A practical teaching system for motor vehicle police

Abstract

The present invention discloses a practical teaching system for motor vehicle police, which belongs to the field of teaching and training technology; it includes a teaching vehicle, and a computer that communicates with the teaching vehicle through an OBD-II interface; the teaching vehicle is provided with a simulation module to simulate and generate various accident signals and data; the VDR, EDR, ECU, and TBOX components of the teaching vehicle are provided with multiple groups, which are respectively taken from real vehicle components of different types of accidents; the teaching vehicle is provided with variable configuration components, which can be replaced or adjusted to demonstrate the impact of different configurations on safety technical conditions. In the present invention, the simulation module generates multiple fault signals to help trainees master fault identification and handling skills; multiple groups of components taken from real accident vehicles are provided to improve the authenticity of teaching and trainees' cognition; through the combination of physical operation and simulation technology, the interactivity and sense of reality of training are high; it can help trainees better master the skills and knowledge required for motor vehicle police work and improve practical ability.

Description

Technical Field

[0001] The invention relates to the technical field of teaching and training, and in particular to a motor vehicle police practical teaching system. Background Art

[0002] In the practical police training, trainees should be made to understand and recognize various vehicle problems as much as possible, and master the corresponding solutions. At the same time, they also need to master certain on-site disposal methods. At present, the relevant teaching mostly adopts the form of ordinary vehicles converted into teaching vehicles, but the content that can be displayed is extremely limited, and the corresponding operation and maintenance are also relatively troublesome. Moreover, if multiple teaching scenarios are required, a large number of teaching vehicles are required; this is not only extremely costly, but also unrealistic and difficult to achieve.

[0003] Therefore, the applicant, based on many years of relevant police teaching experience, has specially designed a motor vehicle police practical teaching system; one teaching vehicle can form multiple states, corresponding to a variety of different teaching practices, so as to cover the teaching scenarios as comprehensively as possible. Summary of the invention

[0004] The purpose of the present invention is to provide a motor vehicle police practical teaching system to meet teaching needs.

[0005] In order to achieve the above object, the present invention adopts the following technical solutions: A motor vehicle police practical teaching system includes a teaching vehicle and a computer communicating with the teaching vehicle via an OBD-II interface; The teaching vehicle is provided with a simulation module to simulate and generate various accident signals and data; The teaching vehicle has multiple sets of VDR, EDR, ECU and TBOX components, which are taken from real vehicle components of different types of accidents. When using, the corresponding accident components are selected and installed according to the learning content; The teaching vehicle is provided with a variable configuration component which can be replaced or adjusted to demonstrate the influence of different configurations on the safety technical conditions.

[0006] In some embodiments, the simulation module generates: brake failure, steering failure, engine failure, light failure, tire abnormality, and airbag failure for the trainee to analyze and identify.

[0007] In some embodiments, the variable configuration components include: tires, brakes, and suspension systems.

[0008] In some embodiments, the teaching vehicle is also provided with various types of high and low voltage wiring harnesses for trainees to identify and perform power-off operations.

[0009] In some embodiments, the teaching vehicle is also provided with a replaceable accident damage component.

[0010] In some embodiments, the accident damaged components include: fenders, bumpers, hoods, doors, headlights, and taillights taken from real accident vehicles, or simulated damaged ones.

[0011] In some embodiments, the teaching vehicle is further provided with breakable simulated vehicle windows and a variety of breaking tools; The glass simulating the vehicle window is installed by means of a quick-disassembly assembly.

[0012] In some embodiments, the simulation vehicle is further provided with a vehicle theft and robbery training component; The vehicle theft and robbery training component includes: replaceable forged number blocks set at the positions of the vehicle identification code, engine model and factory number, motor model and number of the simulated vehicle; so that trainees can identify different counterfeiting techniques.

[0013] In some embodiments, it also includes: VR and AR components to simulate various road conditions and traffic scenarios to enhance the students' practical experience.

[0014] In some embodiments, it also includes: an accident reconstruction teaching system for publishing educational content and case libraries, and updating them regularly to reflect the latest traffic regulations, technological developments and industry best practices.

[0015] Compared with the prior art, the present invention provides a motor vehicle police practical teaching system, which has the following beneficial effects.

[0016] 1. In the present invention, the simulation module generates a variety of fault signals to help students master fault identification and handling skills; multiple groups of components taken from real accident vehicles are set to improve the authenticity of teaching and student cognition.

[0017] 2. The present invention is equipped with replaceable or adjustable components to help students understand the impact of different configurations and states on vehicle conditions; high and low voltage wiring harnesses are provided for students to practice identification and power-off operations to improve students' electrical operation capabilities; replaceable accident damage components help students understand the characteristics and treatment methods of accident damage.

[0018] 3. In the present invention, the vehicle window glass is installed through a quick-disassembly assembly, so that trainees can conduct window-breaking training and master emergency handling capabilities; a vehicle theft and robbery training assembly is provided so that trainees can identify counterfeiting techniques; and simulation scenarios are introduced to further enrich the teaching scenarios.

[0019] 4. The present invention sets up an accident reproduction teaching system and regularly updates teaching content and cases to improve the convenience, timeliness and reliability of learning, and keep knowledge updated and improved.

[0020] 5. The present invention can help trainees better master the skills and knowledge required for motor vehicle police work and improve their practical ability.

[0021] Other advantages, objectives and features of the present invention will be described in part in the following description; and in part, will be apparent to those skilled in the art based on an examination of the following; or, may be taught from the practice of the present invention. BRIEF DESCRIPTION OF THE DRAWINGS

[0022] Figure 1 A block diagram of the present invention. DETAILED DESCRIPTION

[0023] The technical solutions in the embodiments of the present invention will be described clearly and completely below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, rather than all the embodiments.

[0024] Reference Figure 1 A motor vehicle police practical teaching system provides an integrated training platform. By simulating real traffic accident scenes and vehicle failures, it helps trainees master accident scene investigation, fault identification and elimination, emergency rescue and other skills. It includes: a teaching vehicle, and a computer that communicates with the teaching vehicle through an OBD-II interface.

[0025] The teaching vehicle is the core of the entire teaching system, with a variety of specially designed components and functions; the computer has a running program that cooperates with the vehicle to read various data of the vehicle and interact. It should be noted that the teaching vehicle should have complete safety technical conditions, including but not limited to the vehicle's braking, steering, lighting and signal devices, airbags, seat belts, anti-lock braking system (ABS), etc., to meet the most basic safety requirements; at the same time, the complete components can simulate as many vehicle technical conditions as possible.

[0026] The teaching vehicle is equipped with a simulation module to simulate and generate various accident signals and data.

[0027] Specifically, the vehicle control system is customized and modified at the bottom level; it is operated directly through the central control screen or controlled through computer communication; each component responds to control instructions, and the teaching vehicle simulates and generates corresponding accident signals and data.

[0028] Among them, the simulation module can at least generate: brake failure, steering failure, engine failure, lighting failure, tire abnormality, airbag failure, and other signals and data for students to analyze and identify.

[0029] Specifically, the simulation module simulates and generates various motor vehicle fault signals corresponding to the status of each component. For example, for brake failure, the electronic signal of the brake system can be controlled to simulate brake pedal failure, brake line leakage, etc.; for steering failure, the electronic signal of the steering system can be controlled to simulate steering power pump failure, steering rod breakage, etc.

[0030] At the same time, the generation of fault signals can also be adjusted according to preset fault types and parameters to simulate fault conditions of different degrees.

[0031] It is understandable that the above are only some of the proposed component simulation signals; various signals and data that can be used for vehicle analysis can be designed and generated accordingly to cover a variety of scenarios.

[0032] Correspondingly, a variety of accident or fault simulation scenarios are pre-set in the computer or vehicle control system, which can be simulated and switched with one click; at the same time, different accident scenarios and fault signals can be customized according to teaching needs to provide students with multi-scenario simulation training.

[0033] By observing and analyzing simulated faults, students can learn how to identify and handle them.

[0034] At the same time, the teaching vehicle is also equipped with tools to assist in learning troubleshooting and repair, etc.

[0035] When in use, connect the teaching vehicle to the computer through the OBD-II interface; start the computer, and select the corresponding courses and scenarios according to teaching needs; accordingly, the simulation module generates fault signals; students learn how to identify the fault type by observing and analyzing the simulated fault signals; at the same time, use the corresponding tools and equipment to troubleshoot and repair the faults; in addition, process and analyze the data to generate an analysis report; thus, students can master skills such as accident site investigation, fault identification and troubleshooting.

[0036] In some embodiments, the teaching vehicle's VDR, EDR, ECU, TBOX and other components are provided in multiple groups, which are taken from real vehicle components of different types of accidents; when in use, the corresponding accident components are selected for installation according to the learning content.

[0037] VDR (Vehicle Data Recorder): records various data during vehicle operation, such as speed, acceleration, steering angle, etc.; EDR (Event Data Recorder): records data before and after specific events (such as collisions), providing key information about driving behavior and vehicle status; ECU (Electronic Control Unit): a computer module that controls a certain system or subsystem of a car, such as the engine control unit, brake control unit, etc.; TBOX (Telematics Unit): responsible for the function of vehicle communication with the outside world, realizing remote diagnosis, emergency call services, navigation updates, etc.

[0038] The above components basically cover most of the data information of the vehicle, and are identified and analyzed by reading their information; of course, as the types of automotive components increase and improve, corresponding expansions can be made through corresponding reserved interfaces.

[0039] It should be noted that in order to more realistically display various vehicle states, we have collected a variety of vehicle components from real accidents; during teaching, we installed them accordingly to reproduce real data so that students can learn and analyze under real data; compared with the data generated by simulation, its data is more reasonable and more in line with the actual situation, and the teaching effect is better. Moreover, the real components are modularly designed to facilitate the replacement of parts and simulation of different technical conditions; in addition, through the combination of physical operation and simulation technology, the interactivity and realism of the training are further improved.

[0040] Furthermore, in order to ensure and enhance the teaching effect, multiple different accident components (of different types) can be selected and installed simultaneously according to the learning content to form complex multi-category fault data; let the students understand the performance and function of each component in the complex state of the accident, and analyze the correspondence of each data.

[0041] In addition, during teaching, the functions of components such as VDR, EDR, ECU, TBOX, etc. are demonstrated and explained with the help of computers to strengthen students' basic knowledge. At the same time, the changes in recorded data of each component before and after the accident can be displayed and analyzed through data comparison. It can also assist in explaining the working principles and fault diagnosis methods of each component to further improve students' professional knowledge level.

[0042] It is understandable that the teaching vehicle has a variety of standard interfaces and special interface structures corresponding to specific vehicles to facilitate the installation of the above-mentioned components.

[0043] Furthermore, the teaching vehicle is also provided with a conversion board; and a variety of interfaces are provided on the conversion board.

[0044] Multiple components of the same type can be connected at the same time through the conversion board, and any component can be selected for connection through hardware switching circuit or program switching circuit. Therefore, there is no need to frequently disassemble and replace components.

[0045] It can be understood that the conversion board is connected to the central control system and computer of the teaching vehicle to communicate, receive, process and respond to instructions, and communicate with each component at the same time.

[0046] In some embodiments, the teaching vehicle is also provided with a variable configuration component; the variable configuration component can be replaced or adjusted to demonstrate the impact of different configurations and different states on the safety technical conditions.

[0047] Among them, variable configuration components include: tires, brakes, suspension systems, etc.; through corresponding selection and installation, the impact of different configurations on the vehicle's safety and technical conditions, as well as the actual state caused by failures of different components, are demonstrated.

[0048] For example: Replace different types of tires to demonstrate the impact of different types of tires on vehicle performance, and compare tire grip, braking distance, comfort and other performance indicators; and, by installing faulty tires such as blowouts and leaks, demonstrate the impact of faulty components on the vehicle. Replace different types of brakes to demonstrate the effects of different braking systems, and compare the braking effect, thermal decay performance and other indicators of the brakes; and, make some adjustments to the brakes to demonstrate the impact of different states on the vehicle. Adjust the parameters of the suspension system to demonstrate the impact of different suspension settings on vehicle handling, stability, comfort, etc.; and, make some adjustments to the suspension system to demonstrate the impact of different states on the vehicle.

[0049] Each component can be freely configured, making it easy for students to demonstrate and compare different configurations.

[0050] At the same time, after the variable components are configured, the performance data of the vehicle's current status, such as speed, acceleration, braking distance, etc., can be displayed on the computer, allowing students to intuitively understand the impact of various component configurations on safety and technical conditions.

[0051] In some embodiments, the teaching vehicle is also provided with various types of high and low voltage wiring harnesses for trainees to identify and perform power-off operations.

[0052] Furthermore, some additional confusing circuits may be provided to strengthen the test on students.

[0053] It is understandable that the teaching vehicle is equipped with various types of high and low voltage wiring harnesses, including engine wiring harnesses, body wiring harnesses, chassis wiring harnesses, etc.; these wiring harnesses are installed according to the layout of the actual vehicle to facilitate students to identify and learn; at the same time, the color, markings and interfaces of each high and low voltage wiring harness should comply with relevant standards and specifications to facilitate students to distinguish and operate.

[0054] It should be noted that when performing power-off operations, students should use professional tools and equipment to cut off the power to the high and low voltage wiring harnesses under the guidance of the teacher; attention should be paid to safety during the operation to avoid accidents such as electric shock and short circuit.

[0055] In some embodiments, the teaching vehicle is also provided with a replaceable accident damage component.

[0056] Among them, accident damage components include: fenders, bumpers, hoods, doors, headlights, taillights, etc. taken from real accident vehicles, or simulated damaged ones; these components can show physical damage such as collisions and scratches, and students can practice analyzing vehicle collision marks, vehicle movement trajectories, etc.

[0057] Specific: Fender: simulates damage from frontal or side impact; Bumper: simulates damage from front or rear impact; Hood: simulates damage during frontal impact; Car door: simulates damage during side impact; Headlights and taillights: simulate damage during impact.

[0058] Of course, these include but are not limited to the above-mentioned accident-prone components.

[0059] At the same time, the replacement and installation of components are carried out through a quick disassembly device, which is simple and convenient to operate; for example, fasteners, hanging mechanisms, pins, etc. are set.

[0060] It should be noted that damaged components taken from real accident vehicles should be tested and processed to ensure their safety and reliability; simulated accident damaged components should be designed with trace simulation in mind.

[0061] During teaching, different accident-damaged components are selected for installation according to the learning content, allowing students to reversely analyze the cause of the accident; and understand the impact of different types of accidents on the appearance and performance of the vehicle, thereby improving students' practical ability.

[0062] It is understandable that in more serious accidents, multiple components are often damaged; accordingly, in the corresponding simulation, multiple accident-damaged components are assembled at the same time.

[0063] In addition, you can mix and match some accident damage components that are unreasonable or should not exist at the same time to further expand students' cognition and enhance teaching effectiveness.

[0064] In some embodiments, the teaching vehicle is also provided with breakable simulated vehicle windows.

[0065] Correspondingly, a variety of breaking tools are provided for trainees to conduct window breaking training.

[0066] Among them, the simulated car window is made by processing and manufacturing the window part of the actual vehicle; the glass of the simulated car window is installed through quick-disassembly components, so that after the trainees break the window, new glass can be quickly replaced.

[0067] Specifically, a portion of the upper part of the interior or exterior of the vehicle door may be cut open, and a U-shaped track, a baffle, etc. may be provided to fix the glass and facilitate replacement of the glass structure.

[0068] It is understandable that when the glass is raised to the highest position, a part of it is still inside the door; during routine maintenance, it is necessary to disassemble the inside or outside of the door, which is troublesome; by cutting a part of the upper part of the interior of the door to expose all the glass positions and setting a fixed structure, the operation of replacing the glass is greatly simplified.

[0069] In addition, the glass used to simulate the car windows can be defective or substandard products from the glass factory to reduce costs.

[0070] It is understandable that during the practical training, every student has to break at least one piece of car window glass, and the overall cost is still quite high; after replacing it with defective or defective products, the cost can be reduced or even eliminated (for waste glass, some glass factories are willing to provide it for free).

[0071] Correspondingly, breaking tools include safety hammers, window breakers, etc., so that students can understand the usage and effects of different tools.

[0072] It should be noted that safety should be paid attention to during demolition training to ensure that trainees use demolition tools correctly to avoid accidental injuries.

[0073] This component is designed to enable students to learn how to perform emergency rescue and window breaking operations; students use various window breaking tools to break windows; and can simulate real rescue scenarios to learn how to safely rescue trapped people (for example, when the car door cannot be opened).

[0074] In some embodiments, the simulation vehicle is also provided with a vehicle theft and robbery training component.

[0075] Considering the needs of suspect vehicle investigation, the teaching vehicle should be able to simulate different violation situations, such as VIN tampering, inconsistent engine numbers, VINs and logos in multiple locations and with different contents, etc.

[0076] The vehicle theft and robbery training components include: replaceable forged number blocks set in the vehicle identification code, engine model and factory number, motor model and number, etc. of the simulated vehicle; so that trainees can identify different counterfeiting techniques.

[0077] It is understandable that criminals will forge vehicle identification numbers, engine numbers, etc., and there are many means of forging them; accordingly, in order to ensure the teaching effect, it is necessary to produce a variety of different types of forged number blocks to allow students to understand and analyze different forging techniques and means.

[0078] The counterfeit number blocks are made of materials and processes similar to those in the corresponding positions of the actual vehicles, with a high degree of simulation; or they are directly taken from the counterfeit vehicles to form "real" counterfeits. Students can identify the counterfeiting methods by observing and analyzing the characteristics of the counterfeit number blocks.

[0079] At the same time, the characteristics and identification methods of stolen and robbed vehicles are explained and demonstrated through computers; actual cases of stolen and robbed vehicles are provided for analysis and discussion, so that students can understand the common methods and preventive measures of stolen and robbed vehicles, and learn how to deal with similar cases.

[0080] In addition, the vehicle theft and robbery training component also includes an ECU reading and writing tool, which can use a computer or special equipment to demonstrate the ECU reading and information recording operations to the trainees.

[0081] In addition, the vehicle theft and robbery training components also include: supporting teaching auxiliary tools, such as VIN checking tools, tire tread depth gauges, etc., for corresponding use.

[0082] In some embodiments, it also includes: VR and AR components to simulate various road conditions and traffic scenarios to enhance the students' practical experience.

[0083] Preferably, a VR helmet is used to provide an immersive virtual reality experience and simulate the real road environment; AR glasses are used to provide an augmented reality experience and superimpose virtual information onto the real environment to help students better understand the scene.

[0084] Specific: Simulate various road conditions and traffic scenarios, such as urban roads, highways, mountain roads, bad weather, etc.; students conduct driving training in a virtual environment to improve their ability to deal with actual traffic conditions; simulate various motor vehicle accident scenarios, such as collisions, rollovers, fires, etc.; students observe the process of accidents in a virtual environment, analyze the causes of accidents, and learn how to deal with accidents; at the same time, different accident types and parameters can be set to allow students to understand the impact of different accidents on vehicles and personnel, and improve emergency response capabilities.

[0085] In some embodiments, it also includes: an accident reconstruction teaching system for publishing educational content and case libraries, and updating them regularly to reflect the latest traffic regulations, technological developments, and industry best practices, etc., to help students better understand and master knowledge points.

[0086] It is understandable that the accident reconstruction teaching system is deployed on the server; it is accessed through computers, mobile phones and other terminals through clients, browsers, etc.; the computer demonstrations and explanations during the aforementioned various trainings can all be distributed and played through the accident reconstruction teaching system.

[0087] Specifically, the educational content includes video tutorials, operation guides, case analysis, etc., to help students better understand and master the knowledge points; and, it should be classified and organized according to different learning stages and needs to facilitate students' learning and inquiry; students can learn various skills and knowledge by watching video tutorials; understand the use of various tools and equipment through operation guides; and improve their practical ability by analyzing real cases.

[0088] The case library collects and organizes a large number of real cases for students to refer to and learn from. It should include case descriptions, accident cause analysis, handling methods, lessons learned, etc. It can also be managed and used through keyword search, category query, etc., to facilitate students' learning and reference.

[0089] At the same time, the content should be updated regularly; the teaching content should be updated accordingly according to the latest traffic regulations and technological developments to ensure the timeliness and accuracy of the teaching materials.

[0090] The accident reconstruction teaching system can show the whole process of the accident in an intuitive way. For example, the moment of vehicle collision can be reproduced through 3D animation, including details such as the vehicle's driving trajectory, speed change, collision angle, etc. This intuitive display method makes students feel as if they are in the scene, which is much easier to understand the mechanism of the accident than simple text description and oral explanation.

[0091] At the same time, the real accident scenes reproduced by the system will bring strong visual and psychological impact to the trainees. When the trainees see the tragic conditions at the accident scene, such as the deformation of the vehicle and the injuries of people in the accident, they can deeply understand the seriousness of the accident and learn the corresponding rescue skills and disposal methods.

[0092] In addition, the system presents various parameters and their changes during the accident process in a digital way; for safety management and accident investigation, these parameters are the key basis for analyzing the cause of the accident; and can be used as cases for students to conduct accident analysis.

[0093] It is understood that the computer has at least the following functional modules: Fault simulation control module: communicates with the teaching vehicle, controls the generation of fault signals of the teaching vehicle simulation module, and sets fault types and parameters, etc.; Data processing module: receives various signals and data sent by the teaching vehicle, processes and analyzes them, and displays fault codes, diagnostic information, etc. Teaching content display module: local storage or communication with the accident reconstruction teaching system, display in various forms such as text, pictures, videos, etc., to assist practical training teaching.

[0094] In the present invention, the real accident vehicle data is simulated through the teaching vehicle and various matching components, so that students can learn how to conduct on-site investigation, evidence collection, emergency disposal and other operations; at the same time, virtual reality technology is combined to simulate the scene to help students better understand.

[0095] The present invention has at least the following functions.

[0096] 1. Fault simulation and analysis Through the simulation module, various motor vehicle fault signals and data are generated, allowing students to learn to analyze and identify different accidents and fault conditions, master fault diagnosis and handling methods; and help students better understand and handle accident scenes.

[0097] 2. Real accident component teaching By using VDR, EDR, ECU, TBOX and other components taken from real accident vehicles, students can understand the role and performance of these components in accidents and improve their understanding of various electronic components of motor vehicles; and by analyzing real accident data, the teaching effect can be further enhanced.

[0098] 3. Variable configuration affects demonstration Through variable configuration components, the effects of different tire, brake, suspension system and other configurations on vehicle safety technical conditions are demonstrated, allowing students to understand the relationship between vehicle configuration and safety performance. At the same time, by adjusting the parameters and status of variable configuration components, students can understand the effects of each component on the vehicle under different conditions.

[0099] 4. Circuit identification operation training Through the set high and low voltage wiring harnesses, trainees can perform identification and power-off operations, thereby improving their familiarity and operational capabilities with motor vehicle circuit systems.

[0100] 5. Accident damage observation and reasoning By setting up replaceable accident damage components, students can observe different types of accident damage, understand the impact of accidents on vehicles, and analyze and infer the circumstances and causes of accidents.

[0101] 6. Emergency response and rescue training By modifying the car windows, the glass can be quickly replaced, which facilitates the practical training of breaking car windows; it can also be used for emergency rescue training to improve the students' ability to respond in emergency situations.

[0102] 7. Identification of stolen or robbed vehicles Set up a variety of counterfeit number blocks to allow students to recognize different counterfeiting techniques and improve their ability to identify stolen or fraudulent vehicles.

[0103] 8. Actual combat scenario simulation Utilizing VR and AR components, various road conditions and traffic scenarios are simulated, allowing trainees to conduct actual combat training in a virtual environment, helping them to better understand and improve their actual combat capabilities.

[0104] 9. Online learning and updating Through the accident reconstruction teaching system, students can study anytime and anywhere, and the entire process of the accident, real accident scenes, digitized parameters, etc. are displayed in an intuitive way, so as to further understand the real accident; and they can learn the latest traffic regulations, technological developments and industry best practices to keep their knowledge updated and improved.

[0105] In the present invention, the simulation module generates a variety of fault signals to help students master fault identification and handling skills; multiple groups of components taken from real accident vehicles are set to improve the authenticity of teaching and student cognition; replaceable or adjustable components are equipped to help students understand the impact of different configurations and states on vehicle conditions; high and low voltage wiring harnesses are set for students to practice identification and power-off operations to improve students' electrical operation capabilities; replaceable accident damage components help students understand the characteristics and treatment methods of accident damage; car window glass is installed through quick disassembly components for students to conduct window breaking training and master emergency handling capabilities; vehicle theft, robbery and fraud training components are set for students to identify counterfeiting techniques; simulation scenarios are introduced to further enrich teaching scenarios; an accident reproduction teaching system is set to regularly update teaching content and cases to improve the convenience, timeliness and reliability of learning, and keep knowledge updated and improved; practical police teaching through this system can help students better master the skills and knowledge required for motor vehicle police work and improve practical capabilities.

[0106] The above description is only a preferred specific implementation manner of the present invention, but the protection scope of the present invention is not limited thereto. Any technician familiar with the technical field can make equivalent replacements or changes according to the technical scheme and inventive concept of the present invention within the technical scope disclosed by the present invention, which should be covered by the protection scope of the present invention.

[0107] In the description of this specification, the description with reference to the terms "one embodiment", "some embodiments", "example", "specific example", or "some examples" etc. means that the specific features, structures, materials or characteristics described in conjunction with the embodiment or example are included in at least one embodiment or example of the present invention. In this specification, the schematic representations of the above terms do not necessarily refer to the same embodiment or example. Moreover, the specific features, structures, materials or characteristics described may be combined in any one or more embodiments or examples in a suitable manner. In addition, those skilled in the art may combine and combine the different embodiments or examples described in this specification and the features of the different embodiments or examples, without contradiction.

[0108] Although the embodiments of the present invention have been shown and described above, it is to be understood that the above embodiments are exemplary and are not to be construed as limitations of the present invention. A person skilled in the art may change, modify, replace and vary the above embodiments within the scope of the present invention.

Claims

1. A motor vehicle police practical teaching system, characterized in that: It includes a teaching vehicle and a computer communicating with the teaching vehicle through an OBD-II interface; The teaching vehicle is provided with a simulation module to simulate and generate various accident signals and data; The teaching vehicle has multiple sets of VDR, EDR, ECU and TBOX components, which are taken from real vehicle components of different types of accidents. When using, the corresponding accident components are selected and installed according to the learning content; The teaching vehicle is provided with a variable configuration component which can be replaced or adjusted to demonstrate the influence of different configurations on the safety technical conditions.

2. The motor vehicle police practical teaching system according to claim 1 is characterized in that: The simulation module generates: brake failure, steering failure, engine failure, light failure, tire abnormality, and airbag failure for students to analyze and identify.

3. The motor vehicle police practical teaching system according to claim 1 is characterized in that: The teaching vehicle is also provided with a conversion board, and the conversion board is provided with a variety of interfaces; The conversion board is connected to a plurality of components of the same type at the same time, and selects to connect any one of the components through hardware switching circuits or program switching circuits.

4. The motor vehicle police practical teaching system according to claim 1, characterized in that: The variable configuration components include: tires, brakes, and suspension systems.

5. The motor vehicle police practical teaching system according to claim 1, characterized in that: The teaching vehicle is also provided with various types of high and low voltage wiring harnesses for trainees to identify and perform power-off operations.

6. The motor vehicle police practical teaching system according to claim 1, characterized in that: The teaching vehicle is also provided with a replaceable accident damage component.

7. The motor vehicle police practical teaching system according to claim 6 is characterized in that: The accident damage components include: fenders, bumpers, hoods, doors, headlights, and taillights taken from real accident vehicles or simulated damaged ones.

8. The motor vehicle police practical teaching system according to claim 1, characterized in that: The teaching vehicle is also provided with breakable simulated vehicle windows and a variety of breaking tools; The glass simulating the vehicle window is installed by means of a quick-disassembly assembly.

9. The motor vehicle police practical teaching system according to claim 1, characterized in that: The simulation vehicle is also provided with a vehicle theft, robbery or fraud training component; The vehicle theft and robbery training component includes: replaceable forged number blocks set at the positions of the vehicle identification code, engine model and factory number, motor model and number of the simulated vehicle; so that trainees can identify different counterfeiting techniques.

10. The motor vehicle police practical teaching system according to claim 1, characterized in that: Also includes: Accident reconstruction teaching system, used to publish educational content and case libraries, and regularly update them to reflect the latest traffic regulations, technological developments and industry best practices.

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