Teaching methods, devices, media and electronic equipment based on SDH switch simulation model

Abstract

The present application provides a teaching method, device, medium and electronic device based on the SDH switch simulation model, the method comprising: receiving input of a board card plug-in operation question, the input comprising dragging a virtual board card by a mouse and placing the virtual board card into a card slot of an SDH switch simulation device; comparing and analyzing the input board card plug-in operation with a preset correct answer to determine whether the operation is correct; based on the judgment result, real-time feedback display; if the operation is correct, displaying the corresponding correct prompt information and / or the animation effect of the correct operation; if the operation is wrong, displaying the error prompt information and / or providing an analysis of the error cause. Through the simulation model of the SDH switch, users can perform actual operation exercises in a simulation environment, help users correct operation errors in a timely manner, avoid forming wrong operation habits, and significantly improve the interactivity and effectiveness of learning.

Description

Technical Field

[0001] The present application belongs to the technical field of teaching and training, and relates to a teaching method, device, medium and electronic equipment based on an SDH switch simulation model. Background Art

[0002] In traditional SDH switch training, classroom training and on-site explanations are mainly used. This training model is single, and the training mainly relies on theoretical explanations in the classroom and on-site demonstration operations. Trainees can only watch and listen passively, and lack the opportunity to actively participate and actually operate. This method makes the training process boring and difficult to stimulate trainees' interest and enthusiasm in learning. In addition, since trainees cannot practice operations in person, it is difficult to systematically master new knowledge through limited classroom learning or observation learning. Especially for the parts involving specific operations, such as board insertion and fault judgment, trainees often need to go through a certain number of on-site operation exercises to master them proficiently. This single training method makes it difficult for trainees to quickly and accurately deal with problems encountered in actual work. In addition, in traditional training, trainees' operations and answers are usually not immediately fed back. Even if errors occur during the operation, it is difficult to discover and correct them in time, causing trainees to continue learning under incorrect operating habits, affecting the learning effect. Summary of the invention

[0003] The present application provides a digital twin-based SDH switch simulation teaching method, device, medium and electronic equipment to address the limitations of traditional training models.

[0004] In a first aspect, the present application provides a teaching method based on an SDH switch simulation model, comprising: receiving user input of a board card plug-in operation question, the input comprising the operation of the user dragging a virtual board card through a mouse and placing the virtual board card into a card slot of an SDH switch simulation device; comparing and analyzing the board card plug-in operation input by the user with a preset correct answer to determine whether the user's operation is correct; the comparison and analysis of the board card plug-in operation comprises: when the user places the virtual board card into the card slot of the SDH switch simulation device through dragging the mouse, recording the actual placement position of the virtual board card; calculating the distance between the actual placement position and the preset correct position; determining whether the user's board card plug-in operation is correct according to whether the distance between the actual placement position and the preset correct position is within a preset threshold range; based on the judgment result, providing real-time feedback to the user; if the operation is correct, displaying corresponding correct prompt information and / or animation effects of correct operation; if the operation is wrong, displaying error prompt information and / or providing an analysis of the cause of the error.

[0005] In an implementation of the first aspect, the calculating the distance between the actual placement position and the preset correct position includes: converting the actual placement position and the preset correct position of the virtual board from a three-dimensional coordinate system to a two-dimensional plane coordinate system; calculating the distance between the actual placement position and the preset correct position by using a Euclidean distance formula, the formula being: ; Among them, (x1, y1) represents the two-dimensional coordinates of the actual placement position, and (x2, y2) represents the two-dimensional coordinates of the preset correct position.

[0006] In an implementation of the first aspect, the comparison and analysis of the board card plugging operation also includes: recording the order in which the user plugs in each virtual board card; comparing and analyzing the order in which the user plugs in the boards with a preset correct order to determine whether the user's operation sequence conforms to the preset correct sequence; after determining that the position in which the user plugs in each board card is correct, further determining whether the user's plugging sequence is correct; when the plugging positions and sequences of all boards are correct, determining that the user's board card plugging operation is correct.

[0007] In an implementation of the first aspect, it also includes: receiving the user's answer to the fault judgment question, the answer content includes the user's analysis result of the fault phenomenon of the SDH switch simulation equipment; comparing and analyzing the answer content input by the user with the preset correct answer to determine whether the user's answer is correct; if the answer is correct, displaying the corresponding correct prompt information and / or the animation effect of the correct answer; if the answer is incorrect, displaying the error prompt information and / or providing an analysis of the cause of the error.

[0008] In an implementation of the first aspect, the comparison and analysis of the answer content input by the user and the preset correct answer includes: extracting key information from the answer content input by the user; performing semantic analysis on the extracted key information, and converting the user's answer content into structured semantic information; matching and analyzing the structured semantic information with the preset correct answer, and calculating the semantic similarity between the user's answer content and the correct answer; when the semantic similarity exceeds a preset threshold, determining that the user's answer is correct.

[0009] In an implementation of the first aspect, the extracted key information is semantically analyzed to convert the user's answer content into structured semantic information, including: performing word segmentation processing on the extracted key information to obtain multiple independent vocabulary units; marking the semantic role of each of the vocabulary units respectively to identify the core semantic components of the user's answer content; and forming structured semantic information of the user's answer content based on the vocabulary units and semantic roles.

[0010] In an implementation of the first aspect, it also includes: summarizing and analyzing the user's answer results and recording the user's answer status; the answer status includes one or more combinations of the accuracy rate of the answer, the answer time, the error type and the distribution; based on the results of the summary analysis, a targeted review list is generated and provided to the user; wherein the review list includes one or more combinations of wrong question review, exercise question recommendation, learning progress tracking and knowledge point reinforcement.

[0011] In a second aspect, the present application provides a teaching device based on an SDH switch simulation model, comprising: a human-computer interaction interface for receiving user input of a board card plug-in operation question, wherein the input includes the operation of the user dragging a virtual board card through a mouse and placing the virtual board card into a card slot of an SDH switch simulation device; a comparison and analysis module for comparing and analyzing the board card plug-in operation input by the user with a preset correct answer to determine whether the user's operation is correct; the comparison and analysis of the board card plug-in operation includes: when the user places the virtual board card into the card slot of the SDH switch simulation device by dragging the mouse, recording the actual placement position of the virtual board card; calculating the distance between the actual placement position and the preset correct position; determining whether the user's board card plug-in operation is correct based on whether the distance between the actual placement position and the preset correct position is within a preset threshold range; a result feedback module for providing real-time feedback to the user based on the judgment result; if the operation is correct, displaying the corresponding correct prompt information and / or the animation effect of the correct operation; if the operation is wrong, displaying the error prompt information and / or providing an analysis of the cause of the error.

[0012] In a third aspect, the present application provides an electronic device, comprising: one or more processors; and one or more memories, wherein the memories store computer-readable codes, and when the computer-readable codes are executed by the one or more processors, the teaching method based on the SDH switch simulation model as described above is implemented.

[0013] In a fourth aspect, the present application provides a computer-readable storage medium having a computer program stored thereon. When the computer program is executed by a processor, the teaching method based on the SDH switch simulation model as described above is implemented.

[0014] The above implementation has at least one of the following technical effects:

[0015] (1) A highly realistic SDH switch simulation model is created through digital twin technology, enabling users to practice actual operations in a simulation environment. It not only monitors the user's board insertion position, but also monitors the board insertion order, and provides detailed feedback information immediately when an error is detected. This comprehensive monitoring and feedback mechanism helps users correct errors in a timely manner and avoid forming incorrect operating habits. It also significantly improves the interactivity and effectiveness of learning.

[0016] (2) Through digital twin technology, various SDH switch faults are fully simulated in a simulation environment, providing a more flexible and comprehensive learning platform than actual equipment operation. Compared with actual equipment operation, fault simulation in the simulation environment is not limited by physical equipment, and faults can be generated and cleared at any time without causing any damage to the actual equipment. This flexibility enables users to repeatedly practice fault diagnosis and troubleshooting skills in a safe environment and fully understand the causes and solutions of various faults.

[0017] (3) By performing semantic analysis on the user's answers, it can more accurately reflect the user's actual level of knowledge of SDH switches, effectively avoiding the situation in traditional multiple-choice questions where the correct answer is given by chance due to guesswork. The application of semantic analysis technology ensures a deep understanding and accurate evaluation of the user's answers, thereby achieving a smarter and more reliable judgment of the correctness of the answers.

[0018] (4) It can generate review lists or re-answer options based on the user's answers. The targeted review and re-answer mechanism ensures that users continue to learn after mastering the correct operations and knowledge, improves the overall training effect, and ensures that users have the operational skills and knowledge level required for actual work. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] Figure 1 Shown is an exemplary flow chart of the teaching method based on the SDH switch simulation model described in an embodiment of the present application.

[0020] Figure 2a Shown is the SDH switch simulation model in the embodiment of the present application.

[0021] Figure 2b Shown is a schematic diagram of the SDH switch board plug-in topic in an embodiment of the present application.

[0022] Figure 3 Shown is an exemplary flow chart of the comparative analysis of the board card insertion operation described in the embodiment of the present application.

[0023] Figure 4 Shown is another exemplary flow chart of the comparison and analysis of the board card insertion operation described in the embodiment of the present application.

[0024] Figure 5 Shown is a flowchart of a fault diagnosis question described in an embodiment of the present application.

[0025] Figure 6 Displayed is a fault state of an SDH switch simulation model shown in an embodiment of the present application.

[0026] Figure 7 Shown is a flowchart of the semantic analysis described in an embodiment of the present application.

[0027] Figure 8 The display is an analysis and explanation display interface of an SDH switch fault problem shown in an embodiment of the present application.

[0028] Fig. 9 Shown is an exemplary structural diagram of a teaching device based on an SDH switch simulation model described in an embodiment of the present application.

[0029] Fig.10 Shown is an exemplary structural diagram of an electronic device described in an embodiment of the present application. DETAILED DESCRIPTION

[0030] The following describes the embodiments of the present application through specific examples, and those skilled in the art can easily understand other advantages and effects of the present application from the contents disclosed in this specification. The present application can also be implemented or applied through other different specific embodiments, and the details in this specification can also be modified or changed in various ways based on different viewpoints and applications without departing from the spirit of the present application. It should be noted that the following embodiments and features in the embodiments can be combined with each other without conflict.

[0031] It should be noted that the illustrations provided in the following embodiments are only schematic illustrations of the basic concept of the present application, and thus the drawings only show components related to the present application rather than being drawn according to the number, shape and size of components in actual implementation. In actual implementation, the type, quantity and proportion of each component may be changed at will, and the component layout may also be more complicated.

[0032] Traditional SDH switch training mainly relies on classroom theoretical explanations and on-site demonstrations. This training model is relatively simple, and users can only watch and listen passively, lacking opportunities for active participation and actual operation. This method not only makes the training process boring and difficult to stimulate users' learning interest and enthusiasm, but also, due to the lack of actual operation practice, it is difficult for users to systematically master new knowledge through limited classroom learning or observation learning. Especially for the parts involving specific operations, such as board insertion and fault judgment, users often need a certain number of on-site operation practices to master them proficiently.

[0033] Digital simulation teaching is a teaching method that uses computer technology to simulate real scenes or processes, which can effectively solve these problems in traditional training. In terms of theoretical teaching, digital simulation teaching can present abstract knowledge, such as mechanical structure and working principle, through intuitive virtual models or animations to help users better understand.

[0034] In SDH switch training, users can practice operations such as card insertion and fault diagnosis in a simulated environment. The system can detect operations in real time and provide immediate feedback to help users correct errors in a timely manner and improve learning effects. The application of this digital twin technology not only improves the flexibility and comprehensiveness of training, but also significantly reduces training costs and operational risks, allowing users to fully master SDH switch operation skills in a safe environment.

[0035] The technical solutions in the embodiments of the present application will be described in detail below in conjunction with the drawings in the embodiments of the present application.

[0036] like Figure 1 As shown, the embodiment of the present application provides a teaching method based on an SDH switch simulation model, including the following steps S110 to S130.

[0037] S110, receiving a user input on a card insertion operation topic, wherein the input includes an operation in which the user drags a virtual card with a mouse and places the virtual card into a card slot of an SDH switch simulation device.

[0038] Specifically, Figure 2a As shown in the figure, the system provides an SDH switch simulation model, which is displayed on the user's screen through a graphical interface. Figure 2b As shown, the SDH switch simulation model includes multiple virtual boards and corresponding device slots, each of which has a unique identifier to distinguish its function and correct plug-in position. Users can interact with these virtual objects by mouse operation.

[0039] The user clicks and drags the virtual board with the mouse to move it from the initial position to the target position. The system detects the position of the mouse in real time and updates the position of the virtual board according to the mouse movement path. During the dragging process, the system provides visual feedback, such as highlighting the target card slot, to help users place the board accurately.

[0040] S120, comparing and analyzing the card insertion operation input by the user with the preset correct answer to determine whether the user's operation is correct. Figure 3 As shown, the comparison and analysis of the board plug-in operation includes steps S121 to S123.

[0041] S121, when the user places the virtual board into the card slot of the SDH switch simulation device by dragging the mouse, the actual placement position of the virtual board is recorded.

[0042] S122, calculating the distance between the actual placement position and the preset correct position.

[0043] In some implementations, step S122 includes: converting the actual placement position and the preset correct position of the virtual board from a three-dimensional coordinate system to a two-dimensional plane coordinate system; and calculating the distance between the actual placement position and the preset correct position using a Euclidean distance formula, the formula being:

[0044] Among them, (x1, y1) represents the two-dimensional coordinates of the actual placement position, and (x2, y2) represents the two-dimensional coordinates of the preset correct position.

[0045] In principle, the actual placement position and the preset correct position of the virtual board need to be converted from the three-dimensional coordinate system to the two-dimensional plane coordinate system respectively. This conversion is designed based on the geometric characteristics of the SDH switch simulation model. In three-dimensional space, the placement position of the board can be determined by three coordinate values ​​(x, y, z), where x and y represent the horizontal and vertical positions, and z represents the depth. However, in most board insertion operations, the change in depth (z-axis) has little effect on the accuracy of the operation and can therefore be ignored. By projecting the three-dimensional coordinates onto a two-dimensional plane, the system can simplify the calculation process while maintaining sufficient accuracy to evaluate the user's operations.

[0046] After completing the coordinate conversion, the system uses the Euclidean distance formula to calculate the distance between the actual placement position and the preset correct position. Euclidean distance is a mathematical method for measuring the straight-line distance between two points on a two-dimensional plane. By calculating the straight-line distance between the two-dimensional coordinates of the user's actual placement of the board and the two-dimensional coordinates of the preset correct position, the system can quantify the accuracy of the user's operation.

[0047] S123, judging whether the board plugging operation performed by the user is correct according to whether the distance between the actual placement position and the preset correct position is within a preset threshold range.

[0048] Specifically, the system pre-sets a distance threshold, which is determined based on the actual operation accuracy requirements of the SDH switch and the error tolerance in the simulation environment. The calculated distance is compared with the preset threshold. If the distance between the actual placement position and the preset correct position is less than or equal to the preset threshold, the system will determine that the user's card insertion operation is correct.

[0049] This judgment is based on the principle that in actual operation, completely accurate placement is the ideal state, but in practical applications, errors within a certain range are acceptable, especially in teaching simulation environments. By setting the threshold, the system can provide a certain amount of error tolerance while ensuring the accuracy of the operation, so that users can better adapt to the flexibility of actual operations during the learning process. On the contrary, if the calculated distance exceeds the preset threshold, the system will determine that the user's board insertion operation is wrong. This judgment reflects that the user may have significant deviations during the operation and needs further guidance and correction.

[0050] In some implementations, in order to comprehensively evaluate the user's card insertion operation, it is necessary not only to determine whether the placement of each virtual card is correct, but also to evaluate whether the order in which the user inserts the cards complies with the preset correct order. Figure 4 As shown, the step S120 further includes steps S124 to S126.

[0051] S124, recording the order in which the user plugs in each virtual board.

[0052] Specifically, this process is achieved by the system automatically recording the timestamp or operation sequence number of each board placement operation when the user completes the operation. The insertion order of each virtual board is recorded one by one by the system to form an operation sequence list.

[0053] S125, comparing and analyzing the order in which the user plugs in the boards with the preset correct order, to determine whether the user's operation order conforms to the preset correct order.

[0054] Specifically, the order in which the user plugs in the boards is compared and analyzed with the preset correct order. The preset correct order is pre-set according to the actual operation specifications and teaching requirements of the SDH switch and stored in the system's database. The system compares the user's operation sequence with the preset sequence one by one to determine whether the user's operation sequence is completely consistent.

[0055] S126, after determining that the position of each board inserted by the user is correct, further determine whether the insertion order of the user is correct. When the insertion positions and orders of all boards are correct, it is determined that the board insertion operation of the user is correct.

[0056] In actual operation, the order in which boards are plugged in directly affects the multiplexing and demultiplexing process of the signal. For example, the multiplexing process of STM-N signals needs to be carried out in a specific step and order, including mapping, positioning, and multiplexing. If the order in which boards are plugged in is wrong, the signal may not be multiplexed or demultiplexed correctly, thus affecting the normal operation of the entire network. For another example, in the maintenance and troubleshooting of SDH equipment, hardware loopback is a commonly used test method. The loopback operation requires connecting the optical or electrical interfaces in a specific order to ensure that the test signal can circulate and pass through the equipment correctly. The wrong plugging order may cause the loopback test to fail and the fault location cannot be accurately diagnosed.

[0057] In this implementation, after determining that the user has correctly inserted each board, the system further determines whether the user's insertion order is correct. Only when the insertion positions and order of all boards are correct, the system determines that the user's board insertion operation is completely correct. This comprehensive judgment mechanism ensures that the user not only needs to place the board in the correct position, but also needs to operate in the correct order, thereby more comprehensively simulating the actual operation environment and improving the teaching effect.

[0058] S130, based on the judgment result, real-time feedback is displayed to the user; if the operation is correct, the corresponding correct prompt information and / or the animation effect of the correct operation are displayed; if the operation is wrong, the error prompt information is displayed and / or an analysis of the cause of the error is provided.

[0059] Specifically, when the user's card insertion operation is correct, the system will immediately display the corresponding correct prompt information. These prompt information can be in the form of text, icons or animations, and are intended to confirm that the user's operation or answer is correct. For example, the system may display a green check mark icon with a text prompt "Operation correct" or "Answer correct".

[0060] To further enhance the user's understanding and memory, the system may also play animation effects of correct operations. These animation effects show the correct operation steps or troubleshooting process in detail, helping users consolidate knowledge points and improve operational proficiency. For example, if the user correctly plugs in the board, the system can play an animation to show how the board is correctly inserted into the card slot and how the device responds normally.

[0061] When the user makes an error in the board insertion operation or the fault judgment answer, the system will immediately display an error prompt message. These prompt messages can also be in the form of text, icons or animations, aiming to point out that the user's operation or answer is wrong. For example, the system may display a red cross icon with the text prompt "Operation error" or "Answer error".

[0062] In order to help users understand the cause of the error and make improvements, the system will also provide detailed error cause analysis instructions. These analysis instructions not only point out the specific location of the error, but also provide the correct operation method or fault cause analysis. For example, if the user plugs in the board incorrectly, the system can display the text description "The board is not fully inserted into the card slot, please make sure that the board is fully inserted and hear the click sound of the card slot", and attach the correct plug-in animation to help users understand the correct operation steps.

[0063] In some embodiments, Figure 5 As shown, the digital twin-based SDH switch simulation teaching method also includes steps S210 to S240.

[0064] S210, receiving the user's answer to the fault judgment question, wherein the answer includes the user's analysis result of the fault phenomenon of the SDH switch simulation device.

[0065] Specifically, the fault phenomena of the SDH switch simulation device are first displayed, which may include but are not limited to abnormal indicator lights, signal interruption, increased bit error rate, etc. Users need to use the knowledge they have learned to analyze these phenomena and give possible causes of the fault. For example, when a T-LOS alarm occurs, users need to determine whether it is an optical path problem or an electrical interface failure, and further analyze possible causes, such as optical cable interruption or optical board failure.

[0066] The user's answers will be recorded and analyzed by the system. These analysis results include not only the user's description of the fault phenomenon, but also the fault cause options selected by the user, such as hardware failure, configuration error, or external interference.

[0067] For example, Figure 6 As shown, a fault state of an SDH switch simulation model is shown.

[0068] S220, comparing and analyzing the answer content input by the user with the preset correct answer to determine whether the user's answer is correct.

[0069] In some embodiments, Figure 7 As shown, the step S220 includes steps S221 to S224.

[0070] S221, extracting key information from the answer content input by the user.

[0071] Specifically, key information is extracted from the answers entered by the user. This process is achieved through natural language processing technology. The system performs word segmentation, part-of-speech tagging, and dependency syntax analysis on the text entered by the user to extract keywords and phrases related to fault diagnosis. This key information is the basis for subsequent semantic analysis, ensuring that the system can accurately understand the user's answer intention.

[0072] S222, performing semantic analysis on the extracted key information, and converting the user's answer content into structured semantic information.

[0073] Specifically, first, the extracted key information is segmented to divide the continuous text into independent vocabulary units. Then, the words are tagged with parts of speech to identify the grammatical function of each word, such as noun, verb, adjective, etc. This process lays the foundation for subsequent semantic analysis, enabling the system to accurately parse the structure and components of the sentence.

[0074] Furthermore, the system uses dependency syntactic analysis technology to construct dependency relationships between words and form a grammatical structure tree of the sentence. By analyzing the logical and semantic relationships between words in a sentence, the system can identify the core semantic roles of the sentence, such as the subject, predicate, and object. For example, for the answer input by the user, "The signal loss may be caused by a fiber optic cable break", the system can identify "fiber optic cable break" as the subject, "cause" as the predicate, and "signal loss" as the object, thereby extracting the core semantic structure of the sentence.

[0075] On this basis, the system converts the extracted semantic roles and key information into structured semantic information. By mapping text information to vector representations in a high-dimensional semantic space, the system can store and process the semantic information of the user's answer content in a standardized and computable form. For example, using a pre-trained word embedding model (such as Word2Vec or BERT), the system converts each word into a semantic vector and aggregates the semantic vectors of the sentence to generate a structured semantic representation of the entire answer content.

[0076] S223, matching and analyzing the structured semantic information with the preset correct answer, and calculating the semantic similarity between the user's answer and the correct answer.

[0077] Specifically, first obtain the structured semantic information of the preset correct answer. This information is generated through the same semantic analysis process as the user's answer content, ensuring the consistency and comparability of the semantic representation of the two. Subsequently, a semantic matching algorithm, such as the cosine similarity algorithm or the Jaccard similarity algorithm, is used to calculate the similarity between the semantic vector of the user's answer content and the semantic vector of the correct answer. The cosine similarity algorithm measures the similarity between two vectors by calculating the cosine value of the angle between them. The closer the value is to 1, the higher the similarity; while the Jaccard similarity algorithm measures the similarity by calculating the ratio of the intersection to the union of two sets. The closer the value is to 1, the higher the similarity.

[0078] During the calculation process, each dimension in the semantic vector is considered, which represents the weight of different semantic features in the answer content. By comprehensively evaluating the similarities in these dimensions, the system is able to derive a comprehensive similarity score. This score not only reflects the literal similarity between the user's answer and the correct answer, but more importantly, it can capture the degree of semantic logical proximity between the two. For example, even if the user's answer content is expressed differently from the correct answer, as long as they semantically express the same or similar concepts, the system can still recognize their similarity.

[0079] S224, when the semantic similarity exceeds a preset threshold, it is determined that the user's answer is correct.

[0080] Specifically, in actual teaching and assessment scenarios, completely consistent answer content is an ideal state, but in practical applications, semantic differences within a certain range are acceptable. By setting thresholds, the system can provide a certain degree of flexibility while ensuring the accuracy of the assessment, giving users greater freedom in expression while ensuring that their answers are consistent with the correct answer in terms of core semantics.

[0081] In this implementation, compared with the multiple-choice questions used in traditional fault judgment, semantic analysis technology is used to evaluate the user's answers, which can more comprehensively and accurately reflect the user's understanding and analysis capabilities. Traditional multiple-choice questions are prone to being answered correctly due to guesswork, and cannot accurately measure the user's true knowledge level. This implementation not only avoids misjudgments caused by guesswork, but also captures the key information and logical structure in the user's answers. Even if the user's expression is different from the standard answer, as long as its semantic core is close enough to the correct answer, it can be judged as correct.

[0082] If the answer is correct, the process proceeds to step S230 to display the corresponding correct prompt information and / or the animation effect of the correct answer; if the answer is incorrect, the process proceeds to step S240 to display the error prompt information and / or provide an analysis of the cause of the error.

[0083] Specifically, when the system determines that the user's answer is correct, the corresponding correct prompt information will be displayed on the user interface. This information can be a positive evaluation in text form. In addition, the system can further display the animation effect of the correct answer, and help users more intuitively understand the connection between the answer content and the actual operation by dynamically demonstrating the troubleshooting process or the correct operation process. For example, if the user correctly determines the cause of the failure of a board in the SDH switch, the system can display an animation to demonstrate how to replace the board and restore the normal operation of the equipment.

[0084] On the contrary, if the system determines that the user's answer is wrong, the error feedback mechanism will be triggered. The system will display an error message to clearly inform the user that there is an error in the answer. At the same time, in order to help the user understand the error and correct it, the system will provide a detailed explanation of the error cause. For example, Figure 8 As shown, an analysis of an SDH switch failure problem is presented.

[0085] These explanations can include further explanation of the fault phenomenon, logical errors or omissions in the user's answers, and correct analysis ideas and methods. For example, if a user mistakenly attributes a fault to a hardware problem, but the actual cause is a software configuration error, the system can point out: "You attribute the fault to a hardware problem, but based on the analysis of the fault phenomenon, it is more likely caused by a software configuration error. It is recommended that you check the relevant configuration parameters." In this way, the system not only points out the error, but also guides users to learn the correct analysis method, thereby improving their fault diagnosis capabilities.

[0086] In some embodiments, the digital twin-based SDH switch simulation teaching method also includes: summarizing and analyzing the user's answer results and recording the user's answer situation; the answer situation includes one or more combinations of the accuracy rate of the answer, the answer time, the error type and the distribution situation; based on the results of the summary analysis, a targeted review list is generated and provided to the user; wherein the review list includes one or more combinations of wrong question review, exercise question recommendation, learning progress tracking and knowledge point reinforcement.

[0087] Specifically, the system will record the user's answers, including key indicators such as the accuracy rate of answers, answering time, error types and distribution, etc. These data are summarized and analyzed through the system's built-in analysis module to comprehensively evaluate the user's learning progress and knowledge mastery.

[0088] Based on the results of the summary analysis, the system generates a targeted review list and provides it to the user. The review list combines multiple functions such as wrong question review, practice question recommendation, learning progress tracking, and knowledge point reinforcement. The wrong question review section lists in detail the questions that the user answered incorrectly and their explanations, helping users to quickly review and understand the reasons for the errors. The practice question recommendation pushes additional practice questions related to the wrong questions based on the user's answers to consolidate the user's grasp of the knowledge points. The learning progress tracking function records the user's learning progress in real time, including completed learning content and unfinished learning tasks, to help users arrange their study time reasonably. The knowledge point reinforcement section provides relevant theoretical knowledge and operational guidance for the weak links in the user's answers to further improve the user's learning effect.

[0089] In this implementation, through this comprehensive learning support mechanism, the SDH switch simulation teaching system of the present invention can provide users with a personalized learning path, effectively improving learning efficiency and teaching quality.

[0090] In some implementations, in principle, a "teaching evaluation feedback algorithm" is used to summarize and analyze user learning situations.

[0091] Specifically, the "teaching evaluation feedback algorithm" can use a variety of evaluation algorithm tools to ensure the comprehensiveness and accuracy of the evaluation. Among them, the "fuzzy comprehensive evaluation method" is a method that uses the principles of fuzzy mathematics to conduct a comprehensive evaluation of complex systems through steps such as constructing a fuzzy evaluation set, determining the membership function, and calculating the weight. It converts qualitative evaluation into quantitative evaluation based on the membership theory of fuzzy mathematics, thereby making an overall evaluation of things or objects that are constrained by multiple factors. In the fuzzy comprehensive evaluation method, the fuzzy synthesis operation is the process of combining the weight vector with the membership matrix to obtain a comprehensive evaluation result vector. The "fuzzy synthesis operator" applied to this method is the "weighted average operator" (also called the weighted average method) based on the Zadeh operator and its corresponding formula: ; Among them, W i Represents the weight of each vector, X i Represents the i-th vector.

[0092] This calculation method can convert the score of each item into a consistent weight, and then use their weighted average to represent the comprehensive performance of the item.

[0093] Furthermore, the “fuzzy comprehensive evaluation method” includes steps S310 to S350.

[0094] S310, construct a fuzzy comprehensive evaluation index system.

[0095] Specifically, the selection of evaluation indicators should clarify the core content of the evaluation, that is, the teaching effect of the SDH switch simulation model. This includes the user's ability to plug in the SDH switch board and troubleshoot problems. According to the evaluation content, a complete set of evaluation indicator system is constructed.

[0096] S320, setting the factor set and the judgment set.

[0097] Specifically, in the evaluation of the teaching effect of fault judgment of SDH switch simulation model, the fuzzy comprehensive evaluation method involves constructing two sets, "factor set" and "judgment set", which can effectively quantify the teaching effect. "Factor set" is a set of various attributes or influencing factors of the evaluation object. The factor set U can be expressed as: U= {U1, U2,… Un}; The "judgment set" is a set of possible evaluation levels for each factor in the "factor set". In fuzzy comprehensive evaluation, the "judgment set" is usually a set of ordered fuzzy language variables used to describe the performance of the evaluation object in different aspects. The judgment set can be expressed as: V={V1,V2,…Vn}. These evaluation levels can be quantified according to actual conditions, for example, by using fuzzy numbers (such as triangular fuzzy numbers, trapezoidal fuzzy numbers, etc.) to represent the specific range and membership of each evaluation level.

[0098] For example, in the scenario of “SDH switch simulation model teaching”, the “factor set” may include the following contents: Knowledge mastery (U1): evaluates whether the user has fully mastered the key knowledge and skills of SDH switch fault diagnosis through the virtual simulation system; Fault identification rate (U2): evaluates the speed at which users can identify SDH faults in a virtual simulation environment; Troubleshooting rate (U3): evaluates the accuracy of SDH switch card insertion in the virtual simulation environment; Learning effect (U4): Evaluate the actual mastery and skill improvement of users after using the virtual simulation system for SDH switch teaching.

[0099] Exemplarily, the evaluation set V can be set as: V={V1, V2, V3, V4, V5}={excellent, good, average, pass, fail}.

[0100] S330, constructing a membership evaluation matrix.

[0101] In the fuzzy comprehensive evaluation process, it is also necessary to determine a fuzzy relationship matrix (also called membership matrix) for each factor (element in U), which describes the degree to which the evaluation object belongs to each evaluation level in the evaluation set on each factor. The membership function (single factor evaluation vector) is used to describe the fuzzy relationship between the evaluation factor and the evaluation level. In the fuzzy comprehensive evaluation, fuzzy numbers are used to select the appropriate membership function form according to the actual situation (such as triangular fuzzy numbers, etc.) to represent the specific range and membership of each evaluation level. This method allows the evaluation level to have a certain degree of fuzziness, which is closer to the uncertainty in the actual evaluation. Triangular fuzzy number is one of the simplest fuzzy numbers, which is defined by three parameters: the left endpoint (a), the middle point or the most likely point (Rn) and the right endpoint (b), denoted as (a, R, b). Among them, a≤Rn≤b. Corresponding to the "factor set" U= {U1, U2,… Un} and the judgment set V={V1, V2,…Vn}, the membership function (single factor evaluation vector) is expressed as: Rn=1-n; the membership evaluation matrix reflects the degree of membership of the evaluation object at each evaluation level, where the membership evaluation matrix is ​​as follows, .

[0102] Exemplarily, the membership evaluation matrix R of this example is constructed based on the "factor set" U={U1, U2, U3, U4}={knowledge mastery, fault recognition rate, learning effect} and the "judgment set" V={V1,V2,V3,V4,V5}={excellent, good, average, pass, fail}.

[0103] S340, determining the weights of the evaluation factors.

[0104] Specifically, after the evaluation matrix R is formed, it can be combined with the weight vector W of the factor set U (usually determined by a method such as hierarchical analysis method, etc.), and fuzzy synthesis operators (such as weighted average type, main factor prominence type, etc.) can be used for fuzzy comprehensive evaluation, and finally the overall membership distribution of the evaluation object or a single evaluation result can be obtained. The weight reflects the importance of each evaluation factor in the comprehensive evaluation. According to the evaluation index system, each evaluation factor is determined. These factors can be the user's mastery of knowledge points, the proficiency of operating skills, the accuracy of fault analysis, etc. According to the importance of each evaluation factor in the overall teaching effect, the corresponding weight is assigned using methods such as expert experience method and AHP hierarchical analysis method. The weight reflects the relative importance of each factor in the comprehensive evaluation.

[0105] S350, fuzzy comprehensive evaluation.

[0106] Specifically, the membership matrix and the weight vector are combined to obtain a comprehensive evaluation value. First-level evaluation: The membership matrix and the corresponding weight vector are combined to obtain the first-level comprehensive evaluation value of the user in each evaluation dimension. Second-level evaluation (if the evaluation system has multiple layers): The first-level evaluation results are used as new evaluation factors to construct a new membership matrix, and further combined to obtain a second-level comprehensive evaluation value. This process can be carried out layer by layer until the final comprehensive evaluation result is obtained. The comprehensive evaluation value reflects the overall quality of the evaluation object. Analyze the results of the fuzzy comprehensive evaluation to understand the performance of the user in each evaluation dimension. By analyzing the evaluation results, the advantages and disadvantages in teaching can be found. According to the evaluation results, put forward targeted teaching improvement suggestions. These suggestions can be used to strengthen training for the user's weak links, or to optimize and adjust teaching methods and teaching content.

[0107] like Fig. 9 As shown, the embodiment of the present application provides a teaching device 900 based on the SDH switch simulation model, including a human-computer interaction interface 901, a comparison and analysis module 902 and a result feedback module 903. The human-computer interaction interface 901 is used to receive user input on a card insertion operation topic, wherein the input includes an operation in which the user drags a virtual card with a mouse and places the virtual card into a card slot of an SDH switch simulation device; The comparison and analysis module 902 is used to compare and analyze the board card insertion operation input by the user with the preset correct answer to determine whether the user's operation is correct; the comparison and analysis of the board card insertion operation includes: when the user places the virtual board card into the card slot of the SDH switch simulation device by dragging the mouse, recording the actual placement position of the virtual board card; calculating the distance between the actual placement position and the preset correct position; and determining whether the user's board card insertion operation is correct according to whether the distance between the actual placement position and the preset correct position is within a preset threshold range; The result feedback module 903 is used to display corresponding correct prompt information and / or animation effects of correct operation if the operation is correct; if the operation is wrong, display error prompt information and / or provide analysis of the error cause.

[0108] The modules / units described as separate components may or may not be physically separated, and the components displayed as modules / units may or may not be physical modules, that is, they may be located in one place, or they may be distributed on multiple network units. Some or all of the modules / units may be selected according to actual needs to achieve the purpose of the embodiments of the present application. For example, the functional modules / units in the various embodiments of the present application may be integrated into one processing module, or each module / unit may exist physically separately, or two or more modules / units may be integrated into one module / unit.

[0109] In one implementation of the present application, an embodiment of the present application provides an electronic device, such as Fig.10 As shown, the electronic device includes one or more processors and one or more memories; the memories store computer readable codes, and when the computer readable codes are executed by the one or more processors, the teaching method based on the SDH switch simulation model as described above is implemented. In addition, the electronic device may also include conventional electronic devices such as I / O interfaces and communication modules, which will not be elaborated here.

[0110] The descriptions of the processes or structures corresponding to the above-mentioned figures have different emphases. For parts that are not described in detail in a certain process or structure, please refer to the relevant descriptions of other processes or structures.

[0111] In one implementation of the present application, an embodiment of the present application provides a computer-readable storage medium, on which a computer program is stored. When the computer program is executed by a processor, the teaching method based on the SDH switch simulation model as described above is implemented.

[0112] A person of ordinary skill in the art can understand that all or part of the steps in the method for implementing the above embodiment can be completed by instructing a processor through a program, and the program can be stored in a computer-readable storage medium, and the storage medium is a non-transitory medium, such as a random access memory, a read-only memory, a flash memory, a hard disk, a solid-state hard disk, a magnetic tape, a floppy disk, an optical disc, and any combination thereof. The above storage medium can be any available medium that can be accessed by a computer or a data storage device such as a server or a data center that includes one or more available media. The available medium can be a magnetic medium (e.g., a floppy disk, a hard disk, a tape), an optical medium (e.g., a digital video disc (DVD)), or a semiconductor medium (e.g., a solid-state disk (SSD)), etc.

[0113] In one implementation of the present application, the embodiment of the present application may also provide a computer program product, which includes one or more computer instructions. When the computer instructions are loaded and executed on a computing device, the process or function described in the embodiment of the present application is generated in whole or in part. The computer instructions may be stored in a computer-readable storage medium, or transmitted from one computer-readable storage medium to another computer-readable storage medium. For example, the computer instructions may be transmitted from a website, computer or data center to another website, computer or data center by wired (e.g., coaxial cable, optical fiber, digital subscriber line (DSL)) or wireless (e.g., infrared, wireless, microwave, etc.). When the computer program product is executed by a computer, the computer executes the method described in the aforementioned method embodiment. The computer program product may be a software installation package. When the aforementioned method is required, the computer program product may be downloaded and executed on a computer.

[0114] In the several embodiments provided in the present application, it should be understood that the disclosed system, device or method can be implemented in other ways. For example, the device embodiments described above are only schematic, for example, the division of modules / units is only a logical function division, and there may be other division methods in actual implementation, such as multiple modules or units can be combined or integrated into another system, or some features can be ignored or not executed. Another point is that the mutual coupling or direct coupling or communication connection shown or discussed can be an indirect coupling or communication connection through some interfaces, devices or modules or units, which can be electrical, mechanical or other forms.

[0115] Those of ordinary skill in the art should further appreciate that the units and algorithm steps of each example described in conjunction with the embodiments disclosed herein can be implemented in electronic hardware, computer software, or a combination of the two. In order to clearly illustrate the interchangeability of hardware and software, the composition and steps of each example have been generally described in the above description according to function. Whether these functions are performed in hardware or software depends on the specific application and design constraints of the technical solution. Professional and technical personnel can use different methods to implement the described functions for each specific application, but such implementation should not be considered to be beyond the scope of this application.

[0116] The above embodiments are merely illustrative of the principles and effects of the present application and are not intended to limit the present application. Anyone familiar with the technology may modify or change the above embodiments without violating the spirit and scope of the present application. Therefore, all equivalent modifications or changes made by a person of ordinary skill in the art without departing from the spirit and technical ideas disclosed in the present application shall still be covered by the claims of the present application.

Claims

1. A teaching method based on SDH switch simulation model, characterized in that: include: Receiving input of a card insertion operation topic, the input includes dragging a virtual card with a mouse and placing the virtual card into a card slot of an SDH switch simulation device; Compare and analyze the input card insertion operation with the preset correct answer to determine whether the operation is correct; The comparative analysis of the board card insertion operation includes: When the virtual board is placed into the card slot of the SDH switch simulation device by dragging the mouse, the actual placement position of the virtual board is recorded; Calculating the distance between the actual placement position and the preset correct position; Determining whether the board card insertion operation is correct according to whether the distance between the actual placement position and the preset correct position is within a preset threshold range; Based on the judgment result, real-time feedback is displayed; if the operation is correct, the corresponding correct prompt information and / or the animation effect of the correct operation are displayed; if the operation is wrong, the error prompt information is displayed and / or an analysis of the cause of the error is provided.

2. The teaching method based on the SDH switch simulation model according to claim 1 is characterized in that: The calculating the distance between the actual placement position and the preset correct position includes: Converting the actual placement position and the preset correct position of the virtual board from a three-dimensional coordinate system to a two-dimensional plane coordinate system; The distance between the actual placement position and the preset correct position is calculated using the Euclidean distance formula, which is: ， Among them, (x1, y1) represents the two-dimensional coordinates of the actual placement position, and (x2, y2) represents the two-dimensional coordinates of the preset correct position.

3. The teaching method based on the SDH switch simulation model according to claim 1 is characterized in that: The comparative analysis of the board card plug-in operation also includes: Record the order of plugging in each virtual board; Compare and analyze the order of plugging in each virtual board with the preset correct order to determine whether the operation order conforms to the preset correct order; After the insertion position of each virtual board is correct, it is further determined whether the insertion sequence is correct; when the insertion positions and sequences of all boards are correct, it is determined that the board insertion operation is correct.

4. The teaching method based on the SDH switch simulation model according to claim 1 is characterized in that: Also includes: receiving an answer to a fault judgment question, wherein the answer includes an analysis result of a fault phenomenon of the SDH switch simulation device; Compare and analyze the input answer content with the preset correct answer to determine whether the answer is correct; If the answer is correct, the corresponding correct prompt information and / or the animation effect of the correct answer will be displayed; if the answer is incorrect, the error prompt information will be displayed and / or an analysis of the cause of the error will be provided.

5. The teaching method based on the SDH switch simulation model according to claim 4 is characterized in that: The step of comparing and analyzing the input answer content with the preset correct answer includes: Extract key information from the input answer content; Perform semantic analysis on the extracted key information and transform the answer content into structured semantic information; Matching and analyzing the structured semantic information with the preset correct answer, and calculating the semantic similarity between the answer content and the correct answer; When the semantic similarity exceeds a preset threshold, the answer is determined to be correct.

6. The teaching method based on the SDH switch simulation model according to claim 5 is characterized in that: The semantic analysis of the extracted key information is performed to convert the answer content into structured semantic information, including: Performing word segmentation processing on the extracted key information to obtain multiple independent vocabulary units; Respectively marking the semantic role of each of the vocabulary units to identify the core semantic components of the answer content; Based on the vocabulary units and semantic roles, structured semantic information of the answer content is formed.

7. The teaching method based on the SDH switch simulation model according to claim 1, characterized in that: Also includes: Summarize and analyze the answer results and record the answer situation; the answer situation includes one or more combinations of the correctness rate of the answer, the answer time, the error type and distribution; Based on the results of the summary analysis, a targeted review list is generated; wherein the review list includes one or more combinations of wrong question review, exercise question recommendation, learning progress tracking, and knowledge point reinforcement.

8. A teaching device based on SDH switch simulation model, characterized in that: include: A human-computer interaction interface, used to receive input of a card insertion operation topic, wherein the input includes dragging a virtual card with a mouse and placing the virtual card into a card slot of an SDH switch simulation device; The comparison and analysis module is used to compare and analyze the input board card insertion operation with the preset correct answer to determine whether the operation is correct; The comparative analysis of the board card insertion operation includes: When the virtual board is placed in the card slot of the SDH switch simulation device by dragging the mouse, the actual placement position of the virtual board is recorded; the distance between the actual placement position and the preset correct position is calculated; and whether the board insertion operation is correct is determined according to whether the distance between the actual placement position and the preset correct position is within a preset threshold range; The result feedback module is used to display real-time feedback based on the judgment results; if the operation is correct, the corresponding correct prompt information and / or the animation effect of the correct operation will be displayed; if the operation is wrong, the error prompt information will be displayed and / or an analysis of the cause of the error will be provided.

9. An electronic device, characterized in that: include: one or more processors; One or more memories, wherein the memories store computer-readable codes, and when the computer-readable codes are executed by the one or more processors, the teaching method based on the SDH switch simulation model as described in any one of claims 1 to 7 is implemented.

10. A computer-readable storage medium, characterized in that: The computer-readable storage medium stores a computer program, and when the computer program is executed by a processor, the teaching method based on the SDH switch simulation model according to any one of claims 1 to 7 is implemented.

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