An interactive control method and system for a teaching screen

Abstract

The application provides an interactive control method and system of a teaching screen, and relates to the technical field of display control. The technical scheme is as follows: after receiving a control instruction triggered by a teacher, position information of the teacher is acquired; a rotation angle of the teaching screen is calculated according to the position information; the rotation of the teaching screen is controlled according to the rotation angle; display content of the teaching screen is determined according to the control instruction; and the display of the teaching screen is controlled according to the display content. The interactive control method and system of the teaching screen provided by the application have the advantages of improving teaching efficiency, enhancing teaching interactivity, and optimizing screen display strategy.

Description

Technical Field

[0001] This application relates to the field of display control technology, and more specifically, to an interactive screen control method and system for a teaching screen. Background Technology

[0002] In experimental teaching, teachers often face a challenging technical problem that significantly impacts teaching efficiency and quality. When teachers are patrolling the laboratory and guiding students, they frequently encounter situations requiring the answering of complex questions. These questions typically involve abstract concepts, intricate operational procedures, or meticulous experimental details, which are difficult to express clearly and accurately through verbal explanation alone.

[0003] When teachers attempt to explain these complex problems through verbal descriptions, they often find that students struggle to understand and require repeated explanations to achieve a grudging comprehension. This method, which relies solely on verbal explanations, has significant limitations: First, abstract concepts are difficult for students to intuitively understand through purely verbal descriptions; second, without visual aids, students are prone to confusion or overlooking key details in complex operational procedures; and third, some experimental phenomena or results may require charts, data, or dynamic demonstrations to be fully explained.

[0004] In this context, teachers urgently need supplementary materials to enhance their explanations, such as relevant images, videos, animations, or interactive charts. However, existing teaching equipment configurations often fall short of this requirement. The traditional solution is for teachers to return to a fixed teaching screen for demonstrations, but this method disrupts the continuity of instruction, reduces teaching efficiency, and also hinders students' intuitive understanding of problems in a hands-on environment.

[0005] Currently, there is a lack of effective methods that allow teachers to instantly access and display supplementary teaching materials next to students' workstations. This technological gap makes it difficult for teachers to flexibly and efficiently utilize visual resources during instruction, significantly limiting the efficiency and effectiveness of solving complex problems. Therefore, enabling teachers to access and present necessary supplementary materials at any time while guiding students has become a key technological challenge for improving the quality of experimental teaching.

[0006] To address the aforementioned issues, existing technologies urgently need improvement. Summary of the Invention

[0007] The purpose of this application is to provide an interactive screen control method and system for teaching screens, which has the advantages of improving teaching efficiency, enhancing teaching interactivity, and optimizing screen display strategies.

[0008] This application provides an interactive screen control method for a teaching screen, the technical solution of which is as follows: After receiving a control command triggered by a teacher, the method obtains the teacher's position information; calculates the rotation angle of the teaching screen based on the position information; controls the rotation of the teaching screen based on the rotation angle; determines the display content of the teaching screen based on the control command; and controls the display of the teaching screen based on the display content.

[0009] Furthermore, this application also proposes that the step of determining the display content of the teaching screen according to the control instruction includes: obtaining the display duration of the display content corresponding to the control instruction; calculating the display priority based on the display duration and the display content; and determining the display content of the teaching screen based on the display priority.

[0010] Furthermore, this application also proposes that the step of calculating the display priority based on the display duration and the display content includes: obtaining the display duration; calculating a time evaluation index based on the display duration and the current remaining experimental time; obtaining the display content; determining its importance evaluation index in the current experiment based on the display content; and calculating the display priority based on the time evaluation index and the importance evaluation index.

[0011] Furthermore, this application also proposes that the step of determining the display content of the teaching screen according to the display priority includes: obtaining the display priority of the current display content; obtaining the display priority of the new display content when a new control command is received; determining whether the display priority of the new display content is greater than the display priority of the current display content; when the display priority of the new display content is greater than the display priority of the current display content, using the new display content as the display content of the teaching screen; when the display priority of the new display content is not greater than the display priority of the current display content, storing the new display content in a display queue; the step of using the new display content as the display content of the teaching screen when the display priority of the new display content is greater than the display priority of the current display content includes: when the display priority of the new display content is greater than the display priority of the current display content, determining the priority difference between the display priority of the new display content and the display priority of the current display content; when the priority difference is greater than a set value, using the new display content as the display content of the teaching screen; when the priority difference is not greater than the set value, performing split-screen display on the teaching screen.

[0012] Furthermore, this application also proposes that the step of splitting the teaching screen when the priority difference is not greater than a set value includes: obtaining the display area size of the teaching screen; calculating the number of screens that can be split based on the display area size; when the number of screens that can be split is greater than 1, dividing the display area into multiple sub-display areas; displaying the current display content and the new display content in the sub-display areas; and further includes: obtaining the position information corresponding to the teacher's two trigger control commands; recalculating the rotation angle of the teaching screen based on the position information corresponding to the teacher's two trigger control commands, and calculating the sub-display areas corresponding to the current display content and the new display content, so that the content displayed on the split screen corresponds to the students.

[0013] Furthermore, this application also proposes that the steps of recalculating the rotation angle of the teaching screen based on the position information corresponding to the teacher's two trigger control commands, and calculating the sub-display areas corresponding to the current display content and the new display content, so that the content displayed on the split screen corresponds to the student, include: obtaining the position information corresponding to the teacher's two trigger control commands; obtaining the position coordinates of the corresponding student based on the position information; calculating the angle between each student and the teaching screen based on the student's position coordinates; calculating the optimal rotation angle of the teaching screen based on the angle; determining the display position of the current display content and the new display content in the sub-display area based on the angle; controlling the rotation of the teaching screen based on the optimal rotation angle, and displaying the current display content and the new display content in the corresponding sub-display area based on the display position.

[0014] Furthermore, this application also proposes that the step of determining the teaching screen according to the display priority includes: when the display priority is less than or equal to a preset threshold, maintaining the display content as the display content corresponding to the previous control instruction; the step of maintaining the display content as the display content corresponding to the previous control instruction when the display priority is less than or equal to the preset threshold includes: obtaining the display progress of the display content corresponding to the previous control instruction; calculating the remaining display time corresponding to the display progress; sending a waiting prompt message containing the remaining display time; when the remaining display time ends, obtaining the validity status of the control instruction; determining whether to execute the display content corresponding to the control instruction based on the validity status; further including: obtaining the remaining experiment time; determining whether to split the teaching screen to display the content corresponding to the current control instruction and the content corresponding to the previous control instruction based on the remaining experiment time and the display duration of the current display content; when it is necessary to split the teaching screen, recalculating the rotation angle of the teaching screen and the content displayed in the split area to make the content displayed in the split screen correspond to the students.

[0015] Furthermore, this application also proposes that the method further includes the step of setting the brightness of the teaching screen according to the location information.

[0016] Furthermore, this application also proposes, and includes:

[0017] When the teaching screen is in a split-screen display state, obtain the importance weight values ​​corresponding to the currently displayed content and the new displayed content;

[0018] Obtain the student's position coordinates corresponding to the currently displayed content and the new displayed content;

[0019] The rotation angle of the teaching screen is calculated using the following formula:

[0020] θ = arctan2(w1y1 + w2y2, w1x1 + w2x2)

[0021] Where θ is the rotation angle of the teaching screen, w1 and w2 are the importance weight values ​​of the currently displayed content and the new displayed content, respectively, and (x1, y1) and (x2, y2) are the position coordinates of the corresponding students.

[0022] The area ratio of the sub-display area corresponding to the current displayed content and the new displayed content is calculated according to the following formula:

[0023] A1 = (w1·e^(-λt1)·(1-e^(-μT))·cosα1) / Z

[0024] A2 = (w2·e^(-λt2)·(1-e^(-μT))·cosα2) / Z

[0025] Where A1 and A2 are the display area ratios of the current display content and the new display content, respectively; t1 and t2 are the display times of the current display content and the new display content, respectively; T is the remaining time of the experiment; λ is the time decay rate parameter; μ is the time urgency parameter; α1 and α2 are the observation angles of the students corresponding to the current display content and the students corresponding to the new display content relative to the screen, respectively; and Z is the normalization factor.

[0026] The display of the teaching screen is controlled according to the rotation angle and the display area ratio.

[0027] Furthermore, this application also proposes an interactive screen control system for a teaching screen, the system comprising: an acquisition module for acquiring the teacher's position information after receiving a control command triggered by the teacher; a first calculation module for calculating the rotation angle of the teaching screen based on the position information; a first control module for controlling the rotation of the teaching screen based on the rotation angle; a second calculation module for determining the display content of the teaching screen based on the control command; and a second control module for controlling the display of the teaching screen based on the display content.

[0028] As can be seen from the above, the interactive screen control method and system for teaching screens provided in this application realizes intelligent linkage between the teacher's position and the screen display by automatically adjusting the screen angle and content. This solves the problem that teachers need to frequently move and manually adjust the screen in traditional teaching, and has the advantages of improving teaching efficiency, enhancing teaching interactivity, and optimizing screen display strategies. Attached Figure Description

[0029] Figure 1 A flowchart illustrating an interactive screen control method for a teaching screen provided in this application. Detailed Implementation

[0030] The technical solutions of this application will be clearly and completely described below with reference to the accompanying drawings. Obviously, the described embodiments are only some embodiments of this application, and not all embodiments. Based on the embodiments of this application, all other embodiments obtained by those skilled in the art without creative effort are within the scope of protection of this application.

[0031] In experimental teaching, teachers face the technical challenge of how to achieve interactive control of the teaching screen to improve teaching efficiency. Specifically, when teachers need to circulate and guide students in the laboratory, they often encounter situations requiring the answering of complex questions. These questions typically involve abstract concepts, complex operational procedures, or intricate experimental details, which are difficult to express clearly and accurately through verbal explanation alone. The traditional solution is for teachers to return to a fixed teaching screen for demonstration, but this method disrupts the continuity of teaching, reduces efficiency, and also hinders students' intuitive understanding of the problems in a hands-on environment.

[0032] For example, in an experimental teaching scenario, the teacher needs to move between multiple student workstations while simultaneously accessing and displaying different teaching content. Specifically, in a chemistry lab, the teacher might need to display a molecular structure diagram at one workstation and an animation of a reaction process at another. However, due to the lack of a flexible screen control system, the teacher must return to the fixed teaching screen each time to modify the content before returning to the student workstation to explain. This not only consumes a significant amount of time but also disrupts the teaching rhythm. Specifically, assuming a 90-minute experimental lesson, the teacher needs to guide students at an average of 10 different workstations, and each return to the fixed screen to modify content takes 2 minutes, meaning 20 minutes are wasted on screen operations.

[0033] Failure to effectively address this technical issue will severely negatively impact the quality and efficiency of experimental teaching. First, wasted teaching time will prevent the completion of experimental course content as planned, affecting the overall teaching progress. Second, frequent interruptions will disrupt students' attention and learning continuity, reducing the effectiveness of knowledge absorption. Furthermore, the inability to promptly display necessary visual aids may prevent students from accurately understanding certain complex concepts or operational procedures, increasing the risk of experimental errors. Therefore, developing a technical solution that enables flexible control of the teaching screen is crucial. This solution should allow teachers to adjust the screen position and content at any time during movement, ensuring timely and accurate information delivery, thereby significantly improving the efficiency and quality of experimental teaching.

[0034] To address this issue, this application has undertaken in-depth research and exploration.

[0035] Firstly, considering that teachers need to move freely within the laboratory to guide students while also being able to access and display teaching content at any time, this application initially considered the idea of ​​using mobile teaching screens. However, this solution suffers from drawbacks such as bulky equipment and inconvenient mobility, which would affect the teacher's efficiency.

[0036] Secondly, consider the option of equipping each student's workstation with an independent screen. While this method allows students to view teaching content at any time, it is costly and makes unified control of multiple screens difficult.

[0037] After further consideration, this application proposes an innovative solution: using a rotatable central teaching screen and achieving automatic screen adjustment through an intelligent control system. Specifically, this solution includes the following key points:

[0038] First, the system is activated by receiving control commands triggered by the teacher. These commands can be issued via a portable device worn by the teacher, such as a smart bracelet or a dedicated remote control.

[0039] Secondly, the system needs to obtain the teacher's location information. This can be achieved by installing positioning sensors in the laboratory or by utilizing the GPS function of the teacher's personal device. The purpose of obtaining location information is to determine the teacher's current exact location, thereby providing a basis for subsequent screen adjustments.

[0040] Next, the system calculates the optimal rotation angle of the teaching screen based on the acquired teacher location information. The calculation process takes into account factors such as the teacher's position and the screen's current orientation to ensure that the screen faces the teacher and relevant students at the optimal angle.

[0041] After the calculation is completed, the system controls the teaching screen to rotate according to the calculated angle. This step can be achieved by installing an electric rotating device on the screen base, ensuring that the screen can be rotated smoothly and accurately to the designated position.

[0042] At the same time, the system determines the content that should be displayed on the teaching screen based on the control instructions issued by the teacher. This may include switching to specific teaching slides, displaying animations of experimental procedures, or showing relevant data charts.

[0043] Finally, the system controls the teaching screen to display the corresponding content based on the determined display requirements. This step ensures that the teaching content needed by the teacher can be presented on the screen in a timely and accurate manner.

[0044] Therefore, referring to Figure 1 This application proposes an interactive screen control method for teaching screens, the steps of which include:

[0045] S110. After receiving the control command triggered by the teacher, obtain the teacher's location information;

[0046] S120. Calculate the rotation angle of the teaching screen based on the location information;

[0047] S130. Control the rotation of the teaching screen according to the rotation angle;

[0048] S140. Determine the content to be displayed on the teaching screen according to the control instructions;

[0049] S150. Control the display of the teaching screen according to the displayed content.

[0050] Control commands refer to instructions triggered by teachers through specific devices or operations to control the teaching screen. These can be implemented using handheld controllers, smart bracelets, or voice commands. Handheld controllers and smart bracelets can also have recording functions, recording the conversations between students and teachers to determine the content to be displayed.

[0051] In some preferred embodiments, the teacher holds a controller. When a student needs guidance, the teacher presses the controller to trigger the recording function. The controller records the conversation between the student and the teacher, thereby generating control commands to control the rotation of the teaching screen and the content to be displayed.

[0052] In some preferred embodiments, when the controller records the dialogue between the student and the teacher, it will first make an automatic judgment to determine whether the teaching screen needs to be controlled. Specifically, based on the dialogue between the student and the teacher, it will determine whether the student's problem needs auxiliary materials to help them understand. If so, a control command will be generated; otherwise, no control command will be generated.

[0053] Location information refers to the teacher's specific location coordinates within the laboratory, which can be achieved using an indoor positioning system, camera recognition, or positioning devices carried by the teacher.

[0054] The rotation angle refers to the angle that the teaching screen needs to be adjusted to ensure the best viewing effect. Specifically, it can be calculated using mathematical algorithms based on the teacher's position and the students' positions.

[0055] The displayed content refers to the teaching materials that need to be presented on the teaching screen, which can be achieved by using a pre-set teaching material library or content generated in real time.

[0056] The core innovation of this application lies in proposing a screen control method based on teacher location information. This method automatically adjusts the screen angle and content by acquiring the teacher's location in real time, achieving dynamic matching between the teaching screen and the teacher's position, and solving the problem of insufficient flexibility of traditional fixed screens in experimental teaching.

[0057] The working principle of this application is as follows: First, when a teacher needs to provide guidance at a student's workstation, they trigger a control command via a handheld controller or other means. Upon receiving this command, the system immediately activates location information. Indoor positioning systems or other positioning technologies can be used to accurately pinpoint the teacher's coordinates within the laboratory.

[0058] After obtaining the location information, the optimal rotation angle of the teaching screen is calculated using a specific algorithm, taking into account factors such as the teacher's position and the current screen orientation. This calculation process aims to ensure that the screen faces the teacher and relevant students at the best angle.

[0059] After the calculation is completed, the system's control module receives the result and sends a command to the rotating mechanism of the teaching screen. This rotating mechanism, which may be an electric motor or other mechanical device, precisely controls the screen's rotation to a specified angle. This process ensures that the screen always maintains the optimal viewing angle.

[0060] Simultaneously, the system determines the content to be displayed based on the teacher's control instructions. Appropriate content can be selected from a preset teaching resource library, or relevant materials can be automatically generated based on the current teaching progress. After the content is determined, the system controls the screen to display the corresponding teaching materials, which may include text, images, videos, or interactive content.

[0061] In some preferred embodiments, the content to be displayed is determined according to the teacher's control instructions, with priority given to finding relevant content from the courseware prepared by the teacher.

[0062] In some preferred embodiments, if the teacher cannot find relevant content in the courseware prepared by the teacher, the relevant content can be selected and displayed from the preset teaching resource database.

[0063] In some preferred embodiments, if no relevant content is found in the preset teaching resource database, relevant content can be generated and displayed based on an online large model.

[0064] In this way, this application achieves real-time linkage between the teaching screen and the teacher's location, greatly improving the flexibility and efficiency of experimental teaching. Teachers can move freely within the laboratory without frequently returning to a fixed position to operate the screen, thus maintaining the continuity of teaching and students' attention.

[0065] As a preferred embodiment, this application can be used in a chemistry laboratory. Specifically, an LED display screen is installed in the laboratory, with a 360-degree rotating base. Teachers wear a smart bracelet integrating a touch panel and a positioning module.

[0066] When a teacher needs to demonstrate a molecular structure at a student's workstation, they tap the touch panel on their wristband. The system immediately obtains the teacher's location coordinates using the wristband's built-in positioning module. Assuming the teacher is located at (3, 4) in the laboratory coordinate system, the system calculates that the screen needs to be rotated 45 degrees to face that position.

[0067] The control module then drives the base rotation mechanism, causing the screen to rotate precisely 45 degrees. Simultaneously, based on the teacher's touch input, the system retrieves the corresponding molecular structure diagram from a pre-set chemistry teaching resource database and displays it clearly on the screen.

[0068] The entire process is completed within 2 seconds, allowing teachers to display the required content without leaving the student's workstation. Students can visually see the molecular structure diagram, effectively improving their understanding of complex concepts. When the teacher moves to the next student's workstation to provide guidance, the process is repeated, and the screen automatically adjusts to the new optimal angle and content.

[0069] In this way, the technical solution of this application effectively solves the limitations of traditional fixed screens in experimental teaching, and significantly improves teaching efficiency and students' understanding.

[0070] In some of the embodiments described above, during the implementation of this application, there is still the problem of how to determine the display content of the teaching screen in order to optimize the display effect.

[0071] In this regard, this application further proposes a step for determining the display content of the teaching screen according to the control command, including: obtaining the display duration of the display content corresponding to the control command; calculating the display priority based on the display duration and the display content; and determining the display content of the teaching screen based on the display priority.

[0072] The technical solution of this application achieves intelligent management of the content displayed on the teaching screen by introducing the concepts of display duration and display priority. This method not only improves the efficiency of information transmission, but also helps teachers better manage the teaching progress and ensure that important content is fully displayed.

[0073] In practice, the display duration of the content corresponding to the control command can be achieved in several ways. For example, default display durations for different types of content can be preset, such as 30 seconds for text descriptions, 45 seconds for images, and the actual playback duration for videos. The display duration can also be automatically calculated based on the complexity of the content, such as estimations based on parameters like the number of words in text, the number of pixels in images, or the length of videos. Furthermore, teachers can be allowed to manually set or adjust the display duration.

[0074] That is, in the solution of this application, after the content to be displayed is determined, it is necessary to calculate the display duration of the content to be displayed.

[0075] Calculating display priority based on display duration and content is the core step of this application. A weighted algorithm can be used, with display duration and content importance as the two main factors. For example, a priority calculation formula can be set as: Priority = a * Display Duration + b * Content Importance, where a and b are weighting coefficients that can be adjusted according to actual teaching needs. Content importance can be determined through preset importance levels or keyword matching.

[0076] When determining the content to be displayed on the teaching screen based on display priority, a dynamic sorting method can be used. When new content arrives, the system compares its priority with the priority of the currently displayed content. If the new content has a higher priority, it is immediately switched to display; if the priority is lower, the new content is added to a waiting queue. The system continuously monitors the display time, and after the current content has finished displaying, it selects the highest priority content from the waiting queue for display.

[0077] This technical solution effectively addresses the content display issue when multiple students require simultaneous guidance. For example, suppose a teacher is instructing student A on a complex experiment, with the screen displaying the steps, expected to take 5 minutes. Meanwhile, student B encounters a simple but urgent problem that can be solved in just 30 seconds. The system calculates the display priority of the two pieces of content and may decide to briefly display student B's solution first, before switching back to student A's instructions. This avoids interrupting important, lengthy instruction while promptly addressing urgent issues, significantly improving teaching efficiency.

[0078] In one specific embodiment, the system can operate as follows: First, the teacher sends a control command via a mobile device, which includes the content to be displayed (e.g., "Experimental Step 3: Solution Preparation") and the estimated display duration (e.g., 180 seconds). Upon receiving this command, the system queries the importance level of the current content (let's say 4 out of 5). Then, the system uses a preset priority calculation formula: Priority = 0.6 * Display Duration + 0.4 * Importance Level * 100, resulting in a priority score of 0.6 * 180 + 0.4 * 4 * 100 = 268. The system compares this priority with the priority of the currently displayed content (let's say 200), finds that the new content has a higher priority, and immediately switches the display to show the information related to "Experimental Step 3: Solution Preparation." Simultaneously, the system starts a 180-second countdown and continuously monitors for any new high-priority content that needs to be displayed.

[0079] In this way, the technical solution of this application can maximize teaching effectiveness within a limited experimental time. It not only considers the importance of the content but also incorporates the time factor, achieving dynamic optimization of the content displayed on the teaching screen. This method has significant advantages over traditional fixed-sequence display or manual switching methods. It can automatically adjust the display order, ensuring that the most important and urgent content is displayed promptly, while not completely ignoring secondary content. This intelligent content management method greatly reduces the burden on teachers, allowing them to focus more on teaching itself rather than frequently operating the display device.

[0080] Compared with existing technologies, the solution presented in this application demonstrates innovation and progress in the following aspects: First, it introduces the concepts of display duration and priority, making content display no longer a simple first-come, first-served process, but rather intelligently scheduled based on the importance and timeliness of the content. Second, it achieves dynamic management of displayed content, automatically adjusting the display order according to real-time conditions, which is impossible in traditional fixed-order display schemes. Third, this solution considers complex situations that may arise during teaching, such as scenarios where multiple students require simultaneous guidance, effectively solving this problem through a priority mechanism. Finally, the implementation of this solution is relatively simple, requiring no complex hardware support, and can be easily integrated into existing teaching systems.

[0081] In some of the embodiments described above, during the implementation of this application, there is still the problem of how to calculate the display priority to optimize the display content of the teaching screen.

[0082] In response, this application further proposes a step for calculating display priority based on display duration and display content, including: obtaining display duration; calculating time evaluation index based on display duration and the current remaining experimental time; obtaining display content; determining its importance evaluation index in the current experiment based on display content; and calculating display priority based on time evaluation index and importance evaluation index.

[0083] The technical solution of this application involves technical features such as display duration, remaining experiment time, time evaluation index, display content, importance evaluation index, and display priority. These features play an important role in solving the problem of how to calculate display priority to optimize the content displayed on the teaching screen.

[0084] Display duration and remaining experiment time are used to calculate time evaluation metrics, reflecting the time urgency of content display. Displayed content is used to determine its importance in the current experiment, deriving an importance evaluation metric. These two metrics together determine the display priority, thus achieving optimized sorting of displayed content.

[0085] This technical solution calculates display priority by comprehensively considering time factors and content importance, effectively addressing the problem of optimizing the content displayed on teaching screens. This method can rationally arrange the display order based on the importance of the content and the urgency of time within a limited experimental period, thereby improving teaching efficiency.

[0086] This prioritization method allows the system to intelligently determine which content should be displayed first, and which can be displayed later or temporarily omitted. This not only helps teachers deliver key information more effectively but also ensures that students receive the most important and urgent information within the limited experimental time, thereby improving overall teaching quality and learning outcomes.

[0087] Specifically, the technical solution of this application can be implemented in the following ways:

[0088] First, obtain the display duration. This can be determined by a preset display time or automatically calculated based on the content length. For example, for a piece of text, the display duration can be estimated based on the number of words and average reading speed; for images or videos, their inherent display duration can be used directly.

[0089] Secondly, a time evaluation index is calculated based on the display duration and the remaining time of the experiment. The time evaluation index can be normalized, mapping the ratio of display duration to the remaining experiment time to a value between 0 and 1. For example, the formula can be used: Time Evaluation Index = 1 - (Display Duration / Remaining Experiment Time). Thus, when the display duration is close to or exceeds the remaining experiment time, the time evaluation index will approach 0, indicating a high degree of time urgency.

[0090] Next, the displayed content is retrieved and its importance in the current experiment is determined. Importance assessment can be based on a pre-defined list of keywords, content type (such as experimental steps, safety tips, results analysis, etc.), or the teacher's manually assigned importance. For example, different weights can be assigned to different types of content: key experimental steps with a weight of 0.9, safety tips with a weight of 1.0, background knowledge with a weight of 0.6, etc.

[0091] Finally, the display priority is calculated based on the time evaluation index and the importance evaluation index. A weighted average method can be used, such as: Display Priority = α * Time Evaluation Index + (1-α) * Importance Evaluation Index, where α is the weight of the time factor, which can be adjusted according to specific needs.

[0092] Furthermore, the technical solution of this application can be further illustrated through the following specific embodiments:

[0093] Suppose that in a 90-minute chemistry lab lesson, the instructor needs to present several items. One item is a reminder of experimental safety precautions, expected to last 5 minutes, with an importance rating of 1.0 (highest). Another item is an introduction to the experimental background, expected to last 10 minutes, with an importance rating of 0.6.

[0094] When there are 30 minutes left in the experiment, the system calculates the display priority of these two items:

[0095] Regarding safety precautions:

[0096] Time evaluation index = 1 - (5 / 30) = 0.83

[0097] Display priority = 0.5 * 0.83 + 0.5 * 1.0 = 0.915.

[0098] For the experimental background introduction:

[0099] Time evaluation index = 1 - (10 / 30) = 0.67

[0100] Display priority = 0.5 * 0.67 + 0.5 * 0.6 = 0.635.

[0101] Therefore, although the experimental background information may be longer, the system will prioritize displaying the safety precautions because they are of higher importance and have a shorter display time.

[0102] This method offers significant advantages over traditional fixed-order display methods. Traditional methods may display content in a preset order, unable to dynamically adjust to actual circumstances, potentially leading to important information not being presented in a timely manner when time is limited. The method presented in this application, by comprehensively considering time and importance factors, can more flexibly adapt to actual teaching needs, ensuring that key information is prioritized for presentation within a limited timeframe.

[0103] Furthermore, the technical solution of this application can be combined with the rotation control and split-screen display functions of the teaching screen to further improve the efficiency and relevance of information display. For example, when it is calculated that two pieces of content have similar display priorities, the system can trigger split-screen display, displaying both pieces of content simultaneously, and adjust the screen rotation angle according to the teacher's position information to ensure that students can clearly see all important information.

[0104] In summary, the technical solution proposed in this application effectively solves the problem of optimizing the display of content on teaching screens by introducing a display priority calculation mechanism. It not only improves the efficiency and quality of information transmission but also helps teachers better manage teaching time, thereby significantly enhancing the overall effectiveness of experimental teaching.

[0105] In some of the embodiments described above, during the implementation of this application, there is still the problem of how to dynamically determine the content displayed on the teaching screen based on the display priority.

[0106] To address this, this application further proposes a method for determining the display content of a teaching screen based on display priority. The method includes the following steps: obtaining the display priority of the currently displayed content; obtaining the display priority of the new displayed content when a new control command is received; determining whether the display priority of the new displayed content is greater than the display priority of the currently displayed content; when the display priority of the new displayed content is greater than the display priority of the currently displayed content, using the new displayed content as the display content of the teaching screen; when the display priority of the new displayed content is not greater than the display priority of the currently displayed content, storing the new displayed content in a display queue. The step of using the new displayed content as the display content of the teaching screen when the display priority of the new displayed content is greater than the display priority of the currently displayed content further includes: determining the priority difference between the display priority of the new displayed content and the display priority of the currently displayed content; when the priority difference is greater than a set value, using the new displayed content as the display content of the teaching screen; when the priority difference is not greater than the set value, performing split-screen display on the teaching screen.

[0107] The technical solution of this application ensures that the teaching screen always displays the most important information by dynamically comparing and adjusting the displayed content. When a new control command is received, the system compares the display priorities of the new and old content. If the new content has a higher priority, the system further determines the priority difference. When the difference exceeds a set threshold, the new content completely replaces the current content; when the difference is not greater than the threshold, the system uses a split-screen display method to show both the new and old content simultaneously. This method ensures the timely display of important information while avoiding the loss of previous information due to frequent switching, which could cause learning problems for students who were previously present. For new content with lower priority, the system stores it in a display queue instead of displaying it immediately. This prevents secondary information from interfering with the display of key content and also prepares for possible subsequent displays.

[0108] In the technical solution of this application, the calculation of display priority can be based on multiple factors. For example, the importance, urgency, and relevance to the current teaching topic of the displayed content can be considered. Specifically, a weighted coefficient matrix can be set up, assigning different weights to different factors, and then the final display priority can be obtained through weighted calculation.

[0109] Priority discrimination is a key feature of this application. The choice of setting value directly affects the system's sensitivity. If the setting value is too small, it may lead to frequent switching of displayed content; if the setting value is too large, it may miss the timely display of important information. Therefore, this setting value can be dynamically adjusted according to actual teaching needs and user feedback. For example, an initial value of 20% can be set, and then this value can be gradually optimized through machine learning algorithms based on teaching effectiveness and teacher feedback.

[0110] Split-screen display can be implemented in several ways. The simplest way is to divide the screen into two equal parts, displaying new and old content separately. More complex implementations can dynamically adjust the split-screen ratio based on the importance of the content. For example, if the new content has a significantly higher priority than the old content, but is not enough to completely replace it, the new content can be allocated 70% of the screen space, while the old content occupies 30%.

[0111] The management of the display queue is also an important feature. A priority-based dynamic queue can be set up, and new content is inserted into the appropriate position according to its priority. The content in the queue can be updated with priority periodically to reflect its importance over time. When the main screen content finishes displaying, the system can automatically select the highest priority content from the queue for display.

[0112] The technical solution of this application, through this priority-based dynamic adjustment mechanism, effectively solves the problem of how to dynamically determine the content displayed on the teaching screen according to display priority. It not only ensures that the most important information is displayed in a timely manner, but also accommodates the display needs of secondary information while retaining important information, thereby improving teaching efficiency and the effectiveness of information transmission.

[0113] As a specific example, in an experimental teaching scenario, a teacher is guiding students through a complex chemical experiment. The current screen displays the overall flowchart of the experiment, with a display priority of 80 (out of 100). During the experiment, the system receives a new control command requesting the display of a detailed explanation of a key step, with a display priority of 85. The system compares the priorities of the two commands and finds a difference of 5, which is less than the preset threshold of 10. Therefore, the system activates a split-screen display mode. The left 60% of the screen displays the new detailed explanation, while the right 40% continues to display the overall flowchart. This way, students can see guidance on specific steps without losing their understanding of the overall experimental procedure.

[0114] Simultaneously, the system receives another instruction to display security precautions, with a priority of 70. Since this priority is lower than the currently displayed content, the system stores it in the display queue. Once the detailed explanation has finished displaying, the system automatically retrieves this security information from the queue and displays it, ensuring that important security information is not overlooked.

[0115] By employing this dynamic adjustment method, the technical solution of this application can flexibly adjust the display strategy according to the importance and urgency of the teaching content, effectively improving the efficiency and accuracy of information transmission. Compared with traditional methods of fixed-sequence display or manual switching, the solution of this application can more intelligently manage teaching information, reduce the operational burden on teachers, and ensure that students can obtain the most critical information in a timely manner.

[0116] Compared with existing technologies, the technical solution of this application has significant advantages. Traditional teaching screen display methods typically employ a preset fixed order or a simple first-in-first-out principle, failing to dynamically adjust display strategies based on the importance of the content. This may result in important information being delayed in display or obscured by less important information. In contrast, this application, by introducing display priorities and a dynamic adjustment mechanism, can manage display content more flexibly and intelligently, ensuring that the most important information is always displayed promptly. Furthermore, through the design of split-screen display and display queues, this application can also ensure the display of important information while simultaneously accommodating the transmission of secondary information, preventing information loss. This intelligent display management method not only improves teaching efficiency but also better adapts to complex and ever-changing teaching scenarios, providing teachers and students with a more intuitive and efficient information interaction experience.

[0117] In some of the above embodiments, during the implementation of this application, there is still a technical problem of how to adjust the screen rotation angle and content display position according to the teacher's position information when the teaching screen is displayed in a split-screen manner, so that the content displayed in the split-screen corresponds to the students.

[0118] In response, this application further proposes a method for splitting the teaching screen when the priority difference is no greater than a set value. This method includes: obtaining the display area size of the teaching screen; calculating the number of screens that can be split based on the display area size; dividing the display area into multiple sub-display areas when the number of screens is greater than 1; displaying the current display content and new display content in the sub-display areas; and further includes: obtaining the position information corresponding to the teacher's two trigger control commands; recalculating the rotation angle of the teaching screen based on the position information corresponding to the teacher's two trigger control commands, and calculating the sub-display areas corresponding to the current display content and new display content, so that the content displayed on the split screen corresponds to the students.

[0119] The technical solution of this application achieves reasonable screen division by obtaining the display area size of the teaching screen and calculating the number of split screens. By displaying the current content and new content separately in the sub-display areas, simultaneous information display is ensured. Most importantly, by obtaining the position information of the teacher's two trigger control commands, the screen rotation angle and content display position are recalculated, achieving dynamic correspondence between split-screen content and student positions. This method not only improves teaching efficiency but also enhances the relevance and visibility of the teaching content, effectively solving the technical problem of content-student correspondence during split-screen display.

[0120] The technical solution of this application involves several key features and can be implemented in various ways. First, the display area size of the teaching screen can be obtained through the screen driver interface or the operating system API. When calculating the number of screens that can be divided based on the display area size, factors such as the minimum readable font size and content complexity can be considered. For example, a minimum sub-display area size can be set, such as 300x200 pixels, and then the number of screens that can be divided can be determined by dividing the total display area size by the minimum sub-display area size.

[0121] When the number of split-screen options is greater than one, the display area can be divided into multiple sub-display areas by either equal division or unequal division based on content importance. When displaying the currently displayed content and new content in the sub-display areas, an appropriate scaling algorithm can be selected based on the content type (such as text, images, and videos) to ensure clear and readable content.

[0122] Obtaining the location information corresponding to two teacher-triggered control commands can be achieved in various ways, such as using image recognition via a camera, or through positioning devices worn by the teacher (such as RFID tags or Bluetooth devices). When recalculating the rotation angle of the teaching screen based on this location information, a weighted average algorithm can be used, taking into account the distance and direction of the teacher's movement.

[0123] When calculating the current displayed content and the sub-display areas corresponding to new displayed content, the teacher's position and student seating distribution can be considered. For example, the classroom can be divided into several areas, and the content displayed in which sub-display areas is determined based on the area the teacher is in when triggering the control command. This ensures that the content displayed on the split screen corresponds to the students' positions, improving teaching effectiveness.

[0124] The technical solution presented in this application can significantly improve teaching efficiency and flexibility in practical applications. When the teacher moves around the classroom, the system automatically adjusts the screen rotation angle and content display position to ensure that all students can clearly see the relevant content. This dynamic adjustment mechanism overcomes the limitations of traditional fixed-screen display methods, enabling teachers to better meet the needs of different teaching scenarios.

[0125] For example, in one specific embodiment, suppose the classroom is equipped with a large 200-inch touchscreen display with a resolution of 3840x2160 pixels. The system first obtains this display area size information. Considering the minimum readable font size and content complexity, the minimum sub-display area is set to 960x540 pixels. Through calculation, the system determines that the screen can be divided into a maximum of 8 sub-display areas (4x2 layout).

[0126] When the teacher moves from the front to the back of the classroom, the system detects two positional changes triggered by control commands. Assume the first position coordinates are (2, 1) and the second is (8, 5) (in meters). Based on these two positions, the system calculates the direction and distance of the teacher's movement and, combined with a pre-set student seating chart, recalculates the screen rotation angle.

[0127] In this example, the system might rotate the screen by 15 degrees to ensure that both students receiving instruction can clearly see the content. Simultaneously, the system allocates the currently displayed experimental steps to the four sub-display areas on the left, while new content (such as experimental result charts) is allocated to the four sub-display areas on the right.

[0128] Compared with existing technologies, the technical solution of this application has significant advantages. Traditional teaching screens are usually fixed and cannot be dynamically adjusted according to the teacher's position and student distribution. Even if some systems support split-screen display, they are often preset fixed layouts, lacking flexibility. This application achieves a more intelligent and user-friendly teaching experience by dynamically adjusting the screen rotation angle and content display position by acquiring the teacher's position information in real time. This not only improves teaching efficiency but also better meets the needs of different teaching scenarios, such as group discussions and experimental demonstrations. In addition, the technical solution of this application also considers factors such as content priority and display duration, enabling more reasonable allocation of display resources and ensuring that important information is displayed in a timely manner. This innovative solution provides strong support for explaining complex problems in experimental teaching, significantly improving teaching quality and student comprehension.

[0129] In addition, in some preferred embodiments, a light sensor is provided to detect the ambient light conditions and determine the split-screen method based on the detected ambient light conditions.

[0130] For example, according to the calculation methods of some of the above embodiments, when the teaching screen is divided into two areas, each occupying 50%, based on the detected ambient light conditions, it is determined that when a student on the left is viewing their corresponding content, there is some glare in their corresponding 50% area. In this case, a new area is allocated from the 50% area to avoid the glare and display the corresponding content. If the 50% area does not have a non-glare area or the non-glare area is too small, two new areas are allocated to the different students to ensure that there is no glare between the two areas and the students. If this condition cannot be met, the screen splitting operation is canceled, and the teaching screen is controlled one-by-one to sequentially perform tasks towards the corresponding students.

[0131] In some of the above embodiments, during the implementation of this application, there is also a technical problem of how to optimize the rotation angle and content display position of the teaching screen according to the teacher's position and the student's position in order to improve the teaching effect.

[0132] To address this, this application further proposes a technical solution that recalculates the rotation angle of the teaching screen based on the position information corresponding to the teacher's two trigger control commands, and calculates the sub-display areas corresponding to the current and new displayed content, so that the content displayed on the split screen corresponds to the students. The specific steps include: obtaining the position information corresponding to the teacher's two trigger control commands; obtaining the position coordinates of the corresponding students based on the position information; calculating the angle between each student and the teaching screen based on the student's position coordinates; calculating the optimal rotation angle of the teaching screen based on the angle; determining the display positions of the current and new displayed content in the sub-display areas based on the angle; controlling the rotation of the teaching screen based on the optimal rotation angle, and displaying the current and new displayed content in the corresponding sub-display areas according to the display positions.

[0133] This technical solution involves the following technical features: After a teacher provides guidance to a student, the corresponding content is displayed on the teaching screen. Then, the teacher continues to monitor the classroom, and the teaching screen may still be displaying relevant content during this time. For some questions, the teacher may explain the core content and then have the students watch the teaching screen before continuing to monitor the classroom to improve efficiency. During this process, it is possible to provide guidance to other students, at which point there may be situations where additional content needs to be displayed.

[0134] The system acquires the location information of the teacher's two trigger control commands to determine the teacher's positions when instructing students, providing basic data for subsequent screen adjustments. It also acquires the corresponding student's position coordinates to determine the student's location in the classroom during the two instruction sessions, providing a basis for optimizing screen angle and content display. Calculating the angle between each student and the teaching screen evaluates the students' viewing angles during the two sessions, providing key parameters for calculating the screen rotation angle. The optimal screen rotation angle is calculated by comprehensively considering the students' viewing angles during the two sessions to determine an optimal screen rotation angle that ensures both students can clearly see the screen content. The position of the displayed content within the sub-display area is determined based on the students' positions and viewing angles during the two sessions, rationally arranging different content within the split-screen display area so that students can better focus on content relevant to them. Finally, the system controls the rotation and content display of the teaching screen, implementing the calculation results by actually adjusting the screen angle and displaying content in the corresponding areas.

[0135] These technical features work together to enable control of the teaching screen when the teacher needs to display the content for two separate instruction sessions, allowing students corresponding to the two instruction sessions to view the teaching screen and clearly see their respective content.

[0136] Furthermore, the technical solution of this application can be implemented in various ways. For example, obtaining the location information corresponding to the teacher's two trigger control commands can be achieved through a positioning device worn by the teacher or a camera system in the classroom. Obtaining the location coordinates of the corresponding student based on the location information can be accomplished through a pre-set seating chart or real-time image recognition technology.

[0137] The angle between the relevant students and the teaching screen can be calculated using trigonometric functions or vector analysis. The optimal rotation angle of the teaching screen can be calculated using a weighted average algorithm, taking into account the importance or viewing needs of different students. The position of the displayed content within the sub-display area can be dynamically allocated based on the relative positions of the relevant students and the importance of the content.

[0138] The correlation and interaction between these features are reflected in the following: the teacher's location information directly affects the determination of the student's position, which in turn affects the calculation of the included angle. The result of the included angle calculation, in turn, determines the optimal screen rotation angle and the display position of the content. This coherent logical relationship ensures that the entire system can make timely and reasonable adjustments according to changes in the teaching scenario.

[0139] In practice, a threshold angle can be set, such as 30 degrees. When the calculated angle exceeds this threshold, the system will trigger screen rotation and content rearrangement. Furthermore, different display priorities can be set for different types of content (such as text, images, and videos), prioritizing the visibility of higher-priority content when performing split-screen display.

[0140] The technical solution of this application addresses the technical problem of optimizing the rotation angle and content display position of the teaching screen based on the teacher's and students' positions to improve teaching effectiveness. It achieves intelligent screen control through a series of steps. First, by acquiring the position information of the teacher's two trigger commands, the system can accurately locate the teacher's positions during each instruction, providing basic data for subsequent screen adjustments. Based on this position information, the system further determines the corresponding student's position coordinates, a step that considers situations where the teacher may need to guide students in different positions during the teaching process.

[0141] Next, the system uses the acquired location data to calculate the angle between each student and the teaching screen. This calculation process takes into account the student's viewing angle, providing key parameters for subsequent screen rotation and content layout optimization. Based on this angle data, the system can calculate the optimal rotation angle of the teaching screen, ensuring good visibility of the screen content for all students.

[0142] After determining the optimal rotation angle, the system further optimized the position of the displayed content within the sub-display areas. This step considered the importance of different content to different students, ensuring that all relevant students could clearly see the content relevant to them by arranging the display positions appropriately. Finally, the system controlled the actual rotation of the teaching screen based on the calculation results and displayed the current and new content in the corresponding sub-display areas.

[0143] This intelligent screen control method offers significant advantages over traditional fixed-screen displays. It dynamically adjusts the screen angle and content layout based on teacher movement and student positions, greatly improving the visibility and relevance of teaching content. This not only increases teaching efficiency but also enhances the student learning experience. Especially when different content needs to be displayed to students in different locations simultaneously, this method allows for flexible split-screen display, meeting the needs of complex teaching scenarios.

[0144] As a specific example, consider a laboratory teaching scenario. The classroom is equipped with a large, rotatable 60-inch screen with a resolution of 3840x2160. The teacher wears a positioning device with an accuracy of ±10 cm. Student seating information is pre-entered into the system.

[0145] When the teacher first triggers the control command, their position coordinates are (2.5m, 3.0m), corresponding to student A's position coordinates of (2.0m, 2.5m). The system calculates the angle between student A and the screen to be 15°. When the teacher triggers the control command a second time, their position changes to (5.0m, 4.0m), corresponding to student B's position coordinates of (5.5m, 3.5m). The calculated angle between student B and the screen is 40°.

[0146] The system uses a weighted average algorithm to calculate the optimal rotation angle: α = (15° × 0.5 + 40° × 0.5) = 27.5°. Based on this angle, the system controls the screen to rotate 27.5°. Simultaneously, the system divides the screen into two sub-display areas: the left side displays content related to student A, and the right side displays content related to student B. The size of each area is dynamically adjusted according to the importance of the content.

[0147] In this way, the technical solution of this application can maintain the best visibility of the screen content for the relevant students when the teacher moves to give guidance, which greatly improves the teaching effect.

[0148] Compared with existing technologies, the technical solution of this application has significant advantages. Traditional teaching screens are usually fixed and cannot be adjusted according to changes in the positions of teachers and students. Even some rotatable screens often require manual adjustment, making real-time, intelligent optimization impossible. This application achieves intelligent control of the teaching screen by automatically acquiring position information and calculating the optimal angle and content layout. This not only improves teaching efficiency but also enhances the flexibility and relevance of teaching. Especially when different content needs to be displayed to students in different positions simultaneously, the split-screen display function of this application overcomes the limitations of traditional single-display methods, providing an effective solution for complex teaching scenarios.

[0149] In some of the embodiments described above, during the implementation of this application, there is still the problem of how to reasonably arrange new display content while maintaining the current display content in order to improve teaching efficiency and information transmission effect.

[0150] To address this, this application further proposes a method to maintain the displayed content as the content corresponding to the previous control command when the display priority is less than or equal to a preset threshold. This method includes: obtaining the display progress of the content corresponding to the previous control command; calculating the remaining display time corresponding to the display progress; sending a waiting prompt message containing the remaining display time; obtaining the validity status of the current control command after the remaining display time expires; determining whether to execute the display content corresponding to the current control command based on the validity status; and further including: obtaining the remaining experiment time; determining whether to split the teaching screen to display the content corresponding to the current control command and the content corresponding to the previous control command based on the remaining experiment time and the display duration of the current content; and when splitting the teaching screen is required, recalculating the rotation angle of the teaching screen and the content displayed in the split area to ensure that the split-screen content corresponds to the students.

[0151] This application achieves the goal of rationally arranging new display content while maintaining the current important display content by introducing technical features such as display priority judgment, display progress and remaining time calculation, waiting prompt information, control command validity judgment, experiment remaining time judgment, split-screen display, and screen rotation. These features work together to maximize the information transmission effect within the limited experimental time and improve teaching efficiency.

[0152] Specifically, the display priority judgment mechanism determines whether to maintain the currently displayed content by comparing the display priority with a preset threshold. This helps ensure that important information is not easily replaced, guaranteeing the continuity and importance of the teaching content. The display progress and remaining time calculation functions obtain the progress of the displayed content corresponding to the previous control command and calculate the remaining display time. This helps to reasonably arrange the display time of new and old content, avoiding the premature replacement of important information or insufficient display time.

[0153] The function of sending waiting prompts allows teachers to understand the current display status of content, thereby better planning the teaching schedule. This timely feedback mechanism helps teachers adjust the pace of their explanations, improving the coherence and efficiency of teaching. After the remaining display time expires, the validity status of the current control command is obtained to determine whether to execute new display content. This step avoids displaying unnecessary information, ensuring that each display is valid and necessary.

[0154] The remaining experiment time determination function determines whether split-screen display is necessary by obtaining the remaining experiment time and considering the display duration of the currently displayed content. This helps maximize the effectiveness of information delivery within the limited experiment time, ensuring that students receive all necessary information. When split-screen display is required, the system recalculates the rotation angle of the teaching screen and the content distribution of the split-screen area to ensure that the displayed content corresponds to the student's position. This dynamic adjustment improves the targeting of information delivery, allowing students receiving teacher guidance twice to view the teaching screen and the corresponding displayed content in the best way.

[0155] Furthermore, this application can implement the determination and processing of display priority in the following way: First, a preset threshold is set, for example, it can be set to 60 (assuming the priority range is 0-100). When the system receives a new control command, it will calculate the display priority of the content corresponding to the command. If the calculated display priority is less than or equal to 60, the system will keep the current display content unchanged.

[0156] Specifically, the system will perform the following steps:

[0157] 1. Retrieve the display progress of the content corresponding to the previous control command. For example, if a video has been playing for 2 minutes and the total duration is 5 minutes, then the display progress is 40%.

[0158] 2. Calculate the remaining display time corresponding to the displayed progress. In the example above, the remaining display time is 3 minutes.

[0159] 3. Send a waiting message containing the remaining display time. The system may send a message to the teacher's control device: "The current content will play for another 3 minutes; new content will be displayed later."

[0160] 4. When the remaining display time expires, the system will obtain the validity status of the current control command. For example, it will check whether the command has been canceled or modified by the teacher.

[0161] 5. Determine whether to execute the display content corresponding to the current control command based on the valid status. If the command is still valid, the system will prepare to display new content.

[0162] In addition, this application takes into account the limitations of experimental time and adds the following steps:

[0163] 6. Determine the remaining time of the experiment. Assuming the total experiment duration is 2 hours, and 1 hour and 30 minutes have already elapsed, then the remaining time is 30 minutes.

[0164] 7. Determine whether to split the teaching screen based on the remaining time of the experiment and the display duration of the currently displayed content. For example, if the new content is expected to take 20 minutes to display, but the experiment only has 30 minutes left, the system may decide to split the screen to display both the current content and the new content simultaneously.

[0165] 8. When split-screen display is required, the system will recalculate the screen rotation angle and the content displayed in the split area. For example, the screen can be divided into two parts, with the current content displayed on the left and new content displayed on the right. The screen angle can be adjusted according to the students' positions so that both groups of students can clearly see the content they need.

[0166] In this way, this application can rationally arrange new display content while maintaining the current important content, effectively improving teaching efficiency and information delivery. This method not only considers the importance of the content and time constraints, but also ensures the relevance and effectiveness of information delivery through technologies such as split-screen display and screen rotation.

[0167] Compared with existing technologies, the solution proposed in this application has significant advantages. Traditional teaching screen control methods typically use a simple first-in-first-out (FIFO) or complete replacement approach to handle new display content, which may result in important information being replaced prematurely or students not receiving all necessary information in a timely manner. In contrast, this application introduces mechanisms such as display priority, remaining time calculation, and split-screen display to achieve more intelligent and flexible content management. This not only improves the efficiency of information transmission but also better adapts to the dynamic needs of experimental teaching, ensuring that students obtain the optimal learning experience within the limited experimental time.

[0168] In some of the embodiments described above, during the implementation of this application, there is still a problem that the brightness of the teaching screen cannot be intelligently adjusted according to the teacher's position.

[0169] In response, this application further proposes a technical solution for setting the brightness of the teaching screen based on location information.

[0170] To address the technical challenges of adjusting the brightness of teaching screens, this application proposes an intelligent brightness control method based on teacher location information. The core of this method lies in dynamically acquiring the teacher's specific location within the teaching space and adjusting the screen brightness in real time accordingly, ensuring that the screen content is clearly visible from different positions and angles.

[0171] In practical implementation, location information can be acquired through various sensing technologies, such as infrared positioning, camera tracking, or wireless positioning. When the teacher moves, the system captures their location coordinates in real time. Based on these coordinates, the relative distance and angle between the teacher and the teaching screen can be calculated. Based on these parameters, the system automatically adjusts the screen brightness, taking into account factors such as distance, ambient light, and viewing angle. For example, when the teacher is close to the screen, the brightness can be appropriately reduced; when the teacher is at a greater distance, the brightness can be increased to ensure clarity.

[0172] Furthermore, brightness adjustment can be intelligently compensated for by incorporating ambient light intensity. By acquiring real-time ambient light data through a light sensor and combining it with the teacher's location information, more precise adaptive brightness adjustment can be achieved. This method not only solves the cumbersome problem of traditional manual adjustment but also ensures that the screen display effect remains optimal throughout the teaching process.

[0173] In practical applications, a smooth transition algorithm for brightness adjustment can be set to avoid sudden brightness changes interfering with teaching. For example, brightness can be adjusted gradually over a period of 0.5-2 seconds, making the change process natural and smooth. At the same time, the system can also provide a manual fine-tuning interface, allowing teachers to make subtle adjustments according to their individual needs.

[0174] Compared to traditional fixed brightness or simple light sensor adjustment, the brightness adjustment scheme based on location information proposed in this application has higher intelligence and adaptability. It can dynamically adjust the display effect according to the teacher's actual teaching position, effectively improving screen visibility during the teaching process.

[0175] As a preferred implementation, it is possible to pre-calibrate reference parameters for brightness adjustment in different areas of the teaching space. For example, different reference brightness values ​​can be set for the podium area, the middle area, and the back row area, and the system will make more precise dynamic adjustments based on these preset references.

[0176] In practice, multiple position sensors can be deployed in the teaching space to construct a three-dimensional positioning network, thereby obtaining more accurate teacher location information. The brightness adjustment algorithm can be designed as a multi-parameter comprehensive model that considers distance, angle, and ambient light to achieve more intelligent adaptive adjustment.

[0177] In typical laboratory teaching scenarios, this technology can significantly improve the display quality of teaching screens. Regardless of the teacher's position in the classroom, the screen maintains optimal readability, effectively supporting the intuitive demonstration of complex experimental concepts.

[0178] In some of the above embodiments, during the implementation of this application, there is also a technical problem of how to optimize the screen rotation angle and display area allocation based on the importance of the displayed content and the student's position when the teaching screen is in a split-screen display state.

[0179] In response, this application further proposes the following steps when the teaching screen is in a split-screen display state: obtaining the importance weight values ​​corresponding to the currently displayed content and the new displayed content; obtaining the student position coordinates corresponding to the currently displayed content and the new displayed content; calculating the rotation angle of the teaching screen according to a specific formula; calculating the area ratio of the sub-display areas corresponding to the currently displayed content and the new displayed content according to a specific formula; and controlling the display of the teaching screen according to the rotation angle and the display area ratio.

[0180] The technical solution of this application achieves intelligent adjustment of the teaching screen in split-screen display mode through a series of mathematical calculations and parameter optimizations. First, by acquiring the importance weight of the displayed content and the student position coordinates, the system can comprehensively consider the actual situation of the teaching content and student distribution. Then, using this information, the optimal screen rotation angle is calculated to ensure that the screen orientation maximizes the viewing angle for all students. Simultaneously, by calculating the display area ratio of different content using complex mathematical formulas, this solution not only considers the importance of the content but also factors such as display time, remaining experiment time, and student observation angles, thus achieving a more reasonable and dynamic allocation of screen space. Finally, the system controls the actual display of the screen based on the calculation results, ensuring that each student can view important teaching content from the best angle and with a suitable display area.

[0181] The technical solution of this application involves the implementation of several key features. First, the importance weight values ​​of the displayed content can be obtained in various ways, such as automatic allocation based on preset rules, manual setting by the teacher, or dynamic adjustment based on historical data using machine learning algorithms. The student's location coordinates can be obtained using a classroom positioning system, camera image recognition, or student seating information.

[0182] The formula for calculating the screen rotation angle, θ = arctan2(w1y1 + w2y2, w1x1 + w2x2), takes into account the combined influence of content importance and student location. This formula can be further optimized, for example, by incorporating more student location information or considering the distance distribution between students.

[0183] The formulas for calculating the area ratio of the sub-display region, A1 = (w1·e^(-λt1)·(1-e^(-μT))·cosα1) / Z and A1 = (w2·e^(-λt2)·(1-e^(-μT))·cosα2) / Z, introduce several parameters, among which:

[0184] w1 and w2: Weights indicating the importance of the content;

[0185] e^(-λt1) and e^(-λt2): Time decay factors, which decrease as the display time increases;

[0186] (1-e^(-μT)): Time urgency factor, which increases as the remaining experimental time decreases;

[0187] cosα1 and cosα2: The influence of students' observation angle;

[0188] Z: Normalization factor, ensuring A1+A2=1.

[0189] These parameters can be adjusted according to the specific teaching scenario. For example, a higher time urgency parameter may be needed in experimental courses.

[0190] The technical solution of this application can be implemented in practical applications through the following steps:

[0191] 1. During system initialization, set the default importance weight values ​​and time parameters.

[0192] 2. When the teaching screen enters split-screen display mode, the system automatically triggers the optimization process.

[0193] 3. Obtain the importance weight values ​​of the currently displayed content and the new displayed content. This can be obtained through a preset content type correspondence table or by real-time input from the teacher.

[0194] 4. Use the classroom's positioning system or cameras to obtain the location coordinates of relevant students.

[0195] 5. Substitute into the formula θ = arctan2(w1y1 + w2y2, w1x1 + w2x2) to calculate the optimal rotation angle.

[0196] 6. Obtain the current display time t1, t2 and the remaining experiment time T.

[0197] 7. Calculate the students' viewing angles α1 and α2 relative to the screen.

[0198] 8. Substitute the values ​​into formulas A1 and A2 to calculate the display area ratio.

[0199] 9. Based on the calculation results, control the screen rotation motor to adjust the angle and adjust the area ratio of the split-screen display.

[0200] 10. The system continuously monitors environmental changes and periodically recalculates and adjusts the display effects.

[0201] In a specific embodiment, suppose that in a chemistry lab class, the teaching screen needs to simultaneously display experimental procedure instructions and real-time reaction data. The importance weight value w1 for the experimental procedure instructions is set to 0.6, and the importance weight value w2 for the real-time reaction data is set to 0.4. The location coordinates of the student viewing the experimental procedure instructions are obtained through the positioning system as (2, 1), and the location coordinates of the student focusing on the real-time data are (-1, 3). Substituting these values ​​into the formula, the optimal rotation angle θ is calculated to be approximately 36.9°.

[0202] Assume the current display time is t1 = 5 minutes, t2 = 2 minutes, the remaining experiment time is T = 30 minutes, the time decay rate is λ = 0.05, and the time urgency is μ = 0.1. The observation angles of student 1 are calculated to be α1 = 15° and student 2's observation angle is α2 = 20°. Substituting these values ​​into the formula to calculate the display area ratio, we get A1 ≈ 0.58 and A2 ≈ 0.42.

[0203] Based on the calculations, the system rotated the screen by 36.9° and divided it into two areas: the left side (58%) displayed the experimental procedure instructions, and the right side (42%) displayed real-time response data. This dynamic adjustment ensured the clear presentation of important information while also accommodating the viewing needs of students in different positions.

[0204] Compared with existing technologies, the technical solution of this application has significant advantages. Traditional split-screen display methods typically use fixed screen angles and equal screen ratios, which cannot be dynamically adjusted according to the importance of content and the student's position. This application, however, introduces a complex mathematical model to achieve intelligent and personalized screen display. This not only improves the visibility of teaching content but also optimizes the display effect in real time according to the experimental progress and student needs, thereby significantly improving teaching efficiency and students' learning experience.

[0205] In some of the above embodiments, during the implementation of this application, there is also the problem of how to achieve interactive control of the teaching screen so as to automatically adjust the screen angle and content according to the teacher's position and improve teaching efficiency.

[0206] In this regard, this application further proposes an interactive screen control system for teaching screens, which includes an acquisition module, a first calculation module, a first control module, a second calculation module, and a second control module.

[0207] The interactive screen control system described in this application, through the collaborative work of multiple functional modules, automatically adjusts the angle and content of the teaching screen based on the teacher's position. The system can sense changes in the teacher's position and adjust the screen accordingly, allowing the teacher to easily control the screen and display the required content regardless of their location in the classroom. This interactive control method significantly improves teaching efficiency and reduces the need for teachers to move back and forth between the screen and students.

[0208] Each module of the interactive screen control system in this application plays an important role in solving the problem:

[0209] The acquisition module is responsible for receiving control commands from the teacher and obtaining location information. In practice, various technologies can be employed. For example, infrared sensors, cameras combined with image recognition algorithms, or RFID-based positioning systems can be used to acquire the teacher's location information. Control commands can be triggered through smart devices worn by the teacher, voice commands, or gesture recognition.

[0210] The first calculation module uses positional information to calculate the screen rotation angle. This module can employ different algorithms to determine the optimal rotation angle. For example, based on the relative position of the teacher and the screen, it can calculate the angle at which the screen faces the teacher directly.

[0211] The first control module performs screen rotation. This module can physically rotate the screen by controlling a motor or other mechanical device. During rotation, a smooth acceleration and deceleration algorithm can be used to ensure stability and prevent any impact on the display quality of the content on the screen.

[0212] The second calculation module determines the display content based on control commands. This module can be designed as an intelligent decision-making system, selecting the most appropriate display content based on factors such as the teacher's control commands, the current teaching progress, and student feedback. For example, it can automatically retrieve relevant experimental guidance content or demonstration materials based on the teacher's location and the experimental area they are in.

[0213] The second control module is responsible for the actual control of the screen display. This module can achieve various display effects, such as split-screen display, dynamic switching, and content scaling. It can also automatically adjust the size and layout of the displayed content according to the screen's rotation angle and viewing distance to ensure optimal readability.

[0214] The collaborative workflow between these modules is as follows: First, when the teacher triggers a control command, the acquisition module immediately captures the teacher's position information. This information is passed to the first calculation module, which quickly calculates the angle the screen needs to rotate. Then, the first control module executes the physical rotation of the screen. Simultaneously, the second calculation module determines the content to be displayed based on the control command and the teacher's position. Finally, the second control module displays the calculated content on the now-adjusted screen.

[0215] This collaborative working mechanism enables the system to respond quickly to teachers' movements and instructions, achieving seamless adjustments to screen angles and content. For example, when a teacher moves from one lab bench to another, the system can automatically rotate the screen and switch the displayed content to adapt to the new teaching position and needs. This not only improves the continuity of teaching but also significantly reduces the time teachers spend manually adjusting equipment.

[0216] The above description is merely an embodiment of this application and is not intended to limit the scope of protection of this application. Various modifications and variations can be made to this application by those skilled in the art. Any modifications, equivalent substitutions, improvements, etc., made within the spirit and principles of this application should be included within the scope of protection of this application.

Claims

1. An interactive screen control method for a teaching screen, characterized in that, The steps of this method include: After receiving a control command triggered by the teacher, obtain the teacher's location information; Calculate the rotation angle of the teaching screen based on the location information; The rotation of the teaching screen is controlled according to the rotation angle; The content displayed on the teaching screen is determined according to the control instructions; The display of the teaching screen is controlled according to the displayed content; The step of determining the display content of the teaching screen according to the control command includes: Obtain the display duration of the display content corresponding to the control command; Calculate the display priority based on the display duration and the display content; Get the display priority of the currently displayed content; When a new control command is received, the display priority of the new display content is obtained; When the display priority of the new display content is not greater than the display priority of the current display content, the new display content is stored in the display queue; When the display priority of the new display content is greater than the display priority of the current display content, the priority difference between the display priority of the new display content and the display priority of the current display content is determined. When the priority difference is greater than a set value, the new display content is used as the display content of the teaching screen; When the priority difference is not greater than a set value, the position information corresponding to the teacher's two trigger control commands is obtained; the rotation angle of the teaching screen is recalculated based on the position information corresponding to the teacher's two trigger control commands, and the sub-display area corresponding to the current display content and the new display content is calculated so that the content displayed on the split screen corresponds to the student.

2. The interactive screen control method for a teaching screen according to claim 1, characterized in that, The step of calculating the display priority based on the display duration and the display content includes: Obtain the display duration; Calculate the time evaluation index based on the displayed duration and the current remaining experimental time; Obtain the displayed content; Determine the importance evaluation index of the current experiment based on the displayed content; The display priority is calculated based on the time evaluation index and the importance evaluation index.

3. The interactive screen control method for a teaching screen according to claim 1, characterized in that, Before calculating the sub-display areas corresponding to the currently displayed content and the new displayed content, the method further includes: Obtain the display area size of the teaching screen; The number of screens that can be split can be calculated based on the size of the display area. When the number of screens that can be divided is greater than 1, the display area is divided into multiple sub-display areas; The sub-display area displays the current content and new content.

4. The interactive screen control method for a teaching screen according to claim 1, characterized in that, The steps of recalculating the rotation angle of the teaching screen based on the position information corresponding to the teacher's two trigger control commands, and calculating the sub-display areas corresponding to the current display content and the new display content, so that the content displayed on the split screen corresponds to the students, include: Obtain the location information corresponding to the teacher's two trigger control commands; The location coordinates of the corresponding student are obtained based on the location information. Calculate the angle between each student and the teaching screen based on the students' position coordinates; Calculate the optimal rotation angle of the teaching screen based on the included angle; The display positions of the current display content and the new display content in the sub-display area are determined based on the included angle. The rotation of the teaching screen is controlled according to the optimal rotation angle, and the current display content and the new display content are displayed in the corresponding sub-display area according to the display position.

5. The interactive screen control method for a teaching screen according to claim 1, characterized in that, After calculating the display priority based on the display duration and the display content, the method further includes: When the display priority is less than or equal to the preset threshold, the display content remains the same as the display content corresponding to the previous control command. The step of maintaining the displayed content as the content corresponding to the previous control command when the display priority is less than or equal to the preset threshold includes: Obtain the display progress of the content corresponding to the previous control command; Calculate the remaining display time corresponding to the displayed progress; Send a waiting prompt message containing the remaining display time; When the remaining display time ends, the validity status of the control command is obtained; Determine whether to execute the display content corresponding to the control command based on the valid status; Also includes: Get the remaining time for the experiment; Based on the remaining time of the experiment and the display duration of the currently displayed content, it is determined whether the teaching screen needs to be split-screen to display the content corresponding to the current control command and the content corresponding to the previous control command. When the teaching screen needs to be split into two screens, the rotation angle of the teaching screen and the content to be displayed in the split screen area are recalculated so that the content displayed in the split screen corresponds to the students.

6. The interactive screen control method for a teaching screen according to claim 1, characterized in that, The method further includes the following steps: The brightness of the teaching screen is set according to the location information.

7. The interactive screen control method for a teaching screen according to claim 1, characterized in that, Also includes: When the teaching screen is in a split-screen display state, obtain the importance weight values ​​corresponding to the currently displayed content and the new displayed content; Obtain the student's position coordinates corresponding to the currently displayed content and the new displayed content; The rotation angle of the teaching screen is calculated using the following formula: θ = arctan2(w1y1+ w2y2, w1x1+ w2x2); Where θ is the rotation angle of the teaching screen, w1 and w2 are the importance weight values ​​of the currently displayed content and the new displayed content, respectively, and (x1, y1) and (x2, y2) are the position coordinates of the corresponding students. The area ratio of the sub-display area corresponding to the current display content and the new display content is calculated according to the following formulas: A1 = (w1·e^(-λt1)·(1-e^(-μT))·cosα1) / Z; A2 = (w2·e^(-λt2)·(1-e^(-μT))·cosα2) / Z; Where A1 and A2 are the display area ratios of the current display content and the new display content, respectively; t1 and t2 are the display times of the current display content and the new display content, respectively; T is the remaining time of the experiment; λ is the time decay rate parameter; μ is the time urgency parameter; α1 and α2 are the observation angles of the students corresponding to the current display content and the students corresponding to the new display content relative to the screen, respectively; and Z is the normalization factor. The display of the teaching screen is controlled according to the rotation angle and the display area ratio.

8. An interactive screen control system for a teaching screen, used to perform the method according to any one of claims 1 to 7, characterized in that, The system includes: The acquisition module is used to acquire the teacher's location information after receiving a control command triggered by the teacher. The first calculation module is used to calculate the rotation angle of the teaching screen based on the position information; The first control module is used to control the rotation of the teaching screen according to the rotation angle; The second calculation module is used to determine the display content of the teaching screen according to the control instructions; The second control module is used to control the display of the teaching screen according to the displayed content.

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