Remote control quay crane simulation training method and system

Abstract

The invention provides a simulation training method and system for a remote-control quay crane, and the method comprises the steps: correspondingly disassembling a simulation scene of the remote-control quay crane into a plurality of single subjects and a plurality of comprehensive subjects according to an actual working scene; for each single subject, adjusting the numerical value of each important parameter in the single subject, and simulating into a multi-level single subject training scene with difficulty gradient; assessment indexes and weight proportions are correspondingly set for the single-subject training scene and the comprehensive-subject training scene, and a corresponding assessment and evaluation standard table is generated; and evaluating and scoring each simulation training process of the user according to the assessment and evaluation standard table. According to the method, the user is assessed step by step in a difficulty grading mode, and the user can be helped to know the mastering condition and the ability grade in the training more clearly. A corresponding assessment target is set and quantified into an evaluation score, and training personnel are helped to visually obtain a training effect. The flexibility and the fine degree of simulation training of the remote control quay crane are improved.

Description

Technical Field

[0001] The present invention relates to the technical field of scene simulation, and more specifically, to a simulation training method, system, electronic equipment and storage medium for a remote-controlled quay crane. Background Art

[0002] In the port transportation industry, shore container cranes (quay cranes) are special cranes for loading and unloading container ships at the front of container terminals. They undertake key tasks such as container loading and unloading operations and yard operations. With the growth of global trade and the increase in container transportation volume, higher requirements are placed on the operating efficiency, safety and reliability of quay cranes. Accordingly, operation training, performance evaluation and optimization design of remote-controlled quay cranes have become important means to improve port transportation efficiency and quality.

[0003] Simulation technology is an information technology that uses computer technology to simulate real scenes. With the rapid development of simulation technology, applying it to R&D scenarios can greatly reduce development costs and development cycles; if it is applied to training scenarios, it can save training costs and improve training safety. Therefore, the use of simulation technology to implement operation training, performance evaluation and optimization design of remote-controlled quay cranes has positive significance.

[0004] In the existing technology, the simulation training of remote-controlled quay cranes is often very simple, usually training is carried out according to the training content customized in advance, and the training is not targeted and difficult, and there is no corresponding reasonable assessment system to evaluate the training results. Therefore, it is necessary to study an improved simulation training program for remote-controlled quay cranes. Summary of the invention

[0005] In view of the technical problems existing in the prior art, the present invention provides a remote-controlled quay crane simulation training method and system to improve the flexibility and assessment accuracy of the remote-controlled quay crane graded simulation training.

[0006] According to a first aspect of the present invention, a remote-controlled quay crane simulation training method is provided, comprising:

[0007] According to the actual working scene of the remote-controlled quay crane, the simulation scene of the remote-controlled quay crane is correspondingly disassembled into multiple single subjects and multiple comprehensive subjects, and the comprehensive subject includes multiple single subjects;

[0008] For each single subject, adjust the values ​​of each important parameter in the single subject to simulate a multi-level single subject training scenario with a difficulty gradient;

[0009] For single-subject training scenarios and comprehensive-subject training scenarios, set corresponding assessment indicators and weight ratios, and generate corresponding assessment evaluation standard tables;

[0010] Each simulation training process of the user is evaluated and scored according to the assessment standard table.

[0011] According to a second aspect of the present invention, there is provided a remote-controlled quay crane simulation training system, comprising:

[0012] A disassembly module is used to disassemble the remote-controlled quay crane simulation scene into a plurality of single subjects and a plurality of comprehensive subjects according to the actual working scene of the remote-controlled quay crane, wherein the comprehensive subject includes a plurality of single subjects;

[0013] The grading module is used to adjust the values ​​of important parameters in each subject to simulate a multi-level single subject training scenario with a difficulty gradient;

[0014] The standard generation module is used to set the assessment indicators and weight ratios for the single subject training scenarios and comprehensive subject training scenarios, and generate the corresponding assessment evaluation standard table;

[0015] The evaluation module is used to evaluate and score each user's simulation training process based on the assessment standard table.

[0016] According to a third aspect of the present invention, there is provided an electronic device comprising a memory and a processor, wherein the processor is configured to implement the steps of the above-mentioned remote-controlled quay crane simulation training method when executing a computer management program stored in the memory.

[0017] According to a fourth aspect of the present invention, there is provided a computer-readable storage medium on which a computer management program is stored, and when the computer management program is executed by a processor, the steps of the above-mentioned remote-controlled quay crane simulation training method are implemented.

[0018] The present invention provides a remote-controlled quay crane simulation training method, system, electronic device and storage medium, which can convert lifting projects that are difficult to implement in practice into simulation items, and break them down into single subject basic training according to various scenarios actually encountered, and implement comprehensive subject assessment training composed of multiple single subjects through actual application scenarios. In basic training, users are assessed step by step in a difficulty graded manner, which can help users understand their mastery and ability level in the training more clearly. Corresponding assessment goals are set for the corresponding simulation process and quantified into evaluation scores to help trainers intuitively obtain the training effect. The present invention improves the flexibility and sophistication of simulation training for remote-controlled quay cranes. BRIEF DESCRIPTION OF THE DRAWINGS

[0019] FIG. 1( a ) is a flow chart of a simulation training method for a remote-controlled quay crane provided by the present invention, and FIG. 1( b ) is a schematic diagram of a training operation flow chart in a certain embodiment;

[0020] Figure 2 A schematic diagram of a simulation training task disassembly interface in a certain embodiment;

[0021] Figure 3 This is a schematic diagram of a scenario in which a quay crane and a ship cooperate in a certain embodiment;

[0022] Figures 4(a) to 4(j) Schematic diagram of the placement of target containers in each single subject training scenario in a certain embodiment;

[0023] Figure 5 A schematic diagram of a parameter setting interface in a certain embodiment;

[0024] Figure 6 This is a schematic diagram of a training scenario assessment operation interface in a certain embodiment;

[0025] Figures 7(a) to 7(c) It is a schematic diagram of the assessment results of a comprehensive subject training scenario in a certain embodiment.

[0026] Figure 8 A block diagram of a remote-controlled quay crane simulation training system provided by the present invention;

[0027] Fig. 9 A schematic diagram of the hardware structure of a possible electronic device provided by the present invention;

[0028] Fig.10 A schematic diagram of the hardware structure of a possible computer-readable storage medium provided by the present invention. DETAILED DESCRIPTION

[0029] The specific implementation of the present invention is further described in detail below in conjunction with the accompanying drawings and examples. The following examples are used to illustrate the present invention, but are not intended to limit the scope of the present invention.

[0030] FIG1(a) is a flow chart of a remote-controlled quay crane simulation training method provided by the present invention. As shown in FIG1(a), the method includes steps S1 to S4:

[0031] S1, according to the actual working scene of the remote-controlled quay crane, the simulation scene of the remote-controlled quay crane is correspondingly disassembled into multiple single subjects and multiple comprehensive subjects, wherein the comprehensive subject includes multiple single subjects;

[0032] S2, for each single subject, adjust the values ​​of each important parameter in the single subject to simulate a multi-level single subject training scenario with a difficulty gradient;

[0033] S3, setting assessment indicators and weight ratios for single subject training scenarios and comprehensive subject training scenarios, and generating corresponding assessment evaluation standard tables;

[0034] S4, evaluate and score each simulation training process of the user according to the assessment standard table, and feedback the results.

[0035] It is understandable that, based on the defects in the background technology, an embodiment of the present invention proposes a simulation training method for remote-controlled quay cranes. This method can convert lifting projects that are difficult to implement in practice into simulation items, and break them down into basic training for single subjects according to various scenarios encountered in practice, and implement comprehensive subject assessment training composed of multiple single subjects through actual application scenarios. In basic training, users are assessed step by step in a difficulty-graded manner, which can help users understand their mastery and ability levels in the training more clearly. Corresponding assessment goals are set for the corresponding simulation process and quantified into evaluation scores to help trainers intuitively obtain the training effect.

[0036] The present invention improves the flexibility and precision of simulation training for remote-controlled quay cranes.

[0037] In a possible embodiment, Figure 2 It shows a schematic diagram of the simulation training task disassembly interface in a specific implementation scenario. Figure 3 The schematic diagram of the coordination between the quay crane and the ship in this implementation scenario is shown. Figure 3 As shown, a ship is placed on the shore and docked on the starboard side; an operating crane is placed on the shore, and various simulation functions are implemented on this crane. The other cranes are background cranes and do not participate in the simulation training process. Figure 2 and Figure 3 As shown, in step S1, the remote-controlled quay crane simulation scene is correspondingly disassembled and simulated into multiple single subjects and multiple comprehensive subjects, including steps S101 to S102:

[0038] S101, decomposing the simulation scene of the remote-controlled quay crane into multiple single subjects, wherein the single subjects are: lifting equipment for container, container alignment and stable closing, lifting of containers on the cabin, positioning of containers on the cabin, lifting of hatch covers, positioning of hatch covers, container entry into the cabin, container exiting the cabin, lifting of containers under the cabin or positioning of containers under the cabin;

[0039] S102, according to the actual working scenario of the remote-controlled quay crane, the simulation scenario of the remote-controlled quay crane is disassembled into multiple comprehensive subjects, any of which includes multiple single subjects, and the comprehensive subjects are: loading and unloading operations of containers on board, loading and unloading operations of containers under board, unloading operations of containers on board or unloading operations of containers under board.

[0040] In a possible implementation manner, training is performed for a single subject training scenario, including:

[0041] The single subject training scenarios are trained step by step according to the difficulty gradient, and all single subject training scenarios are traversed in sequence.

[0042] like Figure 5 As shown, a system interface for setting important parameters of each subject in a certain embodiment is displayed. For example, the weight of the container can be set by a slider, and the setting range is 2250 to 30480 kg. Click the random button for all initial boxes to randomly place the initial box at the current position. After setting the initial box, select an initial box and click Set Task to set this box and all the boxes above it as task boxes. For the adjustment and setting of parameters, the corresponding difficulty levels can be set in advance according to the initial settings and users can train in turn, or they can be adjusted in real time in the background to adjust the parameter difficulty in real time according to the assessment situation. By setting the important parameters of each subject, a single subject can be set to multiple training scenarios with increasing difficulty gradients.

[0043] Combining Flowchart 1(b) and Figure 3 As shown in the figure, there are different container placement states on the ship according to each training subject. Single-subject training requires completing all tasks in this subject in sequence. After each task is completed, it automatically switches to the next task. After the last task is completed, the training ends automatically. If an accident occurs during the task, the task will be restarted. There is no time limit for single-subject training tasks, and there is no time limit for the total training time. Users can complete all tasks normally and exit or exit manually. After manual exit, unfinished tasks will be recorded as unfinished.

[0044] like Figure 4(a) to Figure 4(j) Schematic diagrams of target container placement in ten single-subject training scenarios are shown. Correspondingly, Tables 1 to 10 show the training assessment indicators and assessment rules in the ten single-subject training scenarios.

[0045] For example, Table 1 shows the training and assessment rules for spreader-lifting container, and Figure 4(a) shows a schematic diagram of the target container placement in the spreader-lifting container training scenario.

[0046] Table 1 Lifting box

[0047]

[0048] As shown in Table 1, the sling box is to adjust the sling to the same size as the target box, successfully connect to the target box and then lock it. The sling box subject is to train users to carry out the box carrying operation under different target box placement methods as shown in Figure 4 (a). The sling box carrying subject is divided into multiple tasks, for example 7, and in each task, the sling box target box is placed in a different way. Enter the task, reset the crane and sling to the initial state, the user operates the crane and sling box carrying operation, and after the system determines that the user has completed the box locking operation, it jumps to the next task and continues the sling box carrying operation of the next task. The specific crane status requirements and assessment evaluation criteria are shown in Table 1.

[0049] Table 2 shows the training and assessment rules for container alignment and stabilization, and Figure 4(b) shows a schematic diagram of the target container placement in the container alignment and stabilization training scenario.

[0050] Table 2 Container alignment and closure

[0051]

[0052] As shown in Table 2, container alignment and stabilization is the operation of placing the carrying box on top of other containers and unlocking the sling when the sling is carrying the container, and performing the sling deceleration operation when the carrying box is a certain distance away from the target box during the placement from top to bottom. The container alignment and stabilization subject is to train users to perform alignment and stabilization operations under different target box placement methods as shown in Figure 4(b). The subject is divided into multiple tasks, for example 7, and each task has a different placement method for the target box. Enter the task, reset the crane and sling to the initial state, and the user operates the crane and sling to perform alignment and stabilization operations. After the system determines that the user has completed the alignment operation, it jumps to the next task and continues the alignment operation. The specific crane status requirements and assessment criteria are shown in Table 2.

[0053] Table 3 shows the training and assessment rules for container lifting on board, and Figure 4(c) shows a schematic diagram of the target container placement in the container lifting training scenario on board.

[0054] Table 3 Container lifting on the cabin

[0055]

[0056] As shown in Table 3, container lifting on board is to operate the empty lifting device to carry the container to the target box and lock it, and then lift the target box to a safe height. The container lifting subject on board is to train users to perform lifting operations under different placements of the target box on board as shown in Figure 4(c). The container lifting subject on board is divided into multiple tasks, for example 5, and in each task, the placement of the lifting target box is different. Enter the task, reset the crane and the lifting device to the initial state, and the user operates the crane and the lifting device to perform the lifting operation. After the system determines that the user has completed the lifting operation, it jumps to the next task and continues the lifting operation. The specific crane status requirements and assessment criteria are shown in Table 3.

[0057] Table 4 shows the training and assessment rules for container placement on board, and Figure 4(d) shows a schematic diagram of the target container placement in the container placement training scenario on board.

[0058] Table 4 Container Positioning on Hold

[0059]

[0060] As shown in Table 4, the onboard container placement is to operate the container lifting device, place the carrying box at the target box position, and then unlock it. The onboard container placement subject is to train users to place the carrying box at the target box position in various situations. The onboard container placement subject is divided into multiple tasks, for example, 5. In each task, as shown in Figure 4(d), the environment around the target box is different. Enter the task, reset the crane and the lifting device to the initial state, and the user operates the crane and the lifting device to perform the placement operation. After the system determines that the user has completed the placement operation, it jumps to the next task and continues the placement operation. The specific crane status requirements and assessment criteria are shown in Table 4.

[0061] Table 5 shows the training and assessment rules for hatch cover lifting, and Figure 4(e) shows a schematic diagram of the target container placement in the hatch cover lifting training scenario.

[0062] Table 5 Hatch cover lifting

[0063]

[0064] As shown in Table 5, hatch cover lifting is to operate the empty lifting device, lock the lifting device to the hatch cover and lift the hatch cover to a safe height. The hatch cover lifting subject trains users to lift the seaside hatch cover and the landside hatch cover. The subject is divided into multiple tasks, for example, 2, and the hatch covers in the two tasks are located on the seaside and the landside respectively. After entering the task, reset the crane and the lifting device to the initial state, and the user operates the crane and the lifting device to lift the hatch cover. After the system determines that the user has completed it, it jumps to the next task and continues the operation. The specific crane status requirements and assessment criteria are shown in Table 5.

[0065] Table 6 shows the training and assessment rules for hatch cover placement, and Figure 4(f) shows a schematic diagram of the target container placement in the cabin container placement training scenario.

[0066] Table 6 Hatch cover position

[0067]

[0068] As shown in Table 6, hatch cover placement is the operation of placing the hatch cover in the specified position and unlocking the spreader. The hatch cover placement subject trains users to place the hatch cover on the deck and the ground. The hatch cover placement subject is divided into multiple tasks, for example, 2, and the positions of the hatch covers in the two tasks are located on the sea side and the land side respectively. After entering the task, reset the crane and the spreader to the initial state, and the user operates the crane and the spreader to place the hatch cover. After the system determines that the user has completed it, it jumps to the next task and continues the operation. The specific crane status requirements and assessment criteria are shown in Table 6.

[0069] Table 7 shows the training and assessment rules for container entry into the cabin, and Figure 4(g) shows a schematic diagram of the target container placement in the container entry into the cabin training scenario.

[0070] Table 7 Container loading

[0071]

[0072] As shown in Table 7, container loading is the operation of aligning the bottom of the container with the chute in the cabin and placing the container below the hatch cover. The container loading subject is divided into multiple tasks, for example, 3, and the containers on both sides of the target container position of each task have different states. Enter the task, reset the crane and spreader to the initial state, the user operates the crane and spreader to align the container and place it down along the chute below the hatch cover. After the system determines that the user has completed it, it jumps to the next task and continues the operation. The specific crane status requirements and assessment criteria are shown in Table 7.

[0073] Table 8 shows the training and assessment rules for container egress. Figure 4(h) shows a schematic diagram of the target container placement in the container egress training scenario.

[0074] Table 8 Container unloading

[0075]

[0076] As shown in Table 8, container unloading is the operation of lifting the container from the lower position of the cabin along the slide chute of the cabin to a height above safety. The container unloading subject is divided into multiple tasks, for example, 3, and each task has different container placements on both sides of the target container position. Enter the task, reset the crane and sling to the initial state, and the user operates the crane and sling to lift the container to a height above safety. After the system determines that the user has completed it, it jumps to the next task and continues the operation. The specific crane status requirements and assessment criteria are shown in Table 8.

[0077] Table 9 shows the training and assessment rules for under-deck container lifting. Figure 4(i) shows the schematic diagram of the target container placement in the under-deck container lifting training scenario.

[0078] Table 9 Lifting of containers under cabin

[0079]

[0080] As shown in Table 9, under-deck container lifting is the operation of locking the sling to the under-deck container and then lifting the container to a safe height. The under-deck container lifting subject is divided into multiple tasks, for example, 3, and each task has different container placements on both sides of the target container. Enter the task, reset the crane and sling to the initial state, and the user operates the crane and sling to lift the container to a safe height. After the system determines that the user has completed it, it jumps to the next task and continues the operation. The specific crane status requirements and assessment criteria are shown in Table 9.

[0081] Table 10 shows the training and assessment rules for the undercarriage container placement. Figure 4(j) shows the schematic diagram of the container placement on both sides of the target container in the undercarriage container placement training scenario.

[0082] Table 10 Container Positioning under Cabin

[0083]

[0084] As shown in Table 10, the placement of the container under the cabin is to operate the container-carrying sling, place the carrying box at the target location under the cabin, and then unlock it. The subject of placing the container under the cabin is divided into multiple tasks, for example, 3, and there are different container placements on both sides of the target location of each task. Enter the task, reset the crane and sling to the initial state, and the user operates the crane and sling to place the container at the target location under the cabin. After the system determines that the user has completed it, it jumps to the next task and continues the operation. The specific crane status requirements and assessment criteria are shown in Table 10.

[0085] In comprehensive subject training, such as Figure 3As shown, an operating crane is placed on the shore, and various simulation functions are implemented on this crane. The type of docked ship and the initial container placement and task containers on the ship depend on the default tasks set by the background. There are four comprehensive subject trainings, namely, container loading operation on the hold, container loading operation under the hold, container unloading operation on the hold, and container unloading operation under the hold. In the loading task, the task boxes set by the background are transported to the bottom of the crane by the container truck in turn, and the user needs to lift them to the ship in turn. In the unloading task, the task boxes set by the background need to be lifted from the ship to the container truck and transported away in turn. Comprehensive subject training requires completing all loading or unloading tasks in this subject in turn, and displaying the loading or unloading task boxes and training process data on the screen. There is no time limit for comprehensive subject training. Users can exit or exit manually after completing all loading or unloading tasks of the current subject normally. If an accident occurs during the training process, the training ends directly. After exiting the training, the number of completed task boxes is recorded.

[0086] More specifically, when training for a comprehensive subject training scenario, the conditions are set as follows:

[0087] A. When loading / unloading containers on the hold, the container position under the hold is locked and cannot be selected;

[0088] Set up initial boxes and task boxes on the cabin so that the automatic filling of the boxes does not affect the lower cabin;

[0089] After the setting is completed, when the container loading / unloading operation training is carried out on the cabin, the corresponding hatch cover is covered (that is, the corresponding hatch cover is displayed by default), and the cabin is completely empty;

[0090] B. When loading / unloading containers under the hold, the container position on the hold is locked and cannot be selected;

[0091] After the setting is completed, when the training of loading / unloading the container below the hold is carried out, all the upper container spaces are empty, and there are no hatch covers in the corresponding spaces (that is, all the holds are not covered with hatch covers by default);

[0092] According to the actual tilt range of the hull when docked, set the hull tilt parameters, for example, set the tilt to -0.5°~0.5°;

[0093] After setting the initial boxes, select one of the initial boxes and set the selected initial box and all the boxes above it as task boxes.

[0094] In the background, you can set multiple tasks for a comprehensive training subject, and each task corresponds to a different task box and initial box. In the background, you can set a task as the default task, and the task box and initial box set as the default task will serve as the training content of the client training.

[0095] In comprehensive subject training, the following data is displayed during and after the training.

[0096] Table 11 Training process record data

[0097]

[0098]

[0099] The present invention evaluates the training effect from five assessment dimensions, namely, collision assessment, box attack assessment, task assessment, stability assessment and counterattack assessment. Please refer to FIG. 7(a) and the contents of Table 12 below. During the actual simulation training process of the user, the user's deduction items will be recorded and reminded.

[0100] Table 12 Assessment and Evaluation Standards

[0101]

[0102] Figure 6 The following is a schematic diagram of the assessment operation interface. Figure 6 As shown, the operation bar has different operation buttons according to the assessment status. Assessments that have not started can be edited or deleted, and assessment details can be viewed for ongoing or completed assessments. Click the New button to pop up a pop-up window, where you can switch to single subject assessment or comprehensive subject assessment. After selecting, click New to jump to the assessment editing page.

[0103] As shown in Figure 7(b), click on the assessment details to display the assessment details on the screen. Click Close to close the assessment details page on the screen and restore the screen to display the background UI.

[0104] The top of Figure 7(b) shows the students who participated in the assessment and the students who have completed the assessment.

[0105] The middle area displays 6 circular graphs, which are the total score and the score statistics of the 5 dimensions. Taking the total score as an example, it shows the percentage of students who have completed the assessment and whose scores are in the five score ranges of 0-59, 60-69, 70-79, 80-89, and 90-100. The same is true for the other dimensions. (You can also change the circular graph here to a bar graph, and the statistical dimensions remain unchanged)

[0106] The assessment record is shown at the bottom of Figure 7(b), showing a list of all students who took the assessment. The corresponding scores are displayed for students who have completed the assessment, while no data is displayed for students who have not completed the assessment.

[0107] As shown in Figure 7(c), finally click View Data to pop up the assessment results panel for this student.

[0108] Click View Replay to replay the assessment screen on the screen.

[0109] In a possible implementation mode, step S4 also includes: optimizing the values ​​of each important parameter in each single subject according to the evaluation score. For example, in a certain implementation scenario, the adjustment and setting of the parameters can be set in advance according to the initial settings, and the corresponding difficulty levels can be allowed to be trained in sequence, or they can be adjusted in real time in the background. For example, if the initial setting of the parameters in one level is generally difficult and no one has successfully trained, the background personnel can adjust the parameter difficulty in real time according to the situation, and optimize the training scenes of each difficulty gradient to make it more suitable for remote-controlled quay crane simulation training.

[0110] Figure 8 A structure diagram of a remote-controlled quay crane simulation training system provided by an embodiment of the present invention, such as Figure 8 As shown, a remote-controlled quay crane simulation training system includes a disassembly module, a classification module, a standard generation module and an evaluation module, wherein:

[0111] A disassembly module is used to disassemble the simulation scene of the remote-controlled quay crane into a plurality of single subjects and a plurality of comprehensive subjects according to the actual working scene of the remote-controlled quay crane, wherein the comprehensive subject includes a plurality of single subjects;

[0112] The grading module is used to adjust the values ​​of important parameters in each subject to simulate a multi-level single subject training scenario with a difficulty gradient;

[0113] The standard generation module is used to set the assessment indicators and weight ratios for the single subject training scenarios and comprehensive subject training scenarios, and generate the corresponding assessment evaluation standard table;

[0114] The evaluation module is used to evaluate and score each user's simulation training process based on the assessment standard table and provide feedback on the results.

[0115] It can be understood that the remote-controlled quay crane simulation training system provided by the present invention corresponds to the remote-controlled quay crane simulation training method provided by the aforementioned embodiments. The relevant technical features of the remote-controlled quay crane simulation training system can refer to the relevant technical features of the remote-controlled quay crane simulation training method, which will not be repeated here.

[0116] See also Fig. 9 , Fig. 9 Schematic diagram of an electronic device provided by an embodiment of the present invention. Fig. 9 As shown, an embodiment of the present invention provides an electronic device 900, including a memory 910, a processor 920, and a computer program 911 stored in the memory 910 and executable on the processor 920. When the processor 920 executes the computer program 911, the following steps are implemented:

[0117] According to the actual working scene of the remote-controlled quay crane, the simulation scene of the remote-controlled quay crane is correspondingly disassembled into multiple single subjects and multiple comprehensive subjects, and the comprehensive subject includes multiple single subjects;

[0118] For each single subject, adjust the values ​​of each important parameter in the single subject to simulate a multi-level single subject training scenario with a difficulty gradient;

[0119] For single-subject training scenarios and comprehensive-subject training scenarios, set corresponding assessment indicators and weight ratios, and generate corresponding assessment evaluation standard tables;

[0120] Each simulation training process of the user is evaluated and scored according to the assessment standard table, and the results are fed back.

[0121] See also Fig.10 , Fig.10 Schematic diagram of an embodiment of a computer-readable storage medium provided by the present invention. Fig.10 As shown, this embodiment provides a computer-readable storage medium 1000, on which a computer program 1011 is stored. When the computer program 1011 is executed by a processor, the following steps are implemented:

[0122] According to the actual working scene of the remote-controlled quay crane, the simulation scene of the remote-controlled quay crane is correspondingly disassembled into multiple single subjects and multiple comprehensive subjects, and the comprehensive subject includes multiple single subjects;

[0123] For each single subject, adjust the values ​​of each important parameter in the single subject to simulate a multi-level single subject training scenario with a difficulty gradient;

[0124] For single-subject training scenarios and comprehensive-subject training scenarios, set corresponding assessment indicators and weight ratios, and generate corresponding assessment evaluation standard tables;

[0125] Each simulation training process of the user is evaluated and scored according to the assessment standard table, and the results are fed back.

[0126] The embodiments of the present invention provide a remote-controlled quay crane simulation training method, system, electronic device and storage medium, which can convert lifting projects that are difficult to implement in practice into simulation items, and break them down into single subject basic training according to various scenarios actually encountered, and implement comprehensive subject assessment training composed of multiple single subjects through actual application scenarios. In basic training, users are assessed step by step in a difficulty graded manner, which can help users understand their mastery and ability level in the training more clearly. Corresponding assessment goals are set for the corresponding simulation process and quantified into evaluation scores to help trainers intuitively obtain the training effect. The present invention improves the flexibility and sophistication of simulation training for remote-controlled quay cranes.

[0127] It should be noted that in the above embodiments, the description of each embodiment has its own emphasis, and for parts that are not described in detail in a certain embodiment, reference can be made to the relevant descriptions of other embodiments.

[0128] Those skilled in the art will appreciate that embodiments of the present invention may be provided as methods, systems, or computer program products. Therefore, the present invention may take the form of a complete hardware embodiment, a complete software embodiment, or an embodiment combining software and hardware. Moreover, the present invention may take the form of a computer program product implemented on one or more computer-usable storage media (including but not limited to disk storage, CD-ROM, optical storage, etc.) containing computer-usable program code.

[0129] The present invention is described with reference to the flowchart and / or block diagram of the method, device (system), and computer program product according to the embodiment of the present invention. It should be understood that each process and / or box in the flowchart and / or block diagram, as well as the combination of the process and / or box in the flowchart and / or block diagram can be implemented by computer program instructions. These computer program instructions can be provided to a processor of a general-purpose computer, a special-purpose computer, an embedded computer or other programmable data processing device to produce a machine, so that the instructions executed by the processor of the computer or other programmable data processing device produce a device for implementing the functions specified in one process or multiple processes in the flowchart and / or one box or multiple boxes in the block diagram.

[0130] These computer program instructions may also be stored in a computer-readable memory that can direct a computer or other programmable data processing device to work in a specific manner, so that the instructions stored in the computer-readable memory produce a manufactured product including an instruction device that implements the functions specified in one or more processes in the flowchart and / or one or more boxes in the block diagram.

[0131] These computer program instructions may also be loaded onto a computer or other programmable data processing device so that a series of operational steps are executed on the computer or other programmable device to produce a computer-implemented process, whereby the instructions executed on the computer or other programmable device provide steps for implementing the functions specified in one or more processes in the flowchart and / or one or more boxes in the block diagram.

[0132] Although the preferred embodiments of the present invention have been described, those skilled in the art may make other changes and modifications to these embodiments once they have learned the basic creative concept. Therefore, the appended claims are intended to be interpreted as including the preferred embodiments and all changes and modifications that fall within the scope of the present invention.

[0133] 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 remote-controlled quay crane simulation training method, characterized in that: include: According to the actual working scene of the remote-controlled quay crane, the simulation scene of the remote-controlled quay crane is correspondingly disassembled into multiple single subjects and multiple comprehensive subjects, and the comprehensive subject includes multiple single subjects; For each single subject, adjust the values ​​of each important parameter in the single subject to simulate a multi-level single subject training scenario with a difficulty gradient; For single-subject training scenarios and comprehensive-subject training scenarios, set corresponding assessment indicators and weight ratios, and generate corresponding assessment evaluation standard tables; Each simulation training process of the user is evaluated and scored according to the assessment standard table.

2. A remote-controlled quay crane simulation training method according to claim 1, characterized in that: Also includes: Optimize the values ​​of important parameters in each subject according to the evaluation scores.

3. A remote-controlled quay crane simulation training method according to claim 1 or 2, characterized in that: The simulation scenario of the remote-controlled quay crane is broken down into multiple single subjects and multiple comprehensive subjects, including: The simulation scenario of the remote-controlled quay crane is broken down into multiple single subjects, which are: lifting equipment for container, container alignment and stable closing, lifting of containers on the cabin, positioning of containers on the cabin, lifting of hatch covers, positioning of hatch covers, container entry into the cabin, container exit from the cabin, lifting of containers under the cabin or positioning of containers under the cabin; According to the actual working scenario of the remote-controlled quay crane, the simulation scenario of the remote-controlled quay crane is broken down into multiple comprehensive subjects. Any of the comprehensive subjects includes multiple single subjects, and the comprehensive subjects are: container loading operation on board, container loading operation under board, container unloading operation on board or container unloading operation under board.

4. A remote-controlled quay crane simulation training method according to claim 3, characterized in that: Training for single subject training scenarios includes: The single subject training scenarios are trained step by step according to the difficulty gradient, and all single subject training scenarios are traversed in sequence.

5. A remote-controlled quay crane simulation training method according to claim 3, characterized in that: When training for comprehensive subject training scenarios, set the conditions as follows: A. When loading / unloading containers on the hold, the container position under the hold is locked and cannot be selected; Set up initial boxes and task boxes on the cabin so that the automatic filling of the boxes does not affect the lower cabin; After the setup is completed, when conducting container loading / unloading training on the hold, the corresponding hatch covers are closed, and the bottom of the hold is completely empty; B. When loading / unloading containers under the hold, the container position on the hold is locked and cannot be selected; After the setting is completed, when the training of loading / unloading the container below the hold is carried out, all the upper container spaces are empty and there are no hatch covers in the corresponding spaces; Set the hull tilt parameters according to the actual tilt range of the hull when docked; After setting the initial boxes, select one of the initial boxes and set the selected initial box and all the boxes above it as task boxes.

6. A remote-controlled quay crane simulation training method according to claim 4 or 5, characterized in that: The multiple assessment indicators and the multiple weight ratios correspond one to one, wherein: The assessment indicators include: The calculation method for collision assessment is: collision assessment score = 100 - minor collision deduction points * number of minor collisions - severe collision deduction points * number of severe collisions; The calculation method for packing evaluation is: packing evaluation score = 100 - deduction points for slightly overweight packing * number of slightly overweight packing times - deduction points for seriously overweight packing * number of seriously overweight packing times; Task evaluation, calculated as follows: Task evaluation score = 100*(number of completed tasks / total number of tasks); Stable level evaluation, calculated as follows: Stable level evaluation score = 100 - unstable level deduction points * unstable level times; The calculation method for the fight back assessment is: fight back assessment score = fight back deduction points * fight back times; The weight ratio is set by the background, and the weight ratio includes: The weight of the collision assessment dimension, the weight of the box assessment dimension, the weight of the task assessment dimension, the weight of the stability assessment dimension and the weight of the counterattack assessment dimension.

7. A remote-controlled quay crane simulation training method according to claim 6, characterized in that: The user's simulation training process is evaluated and scored according to the assessment evaluation standard table, and the scoring standard is: Assessment score = collision assessment score * collision assessment dimension weight + box assessment score * box assessment dimension weight + task assessment score * task assessment dimension weight + stability assessment score * stability assessment dimension weight + counterattack assessment score * counterattack assessment dimension weight.

8. A remote-controlled quay crane simulation training system, characterized in that: include: A disassembly module is used to disassemble the simulation scene of the remote-controlled quay crane into a plurality of single subjects and a plurality of comprehensive subjects according to the actual working scene of the remote-controlled quay crane, wherein the comprehensive subject includes a plurality of single subjects; The grading module is used to adjust the values ​​of important parameters in each subject to simulate a multi-level single subject training scenario with a difficulty gradient; The standard generation module is used to set the assessment indicators and weight ratios for the single subject training scenarios and comprehensive subject training scenarios, and generate the corresponding assessment evaluation standard table; The evaluation module is used to evaluate and score each user's simulation training process based on the assessment standard table.

9. An electronic device, characterized in that: It comprises a memory and a processor, wherein the processor is used to implement the steps of the remote-controlled quay crane simulation training method as described in any one of claims 1 to 7 when executing the computer management program stored in the memory.

10. A computer-readable storage medium, characterized in that: A computer management program is stored thereon, and when the computer management program is executed by the processor, the steps of the remote-controlled quay crane simulation training method as described in any one of claims 1 to 7 are implemented.

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