Teaching interaction mode switching method and system

Abstract

The invention relates to the technical field of education interaction, in particular to a teaching interaction mode switching method and system, and the method comprises the following steps: collecting classroom behavior data, classifying answering time consumption and error distribution, dividing teaching task load levels, recording teaching interaction forms, calling data based on a mapping table, and recognizing task delay and errors. Marking unmatched interaction forms, matching teaching structure types, comparing student speech frequencies, screening group cooperation features, judging teaching task interaction stages, and writing in classroom interaction process instructions. According to the method, more flexible and more personalized adaptation between teaching content and student performance is realized by refining question answering time consumption and error frequency of the students, specific difficulties encountered by the students in the learning process are identified and coped with, teaching interaction forms are adjusted, teaching efficiency and learning results are improved, and when the students are in a knowledge mastering lagging period, the students can learn the knowledge conveniently and quickly. A more suitable teaching structure is recommended, and it is ensured that each student can progress in the most suitable learning environment.

Description

Technical Field

[0001] The present invention relates to the field of educational interaction technology, and in particular to a teaching interaction mode switching method and system. Background Art

[0002] The field of educational interactive technology includes the use of technical means to achieve the interactive process between teachers and students, and between students in teaching activities, aiming to improve teaching quality and learning efficiency. The core content of this field includes interactive teaching design, virtual classrooms, intelligent learning platforms, teaching content and student behavior analysis, and real-time interaction. Educational interactive technology uses computers, networks, artificial intelligence, virtual reality and other technologies to innovate teaching models, promote the diversification and personalization of educational methods, and adapt to different learning needs and educational environments.

[0003] Among them, the teaching interaction mode switching method refers to a technical method that flexibly switches different interaction modes according to the teaching content and students' performance during the teaching process. The subject of this patent involves how to automatically adjust the interaction mode between teachers and students through preset rules and real-time data to better promote learning. For example, by analyzing students' learning progress, points of interest, and interactions, the system can select a suitable teaching mode to switch, such as switching from explanation mode to discussion mode or group cooperation mode. This process dynamically monitors students' participation and understanding level, determines the optimal interaction method, and applies it to actual teaching scenarios.

[0004] Existing technologies lack flexibility and personalization, and are insufficient in responding to diverse student needs and changing teaching environments. For example, traditional teaching interaction technologies use a fixed teaching model without considering individual differences and real-time performance among students, resulting in a disconnect between teaching content and student needs. Existing technologies lack an immediate feedback mechanism when processing student data, and cannot adjust teaching strategies in a timely manner to adapt to students' learning progress and understanding. This teaching model that lacks real-time adaptability will lead to decreased student engagement and reduced learning efficiency, especially when faced with complex and challenging learning tasks. Summary of the invention

[0005] In order to solve the problem that the existing technology is insufficient in responding to diverse student needs and the ever-changing teaching environment, traditional teaching interaction technology adopts a fixed teaching mode without considering the differences between individual students and real-time performance, resulting in a disconnect between teaching content and student needs. The existing technology lacks an instant feedback mechanism when processing student data, and cannot adjust teaching strategies in time to adapt to students' learning progress and understanding. This teaching model that lacks real-time adaptability will lead to a decrease in student participation and learning efficiency, especially in the face of complex and challenging learning tasks. The embodiment of the present invention provides a teaching interaction mode switching method and system. The technical solution is as follows: On the one hand, a teaching interaction mode switching method is provided, the method comprising: S1: Collect students' classroom behavior data in classroom scenes, classify students' answering time, task completion status and error distribution in chronological order, divide teaching tasks into differentiated levels according to the combination of answering time and error frequency, and generate a teaching interaction load level mapping table; S2: Based on the teaching interaction load level mapping table, the time consumption and error frequency data of answering questions are called to identify whether there is a delay in task completion under the load task link. If the condition is met, the real-time teaching interaction form is marked as unsuitable, and an interactive mode replacement instruction set is generated; S3: replacing the instruction set according to the interaction mode, identifying whether the student has entered the mastering stage or the lagging stage, and if it is identified as the mastering stage, matching the convergent teaching structure in the teaching interaction form, and generating a teaching stage interaction structure matching table; S4: Compare the teaching structure type in the teaching stage interaction structure matching table with the student collaboration frequency. If the recommended structure is an expanded type, filter the pattern of group collaboration characteristics, generate group collaboration interaction push information, and dynamically adjust the teaching interaction mode according to the student's real-time learning status.

[0006] As a further scheme of the present invention, the teaching interaction load level mapping table includes interaction load level, task load differentiation level, and teaching interaction form classification; the interaction mode replacement instruction set includes task link adaptation status mark, interaction form binding instruction, and interaction mode replacement options; the teaching stage interaction structure matching table includes mastery period interaction structure, lag period interaction structure, and teaching stage progress status; the group collaborative interaction push information includes the collaborative mode to be applied, student collaborative feature mark, and interactive recommendation structure mark.

[0007] As a further solution of the present invention, the steps for obtaining the teaching interaction load level mapping table are specifically as follows: S101: Collect the classroom behavior data of students in the classroom scene, extract the start and end time of each student's answering in the task link, submission status and number of errors, count the time interval of answering questions, completion status distribution and error frequency corresponding to each task, arrange the above results in chronological order according to the task number and student ID, and obtain the task behavior sequence parameter set; S102: Based on the task behavior sequence parameter set, the tasks are combined and classified according to the intersection intervals of the answering time and the error frequency, the task load level labels are marked according to the combination numbers, and the teaching interaction forms corresponding to the task stages within the load level fluctuation interval are screened in combination with the task completion status identifier to obtain the teaching interaction form switching basis set; S103: Call the teaching interaction form switching basis set, count the continuous changes of the teaching interaction form in the task stage, identify the number of switching times and switching types of the interaction form between adjacent load level stages, record the task numbers and time node information corresponding to multiple types of switching, and generate a teaching interaction load level mapping table.

[0008] As a further solution of the present invention, the step of obtaining the interactive mode replacement instruction set is specifically: S201: Based on the teaching interaction load level mapping table, call the time consumption for answering questions and the corresponding error frequency, extract the corresponding load level and teaching interaction form according to the task number, calculate the task load difference value, and judge whether the real-time task stage satisfies the conditions that the time consumption for answering questions exceeds the time consumption corresponding to the level and the error frequency exceeds the upper limit of the error frequency of the level at the same time. If so, mark the real-time interaction form as incompatible, and obtain an incompatible interaction identifier list; The formula for calculating the task load difference value is as follows: ; in, represents the difference value of task load of task number i in task stage j, represents the real-time answering time of task number i in task stage j, represents the error frequency of task number i in stage j, Represents the time value set by the level standard corresponding to task stage j number i, represents the interaction intensity weight of teaching interaction form k number i, represents the time taken to answer the question when the teaching interaction form k is numbered i, m represents the total number of teaching interaction forms, and k is the subscript index of the teaching interaction form; S202: Call the incompatible interaction identifier list, and for each marked record, find the available interaction forms under the real-time load level, select the alternative form according to the application frequency ranking of the interaction form in the same level stage, bind the alternative form to the real-time task stage identifier, evaluate the mapping relationship between the task number, the original interaction form and the alternative form, and generate an interaction mode replacement instruction set.

[0009] As a further solution of the present invention, the steps for obtaining the interactive structure matching table in the teaching stage are specifically as follows: S301: calling the interactive mode replacement instruction set, calculating the average completion speed and average accuracy of each student in the real-time task stage, setting the completion speed hysteresis threshold and the accuracy stability threshold respectively according to the overall mean of the task stage, judging whether the student data simultaneously satisfies the speed better than the hysteresis threshold and the accuracy exceeds the stability threshold, if so, marking it as the mastery period, if the speed is lower than the hysteresis threshold or the accuracy is lower than the stability threshold, marking it as the hysteresis period, and obtaining the student mastery and hysteresis status identification table; S302: Based on the student mastery and lag status identification table, call the target interaction form number of the task stage in the interactive mode replacement instruction set, filter the task stage number according to the mastery period identification, match the teaching structure type to which the corresponding interaction form belongs, filter the interaction form belonging to the convergent structure, and obtain a convergent structure matching list; S303: Call the convergent structure matching list, locate the interactive form number of the corresponding task, match the teaching structure type to which the interactive form belongs, calculate the structure type matching difference value, screen the interactive form belonging to the expanded structure, and bind the lag stage number with the matching interactive structure to obtain the teaching stage interactive structure matching table.

[0010] As a further solution of the present invention, the formula for calculating the structure type matching difference value is as follows: ; Among them, TM represents the structure type matching difference value, Represents the total number of interaction samples in the structure to which the real-time interaction form belongs. represents the matching weight coefficient of the oth interaction form, represents the structural feature encoding value of the oth interaction form in the task goal, represents the reference coding value of the oth interactive form in the standard model of teaching structure, PT represents the coding offset value of the teaching content category where the real-time task is located, Represents the complexity score of the task type number corresponding to the interaction form.

[0011] As a further solution of the present invention, the step of obtaining the group collaborative interactive push information is specifically as follows: S401: calling the teaching stage interaction structure matching table, extracting the speech frequency data of students in the corresponding stage, and counting the average speech frequency of each student in multiple consecutive task stages in the same group to obtain an interaction stage index set; S402: Based on the interaction stage index set, locate all student group numbers in the corresponding task stage, extract task collaboration frequency parameters of group members in the past three stages, sort them according to the interaction density of group members, and generate group collaboration interaction push information.

[0012] As a further solution of the present invention, the method further comprises step S5: S5: According to the group collaborative interaction push information, combined with the completion information of the teaching task stage, it is determined whether the teaching task is in the interactive stage under the recommended structure. If the match is successful, the corresponding interactive mode is written into the classroom interactive process instruction channel, and a teaching interactive mode switching execution task list is generated to perform dynamic teaching; The teaching interaction mode switching execution task list includes an interaction mode switching instruction, a classroom interaction process channel, and an interaction stage matching status.

[0013] As a further solution of the present invention, the steps for obtaining the teaching interactive mode switching execution task list are specifically as follows: S501: calling the group collaborative interaction push information, extracting the task completion information of the teaching task stage, judging whether the teaching task is in the interactive stage under the recommended structure according to whether the task completion mark is completed and the submission time is within the recommended stage time period, and obtaining the recommended structure stage matching list; S502: Based on the recommended structure stage matching list, extract the stage number marked as successfully matched, call the corresponding interactive mode content in the group collaborative interaction push information, establish a binding record between the interactive mode and the classroom task stage number, write the successfully matched task stage into the corresponding classroom interaction process instruction channel, and obtain the interactive mode binding channel sequence; S503: Call the interaction mode binding channel sequence, integrate the task number, recommended interaction mode, group identifier and task stage start and end time of the interaction instruction, sort them in chronological order, and generate a teaching interaction mode switching execution task list.

[0014] On the other hand, the teaching interaction mode switching system is used to execute the above-mentioned teaching interaction mode switching method, and the system includes: The classroom behavior analysis module obtains the student answering start time, answering end time, task completion mark status and question error type recorded by the classroom behavior collection terminal, sorts the behavior data by timestamp, combines the single question answering time value with the completion mark status, determines the task status and classifies it, and obtains the teaching interaction load level mapping table; The load level classification module calls the time-consuming value and the error frequency value of answering questions based on the teaching interaction load level mapping table, makes a combined judgment according to the set time-consuming interval threshold and the error frequency interval threshold, associates the teaching interaction types recorded in the task stage, sorts them by interaction frequency, and generates an interaction mode replacement instruction set; The adaptability identification module calls the interactive mode replacement instruction set, obtains the time-consuming value and error frequency value of the answer corresponding to the task stage, determines whether the conditions of completion and error frequency being higher than the task error benchmark value are met at the same time, filters the interactive type records as incompatible states, and generates an interactive structure matching table for the teaching stage; The structure matching analysis module calls the teaching stage interactive structure matching table, judges the student status as the mastering stage or the lagging stage according to the time consumption and error frequency value of answering questions in the task stage, matches it as a convergent or expanded teaching structure, and generates group collaborative interaction push information; The collaborative interaction push module screens the student speech frequency values ​​under the expanded structure based on the group collaborative interaction push information, counts the group numbers that are lower than the collaborative frequency benchmark value for consecutive periods, marks them as collaborative states, and generates a teaching interactive mode switching execution task list.

[0015] The technical solution of the present invention has the following beneficial effects: By collecting and analyzing students' classroom behavior data, it is possible to accurately divide the load level of teaching tasks and adjust the form of teaching interaction in real time to match the students' actual learning situation. By refining the time spent on answering questions and the frequency of errors, a more flexible and personalized adaptation between teaching content and student performance can be achieved. The implementation of this strategy can effectively identify and respond to the specific difficulties encountered by students in the learning process, and improve teaching efficiency and learning outcomes by adjusting the form of teaching interaction. When students are in the lagging stage of knowledge mastery, a more suitable teaching structure, such as an expanded structure, will be recommended to promote students' active participation and understanding. This strategy of dynamically adjusting the form of interaction can also push the most appropriate interaction mode according to the actual situation in group collaboration, ensuring that every student can make progress in the most suitable learning environment. BRIEF DESCRIPTION OF THE DRAWINGS

[0016] Figure 1 It is a schematic diagram of the workflow of the present invention; Figure 2 It is a system flow chart of the present invention. DETAILED DESCRIPTION

[0017] The technical solution of the present invention is described below in conjunction with the accompanying drawings.

[0018] In the embodiments of the present invention, words such as "exemplarily" and "for example" are used to indicate examples, illustrations or explanations. Any embodiment or design described as "example" in the present invention should not be interpreted as being more preferred or more advantageous than other embodiments or designs. Specifically, the use of the word "example" is intended to present the concept in a specific way. In addition, in the embodiments of the present invention, the meaning expressed by "and / or" can be both, or it can be either of the two.

[0019] In order to make the technical problems, technical solutions and advantages to be solved by the present invention more clear, a detailed description will be given below with reference to the accompanying drawings and specific embodiments.

[0020] See also Figure 1 The embodiment of the present invention provides a teaching interaction mode switching method, and the processing flow of the method may include the following steps: S1: Collect students' classroom behavior data in classroom scenarios, classify students' answering time, task completion status and error distribution in chronological order, divide teaching tasks into differentiated levels according to the combination of answering time and error frequency, and record the teaching interaction forms used in the corresponding task stage to generate a teaching interaction load level mapping table; S2: Based on the teaching interaction load level mapping table, the answering time and error frequency data are called, and the judgment operation is used to identify whether there is a delay in task completion and abnormal error frequency in the load task link. If the condition is met, the real-time teaching interaction form is marked as unsuitable, the load can replace the interaction form, and the interaction form is bound to the real-time teaching task stage to generate an interaction mode replacement instruction set; S3: Replace the instruction set according to the interaction mode, call the task completion speed and accuracy data, identify whether the student has entered the mastery period or the lag period, if it is identified as the mastery period, match the convergent teaching structure in the teaching interaction form, if it is identified as the lag period, match the expansion structure in the teaching interaction form, and generate the teaching stage interaction structure matching table; S4: Compare the teaching structure type in the teaching stage interaction structure matching table with the student collaboration frequency. If the recommended structure is an expansion type and the speaking frequency is continuously lower than the collaboration benchmark value, select the mode of group collaboration characteristics, mark it as a pending application state, and generate group collaboration interaction push information; S5: Based on the group collaborative interaction push information and the completion information of the teaching task stage, determine whether the teaching task is in the interactive stage under the recommended structure. If the match is successful, write the corresponding interactive mode into the classroom interactive process instruction channel and generate a teaching interactive mode switching execution task list; The teaching interaction load level mapping table includes the interaction load level, task load differentiation level, and teaching interaction form classification. The interaction mode replacement instruction set includes the task link adaptation status mark, interaction form binding instruction, and interaction mode replacement options. The teaching stage interaction structure matching table includes the mastery period interaction structure, the lag period interaction structure, and the teaching stage progress status. The group collaborative interaction push information includes the collaborative mode to be applied, the student collaborative feature mark, and the interactive recommendation structure mark. The teaching interaction mode switching execution task list includes the interactive mode switching instruction, the classroom interaction process channel, and the interactive stage matching status.

[0021] The specific steps for obtaining the teaching interaction load level mapping table are as follows: S101: Collect the classroom behavior data of students in the classroom scene, extract the start and end time of each student's answering in the task link, submission status and number of errors, count the time interval of answering questions, completion status distribution and error frequency corresponding to each task, arrange the above results in chronological order according to the task number and student ID, and obtain the task behavior sequence parameter set; In the process of collecting student behaviors in classroom scenarios, the system deploys sensors and answering terminals in the smart classroom, and sets each student to be equipped with a tablet device at the desk. The system automatically records the system time when each student clicks the start answering button in each task link, and continues to record the system time until the submit button is clicked as the start and end time of the answering. At the same time, it extracts whether the task is recognized as a valid submission by the system, and sets it to mark it as unsubmitted if the student fails to complete the "submit" operation within the set time. The system also monitors whether the answers submitted during the answering process are correct, and sets the questions to have standard answers. After the students submit, the system immediately compares and counts the number of errors. If both submissions are wrong, it is recorded as 2. The behavior record is saved in the database, and the task number and student identity code are used as indexes to statistically classify the answering time of all students in each task, and the answering time within 60 seconds is set as fast. The time taken by each student is classified and archived, and the number of students falling into each time interval in each task is counted. It is set that 12 students in task T001 are completed quickly, 15 are completed at a medium speed, and 3 are completed slowly. When counting the task submission status, if 28 out of 30 students submitted and 2 did not submit, the completion rate is 93.3%. For the number of errors, a grouping interval is set, and no error is set as zero error, 1-2 errors are set as mild errors, and more than 3 errors are set as multiple errors. The number of errors of each student is classified into intervals and the number of students falling into each interval in the task is calculated. The information is combined and sorted according to the student identity and task number. Student A is set to complete tasks T001, T002, and T003 in sequence, and their corresponding answering time periods, completion status, and number of errors are recorded respectively to obtain the task behavior sequence parameter set.

[0022] S102: Based on the task behavior sequence parameter set, the tasks are combined and classified according to the intersection interval of the answering time and the error frequency, the task load level label is marked according to the combination number, and the teaching interaction form corresponding to the task stage within the load level fluctuation interval is screened in combination with the task completion status mark, and the teaching interaction form switching basis set is obtained; After completing the establishment of the task behavior sequence parameter set, the system classifies all tasks according to the time interval and error frequency. In task T001, a student takes 85 seconds to answer questions and makes 2 errors, which means that the student falls into the medium time-consuming and light error interval. The system sets a fixed coding method for the combination of all tasks, and sets medium time + light errors to be numbered as C04. Task T001 is marked as combination number C04, and the task load level is divided according to the combination number. Combinations C01-C03 are set as low load, C04-C06 as medium load, and C07-C09 as high load. The system automatically adds a load level label to each task. In the actual scenario, task T002 takes 135 seconds to complete. seconds, and makes 3 mistakes, it is classified as a high time-consuming + multiple error interval, corresponding to number C09, which is a high-load task. The system selects the stage paragraphs where the task load level fluctuates according to the student's completion status, and sets three consecutive tasks in a student's behavior sequence as low load, medium load, and high load respectively. This stage is a load continuous increase interval. In this stage, the system retrieves classroom interaction data, such as whether the teacher switches the teaching method from explanation to questioning or discussion. The system extracts the interaction form of each task in this stage from the records, sets task T001 as explanation, T002 as group discussion, and T003 as questioning, and records these three interaction forms together with the corresponding tasks and their load levels to form a teaching interaction switching basis set.

[0023] S103: calling the teaching interaction form switching basis set, counting the continuous changes of the teaching interaction form in the task stage, identifying the number of switching times and switching types of the interaction form between adjacent load level stages, recording the task numbers and time node information corresponding to multiple types of switching, and generating a teaching interaction load level mapping table; Identify the changes in the interactive forms of adjacent task load level stages in the task sequence, parse the task sequence of a student or class with task load levels arranged as L1→L2→L2→L3→L2, and then match the corresponding interactive mode sequences one by one, set explanation→explanation→questioning→group discussion→explanation, compare the two tasks before and after, and determine whether there is a switch in the interactive mode. For example, switching from explanation to questioning is a switching event. The system counts the number, type, task number and time node of all switching events, sets task T003 to switch from explanation to questioning, and records the task number T003 and the start time of the task. At 10:20:45, the frequency of the same type of switching is continued to be counted within the whole class. The question-asking switch is set to group discussion, which occurs 12 times in all switches. The system summarizes them by switching type, indicating the number of occurrences and the corresponding task numbers, time node information and load level change trends, and outputs them as a teaching interaction load level mapping table. A row of records in the table is set as "Explanation→Questioning, Task T002, Start Time 10:15:30, Load Level L1→L2", which provides basic support data for the analysis and adjustment of the interactive mode of the teaching process and generates a teaching interaction load level mapping table.

[0024] The steps for obtaining the interactive mode replacement instruction set are as follows: S201: Based on the teaching interaction load level mapping table, call the answering time and the corresponding error frequency, extract the corresponding load level and teaching interaction form according to the task number, calculate the task load difference value, and determine whether the real-time task stage simultaneously meets the conditions that the answering time exceeds the corresponding time of the level and the error frequency exceeds the upper limit of the error frequency of the level. If so, mark the real-time interaction form as incompatible, and obtain an incompatible interaction identifier list; The formula for calculating the task load difference value is as follows: ; in, represents the difference value of task load of task number i in task stage j, represents the real-time answering time of task number i in task stage j, represents the error frequency of task number i in stage j, Represents the time value set by the level standard corresponding to task stage j number i, represents the interaction intensity weight of teaching interaction form k number i, represents the time taken to answer the question when the teaching interaction form k is numbered i, m represents the total number of teaching interaction forms, and k is the subscript index of the teaching interaction form; Parameter meaning and calculation derivation process: Real-time answering time : The teaching system records the time taken by students to answer questions numbered i and task stage j in real time, in seconds; Error frequency : Count the number of mistakes made by students in task stage j with number i, which can be automatically counted by the teaching system; Maximum time spent on level : The maximum allowed answering time for task stage j, numbered i, set according to the teaching interaction load level standard, in seconds. This value can be determined by referring to the standards in educational research or through data analysis; Interaction strength weight : Quantify the intensity of teaching interaction form k numbered i, which can be set through expert evaluation or based on factors such as teaching interaction frequency and complexity, and the value range is generally between 0 and 1; Time-consuming answering : The average answering time when the record number is i and the teaching interaction form is k, in seconds, which can be calculated from the data of the teaching equipment; Total number of teaching interaction forms m: the total number of teaching interaction forms involved in number i, which can be obtained by counting the types of interaction forms included in the teaching design; Specific numerical settings: Real-time answering time : Recorded by the teaching system, set to 50 seconds; Error frequency : According to statistics, it is set to 4 times; Maximum time spent on level : According to the teaching standards, it is set to 40 seconds; Interaction Strength Weight : Based on the complexity and frequency of teaching interactions, it is set to 0.8; Time-consuming answering : Calculated through data, set to 45 seconds; Total number of teaching interaction forms m: According to statistics, there are 3 types of interaction forms; Formula calculation process: Calculate the adjusted real-time answering time: ; Calculate the maximum time taken to adjust the level: ; Compute the first term: ; Calculate the weighted average time spent answering questions in the second item: ; Calculate the task load variance : ; The result shows that the task load difference value is 8.3415, which means that there is a significant difference between the load of the real-time task stage and the expected load. Further analysis is needed to determine whether the conditions that the time spent on answering questions exceeds the time spent on answering questions corresponding to the level and the error frequency exceeds the upper limit of the error frequency of the level are met to determine whether the form of teaching interaction is suitable.

[0025] S202: calling the list of incompatible interaction identifiers, searching for available interaction forms under the real-time load level for each mark record, selecting an alternative form by ranking the application frequency of the interaction form at the same level stage, binding the alternative form to the real-time task stage identifier, evaluating the mapping relationship between the task number, the original interaction form and the alternative form, and generating an interaction mode replacement instruction set; Each marked record is processed item by item, and task T005 is marked as the current interaction "explanation" which does not match the student load. The system reads the current load level of the task as medium load, retrieves all the interactive forms at the same medium load level in the teaching interaction load level mapping table, counts the application frequency of the interactive form at this level, and sorts them from high to low by frequency. It is set that "questioning" appears 15 times, "group discussion" appears 12 times, and "explanation" appears 8 times. At this time, the current incompatible interaction "explanation" has the lowest frequency at the same level, so the system prefers "questioning" as the alternative interactive form. The system binds task T005 with the "questioning" form as an alternative solution, and records the task number T005, the original interactive form "explanation", the alternative form "questioning" and the execution time of the alternative action. Each record reflects a replacement operation, including the task number, current load level, original interactive form, incompatible mark, frequency data, alternative form name and its source frequency, etc. The system dynamically updates the replacement instruction set during the real-time advancement of the task to achieve instant adjustment and tracking of the interactive method and generate an interactive mode replacement instruction set.

[0026] The specific steps for obtaining the interactive structure matching table in the teaching stage are as follows: S301: Call the interactive mode replacement instruction set, calculate the average completion speed and average accuracy of each student in the real-time task stage, set the completion speed hysteresis threshold and the accuracy stability threshold respectively according to the overall mean of the task stage, judge whether the student data simultaneously satisfies the speed better than the hysteresis threshold and the accuracy exceeds the stability threshold, if so, mark it as the mastery period, if the speed is lower than the hysteresis threshold or the accuracy is lower than the stability threshold, mark it as the hysteresis period, and obtain the student mastery and hysteresis status identification table; It is necessary to extract and calculate the behavior data of each student in real time in combination with the current task stage, extract the answering time and correctness of each student in the current stage, set student A to take 80 seconds to complete the task in task T006, answer 3 questions correctly and 1 question incorrectly, then calculate his average completion speed in this stage as 80 seconds / total number of questions, and the average correct rate is the ratio of the number of correct questions to the total number of questions. The system summarizes the average completion speed and correct rate of students in this task stage, calculates the overall average speed and overall average correct rate of the task stage, sets the average speed of the whole class to 90 seconds, the average correct rate to 85%, sets the completion speed hysteresis threshold and the correct rate stability threshold, and sets the hysteresis The post-threshold is the overall average speed plus 20 seconds, that is, 110 seconds, and the stable threshold is the overall average accuracy minus 10 percentage points, that is, 75%. The system then compares the answers of each student. If a student completes the test faster than 110 seconds and has an accuracy rate higher than 75%, he or she is judged to be in the mastery period. If any of the conditions is not met, it is in the lag period. The student ID is used as the index to indicate the status label (mastery period or lag period) of the current task stage, the specific answering speed, the answering accuracy and the comparison results with the corresponding threshold. The system continuously updates this table according to changes in the task stage to support the matching and deduction of subsequent teaching structures and obtain the student mastery and lag status identification table.

[0027] S302: Based on the student mastery and lag status identification table, call the target interaction form number of the task stage in the interactive mode replacement instruction set, filter the task stage number according to the mastery period identification, and match the teaching structure type to which the corresponding interaction form belongs, filter the interaction form belonging to the convergent structure, and obtain a convergent structure matching list; Each record is analyzed and processed, and the students marked as in the mastery period and their corresponding task stage numbers are extracted. Students A, C, and D are set to be marked as in the mastery period, and their corresponding task numbers are T006, T007, and T009, respectively. The system extracts the interactive forms of these three task stages in the interactive mode replacement instruction set, obtains the interactive form number corresponding to each task stage, sets T006 to the interactive number IF03, T007 to IF04, and T009 to IF01. The system further searches for the teaching structure type corresponding to the interactive form number, and sets the mapping dictionary between the system preset interactive form and the teaching structure. IF03 and IF04 belong to the "convergent" structure, and IF01 to the "expanding" structure. At this time, the interactive forms belonging to the convergent structure are screened out and bound to the task stage number to form a convergent structure matching list. The list indicates the task number, interactive form number, structure type, and the corresponding mastery period student list, which is used for structural replacement and adjustment of the lagging period tasks in the subsequent stage to obtain a convergent structure matching list.

[0028] S303: calling the convergent structure matching list, locating the interactive form number of the corresponding task, matching the teaching structure type to which the interactive form belongs, calculating the structure type matching difference value, screening the interactive form belonging to the expanded structure, and correspondingly binding the lag phase number with the matching interactive structure to obtain the teaching phase interactive structure matching table; The formula for calculating the structure type matching difference value is as follows: ; Among them, TM represents the structure type matching difference value, Represents the total number of interaction samples in the structure to which the real-time interaction form belongs. represents the matching weight coefficient of the oth interaction form, represents the structural feature encoding value of the oth interaction form in the task goal, represents the reference coding value of the oth interactive form in the standard model of teaching structure, PT represents the coding offset value of the teaching content category where the real-time task is located, The complexity score representing the task type number corresponding to the interaction form; Parameter details and calculation process: : The total number of interaction samples in the structure to which the current interaction form belongs, which can be obtained by counting the number of interactions that actually occurred in the teaching structure; : The matching weight coefficient of the oth interaction form reflects the importance of the interaction form in the overall matching, and can be quantitatively evaluated based on the degree of influence of the interaction form on the teaching effect in the teaching data; : The structural characteristic coding value of the oth interactive form in the task goal. By analyzing the task goal, the characteristics of each interactive form are identified and numerically coded to encode the classroom interactive behavior; : The reference coding value of the oth interactive form in the teaching structure standard model. According to the preset teaching standards, each interactive form is coded as a reference benchmark; PT: The encoding offset value of the teaching content category of the current task. Different teaching content categories have different offsets. The corresponding offset value can be determined by analyzing the characteristics of each category of teaching content; : The complexity score of the task type number corresponding to the interaction form reflects the complexity of the task. The complexity of different task types can be evaluated and assigned corresponding scores; How to obtain parameter values: :By counting the number of interactions that actually occur in a specific teaching structure, the number of interactions between teachers and students in a class is recorded, and the statistics are set to obtain ; :Based on teaching data, evaluate the impact of each interactive form on teaching effectiveness. If the contribution of a certain interactive form to students' understanding in past teaching is 0.8, then set ; and : Encode the classroom interaction behavior, set the coding value of the oth interaction form in the task goal to 6, and the reference coding value in the standard model to 4, then , ; PT: By analyzing the characteristics of different teaching content categories, the offset value is determined, and PT=2 is set for specific teaching content; :Evaluate the complexity of the task type and assign a score. If the complexity score of a task type is 3, then ; Formula calculation derivation process: Calculate the weighted square root difference for each interaction form: For each interaction form, calculate the product of its matching weight coefficient and the square root of the absolute value of the structural feature encoding difference: ; Taking the first interactive form as an example, set , , , the calculation process is: ; Calculate the mean weighted square root difference of the interacting forms: Average the above results for the interactive form: ; Assuming there are 10 interactive forms, the calculated weighted square root differences are 1.131, 1.2, 1.05, 1.3, 1.15, 1.0, 1.25, 1.1, 1.05, and 1.2, respectively. The average value is: ; Calculate the offset adjustment for the content category: Calculate the ratio of the encoding offset value of the teaching content category to the task complexity score: ; Substitute PT=2, : ; Calculate the structure type matching difference value: Calculate the absolute value of the difference between the above average weighted square root difference and the offset adjustment value: ; The results show that there is a certain matching difference between the actual interaction form and the standard teaching structure. The results can be used to evaluate the effectiveness of the current teaching interaction and guide the adjustment of teaching strategies to optimize the teaching process.

[0029] The specific steps for obtaining group collaborative interactive push information are as follows: S401: calling the teaching stage interaction structure matching table, extracting the speech frequency data of students in the corresponding stage, and counting the average speech frequency of each student in multiple consecutive task stages in the same group to obtain the interaction stage index set; Call the teaching stage interactive structure matching table to determine the task number list and corresponding interactive form type that currently belongs to the interactive structure stage. Set tasks T011, T012, and T013 to be marked as expanded interactive structures. The system analyzes the classroom speech records of students in these task stages. The speech frequency data is collected through the voice recognition equipment and student identity recognition system in the classroom, and the number of effective speeches of each student during the task is recorded. Set student A to speak 4 times in task T011, 3 times in T012, and 5 times in T013. Based on the task stage and student group information, the system selects the group number of each student and sets Assume that students A, B, C, and D all belong to group G01. The speaking frequencies of members in group G01 in three consecutive task stages are counted respectively, and their average speaking frequency is calculated. A is set to 4 times, B to 2 times, C to 0 times, and D to 3 times. The system uses the average frequency as a record of the student's activity performance in the current interaction stage, and binds the statistical results to the task stage, interaction structure type, and group number. With the task stage as the primary key, the system records key parameters such as the average speaking frequency of each group member, the interaction structure to which they belong, and the task number, to provide an index basis for the subsequent analysis of the collaboration between groups in the task, and obtains the interaction stage index set.

[0030] S402: Based on the interaction stage index set, locate all student group numbers in the corresponding task stage, extract the task collaboration frequency parameters of group members in the last three stages, sort them according to the interaction density of group members, and generate group collaboration interaction push information; Locate all student group numbers involved in each task stage, set task T012 involving groups G01, G02 and G03, and extract the task collaboration frequency parameters of the members of these three groups in the past three stages in turn. Set the system to count the number of times each member actively initiates communication, responds to others' discussions, and collaboratively completes tasks in group collaboration. Set student B to actively initiate collaboration 4 times, respond to collaboration 6 times, and collaboratively complete 2 tasks in stages T010 to T012, with a total collaboration frequency of 12 times. Compare the remaining members to derive the interaction density ranking of group members. The system sorts the interaction density of members in each group, marks the member collaboration level from high to low, and sorts the average collaboration density of the entire group to form a group collaboration ranking list, including task number, group number, group collaboration density value, group member ranking results and push suggestions. Set high-collaboration groups to push to teaching that needs to strengthen collaboration, and low-collaboration groups to push to stages that need to strengthen communication training. All push information is uniformly packaged for subsequent teaching resource allocation and task arrangement optimization to generate group collaboration interaction push information.

[0031] The specific steps for obtaining the task list for switching to the teaching interactive mode are as follows: S501: Calling the group collaboration interaction push information, extracting the task completion information of the teaching task stage, judging whether the teaching task is in the interactive stage under the recommended structure according to whether the task completion mark is completed and the submission time is within the recommended stage time period, and obtaining the recommended structure stage matching list; It is necessary to compare the completion status of the teaching task stage corresponding to each push item one by one, extract the task completion information, including the completion mark of each task stage (set as "completed" or "uncompleted") and the time node when the student submits the answer, set the task T014 mark as completed, and the submission time as 10:48:00. The system further loads the preset recommended stage time period range. For example, the system sets the recommended completion time period of task T014 as 10:45:00 to 10:50:00 according to the teaching rhythm. The system compares the submission time with the recommended time period to determine whether it falls within the range. If the submission time is within the recommended time period and the task status is completed, the task is marked as being in the interactive stage under the recommended structure. If any condition is not met, the task is not marked as the recommended structure stage. The system performs the same judgment process for all task stages, and records all task stage numbers, task completion marks, submission times and recommended time period marks that meet the conditions. Each data in the record is indexed by the task number, clearly indicating whether it matches the recommended structure stage, providing a basic data source for the subsequent interactive process instruction push, and obtaining a recommended structure stage matching list.

[0032] S502: Based on the recommended structure stage matching list, extract the stage number marked as successfully matched, call the corresponding interactive mode content in the group collaborative interaction push information, establish a binding record between the interactive mode and the classroom task stage number, write the successfully matched task stage into the corresponding classroom interaction process instruction channel, and obtain the interactive mode binding channel sequence; Filter the task stage numbers marked as successfully matched, set tasks T014 and T015 to be successfully matched, the system calls the group collaboration interaction push information, and extracts the interactive mode content of the two tasks accordingly. For example, T014 recommends the interactive mode "project cooperation" and T015 recommends the interactive mode "peer questioning". Bind each successfully matched task stage number to its corresponding interactive mode content, set the "project cooperation" mode to be bound to T014, and the "peer questioning" mode to be bound to T015, and establish a binding record table. The table uses the task stage number as the main index field to record the interactive mode number, name, group number and basic information of the task stage. The system writes the binding record into the corresponding classroom interactive process instruction channel. Different channels correspond to task execution flows with different interactive structures. Set expansion task flow channels, convergence task flow channels, etc. The system automatically dispatches instructions to write to the specified channel according to the type of interactive mode, forming a set of task processes organized by interactive structure, providing a structured data basis for subsequent sorting and execution scheduling, and obtaining the interactive mode binding channel sequence.

[0033] S503: calling the interactive mode binding channel sequence, integrating the task number, recommended interactive mode, group identifier and task phase start and end time of the interactive instruction, sorting them in chronological order, and generating a teaching interactive mode switching execution task list; All task numbers, recommended interaction modes, group identifiers and task stage start and end times in the sequence are integrated, and the recommended mode for task T014 is set to "project collaboration", the start time of group G01 is 10:45:00, and the end time is 10:55:00. The recommended mode for T015 is set to "peer questioning", and the start time of group G02 is 10:56:00 and the end time is 11:05:00. The system sorts the data from early to late according to the task start time, with the time dimension as the main index, and lists the execution order, interaction mode type, group participation number and task execution time period of each task in turn to ensure that the teaching activities are switched according to the dynamically generated interaction mode sequence. The task list is output in the form of a structured list, which is used to control the interactive process scheduling within the system and the synchronous display system push content, and generate a teaching interactive mode switching execution task list.

[0034] See also Figure 2 , a teaching interactive mode switching system, the system comprising: The classroom behavior analysis module obtains the student answering start time, answering end time, task completion mark status and question error type recorded by the classroom behavior collection terminal, sorts the behavior data by timestamp, combines the single question answering time value with the completion mark status, determines the task status and classifies it, and obtains the teaching interaction load level mapping table; The load level classification module calls the time-consuming value and error frequency value of answering questions based on the teaching interaction load level mapping table, makes a combined judgment based on the set time-consuming interval threshold and error frequency interval threshold, associates the teaching interaction types recorded in the task stage, sorts them by interaction frequency, and generates an interactive mode replacement instruction set; The adaptability identification module calls the interactive mode replacement instruction set to obtain the time-consuming value and error frequency value corresponding to the task stage, determines whether the conditions of completion and error frequency being higher than the task error benchmark value are met at the same time, filters the interactive type records as incompatible states, and generates an interactive structure matching table for the teaching stage; The structural matching analysis module calls the interactive structure matching table of the teaching stage, and judges the student status as the mastery stage or the lag stage according to the time spent on answering questions and the frequency of errors in the task stage, matches it as a convergent or expanded teaching structure, and generates group collaborative interaction push information; The collaborative interaction push module is based on the group collaborative interaction push information, filters the student speech frequency values ​​under the expanded structure, counts the group numbers that are lower than the collaborative frequency benchmark value for consecutive periods of time, marks them as collaborative status, and generates a teaching interaction mode switching execution task list.

[0035] The above are only specific embodiments of the present invention, but the protection scope of the present invention is not limited thereto. Any person skilled in the art who is familiar with the technical field can easily think of changes or substitutions within the technical scope disclosed by the present invention, which should be included in the protection scope of the present invention. Therefore, the protection scope of the present invention should be based on the protection scope of the claims.

Claims

1. A teaching interactive mode switching method, characterized in that: The following steps are involved: S1: Collect students' classroom behavior data in classroom scenes, classify students' answering time, task completion status and error distribution in chronological order, divide teaching tasks into differentiated levels according to the combination of answering time and error frequency, and generate a teaching interaction load level mapping table; S2: Based on the teaching interaction load level mapping table, the time consumption and error frequency data of answering questions are called to identify whether there is a delay in task completion under the load task link. If the condition is met, the real-time teaching interaction form is marked as unsuitable, and an interactive mode replacement instruction set is generated; S3: replacing the instruction set according to the interaction mode, identifying whether the student has entered the mastering stage or the lagging stage, and if it is identified as the mastering stage, matching the convergent teaching structure in the teaching interaction form, and generating a teaching stage interaction structure matching table; S4: Compare the teaching structure type in the teaching stage interaction structure matching table with the student collaboration frequency. If the recommended structure is an expanded type, filter the pattern of group collaboration characteristics, generate group collaboration interaction push information, and dynamically adjust the teaching interaction mode according to the student's real-time learning status.

2. The teaching interactive mode switching method according to claim 1, characterized in that: The teaching interaction load level mapping table includes the interaction load level, task load differentiation level, and teaching interaction form classification; the interaction mode replacement instruction set includes the task link adaptation status mark, interaction form binding instructions, and interaction mode replacement options; the teaching stage interaction structure matching table includes the mastery period interaction structure, the lag period interaction structure, and the teaching stage progress status; the group collaborative interaction push information includes the collaborative mode to be applied, the student collaborative feature mark, and the interactive recommendation structure mark.

3. The teaching interactive mode switching method according to claim 1, characterized in that: The steps for obtaining the teaching interaction load level mapping table are specifically as follows: S101: Collect the classroom behavior data of students in the classroom scene, extract the start and end time of each student's answering in the task link, submission status and number of errors, count the time interval of answering questions, completion status distribution and error frequency corresponding to each task, arrange the above results in chronological order according to the task number and student ID, and obtain the task behavior sequence parameter set; S102: Based on the task behavior sequence parameter set, the tasks are combined and classified according to the intersection intervals of the answering time and the error frequency, the task load level labels are marked according to the combination numbers, and the teaching interaction forms corresponding to the task stages within the load level fluctuation interval are screened in combination with the task completion status identifier to obtain the teaching interaction form switching basis set; S103: Call the teaching interaction form switching basis set, count the continuous changes of the teaching interaction form in the task stage, identify the number of switching times and switching types of the interaction form between adjacent load level stages, record the task numbers and time node information corresponding to multiple types of switching, and generate a teaching interaction load level mapping table.

4. The teaching interactive mode switching method according to claim 3 is characterized in that: The steps of obtaining the interactive mode replacement instruction set are specifically as follows: S201: Based on the teaching interaction load level mapping table, call the time consumption for answering questions and the corresponding error frequency, extract the corresponding load level and teaching interaction form according to the task number, calculate the task load difference value, and judge whether the real-time task stage satisfies the conditions that the time consumption for answering questions exceeds the time consumption corresponding to the level and the error frequency exceeds the upper limit of the error frequency of the level at the same time. If so, mark the real-time interaction form as incompatible, and obtain an incompatible interaction identifier list; The formula for calculating the task load difference value is as follows: ； in, represents the difference value of task load of task number i in task stage j, represents the real-time answering time of task number i in task stage j, represents the error frequency of task number i in stage j, Represents the time value set by the level standard corresponding to task stage j number i, represents the interaction intensity weight of teaching interaction form k number i, represents the time taken to answer the question when the teaching interaction form k is numbered i, m represents the total number of teaching interaction forms, and k is the subscript index of the teaching interaction form; S202: Call the incompatible interaction identifier list, and for each marked record, find the available interaction forms under the real-time load level, select the alternative form according to the application frequency ranking of the interaction form in the same level stage, bind the alternative form to the real-time task stage identifier, evaluate the mapping relationship between the task number, the original interaction form and the alternative form, and generate an interaction mode replacement instruction set.

5. The teaching interactive mode switching method according to claim 4 is characterized in that: The steps for obtaining the interactive structure matching table in the teaching stage are specifically as follows: S301: calling the interactive mode replacement instruction set, calculating the average completion speed and average accuracy of each student in the real-time task stage, setting the completion speed hysteresis threshold and the accuracy stability threshold respectively according to the overall mean of the task stage, judging whether the student data simultaneously satisfies the speed better than the hysteresis threshold and the accuracy exceeds the stability threshold, if so, marking it as the mastery period, if the speed is lower than the hysteresis threshold or the accuracy is lower than the stability threshold, marking it as the hysteresis period, and obtaining the student mastery and hysteresis status identification table; S302: Based on the student mastery and lag status identification table, call the target interaction form number of the task stage in the interactive mode replacement instruction set, filter the task stage number according to the mastery period identification, match the teaching structure type to which the corresponding interaction form belongs, filter the interaction form belonging to the convergent structure, and obtain a convergent structure matching list; S303: Call the convergent structure matching list, locate the interactive form number of the corresponding task, match the teaching structure type to which the interactive form belongs, calculate the structure type matching difference value, screen the interactive form belonging to the expanded structure, and bind the lag stage number with the matching interactive structure to obtain the teaching stage interactive structure matching table.

6. The teaching interactive mode switching method according to claim 5, characterized in that: The formula for calculating the structure type matching difference value is as follows: ； Among them, TM represents the structure type matching difference value, Represents the total number of interaction samples in the structure to which the real-time interaction form belongs. represents the matching weight coefficient of the oth interaction form, represents the structural feature encoding value of the oth interaction form in the task goal, represents the reference coding value of the oth interactive form in the standard model of teaching structure, PT represents the coding offset value of the teaching content category where the real-time task is located, Represents the complexity score of the task type number corresponding to the interaction form.

7. The teaching interactive mode switching method according to claim 6, characterized in that: The specific steps for obtaining the group collaborative interaction push information are as follows: S401: calling the teaching stage interaction structure matching table, extracting the speech frequency data of students in the corresponding stage, and counting the average speech frequency of each student in multiple consecutive task stages in the same group to obtain an interaction stage index set; S402: Based on the interaction stage index set, locate all student group numbers in the corresponding task stage, extract task collaboration frequency parameters of group members in the past three stages, sort them according to the interaction density of group members, and generate group collaboration interaction push information.

8. The teaching interactive mode switching method according to claim 1, characterized in that: The method further comprises step S5: S5: According to the group collaborative interaction push information, combined with the completion information of the teaching task stage, it is determined whether the teaching task is in the interactive stage under the recommended structure. If the match is successful, the corresponding interactive mode is written into the classroom interactive process instruction channel, and a teaching interactive mode switching execution task list is generated to perform dynamic teaching; The teaching interaction mode switching execution task list includes an interaction mode switching instruction, a classroom interaction process channel, and an interaction stage matching status.

9. The teaching interactive mode switching method according to claim 8, characterized in that: The steps for obtaining the teaching interactive mode switching execution task list are specifically as follows: S501: calling the group collaborative interaction push information, extracting the task completion information of the teaching task stage, judging whether the teaching task is in the interactive stage under the recommended structure according to whether the task completion mark is completed and the submission time is within the recommended stage time period, and obtaining the recommended structure stage matching list; S502: Based on the recommended structure stage matching list, extract the stage number marked as successfully matched, call the corresponding interactive mode content in the group collaborative interaction push information, establish a binding record between the interactive mode and the classroom task stage number, write the successfully matched task stage into the corresponding classroom interaction process instruction channel, and obtain the interactive mode binding channel sequence; S503: Call the interaction mode binding channel sequence, integrate the task number, recommended interaction mode, group identifier and task stage start and end time of the interaction instruction, sort them in chronological order, and generate a teaching interaction mode switching execution task list.

10. A teaching interactive mode switching system, characterized in that: According to the teaching interaction mode switching method according to any one of claims 1 to 9, the system comprises: The classroom behavior analysis module obtains the student answering start time, answering end time, task completion mark status and question error type recorded by the classroom behavior collection terminal, sorts the behavior data by timestamp, combines the single question answering time value with the completion mark status, determines the task status and classifies it, and obtains the teaching interaction load level mapping table; The load level classification module calls the time-consuming value and the error frequency value of answering questions based on the teaching interaction load level mapping table, makes a combined judgment according to the set time-consuming interval threshold and the error frequency interval threshold, associates the teaching interaction types recorded in the task stage, sorts them by interaction frequency, and generates an interaction mode replacement instruction set; The adaptability identification module calls the interactive mode replacement instruction set, obtains the time-consuming value and error frequency value of the answer corresponding to the task stage, determines whether the conditions of completion and error frequency being higher than the task error benchmark value are met at the same time, filters the interactive type records as incompatible states, and generates an interactive structure matching table for the teaching stage; The structure matching analysis module calls the teaching stage interactive structure matching table, judges the student status as the mastering stage or the lagging stage according to the time consumption and error frequency value of answering questions in the task stage, matches it as a convergent or expanded teaching structure, and generates group collaborative interaction push information; The collaborative interaction push module screens the student speech frequency values ​​under the expanded structure based on the group collaborative interaction push information, counts the group numbers that are lower than the collaborative frequency benchmark value for consecutive periods, marks them as collaborative states, and generates a teaching interactive mode switching execution task list.

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