Visualization method for traditional culture literacy cultivation path

Abstract

The invention relates to the technical field of literacy cultivation visualization, and particularly discloses a traditional culture literacy cultivation path visualization method, which comprises the following steps of: collecting academic performance data, activity participation frequency data and learning interest expectation questionnaire score data of each student in a historical traditional culture learning process; and matching an initial traditional culture quality cultivation path based on a clustering result, obtaining learning activity participation degree data, classroom sign-in data and online learning platform record data of each student, obtaining implementation analysis factors of each cultivation path, determining a corrected traditional culture quality cultivation path, and visually displaying the traditional culture quality cultivation path. The method solves the problems that traditional culture literacy cultivation relates to multi-field data, but data integration and deep mining are insufficient, generally only stays at a basic data statistics level, analysis ability is insufficient, and optimization ability is insufficient, and provides a basis for optimizing a cultivation path.

Description

Technical Field

[0001] The present invention relates to the field of visualization technology for literacy cultivation, and in particular to a visualization method for a traditional cultural literacy cultivation path. Background Art

[0002] As an important part of students' comprehensive quality, traditional cultural literacy needs to be cultivated more accurately and effectively. The traditional single teaching model is difficult to meet the needs of different students for traditional cultural learning, and visualization can help educators better understand students' learning process and status, so as to adjust the cultivation path. With the widespread application of information technology in the field of education, schools and educational institutions can collect a large amount of data on student learning, which can provide a basis for optimizing the cultivation path. The visualized cultivation path can provide students with a clear learning roadmap, allowing them to understand their position and goals in the process of improving traditional cultural literacy, thereby increasing their enthusiasm and participation in learning.

[0003] Today, there are still some shortcomings in the visualization research on the path of cultivating traditional cultural literacy. Specifically, the traditional cultural literacy cultivation involves data from multiple fields, but the data integration and in-depth mining are insufficient, and usually only stay at the basic data statistics level, with insufficient analysis and optimization capabilities. Summary of the invention

[0004] In view of the deficiencies in the prior art, the present invention provides a method for visualizing a traditional cultural literacy cultivation path, which can effectively solve the problems involved in the above-mentioned background technology.

[0005] To achieve the above objectives, the present invention is implemented through the following technical solutions: a method for visualizing a traditional cultural literacy cultivation path, comprising the following steps: collecting academic performance data, activity participation frequency data, and learning interest expectation questionnaire score data of each student in the process of historical traditional culture learning, and obtaining a comprehensive index value of each student in historical learning; based on the comprehensive index value of each student in historical learning, using a clustering algorithm to obtain clustering results, and matching the initial traditional cultural literacy cultivation path based on the clustering results; based on the implementation process of the initial traditional cultural literacy cultivation path, obtaining each student's learning activity participation data and classroom sign-in data, and obtaining the first monitoring factor for the implementation of the cultivation path; obtaining each student's online learning platform record data, combining the first monitoring factor for the implementation of the cultivation path, and obtaining the implementation analysis factor of each cultivation path; based on the implementation analysis factor of each cultivation path, determining the revised traditional cultural literacy cultivation path, and visually displaying the traditional cultural literacy cultivation path.

[0006] As a further method, we collected the academic performance data, activity participation frequency data, and learning interest expectation questionnaire score data of each student in the process of learning traditional culture. The specific analysis process is as follows: Obtain the actual academic performance S of each student in traditional cultureraw,i , Original traditional culture academic score full score S max , i is the student number, the academic performance data of each student is standardized, and the academic performance index S of each student is calculated i , e is a natural constant:

[0007]

[0008] Among them, e is a natural constant;

[0009] Get the actual frequency of each student's participation in traditional cultural activities A raw,i , the maximum frequency of participation in traditional cultural activities among all students A max , standardize the frequency data of each student's activity participation, and calculate the frequency index A of each student's activity participation i :

[0010]

[0011] Obtain each student's actual traditional culture learning interest expectation questionnaire score Q raw,i , Traditional Culture Learning Interest Expectation Questionnaire Full Score Q max , standardize the scores of each student's learning interest expectation questionnaire, and calculate the index Q of each student's learning interest expectation questionnaire i :

[0012]

[0013] The academic performance index of each student, the frequency index of each student's activity participation and the questionnaire index of each student's learning interest expectation are used as the analysis basis for obtaining the comprehensive index value of each student in history learning.

[0014] As a further method, the comprehensive index value of each student in history learning is obtained. The specific analysis process is: based on each student's academic performance index, each student's activity participation frequency index and each student's learning interest expectation questionnaire index, a comprehensive analysis is performed to obtain the comprehensive index value of each student in history learning; the comprehensive index value of each student in history learning is used as the analysis basis for matching the initial traditional cultural literacy cultivation path.

[0015] As a further method, based on the comprehensive index value of each student in history learning, a clustering algorithm is used to obtain the clustering result. The specific analysis process is: the comprehensive index value C of each student in history learning is i Construct a sample data set X = {C1, C2, ..., C n}, obtain the number of cluster centers k stored in the database, randomly initialize k cluster centers; calculate each sample C i To each cluster center M j The Euclidean distance d(C i ,M j), j is the number of each cluster center, j = 1, 2, 3..., k, and the comprehensive index value of each student in history learning is a single variable:

[0016] d(C i ,M j )=|C i -M j |;

[0017] Sample C i To each cluster center M j The cluster center corresponding to the minimum value of the Euclidean distance is denoted as sample C i After completing a round of sample allocation, for each cluster category, recalculate the mean of all samples in the category as the new cluster center M j1 ; Repeat the above allocation and update steps until convergence to obtain the clustering result. The convergence condition is set as the change in the cluster center position is less than the convergence threshold stored in the database.

[0018] As a further method, the initial traditional cultural literacy cultivation path is matched based on the clustering results. The specific analysis process is: the clustering results are stored as specified tags, the specified tags are matched with the set tags stored in the database, the set tags corresponding to the specified tags are obtained, and the initial traditional cultural literacy cultivation path corresponding to the set tags stored in the database is obtained.

[0019] As a further method, based on the implementation process of the initial traditional cultural literacy cultivation path, the data on the participation of each student in learning activities and the classroom attendance data are obtained to obtain the first monitoring factor of the cultivation path implementation. The specific analysis process is as follows: Get the total number of all optional traditional cultural learning activities E max , the number of traditional cultural learning activities that each student actually participated in E raw,i , calculate the number of learning activities participation index E for each student i , i is the student number:

[0020]

[0021] Get the total traditional culture learning activity time T total , the time each student actually spent on traditional culture learning activities T raw,i , calculate the learning activity time participation index T of each student i :

[0022]

[0023] Among them, e is a natural constant;

[0024] Get the total number of traditional culture classes QD and the number of sign-in times for each student's traditional culture class QD raw,i, calculate the attendance index QD for each student i :

[0025]

[0026] Based on the number of students' participation indicators in learning activities, the time of students' participation indicators in learning activities and the classroom attendance indicators of each student, a comprehensive analysis is conducted to obtain the first monitoring factor for the implementation of the cultivation path. The first monitoring factor for the implementation of the cultivation path serves as the analysis basis for obtaining the analysis factors for the implementation of each cultivation path.

[0027] As a further method, the cultivation path implements the first monitoring factor, and the specific analysis process is:

[0028]

[0029] In the formula, α is the first monitoring factor for the cultivation path implementation, σ1 is the set The compensation factor is σ2, which is the set The compensation factor is σ3, which is set The compensation factor is , and n is the total number of students.

[0030] As a further method, we obtain the online learning platform record data of each student, combine it with the first monitoring factor of the cultivation path implementation, and obtain the implementation analysis factor of each cultivation path. The specific analysis process is as follows: obtain the traditional culture standard learning time set by the platform O max , Actual online learning time of traditional culture for each student raw,i , calculate the online learning time index O of each student i , i is the student number:

[0031]

[0032] Get the total number of tasks of traditional culture courses set by the platform max , the number of traditional culture course tasks actually completed by each student raw,i , calculate the online learning course task index OF for each student i :

[0033]

[0034] Obtain the reference indicators of students' online learning time, students' online learning course tasks and the first monitoring factor for the implementation of each reference cultivation path stored in the database; based on the indicators of each student's online learning time, each student's online learning course task, the first monitoring factor for the implementation of the cultivation path, the reference indicators of students' online learning time, students' online learning course tasks and the first monitoring factor for the implementation of each reference cultivation path, conduct a comprehensive analysis to obtain the implementation analysis factor of each cultivation path, and use the implementation analysis factor of each cultivation path as the analysis basis for determining the revised traditional cultural literacy cultivation path.

[0035] As a further approach, the cultivation path implements analysis factors, and the specific analysis process is:

[0036]

[0037] In the formula, ω is the implementation analysis factor of the cultivation path, O is the reference index of students’ online learning time, OF is the reference index of students’ online learning course tasks, β is the first monitoring factor for the implementation of the reference cultivation path, α is the first monitoring factor for the implementation of the cultivation path, and τ1 is the set The compensation factor is τ2, which is the set The compensation factor is τ3, which is set The compensation factor is , and n is the total number of students.

[0038] As a further method, based on the implementation analysis factors of each cultivation path, the revised traditional cultural literacy cultivation path is determined, and the traditional cultural literacy cultivation path is visualized. The specific analysis process is: obtain the minimum value of the implementation analysis factors of each cultivation path, and obtain the student online learning time reference index, student online learning course task reference index and the reference cultivation path implementation first monitoring factor corresponding to the minimum value of the cultivation path implementation analysis factor; obtain the revised traditional cultural literacy cultivation path corresponding to the student online learning time reference index, student online learning course task reference index and the reference cultivation path implementation first monitoring factor stored in the database; visualize the traditional cultural literacy cultivation path based on the visualization platform.

[0039] Compared with the prior art, the embodiments of the present invention have at least the following advantages or beneficial effects:

[0040] (1) The present invention provides a method for visualizing the path of cultivating traditional cultural literacy. By collecting multi-dimensional data such as academic performance, frequency of activity participation, and scores of questionnaires on learning interest expectations, the comprehensive index value can be calculated, so as to comprehensively and meticulously understand the status of each student in learning historical traditional culture. The clustering algorithm based on the comprehensive index value can classify students into different categories, and match the initial traditional cultural literacy cultivation path that better meets the needs based on the clustering results.

[0041] (2) The present invention can timely and dynamically reflect the participation and learning progress of each student in the teaching process by obtaining the learning activity participation and classroom attendance data to form the first monitoring factor during the implementation of the cultivation path, and combining the data recorded on the online learning platform to obtain the implementation analysis factor. The cultivation path is modified based on the implementation analysis factor to ensure that the teaching content and method can be continuously optimized according to the actual learning situation of the students.

[0042] (3) The present invention implements analysis factors for each cultivation path, determines the revised traditional cultural literacy cultivation path, and visualizes the traditional cultural literacy cultivation path. The cultivation path implementation analysis factors integrate data from multiple aspects. By analyzing these factors, the problems existing in the existing cultivation path can be accurately discovered, and the most suitable revised traditional cultural literacy cultivation path can be determined. The visual display can record and present the modification history of the cultivation path and the learning data of students at different stages, which can easily track the learning progress and evaluate the correction effect of the cultivation path. BRIEF DESCRIPTION OF THE DRAWINGS

[0043] The present invention is further described using the accompanying drawings, but the embodiments in the accompanying drawings do not constitute any limitation to the present invention. A person skilled in the art can obtain other drawings based on the following drawings without creative work.

[0044] Figure 1 It is a schematic diagram of the method flow of the present invention.

[0045] Figure 2 In order to determine the revised traditional cultural literacy cultivation path, a flowchart of the steps for visually displaying the traditional cultural literacy cultivation path is provided. DETAILED DESCRIPTION

[0046] The technical solutions in the embodiments of the present invention will be clearly and completely described below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, rather than all the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without making creative work are within the scope of protection of the present invention.

[0047] Reference Figure 1 As shown, the present invention provides a visualization method for the traditional cultural literacy cultivation path, including: collecting academic performance data, activity participation frequency data, and learning interest expectation questionnaire score data of each student in the process of historical traditional culture learning, and obtaining comprehensive index values ​​of each student in history learning.

[0048] The specific analysis process is: Get each student's actual traditional culture academic performance S raw,i , Original traditional culture academic score full score Smax , i is the student number, i = 1, 2, 3..., n, n is the total number of students, standardize the academic performance data of each student, and calculate the academic performance index S of each student i , e is a natural constant:

[0049]

[0050] Get the actual frequency of each student's participation in traditional cultural activities A raw,i , the maximum frequency of participation in traditional cultural activities among all students A max , standardize the frequency data of each student's activity participation, and calculate the frequency index A of each student's activity participation i :

[0051]

[0052] Obtain each student's actual traditional culture learning interest expectation questionnaire score Q raw,i , Traditional Culture Learning Interest Expectation Questionnaire Full Score Q max , standardize the scores of each student's learning interest expectation questionnaire, and calculate the index Q of each student's learning interest expectation questionnaire i :

[0053] The actual traditional culture learning interest expectation questionnaire score of each student refers to the quantitative score of each student's expectation of traditional culture learning interest through a specially designed questionnaire. This questionnaire is constructed around various expectation factors of students' learning of historical traditional culture, such as students' learning interest in different types of traditional cultural knowledge (such as ancient literature, traditional art, historical stories, etc.), their expectation of participating in traditional cultural activities (such as folk activities, traditional handicraft production, etc.), and their expected goals in improving their traditional cultural literacy. The score can help educators understand each student's interest and expectation in traditional culture learning, thereby providing a basis for personalized education.

[0054] Sample questionnaire content:

[0055] For the ancient literature section, the questionnaire may include questions like: "Are you interested in studying the rhythm and artistic conception of ancient poetry in depth? (A. Very interested; B. Somewhat interested; C. Not very interested; D. Not interested at all)" Option A corresponds to 4 points, option B corresponds to 3 points, option C corresponds to 2 points, and option D corresponds to 1 point.

[0056] In terms of traditional arts, the question may be: "Do you expect to master the playing skills of a traditional musical instrument (such as guzheng, erhu, etc.)? (A. Very much expect; B. Somewhat expect; C. Not too expect; D. Not expect at all)" Option A corresponds to 4 points, option B corresponds to 3 points, option C corresponds to 2 points, and option D corresponds to 1 point.

[0057] For the traditional cultural activities section, questions like “Are you looking forward to participating in traditional festival celebrations and gaining a deeper understanding of their cultural connotations? (A. Very much looking forward to it; B. Somewhat looking forward to it; C. Not too much looking forward to it; D. Not looking forward to it at all)” Option A is worth 4 points, Option B is worth 3 points, Option C is worth 2 points, and Option D is worth 1 point.

[0058]

[0059] The academic performance index of each student, the frequency index of each student's activity participation and the questionnaire index of each student's learning interest expectation are used as the analysis basis for obtaining the comprehensive index value of each student in history learning.

[0060] Based on each student's academic performance index, each student's activity participation frequency index and each student's learning interest expectation questionnaire index, a comprehensive analysis is conducted to obtain the comprehensive index value of each student in history learning; the comprehensive index value of each student in history learning is used as the analysis basis for matching the initial traditional cultural literacy cultivation path.

[0061] The comprehensive index values ​​of each student in history learning are analyzed as follows:

[0062]

[0063] In the formula, C i is the comprehensive index value of the i-th student in history learning, μ1 is the set S i The compensation factor is μ2, which is the set A i The compensation factor is μ3, which is the set Q i compensation factor.

[0064] For S i , A i , Q i And all the following parameters are normalized.

[0065] It should be explained that the above setting S i , A i , Q i The compensation factor is obtained from the database. Based on the historical data, the historically measured academic performance index of each student, the frequency index of each student's activity participation, and the questionnaire index of each student's learning interest expectation are established. i , A i , Q i The mapping set of compensation factors is obtained to obtain the current S i , A i , Q i The corresponding S i , A i , Q i compensation factor.

[0066] It should be noted that σ1, σ2, σ3, τ1, τ2, and τ3 mentioned below are also obtained through a mapping set of historical data and compensation factors established in a database, that is, the corresponding compensation factors are obtained based on current data.

[0067] The calculation of each student's academic performance index, each student's activity participation frequency index, and each student's learning interest expectation questionnaire index can eliminate the unfair comparison factors caused by the difference in full score values, and more accurately reflect the relative level of each student. The calculation formula of the comprehensive index value comprehensively considers each student's academic performance index, each student's activity participation frequency index, and each student's learning interest expectation questionnaire index, avoiding relying on only a single factor to evaluate the status of students in the study of historical traditional culture, and can more accurately describe the overall learning situation of each student. As the basis for matching the initial traditional cultural literacy cultivation path, the comprehensive index value can classify students according to their overall learning situation and provide a more suitable cultivation path.

[0068] Based on the comprehensive indicator values ​​of each student in history learning, a clustering algorithm is used to obtain clustering results, and the initial traditional cultural literacy cultivation path is matched based on the clustering results.

[0069] The specific analysis process is: the comprehensive index value C of each student in history learning i Construct a sample data set X = C1, C2, ..., C n}, obtain the number of cluster centers k stored in the database, randomly initialize k cluster centers; calculate each sample C i To each cluster center M j The Euclidean distance d(C i ,M j ), j is the number of each cluster center, j = 1, 2, 3..., k, k is the total number of cluster centers, and the comprehensive index value of each student in history learning is a single variable:

[0070] d(C i ,M j )=|C i -M j |;

[0071] Sample C i To each cluster center M j The cluster center corresponding to the minimum value of the Euclidean distance is denoted as sample C i After completing a round of sample allocation, for each cluster category, recalculate the mean of all samples in the category as the new cluster center M j1 ; Repeat the above allocation and update steps until convergence to obtain the clustering result. The convergence condition is set as the change in the cluster center position is less than the convergence threshold stored in the database.

[0072] By forming a sample data set with students' comprehensive index values ​​and using Euclidean distance to measure the difference between students and cluster centers, this data-driven classification method can objectively divide students into different categories. For example, students with similar comprehensive index values ​​(meaning they have similar performance in academic performance, activity participation, and learning interests) will be classified into the same category, which helps to discover the natural grouping of students in the process of learning historical and traditional culture.

[0073] Since the comprehensive index value takes into account multiple factors, such as academic performance, frequency of activity participation, and learning interest expectations, this clustering method can better adapt to the individual differences of students. It does not simply divide students according to a single score or activity participation, but comprehensively considers the various performances of students in the entire process of learning history and traditional culture, so as to more accurately identify different types of student groups.

[0074] Matching the initial traditional cultural literacy cultivation path based on clustering results can provide more targeted education programs for students of different categories. This matching method can make the cultivation path more in line with the actual situation of the students. By repeating the steps of sample allocation and cluster center update until the change in the cluster center position is less than the convergence threshold, this iterative convergence method can ensure the scientificity and stability of the clustering results. As the iteration proceeds, the cluster center will gradually adjust to the position that best represents the comprehensive indicator value of the students in the category, so that the clustering results can more accurately reflect the distribution of the student group.

[0075] The clustering result is stored as a designated label, and the designated label is matched with each set label stored in the database to obtain the set label corresponding to the designated label, and the initial traditional cultural literacy cultivation path corresponding to the set label stored in the database is obtained.

[0076] By storing the clustering results as specified tags and matching them with the set tags in the database, an automated and standardized way of obtaining the cultivation path can be achieved. This method avoids the tedious process of manually judging which cultivation path each clustering result should correspond to, and improves the efficiency of educational resource allocation. Through tag matching, the cultivation path suitable for the clustering results can be accurately found. Storing the clustering results in the form of tags and matching them with the cultivation path makes it easier to track and evaluate the students' learning process.

[0077] Based on the implementation process of the initial traditional cultural literacy cultivation path, the data on each student’s participation in learning activities and classroom attendance data were obtained to obtain the first monitoring factor for the implementation of the cultivation path.

[0078] The specific analysis process is: Get the total number of all optional traditional culture learning activities E max , the number of traditional cultural learning activities that each student actually participated in Eraw,i , calculate the number of learning activities participation index E for each student i :

[0079]

[0080] Get the total traditional culture learning activity time T total , the time each student actually spent on traditional culture learning activities T raw,i , calculate the learning activity time participation index T of each student i :

[0081]

[0082] Get the total number of traditional culture classes QD and the number of sign-in times for each student's traditional culture class QD raw,i , calculate the attendance index QD for each student i :

[0083]

[0084] Based on the number of students' participation indicators in learning activities, the time of students' participation indicators in learning activities and the classroom attendance indicators of each student, a comprehensive analysis is conducted to obtain the first monitoring factor for the implementation of the cultivation path. The first monitoring factor for the implementation of the cultivation path serves as the analysis basis for obtaining the analysis factors for the implementation of each cultivation path.

[0085] The cultivation path implements the first monitoring factor, and the specific analysis process is as follows:

[0086]

[0087] In the formula, α is the first monitoring factor for the cultivation path implementation, σ1 is the set The compensation factor is σ2, which is the set The compensation factor is σ3, which is set compensation factor.

[0088] The calculation of the participation index of the number of learning activities takes into account both the number of traditional cultural learning activities that students actually participate in and the total number of all optional activities. This method can comprehensively evaluate students' participation in different types of activities, avoiding the problem of focusing only on the absolute number of participation and ignoring the diversity of activities. When calculating the participation index of learning activity time, the total learning activity time and the time actually invested by students are taken into account, and natural constants are introduced for adjustment. This enables the index to accurately reflect the differences in students' time investment, and both efficient participation in a shorter period of time and continuous investment over a longer period of time can be reasonably reflected. The calculation of the classroom sign-in index takes into account the total number of traditional culture courses and the number of students' classroom sign-ins. This method can link the sign-in situation with the total number of courses and more objectively evaluate students' classroom attendance.

[0089] By calculating the first monitoring factor of the implementation of the cultivation path by combining the number of students' participation in learning activities, the time participation in learning activities, and the classroom sign-in indicators, it is possible to comprehensively and comprehensively monitor students' participation in the traditional culture learning process. It avoids the limitation of relying on a single indicator to evaluate student participation, covers multiple important aspects such as the breadth and depth (time investment) of activity participation, and classroom attendance, and provides a more comprehensive perspective to understand students' actual performance in the implementation of the cultivation path.

[0090] Obtain the online learning platform record data of each student, combine it with the first monitoring factor of the cultivation path implementation, and obtain the implementation analysis factor of each cultivation path.

[0091] The specific analysis process is as follows: Obtain the standard learning time of traditional culture set by the platform O max , Actual online learning time of traditional culture for each student raw,i , calculate the online learning time index O of each student i :

[0092]

[0093] Get the total number of tasks of traditional culture courses set by the platform max , the number of traditional culture course tasks actually completed by each student raw,i , calculate the online learning course task index OF for each student i :

[0094]

[0095] Obtain the reference indicators of students' online learning time, students' online learning course tasks and the first monitoring factor for the implementation of each reference cultivation path stored in the database; based on the indicators of each student's online learning time, each student's online learning course task, the first monitoring factor for the implementation of the cultivation path, the reference indicators of students' online learning time, students' online learning course tasks and the first monitoring factor for the implementation of each reference cultivation path, conduct a comprehensive analysis to obtain the implementation analysis factor of each cultivation path, and use the implementation analysis factor of each cultivation path as the analysis basis for determining the revised traditional cultural literacy cultivation path.

[0096] Cultivation path implementation analysis factors, the specific analysis process is:

[0097]

[0098] In the formula, ω is the implementation analysis factor of the cultivation path, O is the reference indicator of students’ online learning time, OF is the reference indicator of students’ online learning course tasks, β is the first monitoring factor of the reference cultivation path implementation, τ1 is the set The compensation factor is τ2, which is the set The compensation factor is τ3, which is set compensation factor.

[0099] Calculate the online learning time index for each student. This formula takes into account both the traditional cultural standard learning time set by the platform and the actual online learning time of students. In this way, the online learning time of students can be measured on a relatively reasonable scale, avoiding the unfairness caused by simply comparing the absolute time, because different courses or learning stages have different standard learning time requirements. Calculate the online learning course task index for each student. This formula can well reflect the students' completion of online course tasks by comparing the number of course tasks actually completed by students with the total number of course tasks set by the platform. The square operation appropriately amplifies the difference in the proportion of task completion, and can better distinguish between students who have completed more and fewer tasks.

[0100] The calculation of the cultivation path implementation analysis factor comprehensively considers the online learning time index of each student, the online learning course task index of each student, the first monitoring factor of the cultivation path implementation, the reference indicators of the student's online learning time, the reference indicators of the student's online learning course tasks, and the first monitoring factor of each reference cultivation path implementation. It can comprehensively reflect the actual situation of students in online learning and the entire cultivation path implementation process, avoiding the limitation of relying on a single factor to judge the effectiveness of the cultivation path. The reference indicator is introduced into the formula, and the deviation between the actual indicator and the reference indicator is measured by calculating the difference and the compensation factor. This enables the analysis factor to be dynamically analyzed, that is, by comparing with the preset reference standard, the difference between the student's learning situation and expectations can be discovered in time.

[0101] Based on the analysis factors implemented in each cultivation path, the revised traditional cultural literacy cultivation path is determined, and the traditional cultural literacy cultivation path is visualized.

[0102] like Figure 2 As shown, the specific analysis process is: obtain the minimum value of each cultivation path implementation analysis factor, and obtain the student online learning time reference indicator, student online learning course task reference indicator and the reference cultivation path implementation first monitoring factor corresponding to the minimum value of the cultivation path implementation analysis factor; obtain the revised traditional cultural literacy cultivation path corresponding to the student online learning time reference indicator, student online learning course task reference indicator and the reference cultivation path implementation first monitoring factor stored in the database; visualize the traditional cultural literacy cultivation path based on the visualization platform.

[0103] By obtaining the minimum value in the cultivation path implementation analysis factor, it is shown that the actual implementation status of the cultivation path is most consistent with the corresponding student online learning time reference index, student online learning course task reference index and the correction scheme of the first monitoring factor of the cultivation path implementation. Obtaining the corrected traditional cultural literacy cultivation path corresponding to the problem link from the database can quickly find a solution to the problem. These correction paths are pre-designed based on previous teaching experience and data analysis, and can be directly applied to the current student group with problems. Visual display provides a good communication platform for all parties in the education process. Visual display can record and display the change history of the cultivation path and the learning progress of students at different stages. This makes it easy to track the implementation effect of the cultivation path, evaluate whether the correction measures are effective, and intuitively judge whether the correction of the cultivation path has achieved the expected goals, providing a basis for further teaching adjustments.

[0104] In a specific embodiment, the actual score of traditional culture studies of student 1 is 80 points, that of student 2 is 70 points, that of student 3 is 85 points, that of student 4 is 90 points, that of student 5 is 75 points, and the full score of traditional culture studies is 100 points.

[0105] Student 1 actually participated in traditional cultural activities 8 times, Student 2 6 times, Student 3 10 times, Student 4 9 times, Student 5 7 times. The maximum frequency of participation in traditional cultural activities among all students was 10 times.

[0106] Student 1's actual score on the Traditional Culture Learning Interest Expectation Questionnaire was 30 points, Student 2's was 25 points, Student 3's was 32 points, Student 4's was 35 points, and Student 5's was 28 points. The full score of the Traditional Culture Learning Interest Expectation Questionnaire is 40 points.

[0107] S i , A i , Q i The compensation factors are 0.5, 0.3, and 0.2 respectively.

[0108] The comprehensive index values ​​of history learning of the five students were 6.70785, 6.4801, 6.7294, 6.8071 and 6.5707 respectively.

[0109] σ1 is 0.4, σ2 is 0.3, σ3 is 0.3, τ1 is 0.2, τ2 is 0.3, and τ3 is 0.2.

[0110] There are a total of 10 types of optional traditional cultural learning activities. Student 1 actually participated in 6 types of traditional cultural learning activities, Student 2 in 5, Student 3 in 7, Student 4 in 8, and Student 5 in 6.

[0111] The total time for traditional culture learning activities is 100 hours. Student 1 actually invested 20 hours in traditional culture learning activities, Student 2 invested 15 hours, Student 3 invested 30 hours, Student 4 invested 25 hours, and Student 5 invested 18 hours.

[0112] The total number of traditional culture classes is 20. Student 1 signed in in the traditional culture class 18 times, Student 2 16 times, Student 3 19 times, Student 4 20 times, and Student 5 17 times.

[0113] The standard learning time for traditional culture set by the platform is 50 hours. Student 1 actually learned traditional culture online for 30 hours, Student 2 for 25 hours, Student 3 for 40 hours, Student 4 for 35 hours, and Student 5 for 28 hours.

[0114] The total number of traditional culture course tasks set by the platform is 20. Student 1 actually completed 15 traditional culture course tasks, Student 2 completed 12, Student 3 completed 18, Student 4 completed 16, and Student 5 completed 14.

[0115] The first monitoring factor for the implementation of the cultivation path was calculated to be 3.16528.

[0116] The minimum value of each cultivation path implementation analysis factor is 0.24016, and the student online learning time reference indicator 40, the student online learning course task reference indicator 18 and the reference cultivation path implementation first monitoring factor 3 corresponding to the minimum value of the cultivation path implementation analysis factor are obtained; the revised traditional cultural literacy cultivation path corresponding to the student online learning time reference indicator 40, the student online learning course task reference indicator 18 and the reference cultivation path implementation first monitoring factor 3 stored in the database are obtained; the traditional cultural literacy cultivation path is visualized based on the visualization platform.

[0117] The above contents are merely examples and explanations of the structure of the present invention. The technicians in this technical field may make various modifications or additions to the specific embodiments described or replace them in a similar manner. As long as they do not deviate from the structure of the invention or exceed the scope defined by the claims, they should all fall within the protection scope of the present invention.

Claims

1. A visualization method for cultivating traditional cultural literacy, characterized in that: The following steps are involved: Collect the academic performance data, activity participation frequency data, and learning interest expectation questionnaire score data of each student in the process of learning traditional history and culture, and obtain the comprehensive index value of each student in history learning; Based on the comprehensive index values ​​of each student in history learning, a clustering algorithm is used to obtain clustering results, and the initial traditional cultural literacy cultivation path is matched based on the clustering results; Based on the implementation process of the initial traditional cultural literacy cultivation path, the data on the participation in learning activities and the classroom attendance data of each student are obtained to obtain the first monitoring factor for the implementation of the cultivation path; Obtain the online learning platform record data of each student, combine it with the first monitoring factor of the cultivation path implementation, and obtain the implementation analysis factor of each cultivation path; Based on the analysis factors implemented in each cultivation path, the revised traditional cultural literacy cultivation path is determined, and the traditional cultural literacy cultivation path is visualized.

2. The method for visualizing a traditional cultural literacy cultivation path according to claim 1, characterized in that: The collection of academic performance data, activity participation frequency data, and learning interest expectation questionnaire score data of each student in the process of learning traditional history and culture is specifically analyzed as follows: Get each student's actual traditional culture academic performance S raw,i , Original traditional culture academic score full score S max , i is the student number, the academic performance data of each student is standardized, and the academic performance index S of each student is calculated i : Among them, e is a natural constant; Get the actual frequency of each student's participation in traditional cultural activities A raw,i , the maximum frequency of participation in traditional cultural activities among all students A max , standardize the frequency data of each student's activity participation, and calculate the frequency index A of each student's activity participation i : Obtain each student's actual traditional culture learning interest expectation questionnaire score Q raw,i , Traditional Culture Learning Interest Expectation Questionnaire Full Score Q max , standardize the scores of each student's learning interest expectation questionnaire, and calculate the index Q of each student's learning interest expectation questionnaire i : The academic performance index of each student, the frequency index of each student's activity participation and the questionnaire index of each student's learning interest expectation are used as the analysis basis for obtaining the comprehensive index value of each student in history learning.

3. The method for visualizing a traditional cultural literacy cultivation path according to claim 2, characterized in that: The above-mentioned comprehensive index value of each student in history learning is obtained, and the specific analysis process is as follows: Based on the academic performance index of each student, the frequency index of each student's activity participation and the questionnaire index of each student's learning interest expectation, a comprehensive analysis was conducted to obtain the comprehensive index value of each student in history learning; The comprehensive index value of each student in history learning is used as the analysis basis for matching the initial traditional cultural literacy cultivation path.

4. The method for visualizing a traditional cultural literacy cultivation path according to claim 1, characterized in that: The clustering results are obtained by using the clustering algorithm based on the comprehensive index values ​​of each student in historical learning. The specific analysis process is as follows: The comprehensive index value C of each student in history learning i Construct a sample data set X = {C1, C2, ..., C n }, obtain the number of cluster centers k stored in the database, and randomly initialize k cluster centers; Calculate each sample C i To each cluster center M j The Euclidean distance d(C i ,M j ), j is the number of each cluster center, j = 1, 2, 3..., k, and the comprehensive index value of each student in history learning is a single variable: d(C i ,M j )=|C i -M j |; Sample C i To each cluster center M j The cluster center corresponding to the minimum value of the Euclidean distance is denoted as sample C i The cluster center of After completing a round of sample allocation, for each cluster category, recalculate the mean of all samples in that category as the new cluster center M j1 ; Repeat the above allocation and update steps until convergence to obtain the clustering result. The convergence condition is set as the change in the cluster center position is less than the convergence threshold stored in the database.

5. The method for visualizing a traditional cultural literacy cultivation path according to claim 4, characterized in that: The specific analysis process of matching the initial traditional cultural literacy cultivation path based on clustering results is as follows: The clustering result is stored as a designated label, and the designated label is matched with each set label stored in the database to obtain the set label corresponding to the designated label, and the initial traditional cultural literacy cultivation path corresponding to the set label stored in the database is obtained.

6. The method for visualizing a traditional cultural literacy cultivation path according to claim 1, characterized in that: Based on the implementation process of the initial traditional cultural literacy cultivation path, the learning activity participation data and classroom attendance data of each student are obtained to obtain the first monitoring factor for the implementation of the cultivation path. The specific analysis process is as follows: Get the total number of all optional traditional culture learning activities E max , the number of traditional cultural learning activities that each student actually participated in E raw,i , calculate the number of learning activities participation index E for each student i , i is the student number: Get the total traditional culture learning activity time T total , the time each student actually spent on traditional culture learning activities T raw,i , calculate the learning activity time participation index T of each student i : Where e is a natural constant; obtain the total number of traditional culture classes QD, the number of sign-in times for each student in traditional culture class QD raw,i , calculate the attendance index QD for each student i : Based on the number of students' participation indicators in learning activities, the time of students' participation indicators in learning activities and the classroom attendance indicators of each student, a comprehensive analysis is conducted to obtain the first monitoring factor for the implementation of the cultivation path. The first monitoring factor for the implementation of the cultivation path serves as the analysis basis for obtaining the analysis factors for the implementation of each cultivation path.

7. The method for visualizing a traditional cultural literacy cultivation path according to claim 6, characterized in that: The cultivation path implements the first monitoring factor, and the specific analysis process is: In the formula, α is the first monitoring factor for the cultivation path implementation, σ1 is the set The compensation factor is σ2, which is the set The compensation factor is σ3, which is set The compensation factor is , and n is the total number of students.

8. The method for visualizing a traditional cultural literacy cultivation path according to claim 1, characterized in that: The data recorded on each student's online learning platform is obtained, and the implementation analysis factor of each cultivation path is obtained by combining the first monitoring factor of the cultivation path. The specific analysis process is as follows: Get the traditional culture standard learning time set by the platform max , Actual online learning time of traditional culture for each student raw,i , calculate the online learning time index O of each student i , i is the student number: Get the total number of tasks of traditional culture courses set by the platform max , the number of traditional culture course tasks actually completed by each student raw,i , calculate the online learning course task index OF for each student i : Obtain the reference indicators of students' online learning time, the reference indicators of students' online learning course tasks and the first monitoring factor of each reference cultivation path stored in the database; Based on each student's online learning time indicator, each student's online learning course task indicator, the first monitoring factor for the implementation of the cultivation path, each reference indicator for students' online learning time, each reference indicator for students' online learning course tasks and the first monitoring factor for the implementation of each reference cultivation path, a comprehensive analysis is conducted to obtain the implementation analysis factors of each cultivation path. The implementation analysis factors of each cultivation path serve as the analysis basis for determining the revised traditional cultural literacy cultivation path.

9. The method for visualizing a traditional cultural literacy cultivation path according to claim 8, characterized in that: The cultivation path implements the analysis factors, and the specific analysis process is: In the formula, ω is the implementation analysis factor of the cultivation path, O is the reference index of students’ online learning time, OF is the reference index of students’ online learning course tasks, β is the first monitoring factor for the implementation of the reference cultivation path, α is the first monitoring factor for the implementation of the cultivation path, and τ1 is the set The compensation factor is τ2, which is the set The compensation factor is τ3, which is set The compensation factor is , and n is the total number of students.

10. The method for visualizing a traditional cultural literacy cultivation path according to claim 1, characterized in that: The analysis factors are implemented based on each cultivation path to determine the revised traditional cultural literacy cultivation path, and the traditional cultural literacy cultivation path is visualized. The specific analysis process is as follows: Obtain the minimum value of each cultivation path implementation analysis factor, and obtain the student online learning time reference index, student online learning course task reference index and reference cultivation path implementation first monitoring factor corresponding to the minimum value of the cultivation path implementation analysis factor; Obtain the reference index of the student's online learning time, the reference index of the student's online learning course tasks, and the revised traditional cultural literacy cultivation path corresponding to the first monitoring factor of the reference cultivation path implementation stored in the database; The path to cultivating traditional cultural literacy is visualized based on a visualization platform.

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