Teacher video course making method and device

Abstract

The invention discloses a teacher video course making method and device. The method comprises the following steps: splitting course content into a plurality of links, and splitting each link into a plurality of steps; and obtaining the step type of each step in the plurality of steps, and configuring the corresponding steps by using different methods based on the step types so as to make a course. The technical problem that the teacher video course making process is complex is solved.

Description

Technical Field

[0001] The present invention relates to the field of artificial intelligence, and in particular to a method and device for making lessons using teacher videos. Background Art

[0002] With the popularity of online education, teacher video course production has become an important way of teaching. However, the existing teacher video production methods are relatively complicated. Teachers need to manually split the course content, organize the teaching links, and select the appropriate production method for each step. This process is time-consuming and cumbersome. In addition, different teaching links and steps often require different processing methods, but the existing technology lacks intelligent tools to automatically configure the steps, which causes teachers to spend a lot of energy to make adjustments. In response to this problem, how to simplify the video course production process and improve production efficiency has become a technical problem that needs to be solved urgently.

[0003] To address the above-mentioned problems, no effective solution has been proposed yet. Summary of the invention

[0004] The embodiment of the present invention provides a method and device for making a course by video by a teacher, so as to at least solve the technical problem that the process of making a course by video by a teacher is relatively complicated.

[0005] According to one aspect of an embodiment of the present invention, a method for making a teacher video course is provided, comprising: dividing the course content into multiple links, and dividing each link into multiple steps; obtaining the step type of each step in the multiple steps, and using different methods based on the step type to configure the corresponding steps to make a course.

[0006] According to another aspect of an embodiment of the present invention, a teacher video course making device is also provided, including: a splitting module, configured to split the course content into multiple links, and split each link into multiple steps; a configuration module, configured to obtain the step type of each step in the multiple steps, and use different methods based on the step type to configure the corresponding steps to make lessons.

[0007] In the embodiment of the present invention, the course content is divided into multiple links, and each link is divided into multiple steps; the step type of each step in the multiple steps is obtained, and different methods are used to configure the corresponding steps based on the step type to make a course. Through the above steps, the technical problem that the teacher's video course making process is relatively complicated is solved. BRIEF DESCRIPTION OF THE DRAWINGS

[0008] The drawings described herein are used to provide a further understanding of the present invention and constitute a part of this application. The exemplary embodiments of the present invention and their descriptions are used to explain the present invention and do not constitute an improper limitation of the present invention. In the drawings:

[0009] Figure 1 is a flow chart of a method for making a teacher's video course according to an embodiment of the present invention;

[0010] Figure 2 is an example diagram of course content division according to an embodiment of the present invention;

[0011] Figure 3 This is an interface diagram for jumping to a programming step with one key according to an embodiment of the present invention;

[0012] Figure 4 is an interface diagram of a configuration key step according to an embodiment of the present invention;

[0013] Figure 5 is an interface diagram of a configuration programming step according to an embodiment of the present invention;

[0014] Figure 6 is a flow chart of another method for making a teacher's video course according to an embodiment of the present invention;

[0015] Figure 7 This is a structural diagram of a teacher video course making device according to an embodiment of the present invention;

[0016] Figure 8 A schematic diagram of the structure of an electronic device suitable for implementing the embodiments of the present disclosure is shown. DETAILED DESCRIPTION

[0017] In order to enable those skilled in the art to better understand the scheme of the present invention, the technical scheme in the embodiments of the present invention will be clearly and completely described below in conjunction with the drawings in the embodiments of the present invention. Obviously, the described embodiments are only part of the embodiments of the present invention, not all of the embodiments. Based on the embodiments of the present invention, all other embodiments obtained by ordinary technicians in this field without creative work should fall within the scope of protection of the present invention.

[0018] It should be noted that the terms "first", "second", etc. in the specification and claims of the present invention and the above-mentioned drawings are used to distinguish similar objects, and are not necessarily used to describe a specific order or sequence. It should be understood that the data used in this way can be interchanged where appropriate, so that the embodiments of the present invention described herein can be implemented in an order other than those illustrated or described herein. In addition, the terms "including" and "having" and any variations thereof are intended to cover non-exclusive inclusions, for example, a process, method, system, product or device that includes a series of steps or units is not necessarily limited to those steps or units that are clearly listed, but may include other steps or units that are not clearly listed or inherent to these processes, methods, products or devices.

[0019] According to an embodiment of the present invention, a method embodiment of a method for making lessons through teacher videos is provided. It should be noted that the steps shown in the flowchart of the accompanying drawings can be executed in a computer system such as a set of computer executable instructions, and although a logical order is shown in the flowchart, in some cases, the steps shown or described can be executed in an order different from that shown here.

[0020] Figure 1 The teacher video course making method according to an embodiment of the present invention is as follows. Figure 1 As shown, the method comprises the following steps:

[0021] Step S102, dividing the course content into multiple links, and dividing each link into multiple steps.

[0022] like Figure 2 As shown in the figure, the course content is divided into multiple links, and each link is further divided into multiple steps. The course links are divided into ordinary links and special links (such as video check-ins and learning reports). Ordinary links mainly include regular classes, while special links are designed for specific activities and requirements.

[0023] To configure the basic information of a common session, you first need to set the session name and icon. The session name and icon will be displayed in the App, and the unlocked session will be displayed with a gray icon. After the subsequent course sessions are determined, the session configuration will be solidified, and the session name will be uniformly displayed to students to reduce related configuration adjustments.

[0024] Configure the comment feedback function. When you select Display in the Finished Course section, the Homework module will appear. Users can click on the homework to view the teacher's correction and comments for that section. For non-finished courses, clicking on that section will enter the homework correction display page. When checking Comment Feedback, you need to select the corresponding programming step. You can only check the Display option when the step is configured for the section.

[0025] Configure the opening animation of the session. If you choose to display the opening animation, you need to upload two animation files. After the course session is determined, the session configuration will be solidified to reduce adjustments. If the end of the session animation is not displayed, the completion page will not appear.

[0026] In addition, you also need to set the horizontal / vertical display of the link. This configuration is used to mark whether the link content is displayed in horizontal or vertical mode. For example, for the weekly test link, the vertical mode should be selected, while other links can remain in horizontal mode.

[0027] Step S104, obtaining the step type of each step in the multiple steps, and configuring the corresponding step using different methods based on the step type to prepare a course.

[0028] Step types include videos, pictures, programming, and answering questions. The specific support content in the course is shown in Table 1:

[0029] Step Type document Normal video mp4 Interactive Video itv Interactive Questions Question file Nemo Tools Meow Command H5 Web Links

[0030] Table 1

[0031] 1) The step type is video.

[0032] When the step type is video, you need to configure the connection between the previous and next content. For example, if the next step is programming, you can prompt "Let's start programming next"; if the next step is answering a question, you can prompt "Take a look at this question". At the same time, considering that most users use mobile phones, the configuration should avoid too much or too small content on the screen to avoid difficulty in viewing or unclear display.

[0033] In terms of content production, it is recommended to set the video size to 16:9 and the file format to MP4. In order to avoid black screens in the middle or at the end, do not stay on black screens at the beginning and end of the video, especially when the video is part of an overall course, the black screen will appear abrupt and may cause misunderstandings. The embodiment of the present application uses a unified transition template to ensure the smoothness and coherence of the video.

[0034] In addition, you can Figure 3 As shown in the figure, configure a one-click jump to the programming step. The configuration of this function is "Jump Programming Configuration", and the user can set it as needed. After setting this function, the page will display a button, and after clicking it, it will jump to the most recent programming step. Other tools will jump to the corresponding programming step as needed, for example, Python programming will jump to the Python programming step. In addition, Figure 4 As shown, the system also allows configuration of key steps, which will be displayed in the course. When the user clicks, the step cover and step name configured in the background will be displayed to help users better understand the course progress and key content.

[0035] 2) The step type is programming.

[0036] You can hide blocks you don't want to show by long pressing the blocks in the teacher version of the app, ensuring that these blocks are not displayed during class. At the same time, considering that games may cause addiction, teachers can set anti-addiction strategies, such as prompting students to click "Finish" to continue learning when their scores reach a certain threshold.

[0037] In the design of prompt content, teachers can break down the key content of the previous explanation and put it into the prompt. The prompt content can be a video or multiple prompt cards (pictures). Figure 5As shown, if you do not want to issue rewards, you can choose not to display the reward animation; if you want to guide students to submit their homework, you can select the "Submit" button, which is usually used for the last task. You can also switch the script area by default, and automatically switch to the script area when entering; for the design of prompt materials, teachers can first select pictures or videos, and then upload the prompt content; the work description function is used to introduce the content of the work when students share their works. At the same time, you can customize the development content by adding a novice guidance function, and this function can be disabled for daily courses. Finally, if a step is configured as a key step, the step will be displayed in the course, and clicking it will display the "step cover" and "step name" configured in the background.

[0038] In addition, in order to facilitate help during class, teachers can share the BCM QR code of the work, and students can open the work by long pressing the QR code or using the scan function of the student app. On the Pad page, clicking "Finish" will issue a completion reward and proceed to the next step, while clicking "Hint" can view the hint content related to the current step.

[0039] 3) The step type is answering a question.

[0040] The question types mainly include objective multiple-choice questions and true-or-false questions, which support multiple or single choices. The interactive mode can be selected by dragging or clicking. It should be noted that the layout and size of the options can be configured as fixed. If the existing templates do not meet the requirements, new templates can be added to meet the requirements of different question types. For drag questions, the system supports setting the end point of the drag to facilitate drag judgment.

[0041] In the case of multiple-choice questions, when the question has a single building block as an option, use the bar template. The output materials include 1 background, 1 question dubbing, and 4 options. The background size is 16:9 and the option size is 65:14. When the question has multiple building blocks as options, the length and width of the building blocks must be consistent to avoid affecting the user experience. The output materials include 1 background, 1 question dubbing, and 4 options. The background size is 16:9 and the option image size is 1:1.

[0042] When the question type is a true or false question, it is configured in a left-right distribution format, which is suitable for PK or decision-making scenarios. The output materials include 1 background, 1 question dubbing, and 4 option pictures. The background size is 16:9 and the option picture size is 1:1.

[0043] After the quiz is finished, different rewards and animations will be issued according to the number of answers of the user. The reward issuance standards are as follows: if the number of answers does not exceed 1 times the number of correct options, 100% reward will be issued; if the number of answers is between 1 and 2 times the number of correct options, 80% reward will be issued; if the number of answers exceeds 2 times the number of correct options, 50% reward will be issued. The amount of rewards issued is shown in Table 2 below:

[0044]

[0045] Table 2

[0046] Among them, image materials should be in PNG format and the size should not exceed 1MB; audio materials should be in MP3 format and the size should not exceed 5MB. All relevant layout and size requirements can be referred to the table above and the Ai file below.

[0047] Through these configurations, teachers can provide students with a standardized and unified answering experience, while ensuring that the system can flexibly respond to different question types and layout requirements.

[0048] 4) The step type is picture.

[0049] Image types are mainly used for live courses and for teachers to upload as PPT. Since most users are mobile phone users, you should avoid displaying too much content on the same screen or designing elements that are too small to avoid making it difficult to watch or causing the content to not be displayed clearly.

[0050] In terms of content production, it is preferred that the image size be set to 16:9, which is suitable for most device screens and can ensure a good display effect. Similarly, considering the prevalence of users using mobile devices, the content should be avoided from being too crowded to ensure that the information in the image is easy to see and understand.

[0051] Figure 6 It is another teacher video course making method according to an embodiment of the present invention. In this method, the main differences from the above embodiments are: 1) Automatic splitting of course content: Through natural language processing (NLP) technology, the text content of the course is automatically analyzed to identify the teaching links and the core knowledge points in each link, and further refine them into steps to reduce the teacher's manual splitting work. 2) AI generates teaching auxiliary content: According to students' learning progress and performance, AI can dynamically generate personalized teaching videos, prompts and tutoring materials to ensure that students can get appropriate learning support in different links. 3) Intelligent interaction and feedback mechanism: Through data mining and learning behavior analysis, AI can predict students' learning difficulties, and provide dynamic feedback and interaction at key nodes to help students overcome difficulties.

[0052] like Figure 6As shown, the method comprises the following steps:

[0053] Step S602, divide the course content into multiple links, and divide each link into multiple steps.

[0054] In an embodiment of the present invention, the course content is automatically split based on the deep application of natural language processing (NLP) and machine learning models. First, the course text content is semantically analyzed, and the syntactic structure and semantic relationship of the content are analyzed using a pre-trained language model (such as BERT, GPT, etc.), and key teaching topics and related knowledge points are extracted from it. The analysis process includes technologies such as named entity recognition (NER), keyword extraction, and topic modeling to identify the core concepts of the teaching process.

[0055] To ensure the accuracy of course content splitting, this embodiment adopts a hierarchical classification algorithm. First, the content with similar topics is clustered by a topic clustering algorithm (such as K-Means or LDA) to generate a preliminary candidate list of teaching links. Next, the teaching content is divided into multiple sub-units using paragraph annotation technology based on rules and deep learning models. Each sub-unit is further subdivided into multiple steps according to semantic relevance and teaching logic. For example, for the course content of "Introducing the Concept of Variables and Constants", the teaching link of the theme "Basic Concept Explanation" is first identified, and then it is further decomposed into multiple steps such as "Defining Variables" and "Use of Variables" according to the course outline and knowledge point map.

[0056] In this process, context-aware models (such as bidirectional LSTM, Transformer, etc.) can also be applied to analyze the context of the text to ensure that the splitting process conforms to the teaching logic. Based on these analysis results, the system constructs a knowledge point tree to clarify the hierarchical structure and sequence between each link and step. In addition, to improve the adaptability of the system, the splitting strategy can be adjusted according to the characteristics of different course areas. Through continuous training and optimization of deep learning models, the accuracy and precision of automatic splitting of teaching content can be continuously improved.

[0057] Through the above method, this application not only simplifies the course design work of teachers, but also greatly improves the modularization and standardization of teaching content, which facilitates the subsequent dynamic configuration of teaching content and the automatic generation of personalized learning plans.

[0058] Step S604, obtaining the step type and configuring the teaching content based on the step type.

[0059] In each step after the course is split, the type of step is automatically identified, such as: video, picture, programming, answering questions, etc. For different step types, the appropriate teaching method is automatically configured according to the preset rules or models.

[0060] 1)Configure programming steps.

[0061] Make preset BCMs. Hide blocks that you don't want to show. Teachers can set blocks to hidden status by long pressing them. Hidden blocks will not appear in the student's learning interface, thus avoiding distracting content that is irrelevant to the course objectives and ensuring the focus and coherence of the teaching content. Specifically, through the attribute marking mechanism of the block object, the "hidden" attribute is set to a Boolean value, and the marked item is filtered out when loading on the student side to achieve dynamic content management. In addition, game anti-addiction is also set. Considering that the teaching content of building block assembly has high fun and gamification characteristics, the system has built-in game anti-addiction strategy. When the student's course completion or score reaches the preset threshold, the system will pop up a prompt box to guide the student to click the "Finish" button to enter the next learning stage. This mechanism monitors the student's learning progress and score changes in real time, triggers condition judgment and pop-up prompts, and ensures that students maintain a moderate learning rhythm and avoid excessive addiction.

[0062] Configure prompt content. To improve learning efficiency, the key explanation parts in the previous teaching content are disassembled into prompt content and displayed according to teaching needs. The prompt content can be in multimedia form, such as a teaching video or multiple prompt cards (pictures). In terms of implementation, the system dynamically associates the disassembled content with the prompt template through the content tagging and media material management module, and automatically displays it within the specified steps to help students review and consolidate key knowledge points.

[0063] Set other programming configurations. For example, configure reward animation. Teachers can choose whether to enable reward animation. If no reward is needed, the system will skip the animation display step. This function is implemented through the animation trigger condition configuration module to ensure the flexibility of the course process. Configure submission of works. In the last step of the task, students can be guided to submit their homework. Teachers can enable the "Submit" button. After completing the task, students can submit their works to the teaching platform for easy viewing and evaluation by teachers. This function associates student works with course tasks through the data upload and storage module to form a complete learning archive. Configure switching script area. When students enter the programming learning platform, the system can switch to the script area by default so that students can quickly start coding tasks. This function is automatically triggered by the user role and task type detection mechanism to optimize the user interaction experience. Configure material management. Teachers can upload pictures or videos as prompt materials for teaching content display. The uploaded materials will be stored in the cloud database and automatically associated with the teaching steps through the content management system to ensure the accuracy and synchronization of the prompt content. Configure work description. When students share their works, the system will automatically generate a work description to introduce the creativity and functions of the work. The work description is generated based on the student's course records and work attributes, which improves the readability of the work display and the fun of teaching interaction. Configure novice guidance. This function is mainly used in course preparation and supports the development of customized content. In system implementation, through the process engine configuration of the guidance module, novice users are guided to quickly understand the platform operation and improve the learning experience. Since this function is suitable for introductory courses, it is generally not recommended to enable it in daily teaching. Configure key steps. Teachers can configure certain key steps as key steps in the course. After configuration, the system will automatically mark in the course progress and display the step cover and step name configured in the background. This function is implemented through the course progress management and UI presentation modules to ensure that students can quickly identify and focus on important steps during the learning process, thereby optimizing the overall learning effect of the course.

[0064] Through the above functional configuration, the system can realize flexible management and personalized presentation of teaching content, significantly improving students' learning experience and teachers' course management efficiency.

[0065] 2) Image step configuration.

[0066] First, the image is automatically cropped and optimized. For steps that require displaying images, image recognition technology is first used to automatically analyze the content of the image and identify the key areas or key objects in the image. Through image analysis, important parts of the image can be accurately located and cropped, thereby removing unnecessary blank areas or interference factors to ensure that the displayed content is more prominent and clear. Next, the image size is automatically adjusted to optimize the resolution and display ratio to meet the display requirements of different devices or platforms. For example, AI will adjust the pixel density of the image according to the preset display size or page layout so that it can maintain a good display effect on various screen sizes, thereby improving the user's visual experience.

[0067] Next, add text to the pictures. After the picture optimization is completed, the relevant graphic and text instructions or descriptions are automatically generated according to the content of the picture. Use natural language processing technology to analyze the elements and background information in the picture, and extract key descriptions related to the teaching content. The generated text will be closely integrated with the content of the picture to ensure that students can better understand the information expressed by the picture through pictures and texts. In addition, AI will automatically layout the text, adjust the font, size, color and position of the text, ensure that the text and the picture are visually coordinated, and the layout is clear, concise and easy to read. During the typesetting process, the reading fluency and students' learning habits are taken into consideration. For example, ensure that the alignment of the text and the picture conforms to conventional reading habits to avoid text blocking key picture content.

[0068] 3) Configure the video steps.

[0069] In some embodiments, you can choose to upload and configure a preset video; in other embodiments, you can automatically generate a corresponding video according to the steps in the link. For example, you can generate and configure the corresponding video by the following method.

[0070] First, generate a video script. For video-type steps, automatically extract the core knowledge points of the step, and combine the preset syllabus and objectives to generate a video script that meets teaching needs. During the script generation process, the rhythm and explanation method of the video are reasonably arranged according to the difficulty of the teaching content, the relationship between knowledge points, and the learning progress of students. The script will clearly include the explanation order, key points, and relevant examples and instances of each knowledge point.

[0071] Next, generate animations, dubbing, and background music. Based on the generated video script, it is recommended to use appropriate animation effects according to the nature of the knowledge points to enhance students' understanding of abstract concepts. For example, for programming content, it is recommended to use dynamic display animations of the code execution process. In terms of dubbing, the appropriate dubbing style can be automatically selected according to the speed and tone requirements of the video to ensure that the language expression is concise and easy to understand. At the same time, the background music will also be automatically selected according to the atmosphere of the video content, such as choosing relaxing background music during the explanation to improve the comfort of learning.

[0072] Then, optimize the video quality. Use image and video processing technology to optimize the quality of existing video materials. Specifically, analyze factors such as video clarity, color saturation, and noise, automatically adjust the video resolution and frame rate, and optimize the video playback smoothness and visual effects. For example, for low-resolution video materials, use super-resolution technology to improve video quality and make the picture clearer; for videos with low frame rates, use interpolation technology to smooth video motion and make it smoother, ensuring that the final playback effect meets teaching needs.

[0073] Finally, configure the video link. In order to enhance the connection between the video and the subsequent teaching steps, automatically add a "jump" button to the video. These jump buttons can automatically point to the programming steps or question-answering sessions after the video according to the students' current learning progress, ensuring that students can smoothly transition from one learning module to the next. The location and timing of these jump buttons will be dynamically generated according to the key knowledge points and learning objectives in the video script, ensuring that students can interact at the appropriate time, thereby enhancing the coherence and efficiency of learning.

[0074] In this way, AI can not only automatically identify different types of teaching steps, but also configure the most appropriate teaching content for each step based on the characteristics of each type, thereby improving the teaching effect and students' learning experience.

[0075] 4) Question answering step configuration.

[0076] First, automatically generate questions. Based on the pre-built teaching knowledge graph, identify the core knowledge points of the current teaching content. According to the students' learning progress and historical answer records, dynamically select the appropriate knowledge point combination and generate the corresponding questions. According to the nature of the knowledge points and the target ability requirements, automatically match the appropriate question types, such as memory-based multiple-choice questions, comprehension-based judgment questions, application-based fill-in-the-blank questions, and comprehensive programming questions.

[0077] Next, real-time scoring is performed. Exclusive scoring logic is designed for different question types. For example, if it is a multiple-choice question or a judgment question, the standard answer is automatically compared and the answer result is fed back in real time. If it is a fill-in-the-blank question, natural language processing technology is used to perform multi-dimensional semantic matching and error tolerance analysis. If it is a programming code, the code syntax analysis and functional testing framework are used to run the student code and compare and score the results. For example, the first eigenvector of the context code of the programming code and the second eigenvector of the current code to be tested are extracted respectively, and the first eigenvector and the second eigenvector are respectively upgraded according to the extended rank criterion, and the multi-channel convolution kernel is used to perform feature coupling and fusion processing of the first eigenvector and the second eigenvector to obtain the coupled main embedded feature matrix and auxiliary embedded feature matrix. The above matrix is ​​expanded along the direction of the extended dimension to form multiple sub-matrices. Each sub-matrix is ​​subjected to singular value decomposition to extract the core subspace representation and factor matrix. The principal component difference between the main feature matrix and the auxiliary feature matrix is ​​calculated based on the core subspace representation and the factor matrix to extract the core features, thereby effectively identifying logical errors and reference problems. This application uses feature vector coupling and decomposition technology to extract the core features of the code and realize multi-dimensional identification of logical errors and reference problems, which significantly improves the accuracy of scoring and the depth of evaluation, and ensures the comprehensiveness and reliability of the evaluation process.

[0078] Step S606, assessing students' learning situation based on AI and providing personalized feedback.

[0079] AI evaluates students’ learning status in real time based on their learning progress, learning behavior, and answering, and provides personalized feedback to students. For example, if students encounter difficulties in a programming step, AI can provide additional programming tips or guided videos to help students understand the difficulties.

[0080] In addition, AI can also predict the learning obstacles that students may encounter by analyzing their behavior patterns and learning data, and proactively provide learning resources. For example, if students make the same type of errors in multiple programming tasks, AI will suggest that students review related knowledge points or watch supplementary learning videos.

[0081] After students complete all teaching steps, AI will automatically generate a detailed teaching feedback report based on their learning performance. The report includes information such as the student's performance in each step, error rate, completion time, etc., and recommends subsequent learning content based on the student's progress. Teachers can view the report through the system to understand the student's learning progress and problems, and adjust teaching strategies based on the report content.

[0082] Step S608, generating and distributing teaching videos.

[0083] After all teaching steps are configured, they are automatically combined into a complete teaching video, ensuring smooth video playback and clear information transmission. Teaching videos will provide multiple output formats for students to watch on different devices according to different learning needs. The generated videos will be automatically uploaded to the teaching platform and pushed to students, ensuring that students can view and learn anytime, anywhere.

[0084] The teacher video course making method provided in this application can automatically disassemble the course content, configure different types of teaching steps, and provide personalized learning feedback. This method effectively simplifies the traditional video course making process, improves the teacher's production efficiency, and at the same time improves the student's learning experience through intelligent feedback and interaction.

[0085] This application also provides a teacher video course making device, such as Figure 7 As shown, it includes: a splitting module 72, which is configured to split the course content into multiple links, and split each link into multiple steps; a configuration module 74, which is configured to obtain the step type of each step in the multiple steps, and use different methods based on the step type to configure the corresponding steps to make courses.

[0086] It should be noted that the teacher video course making device provided in the above embodiment is only illustrated by the division of the above functional modules. In actual applications, the above functions can be assigned to different functional modules as needed, that is, the internal structure of the device can be divided into different functional modules to complete all or part of the functions described above. In addition, the teacher video course making device provided in the above embodiment and the teacher video course making method embodiment belong to the same concept. The specific implementation process is detailed in the method embodiment and will not be repeated here.

[0087] Figure 8 FIG. 1 shows a schematic diagram of the structure of an electronic device suitable for implementing the embodiment of the present disclosure. It should be noted that: Figure 8 The electronic device shown is only an example and should not bring any limitation to the functions and scope of use of the embodiments of the present disclosure.

[0088] like Figure 8 As shown, the electronic device includes a central processing unit (CPU) 1001, which can perform various appropriate actions and processes according to a program stored in a read-only memory (ROM) 1002 or a program loaded from a storage part 1008 into a random access memory (RAM) 1003. In the RAM 1003, various programs and data required for system operation are also stored. The CPU 1001, the ROM 1002, and the RAM 1003 are connected to each other via a bus 1004. An input / output (I / O) interface 1005 is also connected to the bus 1004.

[0089] The following components are connected to the I / O interface 1005: an input section 1006 including a keyboard, a mouse, etc.; an output section 1007 including a cathode ray tube (CRT), a liquid crystal display (LCD), etc., and a speaker, etc.; a storage section 1008 including a hard disk, etc.; and a communication section 1009 including a network interface card such as a LAN card, a modem, etc. The communication section 1009 performs communication processing via a network such as the Internet. A drive 1010 is also connected to the I / O interface 1005 as needed. A removable medium 1011, such as a magnetic disk, an optical disk, a magneto-optical disk, a semiconductor memory, etc., is installed on the drive 1010 as needed, so that a computer program read therefrom is installed into the storage section 1008 as needed.

[0090] In particular, according to an embodiment of the present disclosure, the process described below with reference to the flowchart can be implemented as a computer software program. For example, an embodiment of the present disclosure includes a computer program product, which includes a computer program carried on a computer-readable medium, and the computer program contains a program code for executing the method shown in the flowchart. In such an embodiment, the computer program can be downloaded and installed from the network through the communication part 1009, and / or installed from the removable medium 1011. When the computer program is executed by the central processing unit (CPU) 1001, various functions defined in the method and apparatus of the present application are executed. In some embodiments, the electronic device may also include an AI (Artificial Intelligence) processor, which is used to process computing operations related to machine learning.

[0091] The above is only a preferred implementation of the present application. It should be pointed out that for ordinary technicians in this technical field, several improvements and modifications can be made without departing from the principles of the present application. These improvements and modifications should also be regarded as the scope of protection of the present application.

Claims

1. A teacher video course making method, characterized in that: include: Divide the course content into multiple parts, and divide each part into multiple steps; The step type of each step in the multiple steps is obtained, and the corresponding step is configured using different methods based on the step type to prepare a course.

2. The method according to claim 1, characterized in that The step type includes at least one of the following: video, picture, programming and answering questions.

3. The method according to claim 2, characterized in that Different methods are used to configure the corresponding steps based on the step type, including: when the step type is a video and the video is a non-key step, configuring whether to jump to programming with one click, and setting a jump button in the step cover, wherein the jump button is used to skip the video and jump to the programming after receiving a jump operation.

4. The method according to claim 3, characterized in that Different methods are used to configure the corresponding steps based on the step type, including: when the step type is programming, When a long-press command is received, the long-pressed block is hidden, and the hidden block is not displayed on the student side; Some of the key explanation contents in the previous section are separated and put into prompts, wherein the prompt contents are a video or multiple prompt cards.

5. The method according to claim 4, characterized in that Based on the step type, different methods are used to configure the corresponding steps, including: when the step type is programming, configure at least one of the following: whether to display a reward animation; whether to submit programming works; whether to switch the script area by default; whether to prompt materials; work description.

6. The method according to claim 2, characterized in that Different methods are used to configure corresponding steps based on the step type, including: when the step type is answering questions, different typesetting layouts are set based on the question types of the answering questions, wherein the question types include objective multiple-choice questions and true-or-false questions; and when the question type is an objective multiple-choice question, selection is made by dragging or clicking, wherein when dragging, an end point of the dragging is set in the background of the question, and the end point is used for dragging determination.

7. A teacher video course making device, characterized in that: include: The split module is configured to split the course content into multiple sections and split each section into multiple steps; The configuration module is configured to obtain the step type of each step in the multiple steps, and configure the corresponding step using different methods based on the step type to make a course.

8. A computer-readable storage medium, characterized in that: The computer-readable storage medium includes a stored program, wherein when the program is executed, the device where the computer-readable storage medium is located is controlled to execute the method according to any one of claims 1 to 6.

9. A computer device, characterized in that: include: Memory and processor, The memory stores a computer program; The processor is used to execute the computer program stored in the memory, and when the computer program is run, the processor is enabled to execute the method according to any one of claims 1 to 6.

10. A computer program product, comprising a computer program, characterized in that When the computer program is executed by a processor, the steps of the method according to any one of claims 1 to 6 are implemented.

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