Driver behavior feedback intervention method based on learning and teaching framework

Abstract

The invention relates to a driver behavior feedback intervention method based on a driving learning framework, and belongs to the technical field of motor vehicle driving trainee training education, and the method comprises the following steps: building a scoring table according to the operation condition of a driver, recording the driving performance of the driving trainee, and generating a personalized scoring report; generating a diagnostic book according to the result of the score table, and describing the advantages and disadvantages of the trainee in each item and the influence on driving safety in detail; a prescription is generated according to the diagnosis result, personalized improvement suggestions are provided, and the system comprises an operation resuming module, a teaching interaction module and a driving practical operation module; and generating a curative effect library, recording and analyzing the driving improvement condition of the trainee by comparing and analyzing the performance of the trainee, and providing comprehensive evaluation. A comprehensive driving behavior feedback and intervention mechanism is provided. From a score table to a diagnostic book, and then to a prescription and a curative effect library, the system provides all-around support from self-understanding to improvement for students.

Description

Technical Field

[0001] The present invention belongs to the technical field of motor vehicle driver training and education, and in particular relates to a driver behavior feedback intervention method based on a knowledge-teaching-action framework. Background Art

[0002] With the rapid development of intelligent transportation technology, driving behavior assessment has gradually shifted from traditional empirical data to real-time monitoring and data analysis. Although my country's current driving training mainly adopts models such as manual coaches, driving simulators and intelligent training vehicles, the existing training models generally lack a systematic theoretical framework, especially in terms of student skill progress assessment and safety awareness training. Therefore, an innovative training method is needed that can help students improve their driving skills while reducing potentially dangerous driving behaviors. Summary of the invention

[0003] The purpose of the present invention is to provide a driver behavior feedback intervention method based on the knowledge-teaching-action framework, which improves the efficiency of trainees in improving their driving skills.

[0004] In order to solve the above technical problems, the present invention is achieved through the following technical solutions:

[0005] A driver behavior feedback intervention method based on the knowledge-teaching-action framework, the method comprising the following steps:

[0006] Establish a scoring table based on the driver's operation, record the driving performance of the driver trainee and generate a personalized scoring report;

[0007] Generate a diagnosis report based on the score sheet results, detailing the trainee's strengths and weaknesses in each item and their impact on driving safety;

[0008] Generate prescriptions based on the diagnosis results and provide personalized improvement suggestions, including operation review, teaching interaction and driving practice modules;

[0009] Generate a therapeutic effect library, record and analyze students' driving improvements through comparative analysis of students' performance, and provide a comprehensive evaluation.

[0010] On the other hand, the present disclosure provides a driver behavior feedback intervention system based on the knowledge-teaching-action framework, the system includes a mobile phone terminal, the mobile phone terminal includes:

[0011] Scoring module: Establish a scoring table based on the driver's operation, record the driving performance of the driver trainee and generate a personalized scoring report;

[0012] Diagnosis module: Generates a diagnosis report based on the score sheet results, describing in detail the trainee's strengths and weaknesses in each item and their impact on driving safety;

[0013] Prescription module: Generates prescriptions based on diagnostic results and provides personalized improvement suggestions, including operation review, teaching interaction, and driving practice modules;

[0014] Therapeutic effect library module: Generates a therapeutic effect library, records and analyzes the students' driving improvements by comparing and analyzing their performance, and provides a comprehensive evaluation.

[0015] Further, the system includes a vehicle terminal, and the vehicle terminal includes:

[0016] An operation review module that provides instant feedback to help students understand their driving performance and improve their awareness of safe driving;

[0017] Teaching interactive modules, which help students improve their driving behavior and strengthen their skills through concise prompts and guiding suggestions;

[0018] The driving practice module is used to combine actual operations with prevention tips to help students identify potential driving risks and develop correct driving habits.

[0019] Beneficial effects:

[0020] 1. By integrating the functions of the mobile phone and the car computer, a comprehensive driving behavior feedback and intervention mechanism is provided. From the score sheet to the diagnosis book, to the prescription and efficacy library, the system provides students with all-round support from self-awareness to improvement.

[0021] 2. Students can gradually improve their driving skills and ensure higher driving safety through intuitive feedback, clear improvement suggestions and continuous training.

[0022] Of course, any product implementing the present invention does not necessarily need to achieve all of the advantages described above at the same time. BRIEF DESCRIPTION OF THE DRAWINGS

[0023] In order to more clearly illustrate the technical solutions of the embodiments of the present invention, the accompanying drawings required for describing the embodiments will be briefly introduced below. Obviously, the accompanying drawings described below are only some embodiments of the present invention. For ordinary technicians in this field, other accompanying drawings can be obtained based on these accompanying drawings without paying creative work.

[0024] Figure 1 This is a design diagram of the "know-teach-do" education and training on the mobile phone side of the embodiment of the present disclosure;

[0025] Figure 2 This is a design diagram of the "know-teach-do" education and training on the vehicle side of the embodiment of the present disclosure;

[0026] Figure 3 The interface diagram of the scoring table for the present disclosure implementation;

[0027] Figure 4 The interface diagram of the single scoring table for the implementation of this disclosure;

[0028] Figure 5 Diagnostic book interface diagram for the present disclosure implementation;

[0029] Figure 6 Implement the efficacy library interface diagram for this disclosure;

[0030] Figure 7 The total efficacy library interface diagram is implemented for the present disclosure. DETAILED DESCRIPTION

[0031] The following will be combined with the drawings in the embodiments of the present invention to clearly and completely describe the technical solutions in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work are within the scope of protection of the present invention.

[0032] This application constructs a "cognition-paradigm-execution (PNE)" model based on the theory of planned behavior, and proposes a driver behavior feedback intervention method designed based on the knowledge-teaching-action framework. Combined with the concept of "connectivism" in educational psychology, a "knowledge-teaching-action" education and training method for driver trainees' driving operation behaviors is designed to change driver trainees' driving behavior attitudes, thereby optimizing their driving behavior characteristics and reducing their dangerous driving tendencies. The present invention constructs a "knowledge-teaching-action" training method for Subjects 2 and 3 based on the PNE model. In this disclosure, the mobile phone terminal refers to personal terminal products such as mobile phones, computers, and tablets, and the vehicle terminal refers to practical products such as contact vehicles and simulators.

[0033] The specific steps of the method include:

[0034] The mobile teaching feedback system records students' performance through intelligent models, generates score sheets, diagnosis books, prescriptions and efficacy libraries, provides personalized improvement suggestions, and helps students identify driving risks.

[0035] The vehicle computer provides instant feedback and operation guidance to help students correct mistakes in real time and improve driving safety. At the same time, the vehicle computer feedback process has the following stages:

[0036] During the operation review phase, the vehicle computer improves students' safety awareness through instant feedback; during the teaching interaction phase, concise guidance is used to help improve driving behavior; during the search and practice phase, risk prevention is combined with actual operations to cultivate correct driving habits. The two work together to improve students' driving skills and safety.

[0037] In some embodiments, the driver driving teaching feedback system aims to help students continuously improve their driving skills during the driving learning process of subjects two and three through an intelligent feedback model. The system generates personalized feedback reports by recording and analyzing the students' driving performance, including four functions: score sheet, diagnosis book, prescription sheet and efficacy library, which details the advantages and disadvantages of the students in each project and provides targeted improvement suggestions. In the prescription sheet, the system helps students identify and avoid potential driving risks through operation review, teaching interaction and driving practice modules. In addition, the system provides personalized teaching content according to the different learning styles of the students, records the students' progress trajectory, forms a efficacy library, and helps students clearly see their progress and areas for improvement. Finally, through a scientific and systematic feedback mechanism, students can gradually improve their skills in actual driving to ensure safe driving.

[0038] like Figure 1 As shown, in some implementations, the main steps on the mobile phone include:

[0039] S11: Create a scoring sheet: After each driving session, the system will generate a scoring sheet to record the student's performance in each item in detail. Taking Subject 2 as an example, it mainly includes curve driving, reversing into a garage, right-angle turns, side reversing, starting on a slope and other items. The scoring sheet uses polar coordinate graphs to represent the scores of each item, which is convenient for students to intuitively understand their performance in each item.

[0040] Furthermore, if Figure 3 As shown in the figure, the total score sheet consists of three parts: radar chart, bad driving situation, and passive braking situation. The radar chart shows the scores of the trainees in the last training of each subject; the bad driving situation can reflect the bad driving behavior problems of the trainees. Clicking "Problem Details" will jump to the page of bad driving situation; the passive braking situation shows the passive braking situation of the vehicle caused by the trainees' improper driving, so as to remind the trainees to maintain safe driving habits.

[0041] The passive braking problem table will show the student’s bad driving behavior.

[0042] Furthermore, if Figure 4 As shown, the scoring table for subject 2;

[0043] The score polar coordinate diagram with multiple rays extending outward from the center point represents the score of each item in Subject 2, where each ray represents the score of a specific item. The color difference of the function key of each item represents the comprehensive evaluation of the student in that item, with green representing "excellent", blue representing "good", yellow representing "average", and red representing "poor".

[0044] The upper left corner of the specific scoring table interface shows the overall evaluation of the project during the driving process after the driver's driving performance is quantified and scored. The middle of the interface shows the standard map of the project. Taking reverse parking as an example, the corresponding score will be given according to the scoring principle.

[0045] S12: The method generates a diagnosis book for each item according to the result of the scoring table, which describes in detail the problem of the trainee in the item. The content of the diagnosis book includes the description of the problem, the frequency of occurrence and its impact on driving safety.

[0046] Furthermore, if Figure 5 As shown, the standard diagram of the project is displayed above the diagnosis book interface. Taking reversing into a parking space as an example, the reversing into a parking space is first divided into three modules: entry project, right reversing, and left exiting the parking space. Each indicator in each module will be given a specific score, allowing students to intuitively see the problems in the project.

[0047] S13: Establish a prescription: Provide students with specific improvement suggestions and learning resources to help them continuously improve their skills and safety during driving. The specific content includes operation review, teaching interaction and driving practice. Operation review mainly helps students intuitively understand and discover their own risky behaviors during driving, such as sudden acceleration and sharp turns, through data charts and other forms. Teaching interaction mainly provides corresponding theoretical knowledge and practical cases through watching teaching videos, etc., to help students understand how to avoid and deal with these risky behaviors; driving practice gives avoidance suggestions for specific items, so that students can learn to take specific measures to avoid corresponding risky behaviors during driving.

[0048] Furthermore, if Figure 5 As shown, the Zhijiao Prescription Interface is generally divided into three parts. The upper part shows the operation review section, which will give the driver's steering wheel data scoring results during this driving process and attach a map. The middle part shows the teaching interaction section, which will provide a comparison chart of the coach and the student's steering wheel map, and is accompanied by a video of the student's own incorrect operation and a video of the corresponding coach demonstrating the operation. The lower part of the interface shows the driving practice section, which provides students with avoidance suggestions and operation skills by explaining the coach's correct operation video, with text explanations.

[0049] The top of the driving prescription interface shows the steering wheel data used for lane alignment when reversing into a parking space, and a comparison chart of the instructor, the student's current operation, and the student's previous operation. The bottom of the interface shows the text teaching for the student's current operation.

[0050] S14: Establish a therapeutic effect database, the main function of which is to record and analyze the driving performance and improvement of the trainees, provide comprehensive evaluation and comparative analysis, and stimulate the learning motivation of the trainees. It mainly includes two parts of comparison. The first part is the difference in driving performance between the trainees themselves and the coaches for specific items, and the second part is the difference in performance between the trainees themselves and other trainees for specific items. It can help trainees know their own driving level, understand their relative position, and stimulate their learning motivation.

[0051] Furthermore, if Figure 6 As shown, the efficacy library includes efficacy library 1 and efficacy library 2;

[0052] The efficacy library 1 is aimed at learning students. Taking curve driving as an example, the efficacy library 1 provides the usage data of each indicator in each module of reverse parking. The student's score each time (nearly ten times) and the coach's score for this project are represented in the form of a line graph on the same graph, quantifying the difference between the driver's own driving before and after, and then giving the corresponding comprehensive evaluation. In addition, the changes in the number of bad driving behaviors and the number of passive braking times are added, and the student's own data (nearly ten times) are used. The data is represented in the form of a line graph on the same graph.

[0053] The efficacy library 2 is aimed at competitive students. Taking curve driving as an example, the efficacy library 1 provides the usage data of each indicator in each module of reverse parking, and the cumulative scores of the coach, all students (the average, the best and the worst student scores can also be taken), and the driver himself are represented in the form of a line graph on the same graph, and the differences in the indicator scores of the driver, the coach, other students, and himself in each driving module are quantified. In addition, the changes in the number of bad driving behaviors and the number of passive braking are added, and the data of the student himself (nearly ten times) are represented in the form of a line graph on the same graph.

[0054] Furthermore, if Figure 7 As shown, the Subject 2 Summary Effectiveness Database 1 provides usage data on operations such as curved driving, reversing into a garage, parallel parking, right-angle turns, and ramp starts for learning-type students. The individual's score each time (nearly ten times) and the coach's total score for the project are expressed in the form of a line graph on the same graph, quantifying the difference in the driver's own driving safety before and after.

[0055] The Subject 2 Summary Effectiveness Database 2 provides usage data on operations such as curved driving, reversing into a garage, parallel parking, right-angle turns, and hill starts for competitive students. The coach, all students (the average, best, and worst student scores can also be taken), and the driver himself are presented in the same graph in the form of a line graph, quantifying the differences in scores between the driver and the coach, other students, and himself in different driving operations.

[0056] like Figure 2As shown, in some implementations, the main steps of the vehicle terminal include:

[0057] The vehicle-side design also follows the "knowledge, teaching and action" framework design, aiming to comprehensively improve students' driving skills and safety awareness through instant feedback and guiding prompts.

[0058] During the operation review phase, after the current operation is completed, the system will provide instant feedback to help students understand their driving performance, improve their awareness of safe driving, and ensure that they have the necessary theoretical foundation. By clearly displaying the driving ability score, students can intuitively understand their current performance level. When students' operations are inadequate, the system will provide direct error prompts (such as "inaccurate parking position").

[0059] During the interactive teaching stage, the system helps students improve improper driving behaviors and strengthen skills training through concise prompts and guiding suggestions based on the students' operation, ensuring that students can improve their driving level in practice. Specific improvement suggestions are given (such as "practice accurate braking control to ensure that the vehicle stops at the predetermined position") to help students quickly identify problems and make adjustments. All prompts follow the principle of "short, fast, and accurate". Concise and accurate voice or text prompts help students quickly understand and perform operations (such as "lightly step on the brakes" and "turn the wheel to the left"), avoiding lengthy explanations and ensuring that students can respond quickly and complete adjustments.

[0060] During the practical driving stage, the vehicle computer combines actual operation with precautionary tips to help students identify potential driving risks, encourage them to develop correct driving habits and avoid dangerous situations in actual operation, so as to better integrate into the "know-teaching-doing" education model and gradually improve driving safety and skills.

[0061] The feedback from the mobile phone and the car computer work together to form a closed-loop driving learning system, ensuring that students can gradually improve their skills in actual driving and ensure safe driving.

[0062] The present invention is based on the "know-teach-do" motor vehicle driving trainee teaching feedback training framework proposed by the "cognition-paradigm-execution (PNE)" model, which makes full use of cutting-edge technologies such as artificial intelligence and big data to optimize driver behavior and effectively reduce dangerous driving tendencies. Through a phased teaching mode, the system first helps trainees understand their own driving performance through feedback in the "know" stage and improve their cognition of safe driving; in the "teaching" stage, through personalized feedback and improvement suggestions, guide trainees to form correct safe driving attitudes and skills; in the "doing" stage, combined with operation review and prevention tips, help trainees identify and avoid potential driving risks, thereby promoting the internalization of skills and the actual execution of behaviors. This framework avoids the problem of generalized evaluation in traditional teaching, provides trainees with a personalized learning path, and gradually cultivates good driving behavior and stronger safety awareness. In addition, the interface design of the car terminal and the mobile phone terminal focuses on user experience, ensuring instant feedback and clear visual information, effectively enhancing the trainees' sense of behavior control and participation, and helping trainees to efficiently improve their driving skills. The overall teaching framework and personalized intervention model ensure the progressiveness of the training process, promote the innovation of intelligent and digital driving teaching, and ultimately provide strong support for the training of qualified drivers.

[0063] In some embodiments, a driver behavior feedback intervention system based on the knowledge-teaching-action framework is provided, which aims to help students improve their driving skills and safety by comprehensively recording, analyzing and providing feedback on their driving performance. The system includes two parts: a mobile phone and a car computer. Through the collaborative work of their respective functional modules, it provides comprehensive teaching feedback from different dimensions and supports personalized learning for students.

[0064] The mobile terminal includes the following modules:

[0065] Scoring module: After each student finishes driving, the system will generate a scoring sheet to record the student's performance in each driving project in detail. Taking Subject 2 as an example, the scoring sheet covers curve driving, reversing into a garage, right-angle turning, side reversing, starting on a slope, etc. The scoring sheet uses a polar coordinate graph to display the scores of each item, so that students can intuitively understand their performance.

[0066] like Figure 3 As shown, the scoring table is composed as follows:

[0067] Radar chart: shows the scores of students in the last training of each subject. Each ray represents a specific item, and the length of the ray represents the score. It is marked with colors: green represents "excellent", blue represents "good", yellow represents "average", and red represents "poor".

[0068] Bad driving conditions: Records students’ bad driving behaviors during driving, such as sudden acceleration, sudden braking, etc. Clicking “Problem Details” will jump to the detailed page of bad driving conditions to help students identify and improve wrong behaviors.

[0069] Passive braking situation: record the passive braking situation caused by improper driving. This section can remind students to pay attention to safe driving habits.

[0070] Rating table display interface:

[0071] Upper left corner: displays the overall evaluation, which is a comprehensive score of the student’s driving performance.

[0072] Middle part: Displays the standard diagram of the project, taking reversing into a parking space as an example, showing the scoring principles and indicating the corresponding scores.

[0073] Lower right corner: Displays the score and evaluation results of the project.

[0074] Diagnosis module: The system generates a detailed analysis report based on the score sheet results. Each driving operation has a corresponding diagnosis report. The system will describe the student's problems in the project in detail, analyze the frequency of occurrence and the potential impact of these problems on driving safety.

[0075] like Figure 4 The contents of the medical certificate are as follows:

[0076] Problem description: Provide a detailed description of the problem the trainee encountered in a certain project, such as misalignment with the lane when backing into a parking space, sudden acceleration, etc.

[0077] Frequency of occurrence: Analyze how often the problem occurs in multiple training sessions to help participants understand the prevalence of the problem.

[0078] Safety impact: Assess the impact of the problem on driving safety and remind students to make improvements.

[0079] Diagnosis book display interface:

[0080] Top: Displays the standard diagram of the project, comparing the trainees’ specific operations with the standard operations to help them intuitively understand the gap.

[0081] Middle part: Displays the score of each module. For example, reversing into a parking space is divided into entry items, right reverse parking, left exit parking, etc. The score of each module is explained in detail.

[0082] Prescription module: Provides students with improvement suggestions and learning resources to help them improve their driving skills and safety. Specific content includes operation review, teaching interaction and driving practice.

[0083] like Figure 5 The content of the prescription is as follows:

[0084] Operational review: Through data charts, help students understand their risky behaviors while driving, and provide visual feedback, such as sudden acceleration and sharp turns, to help students reflect on themselves and make corrections.

[0085] Teaching interaction: Provide teaching videos, theoretical knowledge, case analysis and other content to help students understand how to deal with risky behaviors while driving and strengthen theoretical foundations.

[0086] Driving practice: Provide operational guidance based on specific projects, and help students master correct operating skills and avoid risky behaviors through demonstration videos, text explanations, etc.

[0087] Prescription display interface:

[0088] Upper part: Displays the operation review section, gives the data scoring results of the students' operations, and comes with graphs and analysis.

[0089] Middle part: Displays the teaching interaction section, providing operation comparison charts of students and coaches, videos of students’ incorrect operations, and videos of coaches’ demonstration operations.

[0090] Lower part: Displays the practical driving section, provides specific avoidance suggestions and operating skills, and comes with text explanations.

[0091] Therapeutic effect library module: mainly used to record the students' driving performance and improvement, and provide comprehensive evaluation and comparative analysis through data analysis to stimulate students' learning motivation. The therapeutic effect library compares the students' performance with the scores of the instructor and other students to help students understand their relative position in various driving operations.

[0092] like Figure 6-Figure 7 As shown, the therapeutic effect library includes:

[0093] Effect Library 1: Learning Students

[0094] Taking reverse parking as an example, the efficacy database records the student's scores for the past ten times, compares the student's current scores with the coach's scores, and displays the student's progress through a line chart. At the same time, it analyzes the changes in the number of bad driving behaviors and passive braking times of the student.

[0095] Effect Library 2: Competitive Students

[0096] By recording the scores of the instructor, all students and the student himself, a comparative analysis is conducted to quantify the differences in students' performance in different driving operations.

[0097] Summarized efficacy library:

[0098] The system comprehensively displays students' scores in curve driving, reversing into a garage, parallel parking, right-angle turns, starting on a slope, etc., and compares them with the instructor and other students to help students understand their relative position and room for improvement.

[0099] The efficacy library display interface:

[0100] Therapeutic Effect Library 1: Displays a line graph of the student’s last ten scores and the coach’s scores, helping the student to intuitively understand their progress in a certain project and give a comprehensive evaluation.

[0101] Efficacy Library 2: Displays the difference in scores between students and other students, and analyzes the ranking and performance of students in multiple projects.

[0102] Summary page: Displays scores and comparative data for all subjects to help students fully understand their performance.

[0103] The design of the vehicle terminal follows the "know-teach-do" framework, and comprehensively improves students' driving skills and safety awareness through instant feedback and guiding prompts. The vehicle terminal includes the following modules:

[0104] Operation review: The system helps students understand their driving performance and improve their safety driving awareness through real-time feedback. Through scoring and feedback, students can clearly understand their current performance and receive error prompts in a timely manner.

[0105] Teaching interaction: Based on the students' operation, the system provides concise prompts and improvement suggestions to help students adjust their driving behavior and strengthen their skill training.

[0106] Driving practice: During the actual driving process, the vehicle computer combines the students' operations with precautionary tips to help them identify potential driving risks and develop correct driving habits.

[0107] This embodiment provides a comprehensive driving behavior feedback and intervention mechanism by integrating the functions of the mobile phone and the car computer. From the score sheet to the diagnosis book, to the prescription and efficacy library, the system provides students with all-round support from self-awareness to improvement and improvement. Under the guidance of the "know-teach-do" education model, students can gradually improve their driving skills and ensure higher driving safety through intuitive feedback, clear improvement suggestions and continuous training.

[0108] In the description of this specification, the description with reference to the terms "one embodiment", "example", "specific example", etc. means that the specific features, structures, materials or characteristics described in conjunction with the embodiment or example are included in at least one embodiment or example of the present invention. In this specification, the schematic representation of the above terms does not necessarily refer to the same embodiment or example. Moreover, the specific features, structures, materials or characteristics described can be combined in any one or more embodiments or examples in a suitable manner.

[0109] The preferred embodiments of the present invention disclosed above are only used to help illustrate the present invention. The preferred embodiments do not describe all the details in detail, nor do they limit the invention to the specific implementation methods described. Obviously, many modifications and changes can be made according to the content of this specification. This specification selects and specifically describes these embodiments in order to better explain the principles and practical applications of the present invention, so that those skilled in the art can understand and use the present invention well. The present invention is limited only by the claims and their full scope and equivalents.

Claims

1. A driver behavior feedback intervention method based on the knowledge-teaching-action framework, characterized in that: The method comprises the following steps: Establish a scoring table based on the driver's operation, record the driving performance of the driver trainee and generate a personalized scoring report; Generate a diagnosis report based on the score sheet results, detailing the trainee's strengths and weaknesses in each item and their impact on driving safety; Generate prescriptions based on the diagnosis results and provide personalized improvement suggestions, including operation review, teaching interaction and driving practice modules; Generate a therapeutic effect library, record and analyze students' driving improvements through comparative analysis of students' performance, and provide a comprehensive evaluation.

2. A driver behavior feedback intervention method based on the knowledge-teaching-action framework, characterized in that: The method includes providing instant feedback and operation guidance through vehicle-side teaching feedback design, wherein the vehicle-side feedback includes: Provide instant feedback after the current operation is completed to help students understand their driving performance and improve their awareness of safe driving; During the teaching process, interactive teaching is carried out, and the vehicle terminal helps students improve their driving behavior and strengthen their skills training through concise prompts and guiding suggestions; During the practical driving process, the vehicle computer combines actual operations with prevention prompts to help students identify potential driving risks and develop correct driving habits.

3. The driver behavior feedback intervention method based on the knowledge-teaching-action framework according to claim 1 is characterized in that: The rating scale includes: Radar chart showing the students’ scores in the last training in each subject; Bad driving situations can reflect the bad driving behavior problems of students; Passive braking conditions show the passive braking conditions of the vehicle caused by improper driving of the students.

4. The driver behavior feedback intervention method based on the knowledge-teaching-action framework according to claim 1 is characterized in that: The diagnosis book includes the score and standard chart for each item, and through specific modular descriptions, it clarifies the student's deficiencies in the item and provides a detailed analysis of the impact on driving safety.

5. The driver behavior feedback intervention method based on the knowledge-teaching-action framework according to claim 1 is characterized in that: The prescription includes: Operation review, using data charts to help students intuitively understand risky behaviors during driving; Teaching interaction, providing teaching videos of relevant theoretical knowledge and actual cases to help students understand how to avoid potential driving risks; Driving practice, combined with specific projects, provides detailed operational suggestions and techniques for avoiding risks.

6. The driver behavior feedback intervention method based on the knowledge-teaching-action framework according to claim 1 is characterized in that: The therapeutic efficacy library includes: Therapeutic effect database 1, for learning-oriented students, compares the student's multiple scores with the coach's scores of the project in the form of a line chart, quantifies the differences in the student's performance in each project, and provides a comprehensive evaluation; Therapeutic Effect Library 2, for competitive students, shows the driving performance differences between students, coaches and other students, and quantifies the differences in driving scores between students, coaches and other students in the form of line graphs; Total efficacy database 1, for learning-oriented students, provides usage data of multiple items, and represents the driver's multiple scores and the coach's total score of the item in the same graph in the form of a line graph, quantifying the difference before and after of the driver's own driving safety; The summary efficacy library 2 provides usage data of multiple items for competitive students, and represents the coach, all or some students, and the driver himself in the form of line graphs on the same graph, quantifying the differences in scores between the driver and the coach, other students, and himself in different driving operations.

7. The driver behavior feedback intervention method based on the knowledge-teaching-action framework according to claim 1 is characterized in that: The efficacy database includes changes in the number of bad driving behaviors and the number of passive braking times, and uses the trainee's own multiple data to be represented in the same graph in the form of a line graph.

8. A driver behavior feedback intervention system based on the knowledge-teaching-action framework, characterized in that: The system includes a mobile phone terminal, and the mobile phone terminal includes: Scoring module: Establish a scoring table based on the driver's operation, record the driving performance of the driver trainee and generate a personalized scoring report; Diagnosis module: Generates a diagnosis report based on the score sheet results, describing in detail the trainee's strengths and weaknesses in each item and their impact on driving safety; Prescription module: Generates prescriptions based on diagnostic results and provides personalized improvement suggestions, including operation review, teaching interaction, and driving practice modules; Therapeutic effect library module: Generates a therapeutic effect library, records and analyzes the students' driving improvements by comparing and analyzing their performance, and provides a comprehensive evaluation.

9. The driver behavior feedback intervention system based on the knowledge-teaching-action framework according to claim 8 is characterized in that: The system includes a vehicle terminal, and the vehicle terminal includes: An operation review module that provides instant feedback to help students understand their driving performance and improve their awareness of safe driving; Teaching interactive modules, which are used to help students improve their driving behavior and strengthen their skills training through concise prompts and guiding suggestions; The driving practice module is used to combine actual operations with prevention tips to help students identify potential driving risks and develop correct driving habits.

10. The driver behavior feedback intervention system based on the knowledge-teaching-action framework according to claim 9 is characterized in that: The feedback contents from the mobile phone and the vehicle computer cooperate with each other to form a closed-loop driving learning system, ensuring that students gradually improve their skills in actual driving and ensuring safe driving.

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