Teaching scheme design method

Abstract

The invention discloses a teaching scheme design method, which is used for solving the problems of single student training mode, high teaching cost and poor teaching quality in the prior art. According to the invention, the learning ability of students and the teaching ability of teachers are represented by using the homework scores of the students, and the learning ability of the students is corrected by using the enrollment scores and attendance rates of the students, so that the representation results are more persuasive. According to the method, the relation curve between the teaching achievement of teaching after the teaching contents are divided and sorted according to different modes and the learning ability and attendance rate of the students is sought through the expected value in statistics, so that the design of the teaching scheme can be started after the recording work of the students is completed. Along with further accumulation of the teaching data and expansion of the acquisition range of the teaching data, the method can be applied to the design of more teaching course schemes, and has the application values of saving teaching cost and cultivating high-quality graduates and teachers.

Description

Technical Field

[0001] The present invention relates to the technical field of teaching program design, and in particular to a teaching program design method. Background Art

[0002] With the development and progress of science and technology, the training of college talents has become increasingly important, but the existing training model cannot adapt to all college students, resulting in the phenomenon that students with good foundations do not pay attention to classroom knowledge and skip classes, while students with poor foundations cannot keep up with the teaching progress, resulting in serious failures, students repeatedly retaking courses, and students' aversion to learning continues to increase. In addition, the use of the existing training model, in addition to the above two extreme phenomena, increases the workload and difficulty of correcting homework for course teachers, and the explanation of exercises cannot take into account all students, resulting in high teaching costs. When facing the assessment of teaching courses, the teaching courses cannot be nominated for relevant awards because of students skipping classes and aversion to learning. Summary of the invention

[0003] The purpose of the present invention is to provide a teaching program design method to solve the problems of single existing student training model, high teaching cost and poor teaching quality.

[0004] The above-mentioned purpose of the present invention can be achieved by adopting the following technical solutions:

[0005] The present invention provides a teaching program design method, comprising:

[0006] Get the initial set of all teaching contents in the target course;

[0007] Calculate the correlation between any two adjacent teaching contents;

[0008] The two adjacent teaching contents are set as one teaching content based on the correlation degree of the adjacent teaching contents being not less than a preset value, and the initial set is updated as a target set;

[0009] Generating a teaching program set corresponding to the target course according to the arrangement relationship of all teaching contents in the target set;

[0010] Execute different teaching plans in the teaching plan set for different target student groups, and record the admission score, attendance rate and homework score of each student when participating in the corresponding teaching plan;

[0011] Calculate the target teaching score according to the admission scores, attendance rates and homework scores of all students in the same teaching plan and the same target student group until all teaching plans in the teaching plan set have been completed and a target teaching score set is obtained;

[0012] Using the target teaching score set, a curve fitting method is used to draw a set of expected teaching path curves for each target student group under the expected values ​​of admission scores and attendance rates;

[0013] According to the expected values ​​of admission scores and attendance rates of the student group to be taught, a teaching plan corresponding to the nearest expected teaching path curve is selected from the set of expected teaching path curves as the optimal teaching plan for the student group to be taught.

[0014] Preferably, the target course is determined by the following steps:

[0015] Get the total number of homework submission plans and the total number of class hours for the teaching courses respectively;

[0016] Collect the total number of homework submissions and the total number of class hours for the teaching course by different target student groups respectively;

[0017] Calculate the revised values ​​of the total number of homework submissions and the total number of class hours according to the total number of homework submissions and the total number of class hours;

[0018] Using the revised value of the total number of homework submission history and the revised value of the total number of class hours, respectively revise the total number of homework submission plans and the total number of class hours planned to obtain the total number of class hours and the total number of homework submissions;

[0019] Based on the fact that the total number of class hours is not greater than the total number of homework submissions, the teaching course is confirmed as a target course.

[0020] Preferably, the total number of class hours of the target course is not less than the number of all teaching contents in the target set; and / or

[0021] The total number of homework submissions for the target course is not less than the number of all teaching contents in the target set.

[0022] Preferably, the teaching content is generated according to the secondary title of the teaching catalog of the target course; and / or

[0023] The order of teaching contents in any of the teaching plans is arranged in the order of the teaching catalogue.

[0024] Preferably, the target teaching score is calculated according to the admission scores, attendance rates and homework scores of all students in the same teaching plan and the same target student group until all teaching plans in the teaching plan set have been completed and the target teaching score set is obtained, including:

[0025] The initial teaching score is calculated using the admission scores, attendance rates and homework scores of all students in the same target student group under the same teaching plan;

[0026] The aforementioned steps are executed repeatedly until all initial teaching scores of all target student groups under the same teaching plan are calculated and generated;

[0027] Conduct statistical analysis on all initial teaching scores to calculate the expected admission scores, attendance rates, and expected teaching scores for all target student groups under the same teaching plan;

[0028] The above steps are executed repeatedly until all teaching plans in the teaching plan set have been completed and the corresponding expected admission scores, expected attendance rates, and expected teaching scores are calculated;

[0029] All expected admission scores, expected attendance rates, and expected teaching scores are confirmed as the target teaching score set.

[0030] Preferably, according to the expected values ​​of the admission scores and the expected values ​​of the attendance rates of the student group to be taught, selecting a teaching scheme corresponding to the nearest expected teaching path curve from the set of expected teaching path curves as the optimal teaching scheme for the student group to be taught includes:

[0031] Obtain the admission score of each student in the group of students to be taught, and calculate the expected value of their admission score;

[0032] Obtaining the historical attendance rate of the target student group in which the student group to be taught belongs within the target time period, and calculating the expected value of its attendance rate;

[0033] Generate optimal coordinate points based on the expected values ​​of admission scores and attendance rates of the student group to be taught, and select the expected teaching path curve with the closest distance from the expected teaching path curve set;

[0034] The teaching plan corresponding to the selected curve is taken as the best teaching plan.

[0035] Preferably, the initial teaching score is calculated based on the product of the student's admission score, attendance rate and homework score, wherein the admission score is calculated by converting the student's entrance examination score and the total examination score into a percentage; the attendance rate is calculated based on the expected attendance rate of at least two courses in which the student currently participates; and the homework score is calculated based on the expected homework score of at least two courses in which the student currently participates, converted into a percentage.

[0036] Preferably, the target student group has the same teaching curriculum, and at least one of their schools, majors, and classes is different.

[0037] Preferably, the target time period includes:

[0038] The same teaching plan period within at least the past year.

[0039] Preferably, the target time period includes:

[0040] The teaching time period of teachers who meet the preset conditions.

[0041] The present invention has at least the following characteristics and advantages:

[0042] The present invention can customize corresponding teaching plans for student groups with different learning foundations through the design of teaching plans, thereby improving teaching quality and shortening teaching time on the one hand, and avoiding situations in which students skip classes, repeatedly retake courses, and deteriorate teacher-student relationships on the other hand. BRIEF DESCRIPTION OF THE DRAWINGS

[0043] In order to more clearly illustrate the technical solutions in the embodiments of the present invention, the following briefly introduces the drawings required for use in the description of the embodiments. Obviously, the drawings described below are only some embodiments of the present invention. For ordinary technicians in this field, other drawings can be obtained based on these drawings without creative work.

[0044] Figure 1 A flowchart of the teaching scheme design method of the present invention;

[0045] Figure 2 A flowchart of the teaching scheme design method of the present invention;

[0046] Figure 3 A flowchart of the teaching scheme design method of the present invention;

[0047] Figure 4 The present invention is a flowchart of the teaching scheme design method. DETAILED DESCRIPTION

[0048] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0049] The present invention provides a teaching program design method, see Figures 1 to 4 ,include:

[0050] S1. Obtain the initial set of all teaching contents in the target course;

[0051] In some embodiments, the teaching content is generated based on the secondary titles of the teaching catalog of the target course; in other embodiments, the teaching content is split by experienced experts. Of course, in other embodiments, the teaching content is generated based on the secondary titles or tertiary titles in the teaching syllabus of the school teaching and research group.

[0052] S2, calculate the correlation between any two adjacent teaching contents;

[0053] S3, setting the two adjacent teaching contents as one teaching content based on the correlation degree being not less than a preset value, and updating the initial set to the target set;

[0054] S4, generating a teaching plan set corresponding to the target course according to the arrangement relationship of all teaching contents in the target set;

[0055] Of course, in order to avoid missing some skipped lectures, string lectures, and interjections that may bring about better teaching effects, the arrangement order is not limited in this embodiment. In other embodiments, the order of teaching contents in any teaching plan is arranged according to the order of the teaching catalog. That is, the current teaching catalog is the optimal teaching order that has been practiced by experts and professors in this field.

[0056] S5. Execute different teaching plans in the teaching plan set for different target student groups, and record the admission score, attendance rate and homework score of each student when participating in the corresponding teaching plan;

[0057] In some embodiments, the target student groups have the same teaching courses, but at least one of their schools, majors, and classes is different. Furthermore, the target student groups have different enrollment years.

[0058] S6, calculating the target teaching score according to the admission scores, attendance rates and homework scores of all students in the same teaching plan and the same target student group, until all teaching plans in the teaching plan set have been completed and the target teaching score set is obtained;

[0059] S7, using the target teaching score set to draw a set of expected teaching path curves for each target student group under the expected values ​​of admission scores and attendance rates by using a curve fitting method;

[0060] S8. According to the expected values ​​of the admission scores and the expected values ​​of the attendance rates of the student group to be taught, the teaching plan corresponding to the nearest expected teaching path curve is selected from the set of expected teaching path curves as the optimal teaching plan for the student group to be taught.

[0061] The present invention uses students' homework scores to characterize their learning ability and teachers' teaching ability, and uses students' admission scores and attendance rates to correct their learning ability to make the characterization results more convincing. Based on this, the present invention uses the expected value in statistics to seek the relationship curve between the teaching results of teaching content divided and sorted in different ways and the students' learning ability and attendance rate, so that the design of the teaching plan can be started after the student admission is completed. With the further accumulation of teaching data and the expansion of the scope of teaching data acquisition, it can be applied to the design of more teaching course plans, which has the application value of saving teaching costs and cultivating high-quality graduates and teachers.

[0062] In some embodiments, see Figure 2 , the target course is determined by the following steps:

[0063] S11, respectively obtaining the total number of homework submission plans and the total number of class hours planned for the teaching courses;

[0064] S12, collecting the total number of homework submissions and the total number of class hours for different target student groups for teaching courses;

[0065] S13, calculating the correction values ​​of the total number of homework submissions and the total number of class hours according to the total number of homework submissions and the total number of class hours;

[0066] S14, using the revised value of the total number of homework submission history and the revised value of the total number of class hours, respectively correct the total number of homework submission plans and the total number of class hours to obtain the total number of class hours and the total number of homework submissions;

[0067] S15. Based on the fact that the total number of class hours is not greater than the total number of homework submissions, the teaching course is confirmed as the target course.

[0068] In some embodiments, the teaching courses whose total number of class hours is not greater than the total number of homework submissions are directly identified as target courses. Those skilled in the art should understand that this method is faster and more efficient, and the requirements for hardware devices for implementing the method of the present invention will also be reduced.

[0069] Furthermore, in some embodiments, the total number of class hours of the target course is not less than the number of all teaching contents in the target set; in some embodiments, the total number of homework submissions of the target course is not less than the number of all teaching contents in the target set. Further, in other embodiments, the total number of class hours of the target course is not less than the number of all teaching contents in the target set; the total number of homework submissions of the target course is not less than the number of all teaching contents in the target set.

[0070] In some embodiments, see Figure 3, S6, calculate the target teaching score according to the admission scores, attendance rates and homework scores of all students under the same teaching plan and the same target student group, until all teaching plans in the teaching plan set have been completed and the target teaching score set is obtained, including:

[0071] S61, using the admission scores, attendance rates and homework scores of all students in the same target student group under the same teaching plan to calculate and generate an initial teaching score;

[0072] In some embodiments, the initial teaching score is calculated based on the product of the student's admission score, attendance rate and homework score, wherein the admission score is calculated by converting the student's entrance examination score and the total examination score into a percentage; the attendance rate is calculated based on the expected attendance rate of at least two courses in which the student is currently participating; and the homework score is calculated based on the expected homework score of at least two courses in which the student is currently participating.

[0073] S62, looping through the above steps until all initial teaching scores for all target student groups under the same teaching plan are calculated and generated;

[0074] S63, statistically analyzing all initial teaching scores to calculate and generate the expected admission scores, attendance rate, and expected teaching scores for all target student groups under the same teaching plan;

[0075] S64, looping through the above steps until all teaching plans in the teaching plan set have been completed and the corresponding expected admission scores, expected attendance rates, and expected teaching scores have been calculated;

[0076] S65. Confirm all expected admission scores, expected attendance rates, and expected teaching scores as the target teaching score set.

[0077] In some embodiments, see Figure 4 S8. According to the expected values ​​of the admission scores and the expected values ​​of the attendance rates of the students to be taught, the teaching scheme corresponding to the expected teaching path curve with the closest distance is selected from the set of expected teaching path curves as the optimal teaching scheme for the students to be taught, including:

[0078] S81, obtaining the admission score of each student in the group of students to be taught, and calculating the expected value of the admission score;

[0079] S82, obtaining the historical attendance rate of the target student group in which the student group to be taught belongs within the target time period, and calculating the expected value of its attendance rate;

[0080] In some embodiments, the target time period includes the same teaching plan time period within at least the past year, for example, statistics on the teaching class time of the course in the previous year or recent years, so as to avoid the impact of seasonal changes on teaching quality when classes are taught in different seasons; in some embodiments, the target time period includes the teaching time period of teachers who meet the preset conditions, such as the time period of the courses taught by the school's ace teachers, special teachers or Internet celebrity teachers. Furthermore, the teaching quality of specific teachers can also be evaluated, so that different teaching plans can be specified for different students for different teachers, which can ensure the teaching quality while reducing the teaching cost, and at the same time cultivate the experience of young teachers, so that they can intuitively see their growth path and areas for improvement.

[0081] S83, generating optimal coordinate points based on the expected values ​​of the admission scores and the expected values ​​of the attendance rates of the student group to be taught, and selecting the nearest expected teaching path curve from the set of expected teaching path curves;

[0082] S84. The teaching plan corresponding to the selected curve is taken as the best teaching plan.

[0083] The present invention has at least the following characteristics and advantages:

[0084] The present invention can customize corresponding teaching plans for student groups with different learning foundations through the design of teaching plans, thereby improving teaching quality and shortening teaching time on the one hand, and avoiding situations in which students skip classes, repeatedly retake courses, and deteriorate teacher-student relationships on the other hand.

[0085] The present invention is further introduced and explained below by taking the teaching plan of advanced mathematics during college as an example. Figures 1 to 4 :

[0086] S1. Obtain all teaching contents according to the secondary titles in the catalog of advanced mathematics course textbooks, and collect all the obtained secondary titles together to form an initial set;

[0087] S2, calculate the correlation between any two adjacent teaching contents;

[0088] In some embodiments, the correlation between adjacent teaching contents is calculated by setting a correlation coefficient, and the influencing factors of the correlation coefficient include the similarity of the exercise content, the similarity of the catalog, the similarity of the teaching concept, etc. Those skilled in the art should understand that there are many calculation formulas and methods for calculating the correlation in the prior art.

[0089] S3, setting the two adjacent teaching contents as one teaching content based on the correlation degree being not less than a preset value, and updating the initial set to the target set;

[0090] In actual cases, the preset value can be set according to the changes in teaching conditions. For example, if there are many classes but few classrooms, the preset value can be set lower so that some teaching contents can be combined together for teaching. If the teaching content is relatively abstract and it is not easy for students to understand and learn thoroughly, the preset value can be set higher so that it is easier for the teacher to explain each teaching content thoroughly.

[0091] S4, generating a teaching plan set corresponding to the target course according to the arrangement relationship of all teaching contents in the target set;

[0092] For example, the teaching plans are arranged with the simplest order rules. When there are three teaching contents of A, B, and C, they can be divided into the following multiple teaching plans: one teaching content is taught in three classes each; two classes are divided into two classes, A and B are taught in the first class, and C is taught in the second class, or A is taught in the first class, and B and C are taught in the second class; all the contents of A, B, and C are taught in one class. And these plans together constitute the teaching plan set of the target course. Those skilled in the art should understand that there are other combinations, such as when skipping, A is taught first, then C, and finally B; when reversing, C is taught first, then B, and finally A; when inserting, A is taught first, then B, and the teaching content of C is inserted between A and B; as the teaching content continues to increase, there will be more and more teaching plans in its set, which will not be described one by one here. Those skilled in the art can directly calculate the total number of elements in the set based on the mathematical knowledge of permutations and combinations. In some embodiments, the user can directly eliminate certain teaching plans that do not conform to teaching experience.

[0093] S5. Execute different teaching plans in the teaching plan set for different target student groups, and record the admission score, attendance rate and homework score of each student when participating in the corresponding teaching plan;

[0094] Specifically, different teaching plans are implemented for the Mathematics Class 1 and Mathematics Class 2 of the Mathematics Department of our school in 2023, and the homework scores and attendance rates of each student in each teaching plan are recorded, as well as the admission scores of each student (in some embodiments, the admission score refers to the student's single subject score or total score in the college entrance examination in mathematics; in other embodiments, the admission score refers to the professional course test score of the major at the beginning of the semester, so as to facilitate the division of classes or majors and screen students who meet specific conditions; in some embodiments, the admission score refers to the score after weighted calculation of the college entrance examination mathematics score and the professional course test score). Each student's homework score can be calculated based on the final score of a single subject, or it can be calculated by weighted calculation based on the mid-term score and final score of a single subject, or it can be generated by weighted calculation or direct average calculation based on the test results or after-class exercises corresponding to each teaching content. The attendance rate is determined based on the number of times the student signs in and the number of times he is caught skipping classes. For example, if a student is not caught skipping classes during the entire teaching course and each roll call sign-in meets the requirements, the student's attendance rate is determined to be 100%; in some embodiments, although the situation of a student is the same as that of the previous student, due to various reasons, the teaching content of the entire class is missing a certain amount, and the attendance number of the relevant amount is deducted as a whole. In other embodiments, the student's attendance rate is determined by the ratio of the actual number of homework submissions to the total number of submissions.

[0095] S6, calculating the target teaching score according to the admission scores, attendance rates and homework scores of all students in the same teaching plan and the same target student group, until all teaching plans in the teaching plan set have been completed and the target teaching score set is obtained;

[0096] The specific steps are as follows:

[0097] S61, using the admission scores, attendance rates and homework scores of all students in the same target student group under the same teaching plan to calculate and generate an initial teaching score;

[0098] In some embodiments, the initial teaching score is calculated based on the product of the student's admission score, attendance rate and homework score, wherein the admission score is calculated by converting the student's entrance examination score and the total examination score into a percentage; the attendance rate is calculated based on the expected attendance rate of at least two courses in which the student is currently participating; and the homework score is calculated based on the expected homework score of at least two courses in which the student is currently participating.

[0099] For example, the information of each student in the mathematics class generates a three-dimensional coordinate value (admission score, attendance rate, and score value), and the three-dimensional coordinate values ​​of all students in the class are combined to form the initial teaching score;

[0100] S62, looping through the above steps until all initial teaching scores for all target student groups under the same teaching plan are calculated and generated, that is, Mathematics Class 1 and Mathematics Class 2 each form an initial teaching score for the same teaching plan;

[0101] S63, statistically analyzing all initial teaching scores to calculate and generate the expected admission scores, attendance rate, and expected teaching scores for all target student groups under the same teaching plan;

[0102] That is, in this step, the initial teaching scores of Mathematics Class 1 and Mathematics Class 2 are used to calculate and generate an expected three-dimensional coordinate value (expected value of admission score, expected value of attendance rate, and expected teaching score) for the freshmen of the Department of Mathematics in this year under the same teaching plan;

[0103] S64, looping through the above steps until all teaching plans in the teaching plan set have been completed and the corresponding expected admission scores, expected attendance rates, and expected teaching scores have been calculated;

[0104] In some specific embodiments, this step loops through the previous steps to obtain the expected three-dimensional coordinate values ​​(expected admission scores, expected attendance rates, and expected teaching scores) of the freshmen of the computer science department, mechanical department, and material department under other teaching plans.

[0105] S65. Confirm all expected admission scores, expected attendance rates, and expected teaching scores as the target teaching score set.

[0106] The expected three-dimensional coordinate values ​​(expected admission score, expected attendance rate, and expected teaching score) of each department / major of the school are gathered together to form a target teaching score set.

[0107] S7, using the target teaching score set to draw a set of expected teaching path curves for each target student group under the expected values ​​of admission scores and attendance rates by using a curve fitting method;

[0108] That is, in this step, the two independent variables of the expected three-dimensional coordinate values ​​of each department / major of the school, the expected value of the admission score and the expected value of the attendance rate, are used to express the dependent variable of the expected teaching score, and the actual parameters of each student in the corresponding target student group are used to verify the accuracy of the expression until the accuracy meets the use requirements. The expression is the expected teaching path curve. By looping through this step, all the expected teaching path curves are gathered together to form an expected teaching path curve set. In order to visualize it, in some embodiments, it is drawn in a geometric coordinate system.

[0109] S8, according to the expected values ​​of the admission scores and the expected values ​​of the attendance rates of the student group to be taught, selecting the teaching plan corresponding to the expected teaching path curve with the closest distance from the expected teaching path curve set as the optimal teaching plan for the student group to be taught;

[0110] The specific steps are as follows:

[0111] S81, obtaining the admission score of each student in the group of students to be taught, and calculating the expected value of the admission score;

[0112] In this step, the admission scores of all newly enrolled students in the first class of the Department of Mathematics in 2024 are obtained, and the expected admission score of the class is calculated;

[0113] Those skilled in the art should understand that, based on the definition of admission scores in the previous expected teaching path curve set, the definition here should theoretically be the same, thereby ensuring that the results are more accurate and reasonable.

[0114] S82, obtaining the historical attendance rate of the target student group in which the student group to be taught belongs within the target time period, and calculating the expected value of its attendance rate;

[0115] In some embodiments, the target time period is the teaching time period of the course last fall. This step counts all the historical attendance rates of the mathematics department in the teaching course last year, and uses all the historical attendance rates to calculate the expected attendance rate. That is, because the class is freshmen, it is impossible to count the expected attendance rate of the course, so the expected attendance rate of the class calculated here is replaced by the expected attendance rate of the previous class of students, so as to facilitate the purpose of pre-designing the course.

[0116] S83, generating optimal coordinate points based on the expected values ​​of the admission scores and the expected values ​​of the attendance rates of the student group to be taught, and selecting the nearest expected teaching path curve from the set of expected teaching path curves;

[0117] In this step, the optimal coordinate points formed by the expected values ​​of the admission scores and the expected values ​​of the attendance rate of the class are directly plotted in the geometric coordinate system in S7, so that the nearest expected teaching path curve is selected by using the drawing function.

[0118] S84. The teaching plan corresponding to the selected curve is taken as the best teaching plan.

[0119] At this point, the teaching plan for advanced mathematics for the new students entering the Department of Mathematics in 2024 has been completed.

[0120] The present invention can customize corresponding teaching plans for student groups with different learning foundations through the design of teaching plans, thereby improving teaching quality and shortening teaching time on the one hand, and avoiding situations in which students skip classes, repeatedly retake courses, and deteriorate teacher-student relationships on the other hand.

[0121] The above are only preferred embodiments of the present invention, and are not intended to limit the present invention in any form. Although the present invention has been disclosed as a preferred embodiment as above, it is not intended to limit the present invention. Any technician familiar with the profession can make some changes or modifications to equivalent embodiments of equivalent changes using the technical contents disclosed above without departing from the scope of the technical solution of the present invention. However, any simple modifications, equivalent changes and modifications made to the above embodiments based on the technical essence of the present invention without departing from the content of the technical solution of the present invention are still within the scope of the technical solution of the present invention.

Claims

1. A teaching program design method, characterized in that: include: Get the initial set of all teaching contents in the target course; Calculate the correlation between any two adjacent teaching contents; The two adjacent teaching contents are set as one teaching content based on the correlation degree of the adjacent teaching contents being not less than a preset value, and the initial set is updated as a target set; Generating a teaching plan set corresponding to the target course according to the arrangement relationship of all teaching contents in the target set; Execute different teaching plans in the teaching plan set for different target student groups, and record the admission score, attendance rate and homework score of each student when participating in the corresponding teaching plan; Calculate the target teaching score according to the admission scores, attendance rates and homework scores of all students in the same teaching plan and the same target student group until all teaching plans in the teaching plan set have been completed and a target teaching score set is obtained; Using the target teaching score set, a curve fitting method is used to draw a set of expected teaching path curves for each target student group under the expected values ​​of admission scores and attendance rates; According to the expected values ​​of admission scores and attendance rates of the student group to be taught, a teaching plan corresponding to the nearest expected teaching path curve is selected from the set of expected teaching path curves as the optimal teaching plan for the student group to be taught.

2. The teaching program design method according to claim 1, characterized in that: The target courses are determined by the following steps: Get the total number of homework submission plans and the total number of class hours for the teaching courses respectively; Collect the total number of homework submissions and the total number of class hours for the teaching course by different target student groups respectively; Calculate the revised values ​​of the total number of homework submissions and the total number of class hours according to the total number of homework submissions and the total number of class hours; Using the revised value of the total number of homework submission history and the revised value of the total number of class hours, respectively revise the total number of homework submission plans and the total number of class hours planned to obtain the total number of class hours and the total number of homework submissions; Based on the fact that the total number of class hours is not greater than the total number of homework submissions, the teaching course is confirmed as a target course.

3. The teaching program design method according to claim 2, characterized in that: The total number of class hours of the target course is not less than the number of all teaching contents in the target set; and / or The total number of homework submissions for the target course is not less than the number of all teaching contents in the target set.

4. The teaching program design method according to any one of claims 1 to 3, characterized in that: The teaching content is generated according to the secondary title of the teaching catalog of the target course; and / or The order of teaching contents in any of the teaching plans is arranged in the order of the teaching catalogue.

5. The teaching program design method according to claim 4, characterized in that: The target teaching score is calculated according to the admission scores, attendance rates and homework scores of all students in the same teaching plan and the same target student group until all teaching plans in the teaching plan set have been completed and the target teaching score set is obtained, including: The initial teaching score is calculated using the admission scores, attendance rates and homework scores of all students in the same target student group under the same teaching plan; The aforementioned steps are executed repeatedly until all initial teaching scores of all target student groups under the same teaching plan are calculated and generated; Conduct statistical analysis on all initial teaching scores to calculate the expected admission scores, attendance rates, and expected teaching scores for all target student groups under the same teaching plan; The above steps are executed repeatedly until all teaching plans in the teaching plan set have been completed and the corresponding expected admission scores, expected attendance rates, and expected teaching scores are calculated; All expected admission scores, expected attendance rates, and expected teaching scores are confirmed as the target teaching score set.

6. The teaching program design method according to claim 5, characterized in that: According to the expected values ​​of the admission scores and the expected values ​​of the attendance rates of the students to be taught, the teaching scheme corresponding to the expected teaching path curve with the closest distance is selected from the set of expected teaching path curves as the optimal teaching scheme for the students to be taught, including: Obtain the admission score of each student in the group of students to be taught, and calculate the expected value of their admission score; Obtaining the historical attendance rate of the target student group in which the student group to be taught belongs within the target time period, and calculating the expected value of its attendance rate; Generate optimal coordinate points based on the expected values ​​of admission scores and attendance rates of the student group to be taught, and select the expected teaching path curve with the closest distance from the expected teaching path curve set; The teaching plan corresponding to the selected curve is taken as the best teaching plan.

7. The teaching program design method according to claim 6, characterized in that: The initial teaching score is calculated based on the product of the student's admission score, attendance rate and homework score, wherein the admission score is calculated based on the student's entrance examination score and the total examination score converted into a percentage; the attendance rate is calculated based on the expected attendance rate of at least two courses in which the student currently participates; and the homework score is calculated based on the expected homework score of at least two courses in which the student currently participates converted into a percentage.

8. The teaching program design method according to claim 7, characterized in that: The target student group has the same teaching curriculum, but at least one of their schools, majors, and classes is different.

9. The teaching program design method according to claim 7, characterized in that: The target time period includes: the same teaching plan time period within at least the past year.

10. The teaching program design method according to claim 7, characterized in that: The target time period includes: the teaching time period of the teacher who meets the preset conditions.

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