A method and system for switching teaching interaction modes

Abstract

The present invention relates to the field of educational interaction technology, and specifically to a method and system for switching teaching interaction modes, including the following steps: collecting classroom behavior data, classifying the time taken for answering questions and error distribution, dividing the teaching task load levels, recording the teaching interaction forms, calling data based on a mapping table, identifying task delays and errors, marking inappropriate interaction forms, matching the teaching structure types, comparing the student speech frequencies, screening group collaboration characteristics, determining the teaching task interaction stage, and writing classroom interaction process instructions. In the present invention, by refining the time taken for students to answer questions and the error frequencies, a more flexible and personalized adaptation between the teaching content and the students' performance is achieved, the specific difficulties encountered by students during the learning process are identified and addressed, the teaching interaction forms are adjusted, the teaching efficiency and learning outcomes are improved, and when students are in the lag period of knowledge mastery, a more suitable teaching structure is recommended to ensure that each student can make progress in the most suitable learning environment.

Description

Technical Field

[0001] The present invention relates to the technical field of educational interaction, and particularly to a method and system for switching teaching interaction modes. Background Art

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

[0003] Among them, the method for switching teaching interaction modes refers to a technical method that, during the teaching process, flexibly switches different interaction modes according to teaching content and students' performance. This patent theme 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, interest points, and interaction situations, the system can select a suitable teaching mode for switching, such as switching from an explanation mode to a discussion mode or a group cooperation mode. This process determines the optimal interaction mode by dynamically monitoring students' participation and understanding levels and applies it to the actual teaching scenario.

[0004] The prior art lacks flexibility and personalized processing, and is insufficient in dealing with diverse student needs and ever-changing teaching environments. For example, traditional teaching interaction technologies fixedly adopt a certain teaching mode without considering the differences and real-time performance among individual students, resulting in a disconnection between teaching content and student needs. The prior art lacks an instant feedback mechanism when processing student data and cannot adjust teaching strategies in a timely manner to adapt to students' learning progress and comprehension level. This teaching mode lacking real-time adaptability will lead to a decline in student participation and learning efficiency, especially when facing complex and highly challenging learning tasks. Summary of the Invention

[0005] To address the deficiencies in the existing technology when dealing with diverse student needs and a changing teaching environment, traditional teaching interaction technologies fixedly adopt a certain teaching mode without considering the differences and real-time performance among individual students, resulting in a disconnection between teaching content and student needs. The existing technology lacks an immediate feedback mechanism when processing student data and cannot timely adjust teaching strategies to adapt to the learning progress and comprehension level of students. This teaching mode lacking real-time adaptability will lead to a decline in student participation and learning efficiency, especially in the face of technical problems in complex and highly challenging learning tasks. Embodiments of the present invention provide a method and system for switching teaching interaction modes. The technical solutions are as follows:

[0006] On the one hand, a method for switching teaching interaction modes is provided, and the method includes:

[0007] S1: Collect the classroom behavior data of students in the classroom scenario, classify the time taken by students to answer questions, task completion status, and error distribution according to the time sequence, and divide the teaching tasks into different levels according to the load based on the combination of the time taken to answer questions and the error frequency, and generate a teaching interaction load level mapping table;

[0008] S2: Based on the teaching interaction load level mapping table, call the data of the time taken to answer questions and the error frequency to identify whether there is a situation of task completion delay in the load task link. If the condition is established, mark the real-time teaching interaction form as an inappropriate state and generate an interaction mode replacement instruction set;

[0009] S3: According to the interaction mode replacement instruction set, 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 and generate a teaching stage interaction structure matching table;

[0010] S4: Compare the teaching structure type in the teaching stage interaction structure matching table with the student collaboration frequency. If the recommended structure is the expansion type, screen the mode with group collaboration characteristics, generate group collaboration interaction push information, and dynamically adjust the teaching interaction mode according to the real-time learning state of the students.

[0011] As a further solution of the present invention, the teaching interaction load level mapping table includes interaction load levels, task load differentiation levels, and teaching interaction form classifications. The interaction mode replacement instruction set includes task link adaptation status marks, interaction form binding instructions, and interaction mode replacement alternatives. The teaching stage interaction structure matching table includes mastery period interaction structures, lag period interaction structures, and teaching stage progress statuses. The group collaboration interaction push information includes collaboration modes to be applied, student collaboration characteristic marks, and interaction recommended structure marks.

[0012] As a further solution of the present invention, the steps for obtaining the teaching interaction load level mapping table are specifically as follows:

[0013] S101: Collect the classroom behavior data of students in the classroom scenario, extract the start and end times of answering questions, submission status, and number of errors of each student in the task session, count the answering time intervals, completion status distributions, and error frequencies corresponding to each task, and arrange the above results in chronological order according to the task number and student identifier to obtain a task behavior sequence parameter set;

[0014] S102: Based on the task behavior sequence parameter set, combine and classify tasks according to the cross interval of answering time and error frequency, label the task load level tags according to the combination number, and combine with the identifier of the task completion status to screen the teaching interaction forms corresponding to the task stages within the load level fluctuation interval to obtain a teaching interaction form switching basis set;

[0015] S103: Invoke the teaching interaction form switching basis set, count the continuous changes of the teaching interaction form in the task stage, identify the number of switches and switch types between adjacent load level stages of the interaction form, record the task numbers and time node information corresponding to multiple types of switches, and generate a teaching interaction load level mapping table.

[0016] As a further solution of the present invention, the steps for obtaining the interaction mode replacement instruction set are specifically as follows:

[0017] S201: Based on the teaching interaction load level mapping table, invoke 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 an inadaptable state and obtain a list of inadaptable interaction identifiers;

[0018] The formula for calculating the task load difference value is as follows:

[0019] ;

[0020] Wherein, represents the task load difference value of task stage j with number i, represents the real-time answering time of task stage j with number i, represents the error frequency of task stage j with number i, represents the time value set by the corresponding level standard of task stage j with number i, represents the interaction intensity weight when the teaching interaction form is k with number i, It represents the answering time when the teaching interaction form is numbered i, m represents the total number of teaching interaction forms, and k is the subscript index of the teaching interaction form;

[0021] S202: Call the list of incompatible interaction identifiers. For each marked record, find the available interaction forms under the real-time load level. Select the alternative form by ranking the application frequencies of the interaction forms at 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.

[0022] As a further solution of the present invention, the steps for obtaining the teaching stage interaction structure matching table are specifically as follows:

[0023] S301: Call the interaction mode replacement instruction set, calculate the average completion speed and average correct rate of each student in the real-time task stage. Respectively set the completion speed lag threshold and the correct rate stability threshold according to the overall mean of the task stage. Determine whether the student data simultaneously meets the conditions that the speed is better than the lag threshold and the correct rate exceeds the stability threshold. If it is satisfied, mark it as the mastery period. If the speed is lower than the lag threshold or the correct rate is lower than the stability threshold, mark it as the lag period, and obtain the student mastery and lag status identifier table;

[0024] S302: Based on the student mastery and lag status identifier table, call the target interaction form number in the task stage of the interaction mode replacement instruction set. Screen the task stage numbers according to the mastery period identifier, and match the teaching structure type to which the corresponding interaction form belongs. Screen the interaction forms belonging to the convergent structure to obtain the convergent structure matching list;

[0025] S303: Call the convergent structure matching list, locate the interaction form number of the corresponding task, match the teaching structure type to which the interaction form belongs, calculate the structure type matching difference value, screen the interaction forms belonging to the unfolding structure, and bind the lag period stage number to the matching interaction structure to obtain the teaching stage interaction structure matching table.

[0026] As a further solution of the present invention, the formula for calculating the structure type matching difference value is as follows:

[0027] ;

[0028] 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 o-th interaction form, represents the structure feature coding value of the o-th interaction form in the task objective, represents the reference coding value of the o-th interaction form in the standard model of the teaching structure, and 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.

[0029] As a further solution of the present invention, the steps for obtaining the group collaboration interaction push information are specifically as follows:

[0030] S401: Invoke the teaching stage interaction structure matching table, extract the speech frequency data of students within the corresponding stage, and count the average speech frequency of each student in multiple consecutive task stages within the same group to obtain the interaction stage index set;

[0031] 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 recent three stages, and sort them according to the interaction intensity among group members to generate the group collaboration interaction push information.

[0032] As a further solution of the present invention, the method further includes step S5:

[0033] S5: According to the group collaboration interaction push information, combined with the completion information of the teaching task stage, determine whether the teaching task is in the interaction stage under the recommended structure. If the match is successful, write the corresponding interaction mode into the classroom interaction process instruction channel, generate a teaching interaction mode switching execution task list, and conduct dynamic teaching;

[0034] 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.

[0035] As a further solution of the present invention, the steps for obtaining the teaching interaction mode switching execution task list are specifically as follows:

[0036] S501: Invoke the group collaboration interaction push information, extract the task completion information of the teaching task stage, and determine whether the teaching task is in the interaction stage under the recommended structure according to whether the task completion flag is completed and the submission time is within the recommended stage time period to obtain a recommended structure stage matching list;

[0037] S502: Based on the recommended structure stage matching list, extract the stage numbers marked as successful matches, call the corresponding interaction mode content in the group collaboration interaction push information, establish a binding record between the interaction mode and the classroom task stage number, write the successfully matched task stage into the corresponding classroom interaction process instruction channel, and obtain the interaction mode binding channel sequence;

[0038] S503: Invoke the interactive mode binding channel sequence, integrate the task number of the interactive instruction, the recommended interactive mode, the group identifier, and the start and end times of the task phase, sort them in chronological order, and generate a teaching interactive mode switching execution task list.

[0039] On the other hand, the teaching interactive mode switching system is used to execute the above teaching interactive mode switching method. The system includes:

[0040] The classroom behavior analysis module obtains the student's answer start time, answer end time, task completion mark status, and question error type recorded by the classroom behavior collection terminal, sorts the behavior data according to the time stamp, combines the single-question answer time-consuming value with the completion mark status, judges the task status and classifies it to obtain a teaching interactive load level mapping table;

[0041] The load level division module, based on the teaching interactive load level mapping table, invokes the answer time-consuming value and the error frequency value, makes a combined judgment according to the set time-consuming interval threshold and error frequency interval threshold, and associates the teaching interactive type recorded in the task phase, sorts according to the interaction frequency, and generates an interactive mode replacement instruction set;

[0042] The adaptability recognition module invokes the interactive mode replacement instruction set, obtains the answer time-consuming value and the error frequency value corresponding to the task phase, judges whether the conditions of both completion and error frequency higher than the task error benchmark value are met, screens the interactive type records as the non-adapted state, and generates a teaching phase interactive structure matching table;

[0043] The structure matching analysis module invokes the teaching phase interactive structure matching table, judges whether the student status is the mastery period or the lag period according to the answer time-consuming and error frequency values in the task phase, matches the convergent or divergent teaching structure, and generates group collaboration interactive push information;

[0044] The collaboration interactive push module, based on the group collaboration interactive push information, screens the student speech frequency value under the divergent structure, counts the group numbers with consecutive periods lower than the collaboration frequency benchmark value, and marks them as the collaboration status, and generates a teaching interactive mode switching execution task list.

[0045] The technical solution of the present invention has the following beneficial effects:

[0046] By collecting and analyzing students' in-class behavior data, it is possible to accurately classify the load levels of teaching tasks and adjust the form of teaching interaction in real time to match the actual learning situation of students. By refining the time taken for students to answer questions and the frequency of errors, a more flexible and personalized adaptation between teaching content and students' performance can be achieved. Implementing this strategy can effectively identify and address specific difficulties encountered by students during the learning process, and improve teaching efficiency and learning outcomes by adjusting the form of teaching interaction. When students are in a lag period in knowledge mastery, a more suitable teaching structure, such as an expansion 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 suitable interaction mode according to the actual situation in group collaboration to ensure that each student can make progress in the most suitable learning environment. BRIEF DESCRIPTION OF THE DRAWINGS

[0047] Figure 1 Schematic diagram of the working process of the present invention;

[0048] Figure 2 System flowchart of the present invention. DETAILED DESCRIPTION OF THE INVENTION

[0049] The technical solutions in the present invention will be described below with reference to the accompanying drawings.

[0050] In the embodiments of the present invention, words such as "exemplarily" and "for example" are used to represent examples, illustrations or explanations. Any embodiment or design solution described as an "example" in the present invention should not be construed as being more preferred or having more advantages than other embodiments or design solutions. Rather, the use of the word "example" is intended to present concepts in a specific manner. In addition, in the embodiments of the present invention, the meaning expressed by "and / or" can be both, or either one of the two.

[0051] To make the technical problems, technical solutions and advantages to be solved by the present invention clearer, the following will be described in detail with reference to the accompanying drawings and specific embodiments.

[0052] Please refer to Figure 1 , the embodiments of the present invention provide a method for switching teaching interaction modes, and the processing flow of this method may include the following steps:

[0053] S1: Collect the in-class behavior data of students in the classroom scenario, classify the time taken for students to answer questions, task completion status and error distribution according to the time sequence, divide the teaching tasks into different levels according to the load based on the combination of the time taken for answering questions and the frequency of errors, and record the teaching interaction forms used in the corresponding task stages to generate a teaching interaction load level mapping table;

[0054] S2: Based on the teaching interaction load level mapping table, call the data of answering time and error frequency, and use judgment operations to identify whether there is a task completion delay and an abnormal error frequency in the load task link. If the condition is met, mark the real-time teaching interaction form as an incompatible state, the load can replace the interaction form, and bind the interaction form to the real-time teaching task stage to generate an interaction mode replacement instruction set;

[0055] S3: According to the interaction mode replacement instruction set, call the data of task completion speed and correct rate to 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 unfolding structure in the teaching interaction form to generate a teaching stage interaction structure matching table;

[0056] S4: Compare the teaching structure type in the teaching stage interaction structure matching table with the student collaboration frequency. If the recommended structure is unfolding and the speaking frequency is continuously lower than the cooperation benchmark value, screen the mode with group collaboration characteristics and mark it as the to-be-applied state to generate group collaboration interaction push information;

[0057] S5: According to the group collaboration interaction push information, combined with the completion information of the teaching task stage, judge whether the teaching task is in the interaction stage under the recommended structure. If the match is successful, write the corresponding interaction mode into the classroom interaction process instruction channel to generate a teaching interaction mode switching execution task list;

[0058] The teaching interaction load level mapping table includes interaction load levels, task load differentiation levels, and teaching interaction form classifications. The interaction mode replacement instruction set includes task link adaptation status marks, interaction form binding instructions, and interaction mode replacement alternatives. The teaching stage interaction structure matching table includes mastery period interaction structures, lag period interaction structures, and teaching stage progress statuses. The group collaboration interaction push information includes to-be-applied collaboration modes, student collaboration characteristic marks, and interaction recommended structure marks. The teaching interaction mode switching execution task list includes interaction mode switching instructions, classroom interaction process channels, and interaction stage matching statuses.

[0059] The specific steps for obtaining the teaching interaction load level mapping table are as follows:

[0060] S101: Collect the classroom behavior data of students in the classroom scenario, extract the start and end times of answering questions, submission status, and the number of errors of each student in the task link, count the answering time intervals, completion status distributions, and error frequencies corresponding to each task, and arrange the above results in chronological order according to the task number and student identification to obtain a task behavior sequence parameter set;

[0061] During the process of collecting students' behaviors in the classroom scenario, the system deploys sensors and answering terminal devices in the smart classroom. Each student is equipped with a tablet device in front of their desk. The system automatically records the system time when each student clicks the start answering button in each task session, and continuously records the system time until the submit button is clicked as the start and end time of answering. At the same time, it extracts whether the task is recognized as a valid submission by the system. If a student does not complete the click "submit" operation within the set time, it is marked as not submitted. The system also monitors whether the answers submitted during the answering process are correct. Given that there are standard answers to the questions, the system immediately compares and counts the number of errors after the student submits. If both submissions are incorrect, the number of errors is recorded as 2. The behavior records are saved to the database, indexed by the task number and the student identity code. The answering time of all students in each task is statistically classified. It is set that an answering time within 60 seconds is defined as quickly completed, 61 - 120 seconds as medium speed, and more than 121 seconds as slowly completed. The answering time of 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 in task T001, 12 students completed quickly, 15 students completed at medium speed, and 3 students 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, grouping intervals are set. Zero errors means no errors, 1 - 2 errors means minor errors, and more than 3 errors means multiple errors. The number of errors of each student is grouped into the intervals and the number of students falling into each interval in the task is calculated. The information is sorted by combining the student identity and the task number. It is set that student A completed tasks T001, T002, and T003 successively, and their corresponding answering time periods, completion statuses, and error numbers are respectively recorded to obtain the task behavior sequence parameter set.

[0062] S102: Based on the task behavior sequence parameter set, combine and classify the tasks according to the cross - interval of answering time and error frequency, label the task load level tags according to the combination number, and combined with the identification of the task completion status, screen the teaching interaction forms corresponding to the task stages within the load level fluctuation interval to obtain the teaching interaction form switching basis set;

[0063] After establishing the parameter set of the task behavior sequence, the system classifies all tasks according to the answering time interval and error frequency. Suppose a student's answering time for task T001 is 85 seconds and the number of errors is 2. Then it falls into the interval of medium answering time and mild errors. The system sets a fixed coding method for the combination of all tasks. Setting medium answering time + mild errors is numbered as C04, and task T001 is marked with the combination number C04. At the same time, according to the combination number, the task load level is divided. Set combinations C01 - C03 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, the answering time of task T002 is 135 seconds and the number of errors is 3, so it is classified into the interval of high answering time + many errors, corresponding to the number C09, that is, it belongs to a high-load task. The system screens out the stage paragraphs with fluctuations in the task load level according to the student's completion status. Suppose three consecutive tasks in a student's behavior sequence are low load, medium load, and high load respectively. This stage is the interval of continuously rising load. In this stage, the system retrieves classroom interaction data, such as whether the teacher has switched the teaching method, from explanation to question or discussion. The system extracts the interaction forms of each task in this stage from the records. Set task T001 as explanation, T002 as group discussion, and T003 as question. Record these three interaction forms in combination with the corresponding tasks and their load levels to form a teaching interaction switching basis set.

[0064] S103: Invoke the teaching interaction form switching basis set, count the continuous changes of the teaching interaction form in the task stage, identify the number of switches and the types of switches between adjacent load level stages of the interaction form, record the task numbers and time node information corresponding to multiple types of switches, and generate a teaching interaction load level mapping table;

[0065] Identify the changes in the interaction form at adjacent task load level stages in the task sequence. Analyze a task sequence with task load levels arranged as L1→L2→L2→L3→L2 for a certain student or class, and then match the corresponding interaction mode sequence one by one. Set the interaction modes as explanation→explanation→question→group discussion→explanation. Compare the two tasks before and after to determine whether there is a switch in the interaction mode. For example, a switch from explanation to question is considered a switch event. The system counts the number, type, task number, and time node of all switch events. Set that task T003 switches from explanation to question, record the task number T003 and the task start time 10:20:45, and continue to cumulatively count the occurrence frequency of the same type of switch within the whole class of students. Set that the switch from question to group discussion occurs 12 times in all switches. The system summarizes by switch type, indicating the occurrence times, their corresponding task numbers, time node information, and load level change trends, and at the same time outputs it as a teaching interaction load level mapping table. Set a row record in the table as "explanation→question, task T002, start time 10:15:30, load level L1→L2", providing basic support data for the analysis and adjustment of the interaction mode in the teaching process, and generating a teaching interaction load level mapping table.

[0066] The specific steps for obtaining the interaction mode replacement instruction set are as follows:

[0067] S201: Based on the teaching interaction load level mapping table, call the answering time consumption 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 simultaneously meets the conditions that the answering time consumption exceeds the time consumption corresponding to the level and the error frequency exceeds the upper limit of the error frequency of the level. If it meets, mark the real-time interaction form as an unmatched state and obtain a list of unmatched interaction identifiers;

[0068] The formula for calculating the task load difference value is as follows:

[0069] ;

[0070] Among them, represents the task load difference value of task stage j with number i, represents the real-time answering time consumption of task stage j with number i, represents the error frequency of task stage j with number i, represents the time consumption value set by the corresponding level standard of task stage j with number i, represents the interaction intensity weight when the teaching interaction form is k with number i, represents the answering time consumption when the teaching interaction form is k with number i, m represents the total number of teaching interaction forms, and k is the subscript index of the teaching interaction form;

[0071] Parameter meaning and calculation derivation process:

[0072] Real-time answering time : Record the answering time of students in task stage j with number i in real time through the teaching system, in seconds;

[0073] Error frequency : Count the number of errors of students in task stage j with number i, which can be automatically counted by the teaching system;

[0074] Maximum time for level : The maximum allowed answering time in task stage j with number i set according to the teaching interaction load level standard, in seconds. This value can be referred to the standard in educational research or determined through data analysis;

[0075] Interaction intensity weight : Quantify the intensity of teaching interaction form k with number 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;

[0076] Answering time : Record the average answering time when the teaching interaction form is k with number i, in seconds, which can be calculated from the data of teaching equipment;

[0077] Total number m of teaching interaction forms: The total number of teaching interaction forms involved with number i, which can be obtained by counting the types of interaction forms included in the teaching design;

[0078] Specific value setting:

[0079] Real-time answering time : Recorded through the teaching system and set to 50 seconds;

[0080] Error frequency : Statistically obtained and set to 4 times;

[0081] Maximum time for level : Set to 40 seconds according to the teaching standard;

[0082] Interaction intensity weight : Set to 0.8 based on the complexity and frequency of teaching interaction;

[0083] Answering time : Calculated from data and set to 45 seconds;

[0084] Total number m of teaching interaction forms: Statistically obtained, there are 3 interaction forms in total;

[0085] Formula calculation process:

[0086] Calculate the adjusted real-time answering time:

[0087] ;

[0088] Calculate the maximum time consumption of the adjusted level:

[0089] ;

[0090] Calculate the first item:

[0091] ;

[0092] Calculate the weighted average response time in the second item:

[0093] ;

[0094] Calculate the task load difference value :

[0095] ;

[0096] This result indicates that the task load difference value is 8.3415, indicating that there is a significant difference between the load in the real-time task stage and the expected load. It is necessary to further analyze whether the conditions of the response time exceeding the corresponding time of the level and the error frequency exceeding the upper limit of the level error frequency are met to judge whether the teaching interaction form is suitable.

[0097] S202: Invoke the list of inadaptable interaction identifiers. For each marked record, find the available interaction forms at the real-time load level, select the alternative form by ranking the application frequencies of the interaction forms 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;

[0098] Process each marked record item by item. Set the task T005 to be marked as not matching the current interaction "explanation" with the student load. The system reads the current load level of this task as medium load, retrieves all interaction forms at the same medium load level in the teaching interaction load level mapping table, counts the application frequencies of the interaction forms at this level, sorts them from high to low. It is set that "question" appears 15 times, "group discussion" appears 12 times, and "explanation" appears 8 times. At this time, the current mismatched interaction "explanation" has the lowest frequency in the same level. Therefore, the system preferentially selects "question" as the alternative interaction form. The system binds the task T005 with the "question" form as an alternative solution, records the task number T005 of the alternative action, the original interaction form "explanation", the alternative form "question" and the execution time. Each record reflects an alternative operation, including the task number, the current load level, the original interaction form, the mismatch identifier, the frequency data, the name of the alternative form and its source frequency, etc. The system dynamically updates this replacement instruction set during the real-time progress of the task to achieve the immediate adjustment and tracking of the interaction method, and generates an interaction mode replacement instruction set.

[0099] The specific steps for obtaining the interaction structure matching table in the teaching stage are as follows:

[0100] S301: Invoke the interaction mode replacement instruction set, calculate the average completion speed and average correct rate of each student in the real-time task stage, set the completion speed lag threshold and the correct rate stability threshold respectively according to the overall mean of the task stage, judge whether the student data simultaneously meets the conditions that the speed is better than the lag threshold and the correct rate exceeds the stability threshold. If it is satisfied, mark it as the mastery period. If the speed is lower than the lag threshold or the correct rate is lower than the stability threshold, mark it as the lag period, and obtain the student mastery and lag status identification table;

[0101] 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 duration and answering correctness of each student within the current stage. Suppose student A took 80 seconds to complete answering in task T006, answered 3 questions correctly and 1 question wrong. Then calculate his average completion speed in this stage as 80 seconds per total number of questions, and the average correct rate as 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. Suppose the class average speed is 90 seconds and the average correct rate is 85%. Set the lag threshold for completion speed and the stability threshold for correct rate. Set the lag threshold as the overall average speed plus 20 seconds, that is, 110 seconds, and the stability threshold as the overall average correct rate minus 10 percentage points, that is, 75%. Then the system compares the answering situations of each student. If a certain student's completion speed is faster than 110 seconds and the correct rate is higher than 75%, then it is determined that he is in the mastery period. If any one does not meet the requirements, it is the lag period. Indexed by student ID, mark his status label (mastery period or lag period), specific answering speed, answering correct rate and the comparison results with the corresponding thresholds in the current task stage. The system continuously updates this table according to the changes in the task stage to support the matching and deduction of the subsequent teaching structure, and obtains the student mastery and lag status identification table.

[0102] S302: Based on the student mastery and lag status identification table, call the target interaction form number in the interaction mode replacement instruction set for the task stage, screen the task stage numbers according to the mastery period identification, and match the teaching structure type to which the corresponding interaction form belongs. Screen the interaction forms belonging to the convergent structure to obtain the convergent structure matching list;

[0103] Analyze and process each record, extract the students marked as in the mastery period and their corresponding task stage numbers. Suppose students A, C, and D are marked as in the mastery period, and their corresponding task numbers are T006, T007, and T009 respectively. The system extracts the interaction forms of these three task stages in the interaction mode replacement instruction set to obtain the corresponding interaction form numbers for each task stage. Suppose the corresponding interaction number for T006 is IF03, for T007 is IF04, and for T009 is IF01. The system further searches for the teaching structure type corresponding to the interaction form number, sets the mapping dictionary of the system default interaction form and teaching structure. IF03 and IF04 belong to the "convergent" structure, and IF01 is "expanded". At this time, screen out the interaction forms belonging to the convergent structure and bind them with the task stage numbers to form a convergent structure matching list. The list indicates the task number, interaction form number, structure type and the corresponding list of students in the mastery period, which is used for the subsequent stage to replace and adjust the structure of the lag period tasks, and obtain the convergent structure matching list.

[0104] S303: Call the convergence structure matching list, locate the interaction form number corresponding to the task, match the teaching structure type to which the interaction form belongs, calculate the structure type matching difference value, filter out the interaction forms belonging to the unfolding structure type, and correspond and bind the lag phase number to the matching interaction structure to obtain the teaching phase interaction structure matching table;

[0105] The formula for calculating the structure type matching difference value is as follows:

[0106] ;

[0107] 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 o-th interaction form, represents the structure feature coding value of the o-th interaction form in the task objective, represents the reference coding value of the o-th interaction form in the teaching structure standard model, 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;

[0108] Detailed parameter explanation and calculation process:

[0109] : The total number of interaction samples in the structure to which the current interaction form belongs, which can be obtained by counting the actual number of interactions in this teaching structure;

[0110] : The matching weight coefficient of the o-th interaction form, reflecting the importance of this interaction form in the overall matching, which can be quantitatively evaluated according to the influence degree of this interaction form on the teaching effect in the teaching data;

[0111] : The structure feature coding value of the o-th interaction form in the task objective, by analyzing the task objective, identifying the features of each interaction form, and performing numerical coding to code the classroom interaction behavior;

[0112] : The reference coding value of the o-th interaction form in the teaching structure standard model, coding each interaction form according to the preset teaching standard as a reference benchmark;

[0113] PT: The coding offset value of the teaching content category where the current task is located, different teaching content categories have different offsets, and the corresponding offset value can be determined by analyzing the features of various teaching content categories;

[0114] : The complexity score of the task type number corresponding to this interaction form reflects the complexity of the task. The corresponding score can be assigned by evaluating the complexity of different task types;

[0115] Parameter value acquisition method:

[0116] : By counting the actual number of interactions that occur in a specific teaching structure, record the number of interactions between teachers and students in a class, and set the statistics obtained ;

[0117] : Based on teaching data, evaluate the impact of each interaction form on teaching effectiveness. If the contribution of a certain interaction form to students' understanding in past teaching is 0.8, then set ;

[0118] and : Encode classroom interaction behaviors. Set the encoding value of the o-th interaction form in the task objective to 6, and the reference encoding value in the standard model to 4. Then , ;

[0119] PT: By analyzing the characteristics of different teaching content categories, determine the offset value. For specific teaching content, set PT = 2;

[0120] : Evaluate the complexity of the task type and assign a score. If the complexity score of a certain task type is 3, then ;

[0121] Formula calculation and derivation process:

[0122] Calculate the weighted square root difference of each interaction form:

[0123] For each interaction form, calculate the product of the square root of the absolute value of the difference between its matching weight coefficient and the structure feature encoding:

[0124] ;

[0125] Taking the 1st interaction form as an example, set , , , then the calculation process is:

[0126] ;

[0127] Calculate the average weighted square root difference of the interaction form:

[0128] Take the average of the above results of the interaction form:

[0129] ;

[0130] There are 10 interactive forms in total, and 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, 1.2 respectively. Then the average value is:

[0131] ;

[0132] Calculate the offset adjustment value of the teaching content category:

[0133] Calculate the ratio of the coding offset value of the teaching content category to the task complexity score:

[0134] ;

[0135] Substitute PT = 2, :

[0136] ;

[0137] Calculate the structure type matching difference value:

[0138] Calculate the absolute value of the difference between the above average weighted square root difference and the offset adjustment value:

[0139] ;

[0140] The results show that there is a certain matching difference between the actual interactive form and the standard teaching structure. This result can be used to evaluate the effectiveness of the current teaching interaction and guide the adjustment of teaching strategies to optimize the teaching process.

[0141] The specific steps for obtaining the information pushed in the group collaboration interaction are as follows:

[0142] S401: Call the interactive structure matching table for the teaching stage, extract the speech frequency data of students within the corresponding stage, and count the average speech frequency of each student in multiple consecutive task stages within the same group to obtain the interactive stage index set;

[0143] Call the interactive structure matching table for the teaching stage to determine the list of task numbers and corresponding interactive form types in the current interactive structure stage. Set tasks T011, T012, and T013 to be identified as expanded interactive structures. The system analyzes the classroom speech records of students in these task stages. The speech frequency data is collected through voice recognition devices and student identity recognition systems in the classroom, and the effective speech times of each student during the task process are recorded. Set student A to have 4 speeches in task T011, 3 speeches in T012, and 5 speeches in T013. Based on the task stage and student group information, the system filters out the group numbers of each student. Set students A, B, C, and D to all belong to group G01. The speech frequencies of the members in group G01 during three consecutive task stages are respectively counted, and their average speech frequencies are calculated. Set A to be 4 times, B to be 2 times, C to be 0 times, and D to be 3 times. The system records the average frequency as the activity performance of the student in the current interactive stage, and binds the statistical results with their task stage, interactive structure type, and group number. Using the task stage as the primary key, key parameters such as the average speech frequency of each group member, the belonging interactive structure, and task number are recorded, providing an indexing basis for subsequent analysis of the cooperation between groups in the task, and obtaining the interactive stage index set.

[0144] S402: Based on the interactive stage index set, locate all the student group numbers in the corresponding task stage, extract the task cooperation frequency parameters of group members in the recent three stages, sort them according to the degree of interaction density within the group, and generate group cooperation interactive push information;

[0145] Locate all the student group numbers involved in each task stage. Set task T012 to involve groups G01, G02, and G03. The system sequentially extracts the task cooperation frequency parameters of the members in these three groups in the recent three stages. Set the system to count the number of times each member actively initiates communication, the frequency of responding to others' discussions, and the behavior records of collaborating to complete tasks within the group. Set student B to have a total of 4 active collaborations, 6 responses to collaborations, and 2 tasks completed collaboratively from stage T010 to T012, with a total cooperation frequency of 12 times. Compare with the remaining members to obtain the ranking of the interaction density within the group. The system sorts the interaction density of the members within each group, marks the member cooperation levels from high to low, and at the same time sorts the average cooperation density of the entire group to form a group cooperation ranking list, including task number, group number, the value of the cooperation density within the group, the sorting result of the members within the group, and push suggestions. Push high - cooperation groups to the teaching that needs to strengthen cooperation, and push low - cooperation groups to the stage that needs to strengthen communication training. All push information is uniformly encapsulated for subsequent teaching resource allocation and task assignment optimization, and group cooperation interactive push information is generated.

[0146] The specific steps for obtaining the task list for switching the teaching interaction mode are as follows:

[0147] S501: Invoke the group collaboration interaction to push information, extract the task completion information in the teaching task stage, and determine whether the teaching task is in the interaction stage under the recommended structure based on whether the task completion flag is completed and the submission time is within the recommended stage time period, to obtain a matching list of recommended structure stages;

[0148] It is necessary to compare item by item the completion status of each teaching task stage corresponding to each push, extract the task completion information, including the completion flag (set as "completed" or "not completed") of each task stage and the time node when the student submits the answer. Set the task T014 flag as completed, and the submission time as 10:48:00. The system further loads the preset recommended stage time period range. For example, if 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 will compare the submission time with the recommended time period to determine whether it falls within this range. If the submission time is within the recommended time period and the task status is completed, mark this task as being in the interaction stage under the recommended structure. If any condition is not met, this task is not marked as a recommended structure stage. The system performs the same judgment process for all task stages, and records the task stage numbers, task completion flags, submission times, and recommended time period flags that meet the conditions. Each piece of 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 subsequent interactive process instruction pushing, and obtaining a matching list of recommended structure stages.

[0149] S502: Based on the matching list of recommended structure stages, extract the stage numbers marked as successful matches, call the corresponding interaction mode content in the group collaboration interaction push information, establish a binding record between the interaction mode and the classroom task stage number, write the successfully matched task stages into the corresponding classroom interaction process instruction channel, and obtain the interaction mode binding channel sequence;

[0150] Screen the task phase numbers marked as successful matches, set tasks T014 and T015 as successful matches, the system calls the group collaboration interaction to push information, extracts the interaction mode content of these two tasks correspondingly. For example, for T014, the interaction mode "project cooperation" is recommended, and for T015, "peer questioning" is recommended. Bind each successfully matched task phase number with its corresponding interaction 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. This table uses the task phase number as the main index field and records the interaction mode number, name, group number, and task phase basic information. The system writes the binding record into the corresponding classroom interaction process instruction channel. Different channels correspond to task execution flows with different interaction structures, such as setting an expandable task flow channel, a convergent task flow channel, etc. The system automatically dispatches instructions to write into the specified channel according to the attribution type of the interaction mode, forming a set of task process sets organized by interaction structure, providing a structured data basis for subsequent sorting and execution scheduling, and obtaining the interaction mode binding channel sequence.

[0151] S503: Call the interaction mode binding channel sequence, integrate the task numbers, recommended interaction modes, group identifiers, and task phase start and end times of the interaction instructions, sort them in chronological order, and generate a teaching interaction mode switching execution task list;

[0152] Integrate all task numbers, recommended interaction modes, group identifiers, and task phase start and end times in the sequence. Set the recommended mode for task T014 as "project cooperation", the start time of group G01 as 10:45:00, the end time as 10:55:00, the recommended mode for T015 as "peer questioning", the start time of group G02 as 10:56:00, and the end time as 11:05:00. The system sorts the data in ascending order of the task start time, uses 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 order. The task list is output in the form of a structured list, which is used to control the interaction process scheduling within the system and synchronously display the system-pushed content, generating a teaching interaction mode switching execution task list.

[0153] Please refer to Figure 2 , a teaching interaction mode switching system, which includes:

[0154] The classroom behavior analysis module obtains the student's answer start time, answer end time, task completion mark status, and question error type recorded by the classroom behavior collection terminal, sorts the behavior data according to the timestamp, combines the single-question answer time consumption value with the completion mark status, judges the task status and classifies it to obtain a teaching interaction load level mapping table;

[0155] Based on the teaching interaction load level mapping table, the load level division module calls the answering time value and the error frequency value, makes a combined judgment according to the set time interval threshold and error frequency interval threshold, associates the teaching interaction type recorded in the task stage, sorts by the interaction frequency, and generates an interaction mode replacement instruction set;

[0156] The adaptability recognition module calls the interaction mode replacement instruction set, obtains the answering time value and the error frequency value corresponding to the task stage, judges whether the conditions of completion and error frequency higher than the task error benchmark value are met at the same time, screens the interaction type records as the non - adaptable state, and generates a teaching stage interaction structure matching table;

[0157] The structure matching analysis module calls the teaching stage interaction structure matching table, judges whether the student state is the mastery period or the lag period according to the answering time and error frequency value in the task stage, matches the convergent or divergent teaching structure, and generates group collaboration interaction push information;

[0158] Based on the group collaboration interaction push information, the collaboration interaction push module screens the student speech frequency value under the divergent structure, counts the group numbers with the continuous time period lower than the collaboration frequency benchmark value, marks them as the collaboration status, and generates a teaching interaction mode switching execution task list.

[0159] The above is only the specific implementation manner of the present invention, but the protection scope of the present invention is not limited thereto. Any person skilled in the art within the technical scope disclosed by the present invention can easily think of changes or substitutions, which should all be covered by the protection scope of the present invention. Therefore, the protection scope of the present invention should be subject to the protection scope of the claims.

Claims

1. A method for switching teaching interaction modes, characterized in that, Including the following steps: S1: Collect the classroom behavior data of students in the classroom scenario, classify the time-consuming of students' answering questions, the task completion status and the error distribution according to the time sequence. According to the combination mode of the answering time-consuming and the error frequency, divide the teaching tasks into different levels according to the load, and generate a teaching interaction load level mapping table; S2: Based on the teaching interaction load level mapping table, call the answering time-consuming and error frequency data to identify whether there is a situation of task completion delay in the load task link. If the condition is established, mark the real-time teaching interaction form as the mismatched state and generate an interaction mode replacement instruction set; S3: According to the interaction mode replacement instruction set, 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 and generate 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 the expansion type, screen the modes with 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; The specific steps for obtaining the teaching stage interaction structure matching table are as follows: S301: Call the interaction mode replacement instruction set, calculate the average completion speed and average correct rate of each student in the real-time task stage, set the completion speed lag threshold and the correct rate stability threshold respectively according to the overall mean of the task stage, and judge whether the student data simultaneously meets the condition that the speed is better than the lag threshold and the correct rate exceeds the stability threshold. If it is met, mark it as the mastery period. If the speed is lower than the lag threshold or the correct rate is lower than the stability threshold, mark it as the lag period, and obtain the student mastery and lag status identification table; S302: Based on the student mastery and lag status identification table, call the target interaction form number in the task stage of the interaction mode replacement instruction set, screen the task stage numbers according to the mastery period identification, and match the teaching structure type to which the corresponding interaction form belongs. Screen the interaction forms belonging to the convergent structure to obtain a convergent structure matching list; S303: Call the convergent structure matching list, locate the interaction form number corresponding to the task, match the teaching structure type to which the interaction form belongs, calculate the structure type matching difference value, screen the interaction forms belonging to the expansion type, and bind the lag period stage number to the matching interaction structure to obtain the teaching stage interaction structure matching table; The formula for calculating the structure type matching difference value is as follows: ； Among them, TM represents the structural 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 o-th interaction form, represents the structural feature coding value of the o-th interaction form in the task objective, represents the reference coding value of the o-th interaction form in the standard model of the 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.

2. The teaching interaction mode switching method according to claim 1, wherein The teaching interaction load level mapping table includes interaction load levels, task load differentiation levels, and teaching interaction form classifications. The interaction mode replacement instruction set includes task link adaptation status marks, interaction form binding instructions, and interaction mode replacement alternatives. The teaching stage interaction structure matching table includes mastery period interaction structures, lag period interaction structures, and teaching stage progress statuses. The group collaboration interaction push information includes collaboration modes to be applied, student collaboration feature marks, and interaction recommended structure marks.

3. The teaching interaction mode switching method according to claim 1, wherein 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 scenario, extract the start and end times of answering questions, submission status, and number of errors of each student in the task session, count the answering time intervals, completion status distributions, and error frequencies corresponding to each task, and arrange the answering time intervals, completion status distributions, and error frequency results in chronological order according to the task number and student identification to obtain the task behavior sequence parameter set; S102: Based on the task behavior sequence parameter set, combine and classify tasks according to the cross interval of answering time and error frequency, label the task load level label according to the combination number, and combine the identification of the task completion status to screen the teaching interaction forms corresponding to the task stages within the load level fluctuation interval to obtain the teaching interaction form switching basis set; S103: Invoke the teaching interaction form switching basis set, count the continuous changes of the teaching interaction forms in the task stage, identify the number of switches and switch types between adjacent load level stages of the interaction form, record the task numbers and time node information corresponding to multiple types of switches, and generate the teaching interaction load level mapping table.

4. The teaching interaction mode switching method according to claim 3, wherein The specific steps for obtaining the interaction mode replacement instruction set are as follows: S201: Based on the teaching interaction load level mapping table, invoke 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 judge 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 satisfied, mark the real-time interaction form as the inadaptable state to obtain the inadaptable interaction identification list; The formula for calculating the task load difference value is as follows: ； Among them, represents the task load difference value of task stage j with serial number i, represents the real-time answering time of task stage j with serial number i, represents the error frequency of task stage j with serial number i, represents the time value set according to the grade standard corresponding to task stage j with serial number i, represents the interaction intensity weight when the teaching interaction form is k with serial number i, represents the answering time when the teaching interaction form is k with serial number i, m represents the total number of teaching interaction forms, and k is the subscript index of the teaching interaction form; S202: Invoke the inadaptable interaction identification list, for each marked record, find the available interaction forms at the real-time load level, select the alternative form through the application frequency ranking of the interaction form in the same level stage, bind the alternative form to the real-time task stage identification, evaluate the mapping relationship between the task number, the original interaction form and the alternative form, and generate the interaction mode replacement instruction set.

5. The teaching interaction mode switching method according to claim 4, characterized in that, The specific steps for obtaining the group collaboration interaction push information are as follows: S401: Invoke the teaching stage interaction structure matching table, extract the speech frequency data of students within the corresponding stage, count the average speech frequency of each student in multiple consecutive task stages within the same group to obtain the interaction stage index set; S402: Based on the interaction stage index set, locate all the student group numbers in the corresponding task stage, extract the task collaboration frequency parameters of group members in the recent three stages, and sort them according to the interaction intensity within the group to generate the group collaboration interaction push information.

6. The teaching interaction mode switching method according to claim 1, characterized in that The method further includes step S5: S5: According to the group collaboration interaction push information, combined with the completion information of the teaching task stage, judge whether the teaching task is in the interaction stage under the recommended structure. If the match is successful, write the corresponding interaction mode into the classroom interaction process instruction channel, generate the teaching interaction mode switching execution task list, and conduct dynamic teaching; The teaching interaction mode switching execution task list includes the interaction mode switching instruction, the classroom interaction process channel, and the interaction stage matching status.

7. The teaching interaction mode switching method according to claim 6, wherein The steps for obtaining the execution task sheet for switching the teaching interaction mode are specifically as follows: S501: Invoke the group collaboration interaction push information, extract the task completion information in the teaching task stage, and determine whether the teaching task is in the interaction stage under the recommended structure based on whether the task completion flag is completed and the submission time is within the recommended stage time period, to obtain a recommended structure stage matching list; S502: Based on the recommended structure stage matching list, extract the stage numbers marked as successfully matched, invoke the corresponding interaction mode content in the group collaboration interaction push information, establish a binding record between the interaction mode and the classroom task stage number, write the successfully matched task stage into the corresponding classroom interaction process instruction channel, and obtain the interaction mode binding channel sequence; S503: Invoke the interaction mode binding channel sequence, integrate the task number, recommended interaction mode, group identifier, and start and end times of the task stage of the interaction instruction, sort them in chronological order, and generate an execution task sheet for switching the teaching interaction mode.

8. A teaching interaction mode switching system, characterized in that, According to the teaching interaction mode switching method described in any one of claims 1-7, the system includes: The classroom behavior analysis module obtains the student's answer start time, answer end time, task completion mark status, and question error type recorded by the classroom behavior collection terminal, sorts the behavior data according to the timestamp, combines the single-question answer time-consuming value and the completion mark status, judges the task status and classifies it, and obtains a teaching interaction load level mapping table; The load level division module, based on the teaching interaction load level mapping table, invokes the answer time-consuming value and the error frequency value, makes a combined judgment according to the set time-consuming interval threshold and error frequency interval threshold, and associates the teaching interaction type recorded in the task stage, sorts by the interaction frequency, and generates an interaction mode replacement instruction set; The adaptability recognition module invokes the interaction mode replacement instruction set, obtains the answer time-consuming value and the error frequency value corresponding to the task stage, judges whether the conditions of both completion and error frequency higher than the task error reference value are satisfied, screens the interaction type records as the non-adapted state, and generates a teaching stage interaction structure matching table; The structure matching analysis module invokes the teaching stage interaction structure matching table, judges whether the student status is the mastery period or the lag period based on the answer time-consuming and error frequency values in the task stage, matches the convergent or expanding teaching structure, and generates group collaboration interaction push information; The collaboration interaction push module, based on the group collaboration interaction push information, screens the student speech frequency value under the expanding structure, counts the group numbers with a continuous period lower than the collaboration frequency reference value, and marks them as the collaboration status, and generates an execution task sheet for switching the teaching interaction mode.

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