, homework and exercises, etc.

[0147] Step D: According to the teaching implementation plan or external input data (direct input by teachers or administrators), the list of knowledge points and class information of the course to be taught is obtained, and the teaching auxiliary module is used to generate the teaching suggestions and teaching documents of the course. Among them, the teaching document includes a slide file, and the page of the knowledge point taught in the slide file can contain the corresponding identification information of the knowledge point in the knowledge management module. Generally, the identification information is hidden. In the present invention, since the actual teaching is more flexible and changeable, the teacher is allowed to modify and adjust the knowledge points involved in each class.

[0148] In step D, if the slide file already exists and the knowledge point identifier is missing in the slide, the teacher can access the knowledge management module through the document plug-in, select the knowledge point to obtain the identifier and add it to the slide. The teacher can also add exercises to the slide through the knowledge management module or self-editing, access the knowledge management module through the question management sub-module, select the exercises corresponding to the knowledge point and fill in the slide, or the teacher can directly edit the exercises in the slide.

[0149] Step E: According to the teaching implementation plan and classroom plan, use the classroom management module to remind teachers to publish preview resources and homework. Specifically, automatically obtain the preview resources and pre-class exercise links under the corresponding knowledge points from the knowledge management module according to the knowledge point information in the teaching plan. According to the classroom plan, use the timer to regularly send the preview resources and homework to the learning client of the students in the class, and the students access the link to preview.

[0150] Step F: During class, the teacher notifies the classroom management module to start the class through the document plug-in, and uses the classroom management module to notify the classroom instance to receive logins from student clients and class-viewing clients. The first login requires registration to the classroom instance in order to receive subsequent messages sent by the classroom instance.

[0151] Step G: When playing the slides, use the document plug-in to read the knowledge point identification information in the slides, obtain the knowledge point data from the knowledge management module through the knowledge point identification of a single knowledge point, obtain the local knowledge graph from the knowledge management module according to the knowledge point representation list of multiple knowledge points, and forward the knowledge point data and the local knowledge graph to the learning client and / or the listening and checking class client. In addition, the teacher can display the local knowledge graph in the slides through the document plug-in during the pre-class introduction stage or the post-class summary stage. Use the document plug-in to send the local knowledge graph to the classroom management module at the beginning of the class, and send the corresponding knowledge point data to the classroom management module when playing specific knowledge points. The classroom management module forwards the local knowledge graph or knowledge point data to the learning client and the listening and checking class client that have joined the class.

[0152] The local map can be displayed in the slides through the document plug-in; the knowledge point data includes the content of the knowledge point, whether it is a difficult point, the requirements for mastering the knowledge point, the knowledge point dependent knowledge points, similar knowledge points, easily confused knowledge points, resource links, exercise links and related extended knowledge points, etc.

[0153] Step H: When the learning client or the class-checking client receives the knowledge point data, the currently taught knowledge point is marked in the local knowledge graph. The client user can view the knowledge point data by clicking on the knowledge point in the local knowledge graph. When the data contains related knowledge point or resource link information, the learning resources corresponding to the related knowledge point data or resource link can be obtained by accessing the knowledge management module.

[0154] Step I: Students or listeners can also access the question-and-answer module through the learning client and the listening client to query any knowledge point. The question-and-answer module identifies the question classification and the knowledge points involved, generates a query request to query the knowledge management module for the required information, and organizes the query results returned by the knowledge management module into natural language and returns them to the corresponding client for display.

[0155] Step J: Students or listeners can provide feedback on knowledge points in the local knowledge graph through the corresponding client. The feedback forms include choosing to describe the degree of mastery, adding questions and comments, etc.

[0156] The client sends the feedback data to the classroom management module, which records and sends the feedback data to the teaching client or document plug-in. The teacher can view the feedback data for any knowledge point during and after class, including statistical data and feedback data from any individual listener, and adjust his or her teaching method based on the data during or after class. After the teacher accepts the feedback on the knowledge point, it will be synchronized to the knowledge management module as the basis for subsequent lesson preparation suggestions. The listener's evaluation data on the class will be synchronized to the teaching management module as the basis for the teacher's evaluation.

[0157] Step K: The listeners can access the teaching management module through the listening and checking client to view the course learning portraits of the students in the class, access the learning module to view the historical learning data of the students in this course, and understand the resources prepared by the teacher for each knowledge point of this course through the knowledge management module.

[0158] Step L: After the course is over, according to the teaching implementation plan and classroom plan, the classroom management module is used to notify the teaching client to remind the teacher to publish the homework, or the classroom management module reads the homework under the corresponding knowledge point from the knowledge management module according to the knowledge point information in the teaching plan and automatically publishes it.

[0159] Step M: Publish the homework to the learning module through the classroom management module and notify the learning client. Students can access the learning module through the learning client to complete the homework.

[0160] Step N: After the student submits the homework through the learning client, the learning module automatically corrects the objective questions in the student's homework, and at the same time notifies the teacher through the teaching client to access the learning module to correct the subjective questions.

[0161] Step O: Based on the student's homework scores, question information and course knowledge point map, use the learning module to generate a course learning portrait for the class, and update the student's learning ability portrait and student thinking portrait.

[0162] Step P: The teacher reads the students' evaluations and the listeners' evaluation feedback suggestions during the classroom teaching process from the classroom management module through the teaching assistance module, and scores and provides feedback on the teaching suggestions previously generated by the teaching assistance module in combination with the actual teaching results, so as to improve the subsequent teaching suggestions. At the same time, the teacher edits and records the teaching summary for the knowledge points that need to be recorded through the teaching assistance module, and generates a query index to add to the teaching method of the knowledge point in the knowledge management module, which is used as a reference for subsequent preparation of lessons for the knowledge point.

[0163] In an embodiment of the present invention, the entire teaching method can be divided into a pre-course preparation stage, a pre-class preparation stage, a classroom teaching stage, and a post-class summary and consolidation stage, wherein the pre-course preparation stage corresponds to steps A to C, the pre-class preparation stage corresponds to steps D to E, the classroom teaching stage corresponds to steps F to K, and the post-class summary and consolidation stage corresponds to steps L to P.

[0164] The present invention provides an analysis method for the difficulty level of knowledge point teaching:

[0165] (1)Give a qualitative analysis of the teaching difficulty from the aspect of thinking ability, as well as the data for judgment basis. The judgment method is as follows: According to the values required for each dimension of thinking in the knowledge points, find the corresponding dimension in the class thinking portrait, calculate the percentage of the number of people reaching the values for each dimension, and take the lowest value p among them. If p >= 90%, the teaching difficulty of this knowledge point is easy; if 60% <= p < 90%, the teaching difficulty of this knowledge point is moderate; if 30% <= p < 60%, the teaching difficulty of this knowledge point is relatively difficult; if p < 30%, the teaching difficulty of this knowledge point is difficult.

[0166] (2)Analyze the teaching difficulty from the aspect of learning foundation: According to the previous knowledge points in the local knowledge graph, find the percentage q of the corresponding knowledge points mastered in the class curriculum learning portrait. If q <= the set threshold (the default can be set to 60%), the teaching difficulty of this knowledge point is difficult, and it is recommended to conduct pre-class or in-class learning for this knowledge point; if q >= 90%, the teaching difficulty of this knowledge point is easy and no treatment is required; if 60% < p < 90%, the teaching difficulty of this knowledge point is general, and it is recommended to ask questions during the introduction or help with review through pre-class tests.

[0167] The present invention can obtain the previous knowledge points of the course knowledge points according to the local knowledge graph, generate pre-class introduction prompts, and prompt relevant users which knowledge points the knowledge points of this course are introduced by, so that users can understand the knowledge points in advance. The present invention can also obtain the subsequent knowledge points of the course knowledge points according to the local knowledge graph, explain which knowledge points the knowledge points of this course can lead to, and lay a foreshadowing in advance for the teaching of the subsequent knowledge points.

[0168] In the embodiments of the present invention, the teaching methods for knowledge points include the lecture method, the discussion method, the case teaching method, the experiment method, the flipped classroom example, etc. When the knowledge point attributes are abstract and have high requirements for logical thinking, and most students in the class learning portrait have strong abstract thinking and logical thinking abilities, it is recommended to adopt the heuristic teaching method, introduce from phenomena or examples, inspire students to discover and summarize the rules by themselves through setting guiding questions, then summarize and introduce the definition, and then exercise the promotion and application ability through examples. When most students in the class learning portrait have general abstract thinking and logical thinking abilities, it is recommended to adopt the method of first giving examples and then summarizing and abstracting to introduce the definition and then giving examples for promotion and application. When the portrait of the students in the class taught for this knowledge point shows weak abstract thinking and logical thinking abilities, when this knowledge point is not a key point and mainly focuses on understanding through multiple examples, when this knowledge point is key content, it is recommended to increase examples, discussion and analysis, and increase in-class exercises.

[0169] In summary, the present invention constructs a knowledge graph using knowledge points, questions, resources and teaching methods as entities, and uses knowledge graph technology in the process of teacher teaching, student learning and expert leadership listening to and checking classes. It utilizes knowledge graph technology to realize various functions such as knowledge point association learning, resource push, exercise practice, knowledge point question and answer, and teaching feedback, thereby improving the efficiency of teacher lesson preparation, improving the effectiveness of classroom teaching, improving the learning effect of students' after-class review, and improving the listening experience of listeners, thereby realizing a deep binding of knowledge graphs and teaching systems.

[0170] During the course, the present invention can display the local knowledge map of the course and the position of the currently taught knowledge points in the map in real time on the student learning client or the listener's listening and checking client, which is helpful to help students build a knowledge system. When explaining specific knowledge points, knowledge point data will be pushed to each client to help users better understand and learn. Each client can also actively learn to expand knowledge, related knowledge points and forgotten previous knowledge points through question-and-answer services. These means can supplement classroom teaching and improve the teaching method, so that students with spare time can further study in depth, and students who do not have a firm grasp of previous knowledge points can carry out supplementary learning to meet personalized learning needs.

[0171] The present invention can recommend appropriate teaching methods according to the characteristics of knowledge points and the learning ability and learning foundation of students, and can further generate teaching documents, which is conducive to helping teachers better teach students in accordance with their aptitude, reducing the pressure of teachers' preparation for lessons, and improving teaching efficiency. The teaching suggestions in the present invention can also be combined with large model technology to generate virtual teaching classrooms. At this time, the teaching suggestions are generated according to the students' personal learning portraits, and are used to tailor teaching plans for each student. Technical means such as teaching suggestions, teaching documents and teaching method recommendations can realize a flexible and changeable teaching process to adapt to different teaching needs.

[0172] The feedback, suggestions and summaries designed by the system of the present invention for teaching are targeted at the granularity of knowledge points, which helps teachers to think, design and improve teaching methods according to the characteristics of knowledge points, and these methods and experiences are associated with knowledge points by combining with knowledge graphs, which can be saved for reference and reuse in subsequent teaching. In traditional methods, the feedback from students and experts on the whole class lacks pertinence, and teachers cannot accurately locate specific knowledge points. In some existing technologies, students' feedback on a certain page of ppt cannot be recorded and saved after the ppt changes. The present invention can improve these problems.

[0173] The present invention designs a set of schemes to generate students' ability and thinking portraits based on their practice and test situations. By regularly generating / updating portraits through the system, it can be seen that the impact of the course setting of students in a certain major on the ability variables, which can be used as the basis for the course setting of talent training programs.

[0174] The present invention fully considers the needs and process of experts listening to classes, designs corresponding clients and functions, and aims at the problem that experts need to read teaching files and data and can only listen to classes intermittently. The client for listening to and checking classes displays the local map of the class and the location of the knowledge points currently being taught, so that experts can quickly enter the state of listening to classes. For the missed previous knowledge points, the question-and-answer technology can also be used to quickly understand them, so as to improve the listening experience. The class learning situation can also be understood through statistical data, so as to better judge whether the teacher's teaching method is suitable for students, and the usual teaching and learning situation can be fully understood, and more reasonable evaluations and suggestions can be put forward.

[0175] The embodiments of the present invention are described above in conjunction with the accompanying drawings, but the present invention is not limited to the above-mentioned specific implementation methods. The above-mentioned specific implementation methods are merely illustrative and not restrictive. Under the enlightenment of the present invention, ordinary technicians in this field can also make many forms without departing from the scope of protection of the purpose of the present invention and the claims, which all fall within the protection of the present invention.

Claims

1. A teaching system based on knowledge graph, characterized in that: It includes a server, a teaching client, a learning client, a class inspection client and a document plug-in, wherein the server is used to manage teaching-related knowledge data based on the knowledge graph, manage teaching affairs, manage classroom affairs, and complete various teaching tasks through data interaction with various clients; the teaching client is used to assist teachers to log in to the server to carry out teaching work; the learning client is used to assist students to log in to the server to study; the class inspection client is used to assist listeners to log in to the server to audit or check course work; the document plug-in is used to access the server to obtain knowledge point information and exercises, and insert knowledge point identifiers, knowledge point data, local knowledge graphs or exercises in teaching slides.

2. The teaching system according to claim 1, characterized in that: The server includes an account management module, a classroom management module, a teaching management module, a teaching auxiliary module, a knowledge management module, a question-and-answer module, and a learning module; the account management module is used to manage the information of various accounts in the system; the classroom management module is used to manage classroom data, classroom examples, and classroom plans, and is used to exchange data between various clients and various modules during classroom teaching; the teaching management module is used to manage various teaching affairs, teaching implementation plans, and student information; the teaching auxiliary module is used to generate teaching suggestions and teaching documents according to the teaching implementation plan, and conduct post-class analysis and summary after each course is completed; the knowledge management module is used to manage course-related knowledge data, teaching methods, topics, and resources corresponding to knowledge points, and generate course-related knowledge graphs; The question-and-answer module is used to provide knowledge question-and-answer and resource acquisition services to various users in the system based on the knowledge data in the knowledge management module; the learning module is used to publish homework and knowledge point test papers after the course is over, and generate student portraits based on the results of the homework and test papers.

3. The teaching system according to claim 2, characterized in that: The classroom management module includes a classroom data management submodule, a classroom instance management submodule and a classroom plan management submodule; the classroom data management submodule is mainly used to manage classroom metadata, process data generated during the teaching process and resources used during the teaching process; the classroom instance management submodule is used to generate and manage classroom instances according to classroom instance requests containing class data, and the classroom instances are message subscription and publishing channels or containers with the function of sending and receiving network messages; The classroom plan management submodule is used to generate a classroom plan for each class according to the teaching implementation plan, and automatically publish or remind teachers to publish preview resources, publish homework, and correct homework according to the classroom plan using a timer.

4. The teaching system according to claim 2, characterized in that: The teaching management module includes a teaching affairs management submodule and a student affairs management submodule; the teaching affairs management submodule is used to manage the teaching implementation plan and the class data of the teaching class, and is also used to generate a class learning portrait based on the learning situation of all students in the teaching class; the student affairs management submodule is used to manage student information.

5. The teaching system according to claim 2, characterized in that: The teaching auxiliary module includes a teaching suggestion generation submodule, a document generation submodule and a teaching summary submodule; the teaching suggestion generation submodule is used to generate teaching suggestions corresponding to the course according to the knowledge point information and the teaching class information of the teaching course, wherein the knowledge point information includes but is not limited to the difficulty of the knowledge point, the thinking characteristics required by the knowledge point, and whether it is a key point, and the teaching class information includes the class learning portrait; the document generation submodule is used to generate teaching documents according to the knowledge points and teaching suggestions of the teaching course, and the teaching documents include slide files; the teaching summary submodule is used to read the evaluation and feedback of students and users who listen to the class during the teaching process, and score the teaching suggestions, and the scoring results are used to update the teaching suggestions for subsequent courses.

6. The teaching system according to claim 5, characterized in that: The teaching suggestions include the associations between knowledge points, the evaluation data of the knowledge points and the teaching method suggestions for the knowledge points; wherein the associations between the knowledge points include not only the associations between all the knowledge points included in the current course, but also the associations between the knowledge points of the current course and the knowledge points of other courses; the evaluation data of the knowledge points include the quantitative value of the teaching difficulty of the knowledge points and the basis for judging the same, wherein the basis for judging includes the quantitative value of the requirements of the knowledge points for each dimension of thinking and ability, the quantitative value of each dimension of thinking and ability in the class learning portrait corresponding to the current course, and the quantitative value of the student mastery level corresponding to each previous knowledge point in the class course learning portrait on which the course knowledge points of the current course depend; the teaching method suggestions for the knowledge points include the requirements for mastering the knowledge points and the suggested teaching methods, and the suggested teaching methods are retrieved from the teaching method nodes associated with the knowledge points according to the teaching difficulty of the knowledge points and whether the knowledge points are key points.

7. The teaching system according to claim 2, characterized in that: The knowledge management module includes a graph database, a question library, a resource library, a visualization interface and an interactive sub-module; wherein the question library is used to store and manage questions, which can be divided into example questions, homework exercises and test questions; the resource library is used to store and manage resources required for teaching, including videos, images and slides; the graph database is used to generate and manage knowledge graphs; the visualization interface is used to display the resource library, question library and graph database, and is also used to add, delete, modify, query, import and export data in the resource library, question library and graph database; the interactive sub-module is used to realize information interaction between the knowledge management module and other modules.

8. The teaching system according to claim 7, characterized in that: The knowledge graph includes four entities and the associations between the four entities; the four entities are knowledge points, resources, topics and teaching methods, and the associations between the knowledge points include dependency relationships, inclusion relationships, similarity relationships, and distinction relationships between knowledge points that are easily confused; each knowledge point is associated with the topic, resource and teaching method corresponding to the knowledge point; The knowledge point includes knowledge point content and knowledge point attributes, and the knowledge point attributes include the chapter to which the knowledge point belongs, the knowledge point type, the difficulty of the knowledge point, the thinking characteristics required by the knowledge point, and the ability characteristics required by the knowledge point; The attributes of the question include the chapter to which the question belongs, the difficulty of the question, the thinking characteristics required by the question, and the ability characteristics required by the question.

9. The teaching system according to claim 2, characterized in that: The learning module generates a student portrait based on the results of homework and test papers. The student portrait includes a course learning portrait, a student thinking portrait and a learning ability portrait. The course learning portrait is used to characterize the student's mastery of a certain course, the student thinking portrait is used to characterize the thinking characteristics displayed by the student in the teaching process, and the learning ability portrait is used to characterize the ability characteristics displayed by the student in the teaching process.

10. The teaching system according to claim 1, characterized in that: The document plug-in includes a login submodule, a classroom interaction submodule, a graph management submodule and a question management submodule; the login submodule is used to log in to the server of the teaching system; the classroom interaction submodule is used to generate a QR code for logging in to the classroom, and is also used to interact with the server and each client for knowledge point data, exercise data and teaching classroom information during the slide show; the graph management submodule is used to obtain knowledge point data according to the knowledge point identifier in the slide, generate a local knowledge graph, display the knowledge point data and the local knowledge graph on the slide and push them to the learning client and the class listening client, and is also used to access the knowledge management module when there is an unidentified knowledge point in the slide page, retrieve the identifier corresponding to the knowledge point, and insert the knowledge point identifier into the corresponding position of the slide page; the question management submodule is used to insert exercises related to the knowledge point in the slide, push the exercises to the learning client through the classroom management module and obtain student answers for display.

11. The teaching system according to claim 10, characterized in that: The method for generating the local knowledge graph includes: According to the knowledge point identification list, multiple knowledge points are obtained from the knowledge management module to obtain the teaching knowledge point set, which is recorded as N=[n1,n2,… ,n k ], where n i represents the i-th teaching knowledge point, and k is the total number of teaching knowledge points; For any two teaching knowledge points n in set N i ,n j , search for teaching knowledge points through the knowledge management module i And teaching knowledge points j The relationship r between them; where 1<=i, j<=k, and i¹j; The k teaching knowledge points in the set N are used as points in the teaching knowledge point sub-graph, and the correlation between any two teaching knowledge points is used as the connecting line between the corresponding points in the teaching knowledge point sub-graph to obtain a complete teaching knowledge point sub-graph; According to the teaching knowledge point set N, the dependency relationship between the course knowledge points is constructed using the order relationship in the course knowledge graph to obtain the dependency relationship set R; Under the set R, find the maximum point set S of the Hasse graph formed by the set N, S={s1,s2,...,s T }, for any knowledge point s t ÎS, search s in the knowledge graph through dependencies t The previous knowledge points of i ; Among them, s t represents the tth knowledge point in set S, t=1,2,…,T, T is the total number of knowledge points in set S; Take the union Q' of the previous knowledge point sets of all knowledge points in set S as the point set in the previous knowledge point sub-graph, and draw the dependency relationship from the points in set S to the points in set Q' to obtain a complete previous knowledge point sub-graph; Under the set R, find the minimum point set B of the Hasse graph formed by the set N, B={b1,b2,...,b P }, for any b p ÎB, search for b in the knowledge graph through the dependency relationship p The subsequent knowledge points are obtained by p ; Among them, b p represents the pth knowledge point in set B, p = 1, 2, …, P, P is the total number of knowledge points in set B; Take the union H' of the post-order knowledge point sets of all knowledge points in set B as the point set in the post-order knowledge point sub-graph, and draw the dependency relationship from the points in set H' to the points in set B to obtain a complete post-order knowledge point sub-graph; For any teaching knowledge point n i , search for teaching knowledge points n in the knowledge graph through similarity relationships i similar knowledge points, and obtain a similar knowledge point set X. If the set X is not empty, the teaching knowledge point n i The similar knowledge points in the set X are taken as points in the similar knowledge point sub-graph, and their similarity relations are taken as connecting lines between corresponding points in the similar knowledge point sub-graph. After traversing all the teaching knowledge points in the set N, a complete similar knowledge point sub-graph is obtained; For any teaching knowledge point n i , search for teaching knowledge points n in the knowledge graph through confusing relationships i The easily confused knowledge points are obtained, and the easily confused knowledge point set Y is obtained. If the set Y is not empty, the teaching knowledge point n i The easily confused knowledge points in the set Y are taken as points in the easily confused knowledge point sub-graph, and their easily confused relationships are taken as connecting lines between corresponding points in the easily confused knowledge point sub-graph. After traversing all the teaching knowledge points in the set N, a complete easily confused knowledge point sub-graph is obtained.

12. A teaching method based on the teaching system according to claim 1, characterized in that: The steps include: Use the teaching management module to obtain the teaching implementation plan, and use the classroom management module to generate a classroom plan based on the teaching implementation plan; According to the teaching implementation plan or external input data, the course knowledge point list and teaching class information are obtained, and the teaching auxiliary module is used to generate the course teaching suggestions and teaching documents; among which, the teaching documents include slide files; According to the teaching implementation plan and classroom plan, the corresponding preview resources of the course are automatically obtained from the knowledge management module and sent to the learning client in the form of a link; During classroom teaching, the document plug-in is used to read the knowledge point identification information in the slides, and the knowledge point data and the local knowledge graph composed of multiple knowledge points are obtained from the knowledge management module according to the knowledge point identification information; Use document plug-ins to display knowledge point data and local knowledge graphs in slides and forward them to learning clients and class listening and checking clients; Use the learning client and the listening and checking client to click on the knowledge points in the local knowledge graph to view the knowledge point data, access the question and answer module to query questions related to the knowledge points, and score and provide feedback on the knowledge point data and the local knowledge graph; After the course is over, according to the teaching implementation plan and course knowledge points, use the classroom management module to publish homework to the learning module and obtain the completion status of students' homework; Use the learning module to automatically correct the objective questions in the students' homework, and notify the teacher to access the learning module through the teaching client to correct the subjective questions and obtain the students' homework scores; Based on the students' homework scores, question information in the homework and the course knowledge point map, the learning module is used to obtain the students' course learning portrait, learning ability portrait and student thinking portrait.

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