Learning assistance method and device, storage medium and electronic equipment

Abstract

The invention discloses a learning assistance method and device, a storage medium and electronic equipment, and relates to the technical field of data processing, and the method comprises the steps: obtaining the learning information of a student in a key learning region in a learning map through the information interaction of a cloud server and a client, and generating a learning track of the student based on the learning information; in response to a learning cooperation request triggered by the student, determining a request position of the student in the learning map and a first learning grid where the request position is located in the plurality of learning grids based on the learning track; sending a learning cooperation request to a target student in a preset grid range based on the relay transmission node corresponding to the first learning grid so as to match students with similar learning tracks to respond to the learning cooperation request; and sending response information of the learning cooperation request to the student according to a predetermined recommendation sequence. According to the invention, the reply timeliness of questions asked by the students can be improved, the students can obtain reply information in time under the condition that assistance is needed, and the learning efficiency and experience of the students are improved.

Description

Technical Field

[0001] The present application relates to the field of data processing technology, and in particular to a learning assistance method, device, storage medium and electronic device. Background Art

[0002] Question-solving software usually contains a large number of practice questions, mock tests, and detailed answer analysis, which can help users improve their learning efficiency.

[0003] At present, when students encounter questions that they cannot answer while learning through question-answering software, they can understand the knowledge points tested in the questions based on the analysis of the questions. If they have any questions during the understanding process, they can leave a message in the message area and use the replies of other students to assist in the analysis of the questions and understand the knowledge points.

[0004] However, when using this assisted learning method, students cannot receive timely replies from other students after leaving a message in the message area, or may not receive any reply from other students at all. As a result, even if students have done the questions, they still cannot fully understand the knowledge points tested in the questions, which affects their learning efficiency and experience. Summary of the invention

[0005] In view of this, the present application provides a learning assistance method, device, storage medium and electronic device, the main purpose of which is to improve the current technical problem that students cannot get timely reply information from other students after leaving a message in the message area, or even cannot get reply information from other students at all, resulting in students still not being able to fully understand the knowledge points tested in the questions even if they have done the questions, affecting students' learning efficiency and experience.

[0006] In a first aspect, the present application provides a learning assistance method, comprising: Through information interaction between the cloud server and the client, learning information of the students in the key learning area in the learning map is obtained, and the learning trajectory of the students is generated based on the learning information. The learning map is composed of a plurality of learning grids arranged according to a predetermined relationship. The key learning area is obtained by marking and circling adjacent learning grids corresponding to the key knowledge point cluster in the learning map. In response to a student triggering a learning collaboration request, determining a request position of the student in a learning map and a first learning grid where the request position is located among a plurality of learning grids based on the learning trajectory; Sending the learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request; The response information of the learning collaboration request is sent to the students in a predetermined recommended order.

[0007] In a second aspect, the present application provides a learning assistance device, comprising: An acquisition module is configured to acquire learning information of a key learning area of ​​a student in a learning map through information interaction between a cloud server and a client, and generate a learning trajectory of the student based on the learning information, wherein the learning map is composed of a plurality of learning grids arranged according to a predetermined relationship, and the key learning area is obtained by marking and circling adjacent learning grids corresponding to a cluster of key knowledge points in the learning map; A determination module, configured to determine, in response to a student triggering a learning collaboration request, a request position of the student in a learning map and a first learning grid where the request position is located among a plurality of learning grids based on the learning trajectory; A matching module, configured to send the learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request; The sending module is configured to send the response information of the learning collaboration request to the students according to a predetermined recommended order.

[0008] In a third aspect, the present application provides a computer-readable storage medium having a computer program stored thereon, wherein the computer program, when executed by a processor, implements the learning assistance method described in the first aspect.

[0009] In a fourth aspect, the present application provides an electronic device, comprising a storage medium, a processor, and a computer program stored on the storage medium and executable on the processor, wherein the processor implements the learning assistance method described in the first aspect when executing the computer program.

[0010] By means of the above technical scheme, the present application provides a learning assistance method, device, storage medium and electronic device. Compared with the current existing technology, the present application can obtain the learning information of the students in the key learning area in the learning map and generate the learning trajectory of the students based on the learning information, so as to obtain the students' learning progress in time. Compared with real-time acquisition of student information, the amount of information processing of the cloud server can be saved. Using the learning map to generate the learning trajectory can also more clearly show the students' learning situation and learning progress for the questions; by determining the student's request position in the learning map based on the learning trajectory when the student triggers a learning collaboration request, and the first learning grid where the request position is located among multiple learning grids; based on the relay transmission node corresponding to the first learning grid, a learning collaboration request is sent to the target student within the preset grid range to match the students with similar learning trajectories to respond to the learning collaboration request, and the target students with similar learning trajectories can be quickly matched through the relay transmission node to respond when the student needs assistance, thereby improving the response time of the student's question, so that the student can get the reply information in time when the student needs assistance, so that the student can fully understand the knowledge points tested in the question, and improve the student's learning efficiency and experience. BRIEF DESCRIPTION OF THE DRAWINGS

[0011] The accompanying drawings, which are incorporated in and constitute a part of this specification, illustrate embodiments consistent with the present application and, together with the description, serve to explain the principles of the present application.

[0012] In order to more clearly illustrate the embodiments of the present application or the technical solutions in the prior art, the drawings required for use in the embodiments or the description of the prior art will be briefly introduced below. Obviously, for ordinary technicians in this field, other drawings can be obtained based on these drawings without paying any creative labor.

[0013] Figure 1 A flow chart of a learning assistance method provided in an embodiment of the present application is shown; Figure 2 A flow chart of a learning assistance method provided in an embodiment of the present application is shown; Figure 3 A schematic diagram showing an example provided by an embodiment of the present application; Figure 4 A schematic diagram showing an example provided by an embodiment of the present application; Figure 5 A schematic diagram showing an example provided by an embodiment of the present application; Figure 6 A flow chart of a learning assistance method provided in an embodiment of the present application is shown; Figure 7A schematic diagram showing an example provided by an embodiment of the present application; Figure 8 A flow chart of a learning assistance method provided in an embodiment of the present application is shown; Fig. 9 A flow chart of a learning assistance method provided in an embodiment of the present application is shown; Fig.10 A flow chart of a learning assistance method provided in an embodiment of the present application is shown; Fig.11 A structural schematic diagram of a learning assistance device provided in an embodiment of the present application is shown; Fig.12 A schematic structural diagram of an electronic device provided in an embodiment of the present application is shown. DETAILED DESCRIPTION

[0014] The embodiments of the present application will be described in more detail below with reference to the accompanying drawings. It should be noted that the embodiments and features in the embodiments of the present application can be combined with each other without conflict.

[0015] In order to improve the technical problem that the existing technology may lead to inaccurate hang-up detection results, which in turn leads to a large deviation in the user's learning concentration judged by the hang-up detection results, and the hang-up detection cannot effectively help users improve their learning effects. This embodiment provides a learning assistance method, such as Figure 1 As shown, the method includes: Step 101: Obtain the learning information of the students' key learning areas in the learning map through information interaction between the cloud server and the client, and generate the students' learning trajectory based on the learning information.

[0016] The learning map is composed of a plurality of learning grids arranged according to a predetermined relationship, and the key learning area is obtained by marking and circling adjacent learning grids corresponding to the key knowledge point cluster in the learning map.

[0017] Optionally, the execution entity of the embodiment of the present application may be a cloud server.

[0018] In an embodiment of the present application, a learning map may be composed of a plurality of learning grids arranged in a predetermined relationship, wherein each grid corresponds to questions in a target question bank, and the target question bank is generated based on knowledge point clusters extracted from student textbooks. It should be noted that each learning grid corresponds to all questions in a knowledge point cluster, and the grid corresponding to the key knowledge point cluster may be a key learning grid, and a key learning area may be obtained by circling adjacent key learning grids.

[0019] In some examples, mapping the questions in the question bank to the learning map allows students to clearly see their learning progress and content, as well as the knowledge points and importance of the knowledge points in the textbook corresponding to the current learning content when viewing the learning map.

[0020] As an optional method, the embodiment of the present application can obtain the learning information of students in key learning areas through information interaction between the cloud server and the client, that is, the embodiment of the present application can monitor the key learning areas, and update the learning progress of the students when the students enter the key learning areas to study, thereby generating the learning trajectory of the students; it should be noted that the key learning areas are areas where students must study. By monitoring the key learning areas, the embodiment of the present application can save the amount of information that the cloud server needs to process and save computing power to a greater extent compared to obtaining the learning trajectory of the students in real time.

[0021] Step 102: In response to a student triggering a learning collaboration request, determine the student's request location in the learning map based on the learning trajectory, and a first learning grid where the request location is located among multiple learning grids.

[0022] In the embodiment of the present application, a student may trigger a learning collaboration request by clicking a collaboration button on the question-solving interface, submitting a collaboration request on the question-solving interface, or uploading question information on the question-solving interface, etc. The specific operation method for a student to trigger a learning collaboration request is not limited in the embodiment of the present application.

[0023] In some examples, since the embodiments of the present application only monitor key learning areas, when a student triggers a learning collaboration request, it is necessary to determine the location of the triggered learning request based on the learning trajectory. Specifically, if the student triggers a learning collaboration request in a key learning area, the current learning position and the key learning grid in which the student is located can be determined based on the learning trajectory; if the student does not trigger a learning collaboration request in the key learning area, it is necessary to predict the student's learning path based on the learning trajectory, and then determine the current learning position and the key learning grid in which the student is located.

[0024] For this embodiment, the first learning grid is the learning grid where the student is located when triggering the learning collaboration request. It should be noted that the first learning grid may be a key learning grid or not, which is not limited in the embodiment of the present application.

[0025] It should be noted that, in the learning map of the embodiment of the present application, the learning grid corresponding to the basic knowledge point cluster can be an unfilled blank white block, and the learning grid corresponding to the key knowledge point cluster can be filled with a first color block; the blank white blocks that the current user has learned can also be filled with a second color block in the learning map, and the user's learning trajectory can be obtained by connecting the second color blocks in sequence; by distinguishing the colors of the learning grids in the learning map, it is possible to distinguish the sources of the learning grids, and the current student's learning progress can also be visualized for parental supervision.

[0026] Furthermore, the learning map can also be presented on the user terminal, so that students' parents can clearly and intuitively understand the students' learning progress and learning status, etc. through the learning map. Therefore, the learning map of this application can also enable parents to understand the students' learning process more accurately and comprehensively.

[0027] Step 103: Send a learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request.

[0028] In the embodiment of the present application, the relay transmission node plays an important role in the communication network, especially in expanding the signal coverage, enhancing the signal strength and improving the reliability of data transmission. For this embodiment, sending the learning collaboration request through the relay transmission node can give priority to the information interaction between multiple user terminals, reduce the request time and the burden on the server, and achieve a quick response.

[0029] In some examples, since the questions in the learning map are divided into difficulty levels, matching students with similar learning trajectories can ensure that most of the students matched to the student who initiated the request have similar learning levels to the student who initiated the request. For example, if student A has strong learning ability, then student A's learning trajectory is likely to be concentrated on the most difficult questions; if student B has medium learning ability, then student B's learning trajectory is likely to be concentrated on questions of medium difficulty; if student C has poor learning ability, then student C's learning trajectory is likely to be concentrated on simple questions; obviously, the learning trajectories of student A, student B and student C are not similar, so in the process of matching student A, it is necessary to match students with similar learning trajectories to student A in order to match students who can respond to A's request for assistance to a greater extent, and so on, and no examples will be given here one by one.

[0030] Step 104: Send the response information of the learning collaboration request to the students according to a predetermined recommended order.

[0031] Compared with the current existing technology, this embodiment can obtain the student's learning progress in time by obtaining the student's learning information in the key learning area in the learning map and generating the student's learning trajectory based on the learning information. Compared with real-time acquisition of student information, it can also save the amount of information processing of the cloud server. Using the learning map to generate the learning trajectory can also more clearly show the student's learning situation and learning progress for the question; by determining the student's request position in the learning map based on the learning trajectory when the student triggers a learning collaboration request, and the first learning grid where the request position is located among multiple learning grids; based on the relay transmission node corresponding to the first learning grid, a learning collaboration request is sent to the target student within the preset grid range to match students with similar learning trajectories to respond to the learning collaboration request. When the student needs assistance, the target student with a similar learning trajectory can be quickly matched through the relay transmission node to respond, thereby improving the response time of the student's question, so that the student can get the reply information in time when assistance is needed, so that the student can fully understand the knowledge points tested in the question, thereby improving the student's learning efficiency and experience.

[0032] As a refinement and extension of the above embodiment, when marking and circling adjacent learning grids corresponding to the key knowledge point cluster in the learning map to obtain the key learning area, the following methods may be used but are not limited to: Figure 2 As shown, the method includes: Step 201: extract basic knowledge point clusters and key knowledge point clusters based on student textbooks, and generate questions of different difficulty levels to form a target question bank based on the basic knowledge point clusters and the key knowledge point clusters.

[0033] In an embodiment of the present application, the process of extracting basic knowledge point clusters based on student textbooks may include: uploading textbook content to a first knowledge point analysis module to obtain basic knowledge point clusters; extracting knowledge points from the text and performing hierarchical identification by using text mining, natural language, semantic analysis and other technologies through text analysis of the textbook content, encoding the identification to obtain an identification encoding value, and constructing an identification vector set Uori (basic knowledge point clusters) corresponding to the knowledge point identification according to the identification encoding value to generate a knowledge point network; the hierarchical identification is divided into n levels, for example, n=3, then U=[An, Bm, Ck], the general expression: U=(k, β), k is the knowledge point set, β is the edge set, such as Figure 3As shown: the first-level classification An is the main node, which can be classified by chapter, and we can get An=[A1, A2...An]; the second-level classification Bm is the slave node of An, which can be classified by section, and we can get Bm=[A1b1, A1b2, A2b1..Anbm]; the third-level classification Ck is the slave node of Bm, which can be classified by unit results, and we can get Ck=[A1b1c1, A1b2c2, A1b2c3..Anbmck].

[0034] Because knowledge points appear in the form of a single unit or a combination of multiple units depending on the degree of difficulty and the depth of learning, when constructing a knowledge point network, it is determined that the first-level classification An exists in the form of a single-unit identification vector, and the second and third levels exist in the form of a combination of multiple units, with identification vectors superimposed in sequence; multiple knowledge point networks form a knowledge point cluster; this way of constructing a knowledge point network coverage can cover all combinations of knowledge points. In the actual question push, if the difficulty is simple, the first level can be pushed, if the difficulty is medium, the second level can be pushed, and if the difficulty is difficult, the third level can be pushed.

[0035] In some examples, the process of extracting key knowledge point clusters based on student textbooks may include: obtaining important knowledge point clusters through a knowledge point extraction module according to the distribution of knowledge point clusters U; Figure 4 As shown, the number of first-level branch identification vectors Z, the number of second-level branch identification vectors X, and the number of third-level branch identification vectors V are counted and input into the pre-trained scoring model G to calculate the knowledge point cluster score, as shown in the following formula 1: , , ,

[0036] (Formula 1) Formula 1 represents the weights of the importance of the corresponding indicators Z, X, and V, and β1<β2<β3, because as the degree of refinement of the knowledge points increases, the importance accounts for a larger proportion; set the screening threshold T1, when G>T1, the screened knowledge point identification vector is used as the first important knowledge point cluster Unew; the threshold T can be set by custom, average, median, etc. to set the initial threshold.

[0037] Furthermore, a new important knowledge point cluster is generated by screening through a pre-trained key knowledge point evaluation model, including: obtaining a history question bank, constructing a set of identification vectors G corresponding to the knowledge point identification by the same steps as the process of extracting the basic knowledge point cluster based on the student textbook, and generating a knowledge point network; taking the same method of hierarchical identification in step S1 to obtain a set of Wn, Rm, and Hk vectors, Zori=[Wn, Rm, Hk]; screening through a pre-trained key knowledge point evaluation model to obtain a key knowledge point evaluation model, as shown in the following formula 2: (Formula 2) In formula 2, G j Indicates the number of times the knowledge point appears in the test; G q : The frequency of errors in the test knowledge points; G r : The number of branches of test points; α is the weight score of the corresponding indicator; set the scoring threshold T2, when y G When >T2, the key knowledge point combination is selected to form the second important knowledge point cluster Znew.

[0038] Step 202: Mark the questions corresponding to the basic knowledge point cluster in the target question bank with a first identifier, and mark the questions corresponding to the key knowledge point cluster with a second identifier.

[0039] In the embodiment of the present application, the first identification and the second identification can be distinguished by color, and can also be set differently by other factors. The specific method of distinguishing the first identification and the second identification is not limited here.

[0040] Step 203: Map the questions marked with the first identifier and the questions marked with the second identifier to multiple learning grids in the preset map according to the order of the chapters in the textbook, so that each learning grid corresponds to all the questions of a knowledge point cluster.

[0041] Among them, the learning grid corresponding to the question marked with the second identifier is the key learning grid.

[0042] For example, if the basic knowledge point clusters in the question bank are marked with colors as the first information identifier, and the key knowledge point clusters are marked with colors as the second information identifier; the shapes of single knowledge points can be arranged in preset relationships such as rectangles and squares, a learning map in the learning tutoring system can be obtained, which can be specifically as follows: Figure 5 As shown; wherein, the question bank includes questions corresponding to the first-level, second-level and third-level knowledge points; the learning tutoring system includes a cloud server and multiple user terminals, and the question bank is stored in the cloud server.

[0043] Step 204: circle adjacent key learning grids in the preset map to obtain a key learning area.

[0044] For example, Figure 5 As shown, the black grid can be the key learning grid, and the adjacent second marked learning grid, i.e. Figure 5 Circle the four adjacent black areas in to obtain multiple key monitoring areas. As an optional method, the adjacent second-marked learning grids need to be learning grids in the same chapter.

[0045] Furthermore, according to the distribution of S1's question bank mapped to the virtual map, the user terminal is used as a signal point, and the student's learning trajectory can be obtained through the information interaction between the cloud server and the user terminal; if the key knowledge point question type is necessary to master, the key monitoring area is used as the trigger condition of the system. When the user enters the key monitoring area, the student's learning information is obtained, and the user's learning situation in the key monitoring area is monitored in real time. Compared with real-time acquisition of the user's learning information and learning trajectory, the processing volume of the cloud server is reduced. Learning information includes user ID, learning progress (virtual map location information), notes, learning honors, learning trajectory, learning time, etc.

[0046] Further, when executing the relay transmission node corresponding to the first learning grid to send a learning collaboration request to the target students within the preset grid range to match students with similar learning trajectories to respond to the learning collaboration request, the following steps may be adopted but are not limited to, such as Figure 6 As shown, including: Step 301: determine the center point of the first learning grid as a relay transmission node.

[0047] In an embodiment of the present application, when a student triggers a learning collaboration request, the center point of the learning grid where the student sends the learning request can be used as a relay transmission node in the learning map.

[0048] For example, if student A triggers a learning collaboration request in learning grid 1 within the first chapter, the center point of learning grid 1 may be used as a relay transmission node in the learning map for transmitting the learning collaboration request triggered by student 1.

[0049] Step 302: Determine at least one second learning grid adjacent to the first learning grid in the learning map.

[0050] Exemplarily, based on the example in step 301, after using learning grid 1 as a relay transmission node for transmitting the learning collaboration request triggered by student 1, it is necessary to determine at least one second learning grid adjacent to learning grid 1. It should be noted that at least one second learning grid may include a learning grid that does not belong to the same chapter as learning grid 1.

[0051] For example, if learning grid 1 belongs to chapter 1, if there is learning grid 2 belonging to chapter 2 and learning grid 2 is adjacent to learning grid 1, then learning grid 2 may be determined as the second learning grid.

[0052] Step 303: Send a learning collaboration request to online students in the first learning grid and at least one second learning grid, so as to match at least one first target student with similar learning trajectory and similar learning progress to respond to the learning collaboration request.

[0053] Exemplarily, based on the example in step 302, Figure 7 As shown, it can be a schematic diagram of the transmission relationship between the relay node and the student's hungry user terminal. Specifically, a learning collaboration request is sent to online students in learning grid 1 and at least one second learning grid through the relay transmission node, so that the student can be matched with at least one first target student with similar learning trajectory and similar learning progress to respond to the learning collaboration request.

[0054] In the embodiment of the present application, the learning grids in the learning map are arranged in the order of chapters, so the students in adjacent learning grids may be students with similar learning progress.

[0055] For example, if student A sends a learning assistance request in learning grid 1, then it is necessary to send the learning assistance request to learning grid 1 and the learning grids adjacent to learning grid 1, so that student A can be matched with students with similar learning content to a greater extent; for example, if student B is studying in learning grid 7 which is far away from learning grid 1, if student A's learning assistance request is sent to student B, since the content currently being studied by student B has little relevance to the content being studied by student A, student B is likely to refuse to respond to student A's learning assistance request. Therefore, sending the learning assistance request to learning grid 1 and the learning grids adjacent to learning grid 1 can also ensure to a greater extent that students can respond to student A's learning assistance request.

[0056] Optionally, when sending the response information of the learning collaboration request to the students in a predetermined recommended order, the following methods may be used but are not limited to: Figure 8 As shown, the method includes: Step 401: determine the current learning chapter of the first target student in the learning map and the first position information corresponding to the first target student, and determine the first target distance between the first target student and the center point of the first learning grid based on the first position information.

[0057] In an embodiment of the present application, if there are multiple students in the first learning grid and at least one second learning grid who respond to the learning assistance request, the response information of the multiple students needs to be sorted and sent to the requesting students in order.

[0058] In some examples, it is first necessary to determine the current learning chapters corresponding to multiple responding students, i.e., the first target students, and then determine the location information of the multiple responding students. Based on the location information, the distances between the multiple responding students and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0059] For example, if student B, student C and student D respond to student A's request for learning assistance, it is necessary to determine the current learning chapters corresponding to student B, student C and student D, i.e., the first target students, and then determine the location information of student B, student C and student D. Based on the location information, the distance between student B, student C and student D and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0060] Step 402: Evaluate the recommendation degree of the response information of the first target student based on the current learning chapter of the first target student and the first target distance.

[0061] Exemplarily, based on the example in step 401, if student A, student B and student C are all currently studying the first chapter, and student D is studying the second chapter, it can be determined that student D has already learned the content of the first chapter to a large extent, and therefore, the recommendation degree of student D is higher than that of student B and student C; for student B and student C, since student B and student C have learned the same chapter as student A, the recommendation degree can be evaluated based on the distance between student B and student C and the relay transmission node. Specifically, if the distance between student B and the relay transmission node is smaller than the distance between student C and the relay transmission node, it can be determined that the content currently being studied by student B is closer to that of student A, and thus the recommendation degree of student B is higher than that of student C.

[0062] Step 403: sort the response information of the first target student according to the first recommendation degree score obtained by evaluation, and send the sorted response information to the student.

[0063] Exemplarily, based on the example in step 402, if the recommendation degree of student D is higher than that of student B and student C, and the recommendation degree of student B is higher than that of student C, then the recommendation degree scores of student B, student C, and student D can be that the recommendation degree score of student D is greater than the recommendation degree score of student B, which is greater than the recommendation degree score of student C. Therefore, the response information can be sent to the students in the order of student D, student B, and student C.

[0064] Further, when executing the sending of the learning collaboration request to online students within a preset grid range based on the relay transmission node corresponding to the first learning grid to match students with similar learning trajectories to respond to the learning collaboration request, the following steps may also be adopted but are not limited to, such as Fig. 9As shown, including: Step 501: If the first target student does not respond to the learning collaboration request within a predetermined time period, a target key learning area that is closest to the first learning grid is determined from the key learning areas.

[0065] In an embodiment of the present application, the predetermined time period may be the maximum response time for sending a learning assistance request to the first learning grid and at least one second learning grid using the center point of the first learning grid as a relay transmission node. If no student responds after the predetermined time period, it is necessary to change the range to send the request.

[0066] It should be noted that the value of the predetermined time period can be set according to demand, and the specific value of the predetermined time period is not limited here.

[0067] In some examples, if the learning collaboration request triggered by student A is within a predetermined time period, the target key learning area that is closest to the learning grid where student A is located can be determined from multiple key learning areas. Since the key learning area is an area where students must study, if student A's learning collaboration request is not responded to, a learning collaboration request can be sent to a student who is matched with the key learning area that is closest to student A. Sending the request to the closest key learning area can make the learning content of the matched student similar to that of student A.

[0068] Step 502: Use the center point of the target key learning area as a relay transmission node to send a learning collaboration request to online students in the target key learning area, so as to match at least one second target student with a similar learning trajectory to respond to the learning collaboration request.

[0069] Among them, the second target students are students who have completed the questions corresponding to the first learning grid.

[0070] In an embodiment of the present application, if it is necessary to send a learning assistance request to the target key learning area, the center point of the target key learning area can be used as a relay transmission node to send a learning collaboration request to the online students in the target key learning area, so that students with similar learning trajectories and who have completed the questions corresponding to the first learning grid can be matched to respond to the assistance request information.

[0071] For example, if student A triggers a learning collaboration request in learning grid 1 within the first chapter, the key learning area 1 closest to learning grid 1 can be determined, and a learning collaboration request can be sent within key learning area 1. Since the key learning area is an area that students must study, matching within key learning area 1 can also match students who have completed the content of learning grid 1 to a greater extent.

[0072] It should be noted that if there are multiple key learning areas that are at the same distance from the first learning grid, for example, key learning area 1, key learning area 2 and key learning area 3 are all at the same distance from learning grid 1, then the chapters corresponding to key learning area 1, key learning area 2 and key learning area 3 can be determined. If key learning area 1 and key learning area 2 are both the first chapter, and key learning area 3 is the second chapter, then key area 3 is determined as the target key learning area. Since student A is studying in the first chapter, determining key area 3 as the target key learning area can make it possible to match more students who have completed the content of learning grid 1 to a greater extent.

[0073] Similarly, if only key learning area 1 and key learning area 2 have the same distance from learning grid 1, and key learning area 1 and key learning area 2 are both the first chapter, then the relative positions of key learning area 1 and key learning area 2 with respect to the learning grid can be determined. If the content of key learning area 2 is the content after learning grid 1 in the textbook, and the content of key learning area 1 is the content before learning grid 1 in the textbook, then key learning area 2 is determined as the target key learning area. Since student A is studying in the first chapter, determining key area 2 as the target key learning area can make it possible to match more students who have completed the content of learning grid 1 to a greater extent.

[0074] Furthermore, when sending the response information of the learning collaboration request to the students according to the predetermined recommended order, the following steps may also be adopted but are not limited to: Fig.10 As shown, including: Step 601: determine the current learning chapter of the second target student in the learning map and the second position information corresponding to the second target student, and determine the second target distance between the second target student and the center point of the target key learning area based on the second position information.

[0075] In an embodiment of the present application, if there are multiple students in the target key learning area who respond to the learning assistance request, the response information of the multiple students needs to be sorted and sent to the requesting students in order.

[0076] In some examples, it is first necessary to determine the current learning chapters corresponding to multiple responding students, i.e., the second target students, and then determine the location information of the multiple responding students. Based on the location information, the distance between the multiple responding students and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0077] For example, if student B, student C and student D respond to student A's request for learning assistance, it is necessary to determine the current learning chapters corresponding to student B, student C and student D, i.e., the first target students, and then determine the location information of student B, student C and student D. Based on the location information, the distance between student B, student C and student D and the center point of the first learning grid, i.e., the relay transmission node, can be obtained.

[0078] Step 602: Evaluate the recommendation degree of the response information of the second target student based on the current learning chapter of the second target student and the second target distance.

[0079] Exemplarily, based on the example in step 601, if student A, student B and student C are all currently studying the first chapter, and student D is studying the second chapter, it can be determined that student D has already learned the content of the first chapter to a large extent, and therefore, the recommendation degree of student D is higher than that of student B and student C; for student B and student C, since student B and student C have learned the same chapter as student A, the recommendation degree can be evaluated based on the distance between student B and student C and the relay transmission node. Specifically, if the distance between student B and the relay transmission node is smaller than the distance between student C and the relay transmission node, it can be determined that the content currently being studied by student B is closer to that of student A, and thus the recommendation degree of student B is higher than that of student C.

[0080] Step 603: sort the response information of the second target students according to the second recommendation scores obtained by evaluation, and send the sorted response information to the students.

[0081] Exemplarily, based on the example in step 602, if the recommendation degree of student D is higher than that of student B and student C, and the recommendation degree of student B is higher than that of student C, then the recommendation degree scores of student B, student C, and student D can be that the recommendation degree score of student D is greater than the recommendation degree score of student B, which is greater than the recommendation degree score of student C. Therefore, the response information can be sent to the students in the order of student D, student B, and student C.

[0082] Optionally, when sending the response information of the learning collaboration request to the students in a predetermined recommended order, the following steps may be adopted but are not limited to: Step 11: Obtain the target student’s learning information and operation behavior data, and generate the target student’s label portrait features based on the learning information and operation behavior data.

[0083] In an embodiment of the present application, the label portrait feature is the characteristic information of the student's terminal when entering the key monitoring area. Specifically, the operation behavior data in the key monitoring area can be obtained, and the operation behavior data can be cleaned, classified, and clustered to establish a multi-category operation behavior database; based on the deep integration and machine learning of the operation behavior data in the multi-category operation behavior database, a label portrait feature database is established, and then the label portrait features of the target students are obtained through the label portrait feature database.

[0084] Step 12: Send the label portrait features and response information to the students.

[0085] Compared with the current existing technology, this embodiment can obtain the student's learning progress in time by obtaining the student's learning information in the key learning area in the learning map and generating the student's learning trajectory based on the learning information. Compared with real-time acquisition of student information, it can also save the amount of information processing of the cloud server. Using the learning map to generate the learning trajectory can also more clearly show the student's learning situation and learning progress for the question; by determining the student's request position in the learning map based on the learning trajectory when the student triggers a learning collaboration request, and the first learning grid where the request position is located among multiple learning grids; based on the relay transmission node corresponding to the first learning grid, a learning collaboration request is sent to the target student within the preset grid range to match students with similar learning trajectories to respond to the learning collaboration request. When the student needs assistance, the target student with a similar learning trajectory can be quickly matched through the relay transmission node to respond, thereby improving the response time of the student's question, so that the student can get the reply information in time when assistance is needed, so that the student can fully understand the knowledge points tested in the question, thereby improving the student's learning efficiency and experience.

[0086] Further, as Figures 1 to 10 The specific implementation of the method shown in this embodiment provides a learning assistance device, such as Fig.11 As shown, the device includes: an acquisition module 71, a determination module 72, a matching module 73, and a sending module 74.

[0087] The acquisition module 71 is configured to acquire the learning information of the key learning area of ​​the student in the learning map through information interaction between the cloud server and the client, and generate the learning trajectory of the student based on the learning information, wherein the learning map is composed of a plurality of learning grids arranged according to a predetermined relationship, and the key learning area is obtained by marking and circling adjacent learning grids corresponding to the key knowledge point cluster in the learning map; A determination module 72 is configured to determine, in response to a student triggering a learning collaboration request, a requested position of the student in a learning map and a first learning grid where the requested position is located among a plurality of learning grids based on the learning trajectory; A matching module 73 is configured to send the learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request; The sending module 74 is configured to send the response information of the learning collaboration request to the students according to a predetermined recommended order.

[0088] In some examples of the present embodiment, the acquisition module 71 is also configured to extract basic knowledge point clusters and key knowledge point clusters based on student textbooks, and generate questions of different difficulty levels to form a target question bank based on the basic knowledge point clusters and the key knowledge point clusters; mark the questions corresponding to the basic knowledge point clusters in the target question bank with a first identifier, and mark the questions corresponding to the key knowledge point clusters with a second identifier; map the questions marked with the first identifier and the questions marked with the second identifier to multiple learning grids in the preset map according to the sequence of chapters in the textbook, so that each learning grid corresponds to all the questions of a knowledge point cluster, wherein the learning grid corresponding to the questions marked with the second identifier is the key learning grid; circle adjacent key learning grids in the preset map to obtain the key learning area.

[0089] In some examples of this embodiment, the matching module 73 is specifically configured to determine the center point of the first learning grid as the relay transmission node; determine at least one second learning grid adjacent to the first learning grid in the learning map; and send the learning collaboration request to online students in the first learning grid and the at least one second learning grid to match at least one first target student with similar learning trajectory and similar learning progress to respond to the learning collaboration request.

[0090] In some examples of this embodiment, the sending module 74 is specifically configured to determine the current learning chapter of the first target student in the learning map, and the first position information corresponding to the first target student, and determine the first target distance between the first target student and the center point of the first learning grid based on the first position information; perform a recommendation evaluation on the response information of the first target student based on the current learning chapter of the first target student and the first target distance; sort the response information of the first target student according to the first recommendation score obtained from the evaluation, and send the sorted response information to the student.

[0091] In some examples of this embodiment, the matching module 73 is further configured to determine a target key learning area that is closest to the first learning grid from the key learning areas if the first target student does not respond to the learning collaboration request within a predetermined time period; use the center point of the target key learning area as a relay transmission node to send the learning collaboration request to the online students in the target key learning area, so as to match at least one second target student with a similar learning trajectory to respond to the learning collaboration request, wherein the second target student is a student who has completed the questions corresponding to the first learning grid.

[0092] In some examples of this embodiment, the sending module 74 is further specifically configured to determine the current learning chapter of the second target student in the learning map, and the second position information corresponding to the second target student, and determine the second target distance between the second target student and the center point of the target key learning area based on the second position information; perform a recommendation evaluation on the response information of the second target student based on the current learning chapter of the second target student and the second target distance; sort the response information of the second target student according to the second recommendation score obtained from the evaluation, and send the sorted response information to the student.

[0093] In some examples of this embodiment, the sending module 74 is further configured to obtain the learning information and operation behavior data of the target student, generate a label image feature of the target student based on the learning information and the operation behavior data, and send the label image feature and the response information to the student. It should be noted that other corresponding descriptions of the functional units involved in the learning auxiliary device provided in this embodiment can be referred to. Figures 1 to 10 The corresponding description in will not be repeated here.

[0094] Based on the above Figures 1 to 10 The method shown in the embodiment also provides a computer-readable storage medium on which a computer program is stored. When the computer program is executed by a processor, the above-mentioned Figures 1 to 10 The method shown.

[0095] Based on this understanding, the technical solution of the present application can be embodied in the form of a software product, which can be stored in a non-volatile storage medium (which can be a CD-ROM, USB flash drive, mobile hard disk, etc.), including a number of instructions for enabling a computer device (which can be a personal computer, server, or network device, etc.) to execute the methods of various implementation scenarios of the present application.

[0096] like Fig.12 The figure shows a hardware structure diagram of an electronic device of the present invention, including: at least one processor 801; and, A memory 802 is communicatively connected to at least one of the processors 801; wherein, The memory 802 stores instructions that can be executed by at least one of the processors. The instructions are executed by at least one of the processors to enable the at least one of the processors to perform the learning assistance method as described above.

[0097] Fig.12 A processor 801 is taken as an example.

[0098] The electronic device may further include: an input device 803 and a display device 804 .

[0099] The processor 801, the memory 802, the input device 803 and the display device 804 may be connected via a bus or other means. Fig.12 The example of connecting through bus is taken in the following.

[0100] The memory 802 is a non-volatile computer-readable storage medium that can be used to store non-volatile software programs, non-volatile computer executable programs and modules, such as program instructions / modules corresponding to the learning assistance method in the embodiment of the present application, for example, Figures 1 to 10 The processor 801 executes various functional applications and data processing by running the non-volatile software programs, instructions and modules stored in the memory 802, that is, the learning assistance method in the above embodiment is implemented.

[0101] The memory 802 may include a program storage area and a data storage area, wherein the program storage area may store an operating system, an application required for at least one function; the data storage area may store data created according to the use of the learning assistance method, etc. In addition, the memory 802 may include a high-speed random access memory, and may also include a non-volatile memory, such as at least one disk storage device, a flash memory device, or other non-volatile solid-state storage device. In some embodiments, the memory 802 may optionally include a memory remotely arranged relative to the processor 801, and these remote memories may be connected to the device for executing the learning assistance method via a network. Examples of the above-mentioned network include, but are not limited to, the Internet, an intranet, a local area network, a mobile communication network, and combinations thereof.

[0102] The input device 803 can receive user clicks and generate signal inputs related to user settings and function control of the learning assistance method. The display device 804 can include display devices such as a display screen.

[0103] The one or more modules are stored in the memory 802 and, when executed by the one or more processors 801 , execute the learning assistance method in any of the above method embodiments.

[0104] Optionally, the above-mentioned physical device may also include a user interface, a network interface, a camera, a radio frequency (RF) circuit, a sensor, an audio circuit, a WI-FI module, etc. The user interface may include a display, an input unit such as a keyboard, etc., and the optional user interface may also include a USB interface, a card reader interface, etc. The network interface may optionally include a standard wired interface, a wireless interface (such as a WI-FI interface), etc.

[0105] Those skilled in the art will appreciate that the above-mentioned physical device structure provided in this embodiment does not constitute a limitation on the physical device, and may include more or fewer components, or a combination of certain components, or different arrangements of components.

[0106] The storage medium may also include an operating system and a network communication module. The operating system is a program that manages the hardware and software resources of the above-mentioned physical device, and supports the operation of the information processing program and other software and / or programs. The network communication module is used to realize the communication between the components inside the storage medium, and the communication with other hardware and software in the information processing physical device.

[0107] Through the description of the above implementation methods, the technicians in this field can clearly understand that the present application can be implemented by means of software plus necessary general hardware platforms, or by hardware. By applying the scheme of this embodiment, compared with the current existing technology, this embodiment can obtain the learning information of the key learning area of ​​the student in the learning map, and generate the learning trajectory of the student based on the learning information, so as to obtain the learning progress of the student in time. Compared with real-time acquisition of student information, it can also save the amount of information processing of the cloud server. Using the learning map to generate the learning trajectory can also more clearly show the student's learning situation and learning progress for the question; by determining the student's request position in the learning map based on the learning trajectory when the student triggers the learning collaboration request, and the first learning grid where the request position is located in multiple learning grids; based on the relay transmission node corresponding to the first learning grid, the target student in the preset grid range is sent a learning collaboration request to match the students with similar learning trajectories to respond to the learning collaboration request, and the target student with similar learning trajectory can be quickly matched through the relay transmission node to respond when the student needs assistance, so as to improve the response time of the student's question, so that the student can get the reply information in time when the student needs assistance, so that the student can fully understand the knowledge points examined in the question, and improve the student's learning efficiency and experience.

[0108] It should be noted that, in this article, relational terms such as "first" and "second" are only used to distinguish one entity or operation from another entity or operation, and do not necessarily require or imply any such actual relationship or order between these entities or operations. Moreover, the terms "include", "comprise" or any other variants thereof are intended to cover non-exclusive inclusion, so that a process, method, article or device including a series of elements includes not only those elements, but also other elements not explicitly listed, or also includes elements inherent to such process, method, article or device. In the absence of further restrictions, the elements defined by the sentence "comprise a ..." do not exclude the existence of other identical elements in the process, method, article or device including the elements.

[0109] The above is only a specific implementation of the present application, so that those skilled in the art can understand or implement the present application. Various modifications to these embodiments will be apparent to those skilled in the art, and the general principles defined herein can be implemented in other embodiments without departing from the spirit or scope of the present application. Therefore, the present application will not be limited to the embodiments described herein, but will conform to the widest scope consistent with the principles and novel features applied for herein.

Claims

1. A learning assistance method, characterized in that: include: Through information interaction between the cloud server and the client, learning information of the students in the key learning area in the learning map is obtained, and the learning trajectory of the students is generated based on the learning information. The learning map is composed of a plurality of learning grids arranged according to a predetermined relationship. The key learning area is obtained by marking and circling adjacent learning grids corresponding to the key knowledge point cluster in the learning map. In response to a student triggering a learning collaboration request, determining a request position of the student in a learning map and a first learning grid where the request position is located among a plurality of learning grids based on the learning trajectory; Sending the learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request; The response information of the learning collaboration request is sent to the students in a predetermined recommended order.

2. The method according to claim 1, characterized in that In the learning map, adjacent learning grids corresponding to the key knowledge point cluster are marked and circled to obtain a key learning area, including: Extracting basic knowledge point clusters and key knowledge point clusters based on student textbooks, and generating questions of different difficulty levels to form a target question bank based on the basic knowledge point clusters and key knowledge point clusters; Marking the questions corresponding to the basic knowledge point cluster in the target question bank with a first identifier, and marking the questions corresponding to the key knowledge point cluster with a second identifier; According to the order of the chapters in the textbook, the questions marked with the first identifier and the questions marked with the second identifier are mapped to multiple learning grids in the preset map, so that each learning grid corresponds to all the questions of a knowledge point cluster, wherein the learning grid corresponding to the question marked with the second identifier is a key learning grid; Adjacent key learning grids in the preset map are circled to obtain the key learning area.

3. The method according to claim 2, characterized in that The relay transmission node corresponding to the first learning grid sends the learning collaboration request to online students within a preset grid range, so as to match students with similar learning trajectories to respond to the learning collaboration request, including: Determine the center point of the first learning grid as the relay transmission node; determining at least one second learning grid adjacent to the first learning grid in the learning map; The learning collaboration request is sent to online students in the first learning grid and the at least one second learning grid, so as to match at least one first target student with similar learning track and similar learning progress to respond to the learning collaboration request.

4. The method according to claim 3, characterized in that The step of sending the response information of the learning collaboration request to the student in a predetermined recommended order includes: Determine a current learning chapter of the first target student in the learning map and first position information corresponding to the first target student, and determine a first target distance between the first target student and a center point of the first learning grid based on the first position information; Performing a recommendation evaluation on the response information of the first target student based on the current learning chapter of the first target student and the first target distance; The response information of the first target student is sorted according to the first recommendation score obtained by evaluation, and the sorted response information is sent to the student.

5. The method according to claim 4, characterized in that The relay transmission node corresponding to the first learning grid sends the learning collaboration request to online students within a preset grid range, so as to match students with similar learning trajectories to respond to the learning collaboration request, and further includes: If the first target student does not respond to the learning collaboration request within a predetermined time period, determining a target key learning area that is closest to the first learning grid from the key learning areas; The center point of the target key learning area is used as a relay transmission node, and the learning collaboration request is sent to the online students in the target key learning area, so as to match at least one second target student with a similar learning trajectory to respond to the learning collaboration request, wherein the second target student is a student who has completed the questions corresponding to the first learning grid.

6. The method according to claim 5, characterized in that The step of sending the response information of the learning collaboration request to the student in a predetermined recommended order further includes: Determine the current learning chapter of the second target student in the learning map, and second position information corresponding to the second target student, and determine a second target distance between the second target student and the center point of the target key learning area based on the second position information; Performing a recommendation evaluation on the response information of the second target student based on the current learning chapter of the second target student and the second target distance; The response information of the second target students is sorted according to the second recommendation score obtained by the evaluation, and the sorted response information is sent to the students.

7. The method according to any one of claims 1 to 6, characterized in that The step of sending the response information of the learning collaboration request to the student in a predetermined recommended order includes: Acquire the learning information and operation behavior data of the target student, and generate a label portrait feature of the target student based on the learning information and the operation behavior data; The label portrait feature and the response information are sent to the student.

8. A learning assistance device, characterized in that: include: An acquisition module is configured to acquire learning information of a key learning area of ​​a student in a learning map through information interaction between a cloud server and a client, and generate a learning trajectory of the student based on the learning information, wherein the learning map is composed of a plurality of learning grids arranged according to a predetermined relationship, and the key learning area is obtained by marking and circling adjacent learning grids corresponding to a cluster of key knowledge points in the learning map; A determination module, configured to determine, in response to a student triggering a learning collaboration request, a request position of the student in a learning map and a first learning grid where the request position is located among a plurality of learning grids based on the learning trajectory; A matching module, configured to send the learning collaboration request to target students within a preset grid range based on the relay transmission node corresponding to the first learning grid, so as to match students with similar learning trajectories to respond to the learning collaboration request; The sending module is configured to send the response information of the learning collaboration request to the students according to a predetermined recommended order.

9. A computer-readable storage medium having a computer program stored thereon, characterized in that: When the computer program is executed by a processor, the method according to any one of claims 1 to 7 is implemented.

10. An electronic device comprising a storage medium, a processor, and a computer program stored in the storage medium and executable on the processor, characterized in that: When the processor executes the computer program, the method according to any one of claims 1 to 7 is implemented.

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