Teacher teaching management system for virtual simulation practical training based on carbon emission management

Abstract

The invention provides a teacher teaching management system for virtual simulation practical training based on carbon emission management, and the system comprises a task creating and publishing module which is used for creating to-be-published practical training subtasks based on teacher setting information, and publishing the to-be-published practical training subtasks according to a practical training subtask publishing list; the task progress tracking module is used for collecting task execution data of each student based on the training sub-task issuing result, and evaluating the task progress and the task execution condition of the student according to the task execution data to obtain a task evaluation result; and the task evaluation adjustment module is used for sorting and analyzing the task evaluation result, generating a detailed score report and adjusting the practical training content of the student according to the score report. According to the invention, a personalized carbon management practical training scheme is provided for timely adjustment according to the learning progress and ability level of the student, targeted training of weak contents of the practical training student is completed, and the flexibility and pertinence of learning are improved.

Description

Technical Field

[0001] The present invention relates to the technical field of carbon emission management, and in particular to a teacher teaching management system for virtual simulation training based on carbon emission management. Background Art

[0002] As the global climate change problem becomes increasingly serious, carbon emission management has become a focus of attention for various countries and enterprises. In order to achieve the goals of carbon peak and carbon neutrality, a large number of professional carbon emission management talents are needed, and the traditional teaching method may have insufficient practical links when cultivating such talents. For example, in the teaching of carbon emission accounting, there are many actual carbon emission sources, including various process flows in industrial production, exhaust emissions from transportation vehicles, etc. Therefore, it is difficult for students to fully understand complex actual scenarios through book knowledge, and virtual simulation training for carbon emission management has emerged. However, the existing virtual simulation training for carbon emission management is difficult to provide timely feedback and guidance on each student's practical operation, and it is impossible to adjust the task according to the students' actual simulation task completion.

[0003] The virtual simulation training teacher teaching management system can record the students' training process. Teachers can analyze students' operation data through the system, understand their learning situation, find out their problems in time and give targeted guidance. At the same time, the system can provide rich teaching resources, such as virtual case libraries, online tutorials, etc., to facilitate teachers to update and expand teaching content, thereby improving teaching quality and efficiency. Summary of the invention

[0004] The present invention provides a teacher teaching management system for virtual simulation training based on carbon emission management. Teachers can flexibly set task scenarios and parameters according to different course requirements and teaching objectives, and evaluate students' training performance according to students' task execution data in carbon management training simulation scenarios, thereby providing a basis for timely feedback and guidance in students' carbon management learning process. The system can provide personalized carbon management training plans according to students' learning progress and ability levels, and timely adjust students' training content according to their actual training situation. Multiple rounds of simulation and practice of students' weak content are carried out in a targeted manner, which greatly improves the flexibility and pertinence of learning.

[0005] The present invention provides a teacher teaching management system for virtual simulation training based on carbon emission management, comprising:

[0006] The task creation and release module is used to create the training subtasks to be released based on the teacher's setting information, and release the training subtasks to be released according to the training subtask release list;

[0007] The task progress tracking module is used to publish the results based on the practical training subtasks, collect the task execution data of each student, and evaluate the student's task progress and task execution status based on the task execution data to obtain the task evaluation results;

[0008] The task evaluation adjustment module is used to organize and analyze the task evaluation results, generate a detailed performance report, adjust the students' practical training content based on the performance report, and send the adjustment results to the corresponding students.

[0009] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the task creation and allocation module includes:

[0010] A task creation unit, used to obtain the teacher's task attribute setting information and task parameter setting information, adjust the carbon management simulation training scenario selected by the teacher based on the task parameter setting information and task attribute setting information, obtain the target training scenario, and generate a training subtask to be released;

[0011] The task allocation unit is used to determine the release list of the training subtasks based on the allocation rules preset by the teacher, and distribute the training subtasks to be released to the student terminals of the corresponding students according to the release list of the training subtasks to generate carbon management training tasks;

[0012] The release reminder unit is used to send a carbon management training task release notification to the associated mobile terminal of the corresponding student.

[0013] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the task allocation unit includes:

[0014] The type identification subunit is used to identify the teacher's preset allocation rule and determine the allocation type corresponding to the teacher's preset allocation rule according to the identification result;

[0015] A list generation subunit is used to determine the collective goal set by the teacher when the allocation type is a collective allocation type, obtain the list corresponding to the collective goal, and generate a list of first-category practical training subtask releases;

[0016] When the allocation type is a customized class, the customized object is determined, and a release list of the second type of practical training subtasks is generated;

[0017] When the allocation type is a strength allocation type, relevant learning data corresponding to the virtual training scenarios of the students in charge of the teacher are respectively obtained, and the learning ability of each student is determined based on the relevant learning data, and the students are divided into groups based on the learning ability to obtain multiple student groups;

[0018] Based on the capability requirements corresponding to the carbon management practical training tasks, a matching student group is determined, and a release list of the third type of practical training subtasks is generated according to the matching student group;

[0019] The task distribution subunit is used to distribute the to-be-released practical training subtasks to the student terminals of corresponding students according to the first practical training subtask release list, the second practical training subtask release list or the third practical training subtask release list to generate carbon management practical training tasks.

[0020] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the task progress tracking module includes:

[0021] The task tracking unit is used to monitor the operation of students' carbon management training tasks and generate task execution data based on the students' operation status;

[0022] The task reminder unit is used to generate a task reminder timeline based on the task expiration date set by the teacher and the task stage allocation of the carbon management practical training task. When any reminder time point on the task reminder timeline is reached and the student's completion progress is inconsistent with the preset task corresponding to the any reminder time point, the corresponding task reminder is issued to the student, and the task reminder is synchronously sent to the teacher;

[0023] The task evaluation unit is used to evaluate the students' task execution based on the task execution data and in combination with preset standards to obtain the task evaluation results.

[0024] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the task reminder unit includes:

[0025] The reminder timeline generation subunit is used to obtain the training content of the carbon management training task and determine the carbon management stage that matches the different training contents according to the preset stage division of the carbon management task;

[0026] Based on the preset completion order of the training content, determine the simulation alternation order of the carbon management stage, obtain the relevant learning data of each student, and determine the learning outcomes of different students at different carbon management stages based on the relevant learning data;

[0027] Based on the learning outcomes of different students at different carbon management stages and the difficulty of each training task, the time spent by different students on each training task is predicted;

[0028] Based on the time spent, with reference to the task expiration date, the task time is intelligently allocated, and the warning time point of each training task for each student is determined respectively;

[0029] Generate a task reminder timeline based on the multiple warning time points corresponding to each student.

[0030] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the task reminder unit includes:

[0031] The time allocation subunit is used to determine the total duration of the carbon management practical training task of the students based on the task end date and the current time;

[0032] Based on the time spent on each training task, calculate the minimum time it takes for students to complete the carbon management training task, compare the minimum time spent with the total task time, and determine whether the current task end date is set reasonably;

[0033] If it is unreasonable, a task duration warning will be sent to the student's corresponding teacher to remind him to make adjustments;

[0034] If it is reasonable, the adjustable time is obtained based on the difference between the minimum time spent and the total task time. The adjustable time is allocated according to the ratio of the time spent on each training task to the minimum time spent, and the final time spent on each training task is obtained, and the warning time point for each training task of each student is determined.

[0035] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the task evaluation unit includes:

[0036] The automatic evaluation subunit is used to determine the carbon management operation of the student on the current training task based on the task execution data, compare the carbon management reference with the preset operation of the current training task, obtain the operation similarity, and when the operation similarity is greater than the minimum similarity threshold, score the current training task based on the operation similarity and the task execution time relative to the task reminder timeline to obtain the task evaluation score;

[0037] The teacher evaluation subunit is used to send the task execution data to the responsible teacher when the operation similarity is less than or equal to the minimum similarity threshold, wait for the teacher to manually score, and obtain the task evaluation score of the current training task;

[0038] The assessment confirmation sub-unit is used to send the task assessment scores of all training tasks of the carbon management practical training task and the task completion results of the students to the responsible teacher for confirmation of the assessment results after the students complete the carbon management practical training task or the carbon management practical training task reaches the task termination time.

[0039] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the task evaluation adjustment module includes:

[0040] An intelligent processing unit, used to obtain the task evaluation results of the students, determine the average evaluation scores of the students at each carbon management stage based on the task evaluation results, and compare the average evaluation scores with the preset threshold scores corresponding to each carbon management stage;

[0041] When the average evaluation score is less than or equal to the corresponding preset threshold score, it is determined that the training effect of the student in the carbon management stage corresponding to the preset threshold score is not good;

[0042] When the average evaluation score is greater than the corresponding preset threshold score, it is determined that the student's training effect in the carbon management stage corresponding to the preset threshold score is good;

[0043] A report generating unit, for generating a detailed performance report based on the task evaluation results of the students and the training effect evaluation results of the students at each carbon management stage;

[0044] An intelligent adjustment unit is used to obtain the performance reports corresponding to different students respectively, determine the target stages where the carbon management training effects of different students are not good and the completion effects of each training task corresponding to the target stages;

[0045] Based on the completion results, the weak contents of carbon management training at each student's target stage are determined respectively, and based on the weak contents of carbon management training, the students' practical training contents are adjusted, and the adjustment results are sent to the corresponding students.

[0046] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, it is characterized in that the intelligent adjustment unit includes:

[0047] The first control management subunit is used to obtain the current carbon management practical training task content of the student, and set parameters according to the target scenario to determine the task difficulty and practical knowledge points corresponding to each training task of the current carbon management practical training task content of the student;

[0048] Based on the task difficulty and practical knowledge points, determine the basic training tasks and the advanced training tasks in the student's current carbon management practical training tasks;

[0049] Obtaining first single task evaluation scores corresponding to each basic training task respectively, comparing the first single task evaluation scores with preset pass scores corresponding to the task difficulty of the student's current carbon management practical training task, judging whether each basic training task is qualified respectively, and calculating a first pass rate of the basic training tasks of the student at the target stage where the carbon management training effect is not good;

[0050] When the first pass rate is greater than or equal to the minimum similarity threshold, it is determined that the student's carbon management knowledge mastery does not match the task difficulty corresponding to the current carbon management practical training task;

[0051] Obtain carbon management training tasks of secondary task difficulty as adjustment training tasks.

[0052] Preferably, in a teacher teaching management system for virtual simulation training based on carbon emission management, the intelligent adjustment unit further includes:

[0053] The second control management subunit is used to determine whether the student's carbon management knowledge mastery is consistent with the task difficulty corresponding to the current carbon management practical training task when the first pass rate is greater than or equal to the minimum similarity threshold, obtain the second single task evaluation score and the training task difficulty corresponding to the target improvement training task corresponding to the student in the target stage, compare the second single task evaluation score with the default pass score of the improvement task, and determine the qualified improvement training task of the student;

[0054] According to the qualified improvement training tasks and their corresponding training task difficulties, feature extraction is performed on the completion of the target improvement training tasks of the students in the target stage to obtain the distribution features of the completion of the improvement tasks of the students;

[0055] Based on the distribution characteristics of the completion of the improvement tasks and the correlation between the carbon management knowledge points of each management task, the weak content of the carbon management training of the student at the current stage is determined, and based on the weak content of the carbon management training, a plurality of candidate training tasks of different task difficulties suitable for the current target training scenario are obtained;

[0056] According to the progressive difficulty relationship between each candidate training task, the training tasks are grouped to obtain similar task groups. According to the preset task adjustment ratio, random tasks are extracted from each similar task group to obtain multiple selected training tasks. Based on the correlation between the multiple selected training tasks and the corresponding elements in the current target training scenario, the execution order of the selected training tasks is sorted to generate an adjusted training task.

[0057] Compared with the prior art, the present invention has at least the following beneficial effects:

[0058] The present invention creates the to-be-released practical training subtasks based on the teacher setting information through the task creation and release module, and releases the to-be-released practical training subtasks according to the practical training subtask release list. The teacher can centrally set the practical training subtask information, quickly create and accurately release tasks to the student groups corresponding to the specific practical training subtask release list, avoiding the tediousness of traditional manual notification of tasks one by one, saving a lot of time and energy, and at the same time ensuring that each student can timely and accurately know the carbon management practical training tasks they need to complete, reducing problems such as students' misunderstanding or omission of tasks due to poor information communication, and laying the foundation for the smooth development of practical training; the task progress tracking module collects the task execution data of each student based on the practical training subtask release results, and evaluates the student's task progress and task execution status according to the task execution data to obtain the task evaluation results, so that the teacher can understand each student's progress in real time and comprehensively. The progress in the practical training subtasks can detect students who are lagging behind at any time and intervene in time to ensure that the overall teaching progress is carried out as planned. In addition, the task execution status of students is evaluated based on task execution data, which can objectively and meticulously reflect the students' mastery of knowledge and the level of application of skills, and provide a strong basis for subsequent training content adjustment and personalized guidance; the task evaluation results are sorted and analyzed through the task evaluation adjustment module to generate a detailed performance report, so that students and teachers can clearly understand their strengths and weaknesses, and adjust the students' practical training content according to the performance report, and send the adjustment results to the corresponding students. It can target the common problems or weak links of students to make teaching more in line with their actual needs, improve the pertinence, effectiveness and flexibility of teaching, form a virtuous circle of teaching and learning, meet the learning rhythm and needs of different students, and help stimulate students' learning enthusiasm and potential. In the present invention, teachers can flexibly set task scenarios and parameters according to different course requirements and teaching objectives, and evaluate students' training performance according to their task execution data in the carbon management training simulation scenario, providing a basis for timely feedback and guidance in students' carbon management learning process. The system can provide personalized carbon management training plans according to students' learning progress and ability level, and make timely adjustments to students' training content according to their actual training situation. Multiple rounds of simulation and practice on students' weak content are carried out to greatly improve the flexibility and pertinence of learning.

[0059] Other features and advantages of the present invention will be described in the following description, and partly become apparent from the description, or understood by practicing the present invention. The purpose and other advantages of the present invention can be realized and obtained by the structures specifically pointed out in this application document.

[0060] The technical solution of the present invention is further described in detail below through the accompanying drawings and embodiments. BRIEF DESCRIPTION OF THE DRAWINGS

[0061] The accompanying drawings are used to provide a further understanding of the present invention and constitute a part of the specification. Together with the embodiments of the present invention, they are used to explain the present invention and do not constitute a limitation of the present invention. In the accompanying drawings:

[0062] Figure 1 This is a structural diagram of a teacher teaching management system for virtual simulation training based on carbon emission management according to the present invention;

[0063] Figure 2 A structural diagram of a task creation and publishing module for a teacher teaching management system for virtual simulation training based on carbon emission management according to the present invention;

[0064] Figure 3 This is a structural diagram of a task progress tracking module of a teacher teaching management system for virtual simulation training based on carbon emission management according to the present invention;

[0065] Figure 4 This is a structural diagram of a task evaluation adjustment module of a teacher teaching management system for virtual simulation training based on carbon emission management in the present invention. DETAILED DESCRIPTION

[0066] The preferred embodiments of the present invention are described below in conjunction with the accompanying drawings. It should be understood that the preferred embodiments described herein are only used to illustrate and explain the present invention, and are not used to limit the present invention.

[0067] Embodiment 1:

[0068] The present invention provides a teacher teaching management system based on virtual simulation training of carbon emission management, such as Figure 1 As shown, including:

[0069] The task creation and release module is used to create the training subtasks to be released based on the teacher's setting information, and release the training subtasks to be released according to the training subtask release list;

[0070] The task progress tracking module is used to publish the results based on the practical training subtasks, collect the task execution data of each student, and evaluate the student's task progress and task execution status based on the task execution data to obtain the task evaluation results;

[0071] The task evaluation adjustment module is used to organize and analyze the task evaluation results, generate a detailed performance report, adjust the students' practical training content based on the performance report, and send the adjustment results to the corresponding students.

[0072] In this embodiment, the task execution data refers to the operation data of students when performing carbon management training tasks. The carbon management training tasks involve multiple training stages such as carbon emission management, carbon trading market, carbon asset accounting, and a number of qualification trainings. Each training stage contains multiple training tasks, which may need to be completed simultaneously or separately.

[0073] The beneficial effects of the above technical solution: the present invention creates the to-be-released practical training subtasks based on the teacher setting information through the task creation and release module, and releases the to-be-released practical training subtasks according to the practical training subtask release list. The teacher can centrally set the practical training subtask information, quickly create and accurately release tasks to the student groups corresponding to the specific practical training subtask release list, avoiding the tediousness of traditional manual notification of tasks one by one, saving a lot of time and energy, while also ensuring that each student can know the carbon management practical training tasks they need to complete in a timely and accurate manner, reducing problems such as students' misunderstanding or omissions of tasks due to poor information communication, and laying the foundation for the smooth implementation of practical training; the task progress tracking module collects the task execution data of each student based on the practical training subtask release results, and evaluates the students' task progress and task execution status based on the task execution data to obtain the task evaluation results, so that the teacher can understand the practical training tasks in real time and comprehensively. By understanding the progress of each student in the practical training subtask, students who are lagging behind can be discovered at any time and intervened in time to ensure that the overall teaching progress is carried out as planned. In addition, the task execution status of students can be evaluated based on task execution data, which can objectively and meticulously reflect the students' mastery of knowledge and the level of application of skills, and provide a strong basis for subsequent training content adjustment and personalized guidance. The task evaluation adjustment module can organize and analyze the task evaluation results and generate a detailed performance report, so that students and teachers can clearly understand their own strengths and weaknesses, and adjust the students' practical training content according to the performance report, and send the adjustment results to the corresponding students. It can target the common problems or weak links of students to make teaching more in line with their actual needs, improve the pertinence, effectiveness and flexibility of teaching, form a virtuous circle of teaching and learning, meet the learning rhythm and needs of different students, and help stimulate students' learning enthusiasm and potential. In the present invention, teachers can flexibly set task scenarios and parameters according to different course requirements and teaching objectives, and evaluate students' training performance according to their task execution data in the carbon management training simulation scenario, providing a basis for timely feedback and guidance in students' carbon management learning process. The system can provide personalized carbon management training plans according to students' learning progress and ability level, and make timely adjustments to students' training content according to their actual training situation. Multiple rounds of simulation and practice on students' weak content are carried out to greatly improve the flexibility and pertinence of learning.

[0074] Embodiment 2:

[0075] Based on Example 1, the task creation allocation module is as follows: Figure 2 As shown, including:

[0076] A task creation unit, used to obtain the teacher's task attribute setting information and task parameter setting information, adjust the carbon management simulation training scenario selected by the teacher based on the task parameter setting information and task attribute setting information, obtain the target training scenario, and generate a training subtask to be released;

[0077] The task allocation unit is used to determine the release list of the training subtasks based on the allocation rules preset by the teacher, and distribute the training subtasks to be released to the student terminals of the corresponding students according to the release list of the training subtasks to generate carbon management training tasks;

[0078] The release reminder unit is used to send a carbon management training task release notification to the associated mobile terminal of the corresponding student.

[0079] In this embodiment, the preset allocation rules include allocating training subtasks according to class, group, individual, and student ability level (ie, carbon management knowledge mastery).

[0080] In this embodiment, the practice subtask release list includes three lists: a first practice subtask release list, a second practice subtask release list, and a third practice subtask release list.

[0081] The beneficial effects of the above technical solution: In the present invention, teachers can flexibly set task attributes and parameters according to teaching objectives and students' actual conditions, such as adjusting the type, quantity, and difficulty of emission reduction targets of carbon emission sources in carbon management simulation training scenarios, so as to accurately customize target training scenarios and practical training subtasks that meet specific teaching needs, making teaching content more targeted and effectively improving students' ability to cope with different carbon management scenarios and their mastery of professional knowledge. At the same time, teachers are given full autonomy to design tasks, and are encouraged to continuously explore new teaching methods and carbon management teaching scenarios, which is conducive to promoting teaching innovation, promoting teaching content to keep pace with the times, and better adapting to the requirements of the continuous development and changes in the field of carbon emission management. The practical training subtasks formulated by teachers are distributed through the task allocation unit, which greatly improves the efficiency and accuracy of task allocation, and sends the carbon management practical training task release notification to the corresponding student's associated mobile terminal through the release reminder unit, which can ensure that students know that the carbon management practical training task has been released at the first time, avoid missing task information due to students' failure to check the student terminal in time, and ensure the timeliness and effectiveness of teaching information transmission.

[0082] Embodiment 3:

[0083] Based on Example 2, the task allocation unit includes

[0084] The type identification subunit is used to identify the teacher's preset allocation rule and determine the allocation type corresponding to the teacher's preset allocation rule according to the identification result;

[0085] A list generation subunit is used to determine the collective goal set by the teacher when the allocation type is a collective allocation type, obtain the list corresponding to the collective goal, and generate a list of first-category practical training subtask releases;

[0086] When the allocation type is a customized class, the customized object is determined, and a release list of the second type of practical training subtasks is generated;

[0087] When the allocation type is a strength allocation type, relevant learning data corresponding to the virtual training scenarios of the students in charge of the teacher are respectively obtained, and the learning ability of each student is determined based on the relevant learning data, and the students are divided into groups based on the learning ability to obtain multiple student groups;

[0088] Based on the capability requirements corresponding to the carbon management practical training tasks, a matching student group is determined, and a release list of the third type of practical training subtasks is generated according to the matching student group;

[0089] The task distribution subunit is used to distribute the to-be-released practical training subtasks to the student terminals of corresponding students according to the first practical training subtask release list, the second practical training subtask release list or the third practical training subtask release list to generate carbon management practical training tasks.

[0090] In this embodiment, the relevant learning data refers to the students' carbon management knowledge learning performance data related to the carbon management simulation training scenario corresponding to the current training subtask.

[0091] In this embodiment, collective allocation refers to the allocation of tasks according to classes or groups. Customized allocation refers to the allocation of subtasks for individual training. Strength allocation refers to the allocation of tasks according to the learning ability level of students.

[0092] The beneficial effects of the above technical solution: the present invention uses a type identification subunit to identify the teacher's preset allocation rules, and determines the allocation type corresponding to the teacher's preset allocation rules according to the identification results, and then performs corresponding processing according to the allocation type to generate a corresponding training subtask release list, and distributes tasks according to the corresponding training subtask release list. It can flexibly respond to teachers' diverse teaching arrangement needs. No matter what style the teacher adopts or for what teaching purpose to formulate the allocation rules, the system can quickly identify and respond accordingly, avoiding the problem of a single allocation method that cannot meet complex teaching scenarios, and improving the adaptability and flexibility of the entire task allocation link.

[0093] Embodiment 4:

[0094] Based on Example 1, the task progress tracking module, such as Figure 3 As shown, including:

[0095] The task tracking unit is used to monitor the operation of students' carbon management training tasks and generate task execution data based on the students' operation status;

[0096] The task reminder unit is used to generate a task reminder timeline based on the task expiration date set by the teacher and the task stage allocation of the carbon management practical training task. When any reminder time point on the task reminder timeline is reached and the student's completion progress is inconsistent with the preset task corresponding to the any reminder time point, the corresponding task reminder is issued to the student, and the task reminder is synchronously sent to the teacher;

[0097] The task evaluation unit is used to evaluate the students' task execution based on the task execution data and in combination with preset standards to obtain the task evaluation results.

[0098] The beneficial effects of the above technical solution: the present invention monitors the operation status of students' carbon management practical training tasks through the task tracking unit, and generates task execution data according to the students' operation status. The teacher can fully and carefully understand the specific performance of each student in the practical training process, and provide a basis for the teacher to promptly discover problems in students' actual operations and provide guidance. The task reminder unit generates a task reminder timeline based on the task end date set by the teacher and the task stage allocation of the carbon management practical training task. When any reminder time point on the task reminder timeline is reached, if the student's completion progress is inconsistent with the preset task corresponding to the any reminder time point, the corresponding task reminder is issued to the student, and the task reminder is sent to the teacher synchronously, thereby realizing automatic supervision of carbon management practical training tasks. Help students clearly plan their time schedule for completing the sub-tasks of the training, so that they can develop good time management habits, advance tasks at a reasonable pace, and avoid the situation where they cannot complete the tasks on time due to procrastination or unreasonable time arrangements. This helps to ensure that the task progress of all students is relatively balanced. At the same time, it also enables teachers to know the students' task execution status in a timely manner, strengthen the interaction between students and teachers in carbon management training, and evaluate the students' task execution status based on the task execution data and preset standards through the task evaluation unit. The task evaluation results are obtained, and timely feedback on students' carbon management training performance is achieved, which is conducive to students to understand their strengths and weaknesses in the sub-tasks of the training in a timely manner, and to adjust unreasonable operation settings in a timely manner. It also provides a reference basis for teachers to guide students.

[0099] Embodiment 5:

[0100] Based on the fourth embodiment, the task reminder unit includes:

[0101] The reminder timeline generation subunit is used to obtain the training content of the carbon management training task and determine the carbon management stage that matches the different training contents according to the preset stage division of the carbon management task;

[0102] Based on the preset completion order of the training content, determine the simulation alternation order of the carbon management stage, obtain the relevant learning data of each student, and determine the learning outcomes of different students at different carbon management stages based on the relevant learning data;

[0103] Based on the learning outcomes of different students at different carbon management stages and the difficulty of each training task, the time spent by different students on each training task is predicted;

[0104] Based on the time spent, with reference to the task expiration date, the task time is intelligently allocated, and the warning time point of each training task for each student is determined respectively;

[0105] Generate a task reminder timeline based on the multiple warning time points corresponding to each student.

[0106] The beneficial effects of the above technical solution are as follows: the present invention obtains the training content of the carbon management practical training task, and determines the carbon management stage that matches different training contents according to the preset stage division of the carbon management task; determines the simulation alternation order of the carbon management stage based on the preset completion order of the training content, obtains the relevant learning data of each student respectively, and determines the learning outcomes of different students in different carbon management stages based on the relevant learning data; predicts the time spent by different students on each training task based on the learning outcomes of different students in different carbon management stages and the difficulty of each training task; based on the spent time and with reference to the task end date, intelligently allocates the task time, and determines the warning time point for each training task of each student respectively; generates a task reminder timeline based on the multiple warning time points corresponding to each student, and plans the student training subtasks according to the student's time learning situation, which can help students clearly plan their time progress for completing the training subtasks and cultivate good learning habits for students.

[0107] Embodiment 6:

[0108] Based on Embodiment 5, the task reminder unit includes:

[0109] The time allocation subunit is used to determine the total duration of the carbon management practical training task of the students based on the task end date and the current time;

[0110] Based on the time spent on each training task, calculate the minimum time it takes for students to complete the carbon management training task, compare the minimum time spent with the total task time, and determine whether the current task end date is set reasonably;

[0111] If it is unreasonable, a task duration warning will be sent to the student's corresponding teacher to remind him to make adjustments;

[0112] If it is reasonable, the adjustable time is obtained based on the difference between the minimum time spent and the total task time. The adjustable time is allocated according to the ratio of the time spent on each training task to the minimum time spent, and the final time spent on each training task is obtained, and the warning time point for each training task of each student is determined.

[0113] In this embodiment, the minimum time spent refers to the sum of the time spent on all training tasks of the carbon management training task.

[0114] In this embodiment, when the minimum cost duration is greater than or equal to the total task duration, it is determined that the setting of the current task termination date is reasonable; otherwise, it is unreasonable.

[0115] The beneficial effects of the above technical solution: the present invention first determines the total task duration of the student's carbon management practical training task based on the task expiration date and the current time; then calculates the minimum time required for the student to complete the carbon management practical training task based on the time required for each training task, compares the minimum time required with the total task duration, determines whether the current task expiration date is set reasonably, and sends a task duration warning to the student's corresponding responsible teacher if it is unreasonable, reminding the responsible teacher to make adjustments, thereby realizing the detection and customization of the task completion time according to the student's learning ability, ensuring that the student has sufficient time to complete the training within the specified time of the task. Subtasks are set up to achieve the purpose of filling in the gaps in carbon management learning through simulation training. When reasonable, the adjustable time is obtained based on the difference between the minimum time spent and the total task time. The adjustable time is allocated according to the ratio of the time spent on each training task to the minimum time spent, and the final time spent on each training task is obtained. The warning time point for each training task of each student is determined. While urging students to complete the training tasks within the specified time, business students reserve time for thinking in simulation training, which is conducive to students reflecting on their own practical training subtasks according to the task evaluation structure and promptly correcting deficiencies in the execution of practical training subtasks.

[0116] Embodiment 7:

[0117] Based on Embodiment 6, the task evaluation unit includes:

[0118] The automatic evaluation subunit is used to determine the carbon management operation of the student on the current training task based on the task execution data, compare the carbon management reference with the preset operation of the current training task, obtain the operation similarity, and when the operation similarity is greater than the minimum similarity threshold, score the current training task based on the operation similarity and the task execution time relative to the task reminder timeline to obtain the task evaluation score;

[0119] The teacher evaluation subunit is used to send the task execution data to the responsible teacher when the operation similarity is less than or equal to the minimum similarity threshold, wait for the teacher to manually score, and obtain the task evaluation score of the current training task;

[0120] The assessment confirmation sub-unit is used to send the task assessment scores of all training tasks of the carbon management practical training task and the task completion results of the students to the responsible teacher for confirmation of the assessment results after the students complete the carbon management practical training task or the carbon management practical training task reaches the task termination time.

[0121] In this embodiment, the minimum similarity threshold value range is [0.5, 0.8]. The larger the value range, the smaller the automatic evaluation range, but the higher the accuracy.

[0122] In this embodiment, multiple preset operations can also be set according to needs, so as to improve the system's ability to evaluate the completion of students' practical training subtasks, and compare the students' carbon management operations with each preset operation to determine whether there are solutions in the preset operations that are similar to the students' operations.

[0123] The beneficial effects of the above technical solution are as follows: the present invention determines the student's carbon management operation on the current training task based on task execution data, compares the carbon management reference with the preset operation of the current training task, obtains operation similarity, and compares the operation similarity with the minimum similarity threshold, and judges whether the student's actual completion plan and the preset evaluation standard plan are the same according to the comparison result; when the operation similarity is greater than the minimum similarity threshold, it is determined that the student's actual completion plan and the preset evaluation standard plan are the same; based on the operation similarity and the task execution time relative to the task reminder timeline, the current training task is scored to obtain a task evaluation score, thereby achieving the student's carbon Management realizes automatic evaluation of task completion, ensures rapid processing of task completion results, effectively improves task feedback efficiency, and when students propose carbon management treatment methods that are different from the preset evaluation criteria, they are sent to teachers for manual evaluation, which is conducive to protecting students' creativity and providing multiple possibilities for the realization of carbon management goals. After students complete the carbon management training task or the carbon management training task reaches the task end time, the task evaluation scores of all training tasks of the students in the carbon management training task and the task completion effect are sent to the responsible teacher for confirmation of the evaluation results. While reducing the workload of teachers' task evaluation, teachers will conduct the final review to provide guarantee for the quality of task evaluation.

[0124] Embodiment 8:

[0125] Based on Example 1, the task evaluation adjustment module, such as Figure 4 As shown, including:

[0126] An intelligent processing unit, used to obtain the task evaluation results of the students, determine the average evaluation scores of the students at each carbon management stage based on the task evaluation results, and compare the average evaluation scores with the preset threshold scores corresponding to each carbon management stage;

[0127] When the average evaluation score is less than or equal to the corresponding preset threshold score, it is determined that the training effect of the student in the carbon management stage corresponding to the preset threshold score is not good;

[0128] When the average evaluation score is greater than the corresponding preset threshold score, it is determined that the student's training effect in the carbon management stage corresponding to the preset threshold score is good;

[0129] A report generating unit, for generating a detailed performance report based on the task evaluation results of the students and the training effect evaluation results of the students at each carbon management stage;

[0130] An intelligent adjustment unit is used to obtain the performance reports corresponding to different students respectively, determine the target stages where the carbon management training effects of different students are not good and the completion effects of each training task corresponding to the target stages;

[0131] Based on the completion results, the weak contents of carbon management training at each student's target stage are determined respectively, and based on the weak contents of carbon management training, the students' practical training contents are adjusted, and the adjustment results are sent to the corresponding students.

[0132] In this embodiment, the preset threshold score ranges from [60, 100). Different task difficulties, that is, different required student learning ability levels, correspond to different values. For example, the preset threshold score corresponding to the lowest difficulty carbon management training task is 80. The preset threshold score corresponding to the highest difficulty carbon management training task is 70. Students and teachers can set their own settings according to their actual learning needs, and the teacher's setting priority is greater than that of the student, and the student's settings can be changed.

[0133] The beneficial effects of the above technical solution: the present invention classifies the multiple training subtasks included in the carbon management training task according to the multiple stages of carbon management, and calculates the average evaluation scores of students at each carbon management stage according to the classification results, and compares the average evaluation scores with the preset threshold scores corresponding to each carbon management stage, so as to judge the performance of students at each stage of carbon management, and provide a basis for the adjustment of subsequent training tasks, and then generates a detailed performance report based on the task evaluation results of students and the training effect evaluation results of students at each carbon management stage through the report generation unit, so that students and teachers can clearly understand their own strengths and weaknesses, and conduct an assessment of the students' training content according to the performance report. Adjustments are made, and finally, the performance reports corresponding to different students are obtained through the intelligent adjustment unit to determine the target stages in which the carbon management training effects of different students are not good and the completion effects of each training task corresponding to the target stage; based on the completion effects, the weak contents of the carbon management training at the target stage of each student are determined respectively, and based on the weak contents of the carbon management training, the students' practical training contents are adjusted, and the adjustment results are sent to the corresponding students. This can target the common problems or weak links of students to make teaching more in line with their actual needs, improve the pertinence, effectiveness and flexibility of teaching, form a virtuous circle of teaching and learning, meet the learning rhythm and needs of different students, and help stimulate students' learning enthusiasm and potential.

[0134] Embodiment 9:

[0135] On the basis of Embodiment 8, the intelligent adjustment unit includes:

[0136] The first control management subunit is used to obtain the current carbon management practical training task content of the student, and set parameters according to the target scenario to determine the task difficulty and practical knowledge points corresponding to each training task of the current carbon management practical training task content of the student;

[0137] Based on the task difficulty and practical knowledge points, determine the basic training tasks and the advanced training tasks in the student's current carbon management practical training tasks;

[0138] Obtaining first single task evaluation scores corresponding to each basic training task respectively, comparing the first single task evaluation scores with preset pass scores corresponding to the task difficulty of the student's current carbon management practical training task, judging whether each basic training task is qualified respectively, and calculating a first pass rate of the basic training tasks of the student at the target stage where the carbon management training effect is not good;

[0139] When the first pass rate is greater than or equal to the minimum similarity threshold, it is determined that the student's carbon management knowledge mastery does not match the task difficulty corresponding to the current carbon management practical training task;

[0140] Obtaining carbon management training tasks of secondary task difficulty as adjustment training tasks;

[0141] The second control management subunit is used to determine whether the student's carbon management knowledge mastery is consistent with the task difficulty corresponding to the current carbon management practical training task when the first pass rate is greater than or equal to the minimum similarity threshold, obtain the second single task evaluation score and the training task difficulty corresponding to the target improvement training task corresponding to the student in the target stage, compare the second single task evaluation score with the default pass score of the improvement task, and determine the qualified improvement training task of the student;

[0142] According to the qualified improvement training tasks and their corresponding training task difficulties, feature extraction is performed on the completion of the target improvement training tasks of the students in the target stage to obtain the distribution features of the completion of the improvement tasks of the students;

[0143] Based on the distribution characteristics of the completion of the improvement tasks and the correlation between the carbon management knowledge points of each management task, the weak content of the carbon management training of the student at the current stage is determined, and based on the weak content of the carbon management training, a plurality of candidate training tasks of different task difficulties suitable for the current target training scenario are obtained;

[0144] According to the progressive difficulty relationship between each candidate training task, the training tasks are grouped to obtain similar task groups. According to the preset task adjustment ratio, random tasks are extracted from each similar task group to obtain multiple selected training tasks. Based on the correlation between the multiple selected training tasks and the corresponding elements in the current target training scenario, the execution order of the selected training tasks is sorted to generate an adjusted training task.

[0145] Beneficial effects of the above technical solution: The present invention can accurately judge the students' actual mastery of carbon management knowledge and skills and determine the degree of matching with the current task difficulty by analyzing the task difficulty, practical knowledge points and completion of basic training tasks of the students' current carbon management training tasks. For example, if the students perform well in the basic training tasks and are higher than the expected qualified level, it means that the current task difficulty may no longer be challenging for them and they need higher-level tasks to further improve. When it is determined that the students' knowledge mastery does not match the current task difficulty, the training tasks of the secondary task difficulty can be automatically obtained as the adjustment training tasks to provide students with learning challenges that are more suitable for their ability levels, and avoid students losing interest in learning or being unable to improve effectively due to tasks that are too difficult or too easy. This personalized task adjustment mechanism helps each student to gradually improve their carbon management ability at an appropriate difficulty gradient, realize teaching students in accordance with their aptitude, calculate the first qualified rate of the basic training tasks and compare them with the lowest similarity threshold, and provide quantitative evaluation indicators for students' learning outcomes. Students can intuitively understand whether their performance in the basic training part has reached the expected level. Teachers can also grasp the overall learning status of the student group more accurately based on these data, so as to provide targeted guidance and adjust teaching strategies in the teaching process. After determining that the students' knowledge mastery is consistent with the difficulty of the current task, further analyze the completion of the improvement training task. By obtaining the evaluation score of the second single task and comparing it with the default qualified score of the improvement task, the qualified improvement training task can be determined. This can deeply understand the strengths and weaknesses of students in higher-level tasks and tap the potential of students in carbon management knowledge application and comprehensive skills. Feature extraction is performed based on qualified improvement training tasks and their difficulty, and the weak training content is determined in combination with the correlation relationship of carbon management knowledge points. This multi-dimensional analysis method can accurately find out the knowledge gaps and skill shortcomings of students in carbon management training. For example, if it is found that students perform poorly in the improvement training task involving the application of specific carbon emission reduction technologies, it can be clearly stated that this is their weak content, which provides a clear direction for subsequent targeted training. Based on the determined weak content, multiple candidate training tasks suitable for the current target training scenario are obtained, and the training tasks are adjusted by grouping, random extraction, and sorting according to the correlation of scenario elements according to the progressive relationship of task difficulty. The adjustment tasks generated in this way are both targeted, able to focus on students' weaknesses for intensive training, and diverse and logical. Through a combination of tasks of different difficulty levels and a reasonable execution sequence arrangement, they help students improve their carbon management capabilities in a comprehensive and systematic manner. At the same time, they also enrich the practical training content and improve students' learning enthusiasm and participation.

[0146] Obviously, those skilled in the art can make various changes and modifications to the present invention without departing from the spirit and scope of the present invention. Thus, if these modifications and variations of the present invention fall within the scope of the claims of the present invention and their equivalents, the present invention is also intended to include these modifications and variations.

Claims

1. A teacher teaching management system for virtual simulation training based on carbon emission management, characterized in that: include: The task creation and release module is used to create the training subtasks to be released based on the teacher's setting information, and release the training subtasks to be released according to the training subtask release list; The task progress tracking module is used to publish the results based on the practical training subtasks, collect the task execution data of each student, and evaluate the student's task progress and task execution status based on the task execution data to obtain the task evaluation results; The task evaluation adjustment module is used to organize and analyze the task evaluation results, generate a detailed performance report, adjust the students' practical training content based on the performance report, and send the adjustment results to the corresponding students.

2. According to claim 1, a teacher teaching management system for virtual simulation training based on carbon emission management is characterized in that: Task creation and assignment module, including: A task creation unit, used to obtain the teacher's task attribute setting information and task parameter setting information, adjust the carbon management simulation training scenario selected by the teacher based on the task parameter setting information and task attribute setting information, obtain the target training scenario, and generate a training subtask to be released; The task allocation unit is used to determine the release list of the training subtasks based on the allocation rules preset by the teacher, and distribute the training subtasks to be released to the student terminals of the corresponding students according to the release list of the training subtasks to generate carbon management training tasks; The release reminder unit is used to send a carbon management training task release notification to the corresponding student's associated mobile terminal.

3. According to claim 2, a teacher teaching management system for virtual simulation training based on carbon emission management is characterized in that: Task allocation unit, including The type identification subunit is used to identify the teacher's preset allocation rule and determine the allocation type corresponding to the teacher's preset allocation rule according to the identification result; A list generation subunit is used to determine the collective goal set by the teacher when the allocation type is a collective allocation type, obtain the list corresponding to the collective goal, and generate a list of first-category practical training subtask releases; When the allocation type is a customized class, the customized object is determined, and a release list of the second type of practical training subtasks is generated; When the allocation type is a strength allocation type, relevant learning data corresponding to the virtual training scenarios of the students in charge of the teacher are respectively obtained, and the learning ability of each student is determined based on the relevant learning data, and the students are divided into groups based on the learning ability to obtain multiple student groups; Based on the capability requirements corresponding to the carbon management practical training tasks, a matching student group is determined, and a release list of the third type of practical training subtasks is generated according to the matching student group; The task distribution subunit is used to distribute the to-be-released practical training subtasks to the student terminals of corresponding students according to the first practical training subtask release list, the second practical training subtask release list or the third practical training subtask release list to generate carbon management practical training tasks.

4. According to claim 1, a teacher teaching management system for virtual simulation training based on carbon emission management is characterized in that: Task progress tracking module, including: The task tracking unit is used to monitor the operation of students' carbon management training tasks and generate task execution data based on the students' operation status; The task reminder unit is used to generate a task reminder timeline based on the task expiration date set by the teacher and the task stage allocation of the carbon management practical training task. When any reminder time point on the task reminder timeline is reached and the student's completion progress is inconsistent with the preset task corresponding to the any reminder time point, the corresponding task reminder is issued to the student, and the task reminder is synchronously sent to the teacher; The task evaluation unit is used to evaluate the students' task execution based on the task execution data and in combination with preset standards to obtain the task evaluation results.

5. A teacher teaching management system for virtual simulation training based on carbon emission management according to claim 4, characterized in that: Task reminder unit, including: The reminder timeline generation subunit is used to obtain the training content of the carbon management training task and determine the carbon management stage that matches the different training contents according to the preset stage division of the carbon management task; Based on the preset completion order of the training content, determine the simulation alternation order of the carbon management stage, obtain the relevant learning data of each student, and determine the learning outcomes of different students at different carbon management stages based on the relevant learning data; Based on the learning outcomes of different students at different carbon management stages and the difficulty of each training task, the time spent by different students on each training task is predicted; Based on the time spent, with reference to the task expiration date, the task time is intelligently allocated, and the warning time point of each training task for each student is determined respectively; Generate a task reminder timeline based on the multiple warning time points corresponding to each student.

6. A teacher teaching management system for virtual simulation training based on carbon emission management according to claim 5, characterized in that: Task reminder unit, including: The time allocation subunit is used to determine the total duration of the carbon management practical training task of the students based on the task end date and the current time; Based on the time spent on each training task, calculate the minimum time it takes for students to complete the carbon management training task, compare the minimum time spent with the total task time, and determine whether the current task end date is set reasonably; If it is unreasonable, a task duration warning will be sent to the student's corresponding teacher to remind him to make adjustments; If it is reasonable, the adjustable time is obtained based on the difference between the minimum time spent and the total task time. The adjustable time is allocated according to the ratio of the time spent on each training task to the minimum time spent, and the final time spent on each training task is obtained, and the warning time point for each training task of each student is determined.

7. A teacher teaching management system for virtual simulation training based on carbon emission management according to claim 6, characterized in that: Task Assessment Unit, including: The automatic evaluation subunit is used to determine the carbon management operation of the student on the current training task based on the task execution data, compare the carbon management reference with the preset operation of the current training task, obtain the operation similarity, and when the operation similarity is greater than the minimum similarity threshold, score the current training task based on the operation similarity and the task execution time relative to the task reminder timeline to obtain the task evaluation score; The teacher evaluation subunit is used to send the task execution data to the responsible teacher when the operation similarity is less than or equal to the minimum similarity threshold, wait for the teacher to manually score, and obtain the task evaluation score of the current training task; The assessment confirmation sub-unit is used to send the task assessment scores of all training tasks of the carbon management practical training task and the task completion results of the students to the responsible teacher for confirmation of the assessment results after the students complete the carbon management practical training task or the carbon management practical training task reaches the task termination time.

8. According to claim 1, a teacher teaching management system for virtual simulation training based on carbon emission management is characterized in that: Task evaluation adjustment module, including: An intelligent processing unit, used to obtain the task evaluation results of the students, determine the average evaluation scores of the students at each carbon management stage based on the task evaluation results, and compare the average evaluation scores with the preset threshold scores corresponding to each carbon management stage; When the average evaluation score is less than or equal to the corresponding preset threshold score, it is determined that the training effect of the student in the carbon management stage corresponding to the preset threshold score is not good; When the average evaluation score is greater than the corresponding preset threshold score, it is determined that the student's training effect in the carbon management stage corresponding to the preset threshold score is good; A report generating unit, for generating a detailed performance report based on the task evaluation results of the students and the training effect evaluation results of the students at each carbon management stage; An intelligent adjustment unit is used to obtain the performance reports corresponding to different students respectively, determine the target stages where the carbon management training effects of different students are not good and the completion effects of each training task corresponding to the target stages; Based on the completion results, the weak contents of carbon management training at each student's target stage are determined respectively, and based on the weak contents of carbon management training, the students' practical training contents are adjusted, and the adjustment results are sent to the corresponding students.

9. A teacher teaching management system for virtual simulation training based on carbon emission management according to claim 8, characterized in that: Intelligent adjustment unit, including: The first control management subunit is used to obtain the current carbon management practical training task content of the student, and set parameters according to the target scenario to determine the task difficulty and practical knowledge points corresponding to each training task of the current carbon management practical training task content of the student; Based on the task difficulty and practical knowledge points, determine the basic training tasks and the advanced training tasks in the student's current carbon management practical training tasks; Obtaining first single task evaluation scores corresponding to each basic training task respectively, comparing the first single task evaluation scores with preset pass scores corresponding to the task difficulty of the student's current carbon management practical training task, judging whether each basic training task is qualified respectively, and calculating a first pass rate of the basic training tasks of the student at the target stage where the carbon management training effect is not good; When the first pass rate is greater than or equal to the minimum similarity threshold, it is determined that the student's carbon management knowledge mastery does not match the task difficulty corresponding to the current carbon management practical training task; Obtain carbon management training tasks of secondary task difficulty as adjustment training tasks.

10. A teacher teaching management system for virtual simulation training based on carbon emission management according to claim 9, characterized in that: The intelligent adjustment unit also includes: The second control management subunit is used to determine whether the student's carbon management knowledge mastery is consistent with the task difficulty corresponding to the current carbon management practical training task when the first pass rate is greater than or equal to the minimum similarity threshold, obtain the second single task evaluation score and the training task difficulty corresponding to the target improvement training task corresponding to the student in the target stage, compare the second single task evaluation score with the default pass score of the improvement task, and determine the student's qualified improvement training task; According to the qualified improvement training tasks and their corresponding training task difficulties, feature extraction is performed on the completion of the target improvement training tasks of the students in the target stage to obtain the distribution features of the completion of the improvement tasks of the students; Based on the distribution characteristics of the completion of the improvement tasks and the correlation between the carbon management knowledge points of each management task, the weak content of the carbon management training of the student at the current stage is determined, and based on the weak content of the carbon management training, a plurality of candidate training tasks of different task difficulties suitable for the current target training scenario are obtained; According to the progressive difficulty relationship between each candidate training task, the training tasks are grouped to obtain similar task groups. According to the preset task adjustment ratio, random tasks are extracted from each similar task group to obtain multiple selected training tasks. Based on the correlation between the multiple selected training tasks and the corresponding elements in the current target training scenario, the execution order of the selected training tasks is sorted to generate an adjusted training task.

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